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

Coexistence is an essential aspect at schools due to its contribution to the creation of an adequate work environment, both for students and for teachers. From a proposal that integrates the democratic elaboration of rules, the conflict resolution teams and a protecting framework of coexistence, the aim is to design and validate an instrument to measure the teachers’ perception. For this, a questionnaire was designed and applied to 432 teachers of early childhood, primary and compulsory secondary education of the Community of Madrid, whose data was analysed by exploratory and confirmatory factor analysis. The main results formed an assessment tool based on four factors: Protecting framework for coexistence, School Mediation Program, Student Assistants Program and Democratic process for developing rules. These factors were able to explain 62.78% of the variance as an indicator of construct validity. Reliability as measure of internal consistency was adequate for the full questionnaire (α = .810). The construct validity was confirmed in subsequent analyses (CMIN / DF = 2,597; CFI = .926; RMSEA = .061). Here is an instrument with adequate values ​​of reliability and validity that enables the assessment of coexistence by teachers from an integrated perspective.

We show a teaching experiment that uses video records as trigger for the construction of elements of professional knowledge, understood from the perspective of Mathematics Teachers’ Specialized Knowledge model. We will present the results of the implementation of a task with a whole group of prospective teachers, in particular, the session after the visualization of a video where a teacher of 5th year of Primary School builds a definition of polygon. The assessment of the achievements on the basis of specialized knowledge elements identified in a first implementation of the task conducted with three prospective primary teachers selected ad hoc, in the context of a one-to-one teaching experiment. These elements entail both mathematical a didactical content knowledge, in particular, knowledge about the definition of polygon, the mathematical practice of defining, tools and examples to teach polygons, difficulties in their learning, and the role of polygon in the syllabus. We will finish reflecting about how the task allows to build the specialized knowledge elements intended, and showing some future research possibilities.

The objective of this paper is to present cinema as a tool to promote inclusion, while seeking a change of personal and social outlook on people with disabilities. In this sense, we have carried out an investigation with a mixed model using quantitative (questionnaire) and qualitative instruments (group interview and discussion group) to analyze the impact of the audiovisual project «Vida» and «Máis ca Vida» on 304 students (53.6% girls) of post-compulsory secondary education in the Autonomous Community of Galicia, of which the vast majority (86%) are in the section aged from 11 to 15 years. Among the main results obtained, it has been found that the students who have participated in this project change their vision of functional diversity and the premises of effective inclusion. They also demonstrate the utility of using audiovisual resources such as those used to sensitize and motivate in the acquisition of values and competences in the civic-social field. But it is also verified that for an optimal competence development, the visualizations must be accompanied with other parallel activities.

The field of Educational Technology, better known as Edtech, refers to all those digital platforms and tools that education professionals apply in the classroom with the intention of improving students' digital media literacy. In this context, this paper analyzes the impact of tools and platforms for fact-checking on the ability to critically analyze digital information and combat the spread of hoaxes and other forms of misinformation among secondary school students. Based on a workshop on disinformation and media literacy for high school students, a questionnaire was used to analyze the influence of this type of training on the participants. The analysis of the responses obtained shows a very positive perception of the benefits and usefulness of fact-checking workshops for the development of their digital skills.

Attention Deficit Hyperactivity Disorder (ADHD) is a chronic neurodevelopmental disorder that requires long-term treatment. Currently, the main treatment used is pharmacotherapy, but the aim of this article is to show the efficacy of cognitive-behavioral strategies, specifically mindfulness, in the intervention with 6- to 8-year-old children with ADHD. For this, we will present a definition of this disorder, including its main characteristics, diagnostic criteria and types, as well as an investigation into its etiology, prevalence and treatment options. In the same way, we will conceptualize mindfulness, highlighting its benefits and adverse effects, and even its extrapolation to the educational field. Finally, we will establish a link between this practice and the intervention with students with ADHD, presenting the main results obtained with this type of subjects after the application of various mindfulness-based programmes.

The introduction and continued use of educational applications —or with application to teaching practice— in the context of higher education are increasingly widespread among professors who trust in their potential to promote active, committed, meaningful, and interactive learning. One of the applications that is currently arousing great expectations is Vevox. During the 2021/2022 academic year, Vevox was integrated for the first time into the Virtual Campus of the Complutense University of Madrid. After having used Vevox during this course to test its effectiveness, in this paper we share our experience to improve and enrich our teaching practice.

As a commentary text to Antonia Darder’s “Reflections on Cultural Democracy and Schooling”, this text is a reflection on how the author, as a teacher educator working in language teacher education, has been influenced by Darder’s thinking, namely on her work on bicultural education and on culturally democratic pedagogy. It seeks to evidence how Portuguese (im)migrant students and students from ethnolinguistic minorities are perceived as subaltern students in Portuguese public schools and the role (language) teacher preparation plays in counteracting power imbalances and transforming pedagogy for these students. Some examples from student teacher narratives are presented, to illustrate how social justice teacher education is developed in the author’s practice, in order to decolonize a neoliberal hegemonic perspective in pedagogy and in teacher education in Portuguese schools.

Darder’s depiction of “Linguistic Racialization”, described herein, provides the foundation for this discussion, where raciolinguistic pedagogy has perpetuated a diverse and troubling legacy of educational malpractice against underrepresented language minority students who attend underresourced public schools throughout America. Due, in part, to paradoxical educational practices with differential access to unequal educational resources, the vast majority of linguistically disenfranchised students are often overlooked, or worse, subjected to misguided educational practices that fail to reduce academic disparities that are reinforced by poverty, unequal access to fair housing, and a lack of pedagogical dexterity that might have the potential to promote improved educational outcomes. Some policy proposals conclude this discussion, which, if implemented, could potentially overcome the history of unequal academic achievement that has resulted from a combination of De Jure and De Facto educational apartheid.

This paper provides the reader with an introduction to the special issue on “Cultural democracy and social justice in the classroom”. In agreement with the articles of the volume, the introduction takes the notion of cultural democracy to be a powerful tool in order to defend the (cultural and linguistic) rights of subaltern groups and to achieve a real social justice in the classroom (and the society at large). In addition, the piece synthesizes the main contents of the nine papers the special issue is composed of.

     This paper reflects on the life and soulful wisdom of critical pedagogue, Antonia Darder. It is situated as a response to her recent article “Reflections on Cultural Democracy and Schooling” (this issue), and illuminates the authors take on her powerful scholarship and life. In line with the humanizing and emancipatory intent of Darder’s work, this paper will reflect upon salient themes of her work, including: love as a political force, language as a site of struggle, cultural workers in the struggle for freedom, and the impact of her seminal text Culture and Power in the Classroom. Committed to a lifelong culturally democratic political project, Darder’s teachings serve as a guide for educators who take up the call for social justice.