ISSN: 2310-2799
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546,196 artículos
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Año:
2022
ISSN:
2448-6248, 1665-1596
Brailovsky, Daniel; De Angelis
, Susan; Scaletta Melo
, Gabriel
Voces de la educación
Resumen
The materials produced by entities linked to children's health, such as WHO, UNICEF or PAHO tend to list arguments against technologies, where "use", "exposure" or "consumption" of screens by girls and boys is discouraged. Curricular documents for initial education, on the contrary, refer to technologies as part of the knowledge to be taught, as opportunities for innovation, potential resources for teaching or even as features of the so-called new childhoods. In this article we analyze the relationship between childhoods and technologies that arise from both sources, on the hypothesis that they consider very different scenarios: they do not speak of the same technologies or the same childhoods. The production is part of an ongoing study by the Universidad Pedagógica Nacional, entitled "Childhood, digital technologies and school: an analysis from early childhood education."
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Año:
2022
ISSN:
2448-6248, 1665-1596
Ferrante, Patricia; Dussel, Inés
Voces de la educación
Resumen
This article explores YouTube as a knowledge infrastructure and analyzes how students and teachers use its videos for school study in two secondary schools in Argentina. The findings show that students’ study practices are aligned with the platform’s algorithm, which privileges quick interactions, affective engagement, and information search.
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Año:
2022
ISSN:
2448-6248, 1665-1596
Condeza Dall'Orso, Rayén
Voces de la educación
Resumen
This article reflects on the need for effective participation of children in educational innovations made during the COVID-19 pandemic, as a way to contribute to responding to the call of the United Nations Committee on the Rights of the Child made in April 2020 to include their opinions and participation in the measures adopted.
Este artículo fue desarrollado en el marco del proyecto Fondecyt Iniciación 11191046/ ANID Chile
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Año:
2022
ISSN:
2448-6248, 1665-1596
Sántiz Gómez, Abraham
Voces de la educación
Resumen
This research analyzes inter-learning by community project, based on the experience of students in the degree in Sustainable Development at UNICH, Oxchuc, with members of rural communities. In the qualitative approach of the research, ethnography and participatory action research were used, it is concluded that this inter-learning forms active subjects for community change.
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Año:
2022
ISSN:
2448-6248, 1665-1596
Trejo Quintana, Janneth; Oliver Espinoza, Rubén
Voces de la educación
Resumen
It explores the development of the field of Media and Digital Literacy in Mexico between 2000 and 2021. We use synonymous phrases to perform a bibliometric analysis based on publications in Scopus and Web of Science. An incipient and dispersed scientific production is observed during 2000-2021.
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Año:
2022
ISSN:
2448-6248, 1665-1596
Peré, Nancy; Fachinetti, Virginia; Sanguinetti, Vanesa
Voces de la educación
Resumen
In this paper we carried out an analysis of the projects for educational innovations funded at the University of the Republic, Uruguay. We presented the profile of the innovative teachers, the problems and the elements of virtuality present in the projects. We found that virtuality issues have been worked on, favoring online teaching during the pandemic.
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Año:
2022
ISSN:
2448-6248, 1665-1596
Iglesias, Andrea; Alterman, Denise; Giovanardi, Agostina
Voces de la educación
Resumen
We analyze here a set of narratives from secondary school teachers during the COVID-19 pandemic in Argentina. The results show the transformation of their practice in the face of forced virtuality and the loss of the materiality of the school. The institution thus appears as the place of “the common” and of strengthening links in a context of uncertainty.
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Año:
2022
ISSN:
2448-6248, 1665-1596
Enjuto Castellanos, Pilar; Peñalba Acitores, Alicia
Voces de la educación
Resumen
This study explores to what extent practical art therapy (non-formal) can be inserted in a formal context, particularly in a special needs school. For this purpose, 50 workshops were held over an eight-month period during school time with all primary school pupils. The research sought to evidence the tensions caused by including these processes that are based on the creation of free expression using performance-related techniques. These tensions enable us to gauge how compatible this kind of practice, which initially conflicts with formal learning models because of the principles and methods involved, can be with formal learning models. Results show that both early introduction as well as adaptation to these practices can help with their gradual acceptance and can gradually create dialogue with the stakeholders involved as well as help transform some of the tensions encountered. The study supports the idea that the two are compatible, at least in a school context similar to the one studied.
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Año:
2022
ISSN:
2448-6248, 1665-1596
Pérez Munguía, Liliana Getzali; Castro Coria, Eva Grissel
Voces de la educación
Resumen
El objetivo de este trabajo es analizar los elementos coincidentes y divergentes de los indicadores de la política educativa en México a nivel Superior, es decir, los indicadores de la política Universitaria. Para ello, se recolectó información de manera oficial mediante la Plataforma Nacional de Trasparencia y Acceso a la Información, y se requirió a 35Universidades Públicas para que; informaran sobre los indicadores de la política universitaria en materia de educación que han implementado durante la administración actual. De la información recabada se desagregaron los indicadores en cinco rubros, y de ello se extrajeron los paramentos estadísticos para identificar los elementos coincidentes y divergentes. Como resultado, se observó que sólo existe coincidencia significativa en la mitad de los indicadores analizados.
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Año:
2022
ISSN:
2602-8174, 1390-9029
Armijos Espinosa, María Eugenia; León Bravo, Fabiola Elvira; Ordoñez Celi, Johanna Socorro
Universidad Nacional de Loja
Resumen
Este trabajo de investigación muestra una problemática que permite conocer ¿qué características debe reunir la planificación micro-curricular para atender las Necesidades Educativas Especiales que afectan la enseñanza-aprendizaje de matemáticas? Por lo tanto, busca describirlas con base en una investigación con diseño documental y la aplicación de la técnica de fichaje. El análisis ha profundizado la revisión teórica de las categorías conceptuales, planificación micro-curricular, necesidades educativas especiales, discalculia, rol del docente y de los estudiantes. Los resultados que se desprenden de este estudio pusieron en evidencia un limitado desempeño docente frente a la gestión del proceso enseñanza aprendizaje de los estudiantes que presentan necesidades educativas especiales debido a ello concluye con la propuesta de un Plan de Capacitación Docente que permita fortalecer las competencias profesionales en el ámbito de la atención a dichas necesidades.
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Hecho en México, Universidad Nacional Autónoma de México (UNAM). 1997-2025.
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