Environmental Education Experience with Students from One Costa Rican Rural School

This article describes a teaching experience developed in Environmental Education in a Costa Rican rural school with students from ninth year, characterized by the dynamics of a workshop in which stresses the participation in the construction of initiatives to address environmental problems detected by the youth in their communities. The article aims to contribute to the construction of a pedagogical model of self-management training and education of young people in environmental sectors, tourism and agriculture, in the conviction that education constitutes a vital alternative for understanding and solving environmental problems.

De la queja al conflicto o a la responsabilidad

En este artículo se exponen los planteamientos de Annie Marquier (1998) respecto a dos paradigmas alternativos para percibir la realidad: el primero es el de la víctima, que constituye un filtro perceptivo muy generalizado a nivel planetario y a través del cual responsabilizamos a factores externos de lo que nos ocurre. Lo contrapone al principio de la responsabilidad que consiste en asumir la responsabilidad por nuestra propia manera de percibir la realidad. Asentado en estos postulados se presenta una propuesta metodológica para abordar el tema en talleres con estudiantes que cursan la carrera de Gestión de Recurso Humanos.(UNA). Abstract This article presents Annie Marquier’s approach of two alternative paradigms of perceiving reality: the victim’s, which constitutes a highly generalized perceptive filter through which we blame external factors for what happens to us. She opposes it to the responsibility principle which consists in assuming our responsibility for the way in which we perceive reality. Based on this assumptions a methodological proposal for working this issue with students of Human Resources Management (UNA) is presented.

Promotion and diffusion of tha career Bachelor and Licenciature of Mathematics Teaching in rural areas of Costa Rica project: effects and results

This article describes the purpose and activities of the project Promoting Mathematics Education in Rural Areas of Costa Rica. The activity has focused on two objectives. First, supporting and monitoring students who have expressed interest in studying a mathematics teacher. To achieve this, it has been working with students who have an ideal profile for the career, mainly from rural areas. The second objective is to conduct training workshops for high school in-service teachers, to strengthen and improve their knowledge in the area of mathematics. Among the results of the project, it can be highlighted a significant increase in the enrollment of students in the career of Mathematics Education in 2010 and 2011, and the training processes in the field of Real Functions of Real Variable and Geometry at different regional areas mostly rural as Aguirre, Sarapiquí, Coto, Buenos Aires, Limón, Cañas, Pérez Zeledón, Nicoya, Los Santos, Turrialba, Puriscal, Desamparados, San Carlos, Puntarenas, Limón, Liberia, Santa Cruz y Upala.

La Biblioteca de Babel: El universo de Jorge Luis Borges

Cuán oportuno es el hecho de conversar sobre aspectos básicos y específicos de la producción literaria de Jorge Luis Borges (Buenos Aires, 1899-Ginebra, 1986) con los estudiantes y el personal de la Escuela de Bibliotecología, Documentación e Información de la Universidad Nacional.Pretendo ante todo destacar de este gran escritor argentino su experiencia vital y de trabajo con los textos, los libros y las bibliotecas. Borges desempeñó su labor como bibliotecario: primero, en la Biblioteca Pública, Miguel Cané, puesto de auxiliar que desempeñó de 1937 a 1946, ya que con el ascenso de Juan Domingo Perón a la Presidencia de Argentina, Borges fue desplazado de estas funciones. Posteriormente, en 1955, a la caída del régimen peronista fue nombrado Director de la Biblioteca Nacional, cargo que desempeñó hasta 1973, con motivo de su renuncia ante el nuevo ascenso del peronismo al gobierno.El sustantivo "biblioteca" junto con el adjetivo "total" y antecedidos por el artículo definido "la", señalan que la biblioteca adquiere para el autor una dimensión integradora que, en parte se explica, si consideramos el significado que la biblioteca tuvo en la vida y producción literaria de Jorge Luis Borges.

El espíritu creativo: una experiencia de investigación en educación superior

Recibido 21 de julio de 2010 • Aceptado 31 de agosto de 2010 • Corregido 24 de octubre de 2010   El siguiente artículo presenta una experiencia de investigación desarrollada durante el I ciclo de 2009 con los estudiantes del curso Didáctica general, en la Sede de Occidente de la Universidad de Costa Rica. Esta experiencia pretende promover la creatividad de los estudiantes para la creación de su propia didáctica, a través del desarrollo de dos objetivos del curso: analizar la acción didáctica desde diferentes enfoques y determinar la relación de la didáctica con las innovaciones educativas y su vinculación con la cultura profesional. Como estrategia para la evaluación de la experiencia se utilizó la

A Pedagogical Strategy for Integrated Education of Spanish in the 4th to 6th Grades of the General Basic Education

Language teaching has become a priority in the Costa Rican educational system, considering it as a tool for communication and development of thought. Without language, there is no access to other curriculum disciplinary knowledge. A successful experience conducted some years ago, with students from 4th to 6th grade, was the basis for the design and implementation of a professional development activity addressed to promoting an integration strategy previously adjusted according to the Ministry’s requirements and the existing national regulations. This study is developed in the framework of a qualitative paradigm including research-action and systematization. A purposive sample was selected based on a suitability factor, through which individuals are informed about the strategy, and then the strategy is applied to a group of students from urban-marginal areas. The techniques used include literature review, analysis of curriculum and Ministry’s regulations, application of an in-depth interview, discussions from the course’s participant in a portfolio, and discussions from students to whom the strategy was applied. We analyzed the considerations of teachers and students, as well as the theoretical and regulatory information by triangulation. The study’s conclusion is the necessity of a communicative approach in language teaching and our recommendation is to implement the strategy developed in the Costa Rican classrooms as provided in this paper.