Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Cultural diversity also subsumes the religious diversity in a society and, byextension, in the world. Starting from this premise, this paper advocates adialogical pedagogy capable of paving the way for intercultural educationalinnovation which can optimize the students’ knowledge and appreciation ofthe existing religious pluralism in civil society. This work is aimed at emphasizing the possibility of developing, also in this dimension, a well-designed education action, addressing the appreciation for religious pluralism in the classroom from elementary education to university. Method. Considering different hypotheses on the dialogical construction of learning, a review is carried out regarding the intrinsic historical components for dealing with this issue (dialogue and ethical development; migration flows and religious diversity; intercultural education and new illustration; religion, citizenship and human rights; or religion, cultural diversity and dialogic pedagogy). Results. The need for intercultural education to clearly address the issue of religious pluralism is highlighted, for which, with pedagogical and curricular criteria, cooperative learning is justified, proposing new action techniques in the classroom, more specifically, Jigsaw, case studies and autobiographies. Conclusion. Taking care not to mystify them, the techniques of cooperative action in the classroom may contribute to the progress of a dialogical pedagogy which, in this case, implies that students would increase their awareness of the various religious views of existence. Of course, it also implies that such pedagogy would not impede the deployment of constructive controversies related to crucial issues in life.

The aim of this study has been the construction and analysis of a questionnaire to evaluate strategies and goals for conflict resolution in representative school situations for both students and teachers. Differentiated versions were administered to 1786 students and to 147 of their teachers respectively. The factorial analyses indicated three factors of strategies (Integration, Domination and Avoidance) and two of goals (Long-term and Short-term goals) that showed adequate internal consistency and absence of differences in function of having really experienced the situation before or not. It stands out the effect of the level of participation in the conflicts in the students´ version, predicting fewer strategies of Integration, and more of Domination and Avoidance—even above the effects of gender and course—, and more Short-termgoals. The questionnaire is a realistic and sensitive instrument which allowscomparing the different management of the school conflicts in students and teachers, providing keys for school interventions.

La percepción de los valores en la adolescencia continua generando interrogantes que se amplían cuando los grupos de análisis cambian patrones contextuales y se analizan teniendo en cuenta la variable género, por ello el objetivo de este trabajo fue conocer las diferencias en los valores percibidos por los adolescentes en el personaje de su programa favorito en relación al origen cultural y el género, en una muestra de 1221 adolescentes latinoamericanos, irlandeses y españoles entre los 14 y 19 años. El instrumento utilizado fue el cuestionario Val. Tv 0.2 que es una adaptación de la escala de Schwartz.Nuestros hallazgos apuntan a que las diferencias culturales son mayores que las relacionadas con el género, a favor de las adolescentes. Por géneros, las mujeres puntúan más alto en todos los valores que los hombres, a excepción del valor de poder donde las puntuaciones de ellos son superiores.

The evaluation of programs enables us to improve education quality(Pérez Juste, 2000), so for the transmission of a program, pilot studies likethe one developed in the unprecedented training program, «CoexistenceWorkshop. E-TALCO», which involved a representative sample of studentsfrom the Teacher of Secondary School Education, Vocational Training andLanguage Education Masters Program at the University of Salamanca, in2011-12, are necessary. The evaluation of the program aims to improve theapplication of the methodology, by analyzing the differences between faceto-face and online methodology, in relation to knowledge, expertise, andknow-how.

In this study we inquire into the evidence of how technological equipment(KidSmart in our case) is received in schools. As a hypothesis, we assume that the degree of assimilation by the organization members of the technology transferred is a determining factor in the degree of use. The fieldwork is done in preschools participating in the project «The mouse corner». Through class recordings, surveys and observations we have sought to obtain evidence about the research problem. Early results show the important, albeit insufficient, preparatory work for the transfer, hindering the appropriation by part of the players and the organization. We conclude by stressing the need to redefine the design and implementation of technology transfer programs for school organizations.

Education is more efficient when teachers use strategies that allow the students have reasons to maintain their own discipline in class. This study analyzes the predictions of the discipline strategies used by the faculty, the social goals and the support for autonomy in the intrinsic reasons of the students for discipline in adolescent students of physical education. A sample of 387 students from secondary education with ages understood between 12 and 16 participated in the study. The information was collected through questionnaires based on the strategies to maintain discipline scale (SSDS), the social goal in physical education (SGS-PE), the autonomy support (PASSES) and the intrinsic reasons factor for the reasons for discipline scale (RDS). Multiple linear regression showed that the social responsibility goal, the identified and intrinsic strategies and the autonomy support positively predicted the intrinsic reasons for discipline positively. The results are discussed in relation to the theory of self-determination.

Este estudio pretende detectar las actitudes y estereotipos culturales predominantes entre los futuros maestros hacia los inmigrantes en España y las fuentes de información que influyen en mayor medida. Se estudian las asociaciones que provocan las palabras extranjero e inmigrante, igual que la posición de las nacionalidades de los inmigrantes, según las actitudes positivas o negativas hacia ellas.Se explican las funciones de los estereotipos y se analiza un cuestionario de opinión de 151 alumnos en el Grado de Educación Primaria en la Universidad de Granada. El instrumento de investigación es un cuestionario compuesto por 41 ítems de preguntas cerradas y abiertas que combina algunas preguntas dicotómicas y abiertas con otras de escala Likert. El análisis de datos se realizó con el programa estadístico SPSS 17. Se aplicó el análisis descriptivo de las variables para obtener la frecuencia y los porcentajes de las respuestas. Para el estudio de la relación entre variables cualitativas se ha empleado el análisis inferencial.Teniendo en cuenta que los estereotipos y los prejuicios dificultan la convivencia y además, se consolidan por la falta de contacto intergrupal y, por consiguiente, desconocimiento del Otro, resulta importante facilitar estos contactos en el espacio educativo para mejorar las actitudes hacia los inmigrantes y reducir la xenofobia.La palabra inmigrante se asocia en primer lugar a la pobreza, la necesidad y a una estancia ilegal, mientras que la palabra extranjero se atribuye a una persona adinerada que reside en España legalmente por placer.Las autoras consideran que los resultados servirán para obtener un diagnóstico de la situación actual y diseñar una intervención pedagógica destinada a mejorar la aceptación de los principios de la educación inclusiva entre los futuros maestros.El presente estudio se realizó en el marco de un proyecto I+D, titulado Laformación de los docentes de español para inmigrantes en diferentes contextos educativos (código EDU2013-43868-P).

The objective of this study is to describe the body culture representationthat is transmited throught spanish textbooks according to gender. The study is empiric, descriptive and comparative among analyzed books. The sample was formed by an amount of 5972 photographs. Those images regards to 39 Physical Education textbooks, published by 12 Spanish publishers that had edited those texts for the four grades of Obligatory Secundary Education between 2006 and 2011. A content analysis was carried out through the elaboration of an ad hoc coding scheme. The trial test, experts consultation and intercoder reliability test are the demarcation criteria used to support the observation tool. The software SPSS 20.0 was used for statistic analysis. Univariate and bivariate analysis was performed and the Pearson Chi-square test with a significance level of 5% was applied. Los results show imbalance focusing representations of men compared to women. The Physical Education textbooks images reproduce different body culture according to gender. The feminine body culture is characterized by individual sport practice, artistic activities, internalization practices, fitness and physical conditioning activities, in informal and daily environments, using indoor places and presenting practice levels far away from high performance practices.On the other hand, the masculine body culture is characterized bycollective and individual sports, outdoor environments and practice levelslinked to high performance.

The high percentage of immigrant students who do not successfully complete compulsory education is of great concern, as is the increasing trend among teachers of ascribing this failure to personal, social, family or cultural factors.Nevertheless, the potential deficiencies of the educational system for addressing this situation should also be investigated. Thus, the main aim of this study was to identify the weaknesses or vulnerabilities of the system (Reimer, 1973) for responding to this situation, focusing on curriculum policy approaches and examining the institutional and educational roots of school dropout and school failure.The study had a naturalistic design based on eight instrumental case studies carried out in eight different schools and was developed according to what Stake (2007) called a collective case study. The results lead us to place special emphasis on what we call intrinsic vulnerability (dominant attitudes and practices mediated by the entrenched professional culture at this level) and structural vulnerability (educational and curriculum policies).Through mutual feedback, these vulnerabilities create symbolic and regulatory resistance as well as resistance in pedagogic practice, hindering innovative attempts to reorient educational action towards more inclusive, multicultural, and intercultural dimensions. Both stereotyping and the previous educational culture experienced by families and children are also important vulnerability factors.Due to the intrinsic design of the study, the findings cannot be generalized; however, it is highly transferable, and may provide interpretations and assertions that will continue to deepen our understanding of the complexities of the current education system and shed light on decision-making regarding policies and practices in this area.

The studied of the academic performance has been of great interest in research over the years. The main reason for this research is to show the variables that predict adequate or deficient performance as a preventive measure of school underachievement. The sample was made incidentally and consisted of 486 Secondary Education Students between 12 and 18 years old, in the city of Caceres. Along the course 2011/12 education level and occupational class, help received in homework from a family member and self-perception were analyzed as determinants variables on academic performance of Secondary School Students. There were significant differences in academic performance based on the parents’ (F = 35.24, P <.00) and mothers` academic formation (F = 38.3, P<.00), the parental occupational class (F = 4.165, p<.00) and maternal occupational class (F = 3.202, p<.00). Similarly, there were significant differences in academic performance based on receive or not receive homework help (t = 2.423, p<.00) and the families perception about their worth as a student (F = 59.800, p <.00). We conclude that a high parents academic education as well as belong to privileged o middle occupational classes aregood predictors of high academic performance in children. Similarly, students who didn´t receive help at homework and those who perceived of their families a better assessment as students got top scores on academic performance.