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

The rural school of the 21st century must adopt a fundamental role as a driving force in local development and as a generator of social capital and, therefore, school projects must include the territorial dimension, working together with the community and local agents, in order to promote equity and reduce inequalities in these contexts. The aim of this article is to analyze the presence of the territorial dimension in schools through the documents and educational projects of a representative sample of 193 Catalan rural schools by means of a descriptive cross-sectional study. The results show that, despite the existence of educational projects and good practices that confirm the treatment of the territorial dimension from a rural perspective, most of the schools' websites do not clearly reflect either their intention or how their educational practices achieve it. Nor do they show whether this treatment is developed in collaboration with the educational community and local entities. The conclusions refer to the need to consider improvements in the visibility of territorial dimension work in schools.

This article aims to find out the social representations about the concept of family that primary school students have. 510 Primary Education students participated (282 of 1st year and 228 of 6th) belonging to six public schools in the northwest of Spain. Two instruments were used for data collection; on the one hand, a version of the kinetic family technique for students to draw their family doing something, and on the other hand a personal interview to find out the way in which students interpret reality, as well as the concept they have of family. The results show that most students give the family the function of emotional support, but those in 1st grade have more difficulty indicating family structures different from their own. Finally, a series of didactic derivations are proposed that can serve as support to teachers in the introduction of the concept of family, encouraging reflection and debate on family diversity.

No Abstract

The knowledge of mathematics based on the reiteration of simplistic exercises does not favour the understanding of mathematical abstraction, with students showing serious learning difficulties and demanding changes which lead to the improvement of teaching and a greater adaptation to current demands. This article presents the implementation of a mathematical learning corner based on the ABN methodology, and carried out in a primary classroom from a multicultural center. We describe the context and objectives, the methodology and the organization, the resources, differentiating two levels, one for each term, and finally, the parameters and resources of evaluation. This intervention strategy has favoured the improvement of the learning of mathematical contents, the continuity of the dynamics of Pre-Primary Education, as well as improvements in the interpersonal relationships and the classroom climate.

The existence of a direct relationship between people's emotions and social skills is irrefutable; moreover, the importance of internalising both aspects from an early age must be taken into consideration. The present study shows a project to work on emotional intelligence in a classroom in the second cycle of Pre-Primary Education. This project has been designed taking into account the four essential phases of the project-based methodology, and consists of fourteen activities distributed in ten sessions over two weeks. From a globalising perspective, we work through a methodology based on meaningful, functional and constructivist learning, with the child being the protagonist of their own learning, and with cooperative work and play having a primary role. Family-school cooperation is also encouraged, involving students' families in their learning.

      La empatía histórica se define como el proceso de compromiso cognitivo y afectivo que los estudiantes adquieren con las figuras históricas para comprender sus experiencias, toma de decisiones y acciones. La empatía histórica implica el entendimiento de cómo las personas, en el pasado, pensaban, sentían, decidían, actuaban y afrontaban las consecuencias dentro de un contexto histórico y social específico. Esta es una herramienta fundamental para el cambio de paradigma en la enseñanza histórica conectando tres procesos: la contextualización histórica, la toma de perspectiva y la conexión afectiva. Así, la propuesta que presentamos tiene dos objetivos:  trabajar la empatía histórica desde la literatura, enfoque novedoso y único, y trabajarla en un aula universitaria. Consideramos que, debido a la exclusión que tradicionalmente han sufrido las mujeres, su literatura es la más pertinente para desarrollar esta propuesta. Por ello, utilizaremos el cuento “A Private Experience”, de Chimamanda Ngozi Adichie, incluído en The Thing Around Your Neck.

This article makes a diagnosis about distractors and problems experienced by students during online lessons in the confinement caused by the COVID-19. A non-experimental ex-post-facto methodology was used and an ad hoc questionnaire was applied to 60 students from a higher education institution in Ecuador. Data were analysed using descriptive statistics and tests of association were carried out. Subsequently, a logistic regression model was used to explain the number of distractors according to predictors. Students identified several technical problems and an endless number of distractors during the online lessons at home. No association was found between variables, but a high presence of distractors was determined, regardless of the degree, gender, age and type of device. The number of distractors to which students were exposed reflects a possible ecosystem of negative impacts on the learning process during online lessons.

This paper aims to present the characteristics and results of an education intervention aimed at an Early Years group in which Ghanaian culture is the driving force. Far from delving into the clichés that mask the reality of the African continent, this project focuses on a specific case study in which, through play and artistic activities, the peculiarities of Ghanaian culture are brought closer to the students. Additionally, this proposal looks to make students aware of the existence of different cultural realities, addressing aspects related to interculturality and multiculturalism. In this way, values such as tolerance, respect and understanding of different cultures are promoted. Moreover, this educational project aims to help pupils at this stage to develop globally thanks to the experiences provided by the different activities proposed.

The pandemic caused by COVID-19 has created new challenges in education. One of them focuses on the implementation of practices that require interaction between peers, such as cooperative learning. The aim of this study is to show how an educational practice focused on cooperative learning has been implemented in times of pandemic following an action research process. Thus, this study is framed in educational research following a qualitative design and method. Eighteen students from a 4th grade primary school classroom, four teachers and a participant observer took part in the study. Data collection was carried out through interviews, participant observation and participatory social diagnosis techniques (timeline, I congratulate - I criticize - I propose and the Socratic wheel). From the results obtained, some elements that help to materialize cooperative learning practices in times of pandemic can be extracted.

The objective of this research was based on knowing the emotional intensity experienced by students in cooperative expressive motor situations, according to the type of grouping and gender. Sixty-seven students of 2nd ESO (30 girls and 37 boys) from a school located in the outskirts of Murcia participated. After playing each game, participants recorded their emotional experience using the GES-II scale. The data were analyzed through the Generalized Estimating Equations (GEE). The results showed that cooperative expressive motor situations generate intense positive emotions. When considering the grouping variable, an increase in the intensity of positive emotions and a decrease in negative emotions was observed as the number of people per group increased. As a conclusion, it is indicated that expressive motor situations generate positive experiences.