PDF Download

Author:
Publisher: Universidad de Oviedo
ISBN:
Category :
Languages : en
Pages : 228

View

Book Description

Author: Enric Prats
Publisher: Editorial UOC
ISBN: 8490648018
Category : Education
Languages : en
Pages : 166

View

Book Description
Podríamos convenir que en el cruce de la erudición, la ficción y la tertulia se vantejiendo las creencias y los supuestos a partir de los que cada cual forma su teoría educativa. Nos tememos que unas pueden tener más peso que otras: quizás las últimas, con su potencia mediática, sean más suculentas y de consumo rápido; seguramente las literarias tienen un alto poder explicativo y resultan siempre muy atractivas; sin duda, las eruditas suelen ser más aburridas y se alejan del gran público. En cualquier caso, lo que resulta notorio es que el bosquejo de la educación no es exclusivo de ninguna de estas aproximaciones teóricas: ni el sabio ni el artista ni el opinador amateur o profesional pueden atribuirse la exclusividad sobre la verdad en educación. Este libro debe leerse como una defensa corporativa de la pedagogía y está dedicado a sus practicantes, pedagogos y pedagogas –de ambos sexos, como exige la corrección política–, que se esfuerzan, también desde la buena fe, por intentar entender mejor la cosa educativa, quizás los más inofensivos, o por sugerir alivios para los males que la aquejan, los más atrevidos, fabricando las pócimas y los remedios más variados, no siempre del todo inocuos

Author: Pedro Oliver Olmo
Publisher: Universidad de Castilla La Mancha
ISBN: 8490440875
Category : Law
Languages : en
Pages : 922

View

Book Description
La Historia Social de las Instituciones Punitivas está necesitada en España de encuentro y debate, de confrontación y colaboración entre investigadores e investigadoras. Solo así logrará hacerse visible e inteligible como tendencia historiográfica y sobre todo como apuesta teórico-metodológica, porque de hecho ya es más que creíble como práctica historiográfica. Aquí, en este libro, junto a los logros también se perfilan las carencias y los retos más acuciantes. Lejos de buscar una autonomía extemporánea, la Historia Social de las Instituciones Punitivas quiere buscar su propia viabilidad a base de intersecciones y buenas mezclas. Esos objetivos se planteaba el Grupo de Estudio sobre la Historia de la Prisión y las Instituciones Punitivas (GEHPIP) ―un equipo interuniversitario y con sede en la Universidad de Castilla-La Mancha (UCLM)― al organizar lo que de forma homónima decidió titular I Congreso Internacional sobre Historia de la Prisión y las Instituciones Punitivas, celebrado en Ciudad Real entre el 10 y el 12 de abril de 2013. El libro electrónico que aquí se presenta es una buena muestra de lo que allí se comunicó y discutió. Social History of Punitive Institutions in Spain needs meetings and discussions, comparison and collaboration between researchers. Only then it will become visible and intelligible as a historiographical trend and, above all, as a theoretical-methodological hope, because in fact, now it is more than conceivable as a historiographical practice. Here in this book are outlined, along with the achievements, the shortcomings and the most pressing challenges. Far from seeking an extemporaneous autonomy, Social History of Punitive Institutions wants to try to find its own feasibility based on intersections and good mixings. Those objectives were considered by the Study Group about History of Prison and Punitive Institutions (Grupo de Estudio sobre la Historia de la Prisión y las Instituciones Punitivas, GEHPIP) –an interuniversity team and with central office at Universidad de Castilla-La Mancha (UCLM)– when organising what it decided to name in an homonymous way 1st International Congress on History of Prison and Punitive Institutions (I Congreso Internacional sobre Historia de la Prisión y las Instituciones Punitivas), held in Ciudad Real (Spain) from 10 to 12 April 2013. The electronic book here presented is a good example of what it was told and discussed there.

Author: Encarna Soriano
Publisher: IAP
ISBN: 1681233185
Category : Education
Languages : en
Pages : 239

View

Book Description
Además disponible en inglés: Rethinking Education for a Global, Transcultural World Repensar la educación es esencial en un mundo, global, transcultural, cambiante y comunicado. A través del libro Repensar la Educación para un Mundo global, Transcultural se argumenta y se analiza cómo construir relaciones entre la escuela y la sociedad, y las posibilidades de trascender las barreras en diferentes contextos nacionales: Chile, Israel, México, Marruecos, Polonia y España. El principal objetivo que queremos conseguir con las aportaciones realizadas en el libro, es conocer cómo los Sistemas Educativos y las escuelas de diferentes países responden a los cambios sociales causados por la globalización, las migraciones y las tecnologías de la comunicación. Los autores son profesores de diferentes disciplinas científicas y de diferentes religiones, culturas y puntos de vista que viven las realidades descritas en los capítulos y piensan desde estas realidades cómo mejorar y cómo debe ser la educación en un mundo global, desafiante y cambiante. Hacemos hincapié en la importancia de este libro y sus implicaciones en la educación de niños y jóvenes, y en la formación de los maestros. Por esta razón, este es un libro diseñado para profesores de escuelas primarias y secundarias, padres, directores, supervisores, profesores universitarios que forman a los maestros, para los estudiantes de la universidad y para todos los que quieren saber y pensar acerca de la educación en un mundo global e intercultural y las nuevas formas de comunicación para hacer frente al aprendizaje, ya sea a nivel local o a nivel mundial. La misión de todos es continuar construyendo la educación, y para ello en este libro se presentan las contribuciones y recomendaciones de los profesionales de diferentes partes del mundo que permitirán al lector conocer, analizar, comprender y apreciar la importancia de la educación para preparar a los estudiantes en un pensamiento abierto y crítico en un mundo global. Los capítulos no ofrecen una panacea, pero ofrecen muchas ideas sobre cómo, a través de la educación, preparar a los ciudadanos para una sociedad global y transcultural.

Author: Péter Bagoly-Simó
Publisher: Springer Nature
ISBN: 3030803465
Category : Education
Languages : en
Pages : 460

View

Book Description
This book brings together empirical research and conceptual work on textbooks and education media from 13 countries and 17 disciplines. Along with textbook production, usage, and development, it also explores the interconnectedness of (educational) policy and teaching and learning materials. Further, the book offers insights into regional and local discourses (e.g. specific theories of Portuguese- and Spanish-speaking countries as well as Nordic countries, contrasting their theories with international literature), practices, and solutions with regard to teaching selected subjects at the pre-primary, primary, secondary, and tertiary level. This book also discusses the specific combinations of subjects (e.g. Physics, Biology, Geography, Swedish, English) and their subject-specific education (e.g. Physics Education or Didactics). Lastly, it examines the work of a number of early-career researchers, giving them a voice and bringing in fresh ideas currently being developed in various countries around the globe. This proceedings volume will appeal to publishers, subject educators in primary, secondary, and tertiary education, and academic researchers from the fields of textbooks, educational media and subject-specific education. Its international authorship and explicit focus on subject-specific particularities of educational media provide a unique and comprehensive overview.

Author: Jeroen Dekker
Publisher: Routledge
ISBN: 1317238281
Category : Education
Languages : en
Pages : 339

View

Book Description
In 1961 the Centre for the Study of the History of Education at Ghent University, Belgium published the first issue of the multilingual journal Paedagogica Historica: International Journal of the History of Education. This book celebrates its fiftieth volume. In fourteen contributions written by different generations of historians of education, it demonstrates that in an era where the history of education at university level is at risk, both the journal and the discipline are pulsing, and alive and kicking. Was the journal a trendsetter or a follower, and which position did it take with respect to the International Standing Conference for the History of Education? These are questions addressed in the first section of this book. In the second section, a number of articles show national and transnational developments of the history of education. In their diversity, they make clear how the national and the transnational together characterize the discipline. They show why journals in this domain should stimulate the development of broader concepts and theories in order to put national and regional cases in a broader scientific context and to make them attractive for international readership. In the last section authors turn their minds to the future of the history of education. They write about the shaping of new trends and about moving beyond borders, focusing on, among other things, the challenge of neurosciences and of digital humanities. This book was originally published as a special issue of Paedagogica Historica.

Author: Alejandro Buitrago, Eva Navarro y Agustín García Matilla
Publisher: Editorial GEDISA
ISBN: 8416572011
Category : Language Arts & Disciplines
Languages : en
Pages : 192

View

Book Description
Este libro recoge los testimonios de los profesionales de la comunicación sobre un asunto de máxima actualidad y da algunas respuestas a preguntas tales sobre: ¿Cómo enfocar las múltiples alfabetizaciones necesarias para reforzar la formación de una ciudadanía más educada? ¿En qué competencias deberíamos formar a los ciudadanos? ¿Cuáles son los principales contenidos que los profesionales de la comunicación deberían conocer? ¿Cómo renovar unas metodologías docentes obsoletas que no se corresponden con las exigencias del actual universo transmedia?

Author: Roith, Christian
Publisher: Universidad Almería
ISBN: 8416027870
Category : Education
Languages : en
Pages : 206

View

Book Description
Formato del archivo: PDF The present volume collects the updated versions of several contributions already published elsewhere and some new chapters on the history of education in Spain and Germany which have been brought together in this form for the benefit of those attending English-language classes on the topic aimed at international as well as Spanish students. The individual articles function as case studies of different fields in the history of education. They are characterised not only by their difference in focus, but also in the methods and sources they include, providing an insight into the breadth and variety of the field. It is particularly noteworthy that the comparative orientation of several articles moves beyond a national perspective of history, demonstrating concrete examples of the transnational interconnectedness of producing and circulating educational knowledge.

Author: Carolyn P. Boyd
Publisher: Princeton University Press
ISBN: 0691222037
Category : History
Languages : en
Pages : 379

View

Book Description
Beginning with the restoration of the Bourbon monarchy in 1875 and ending with the death of General Francisco Franco in 1975, this book explores the intersection of education and nationalism in Spain. Based on a broad range of archival and published sources, including parliamentary and ministerial records, pedagogical treatises and journals, teachers' manuals, memoirs, and a sample of over two hundred primary and secondary school textbooks, the study examines ideological and political conflict among groups of elites seeking to shape popular understanding of national history and identity through the schools, both public and private. A burgeoning literature on European nationalisms has posited that educational systems in general, and an instrumentalized version of national history in particular, have contributed decisively to the articulation and transmission of nationalist ideologies. The Spanish case reveals a different dynamic. In Spain, a chronically weak state, a divided and largely undemocratic political class, and an increasingly polarized social and political climate impeded the construction of an effective system of national education and the emergence of a consensus on the shape and meaning of the Spanish national past. This in turn contributed to one of the most striking features of modern Spanish political and cultural life--the absence of a strong sense of Spanish, as opposed to local or regional, identity. Scholars with interests in modern European cultural politics, processes of state consolidation, nationalism, and the history of education will find this book essential reading.

Author: Carmen Gloria Zúñiga
Publisher: Springer
ISBN: 946209926X
Category : Education
Languages : en
Pages : 167

View

Book Description
"The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined: • What is the historical background to the current secondary school history curriculum in Chile? • What are the current developments of the secondary school history curriculum in Chile? • What are the issues of concern for secondary school history teachers in Chile? At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile. "