Reception and schooling of children in schools in Catalonia: Beyond Educational Welcome Facilities

The ways of incorporating newcoming students into schools and colleges have been at the center of debate in most OECD countries in recent years. In Spain, the set of measures developed for the reception of immigrant pupils in different Autonomous Communities has also been the subject of specific research, pointing out the similarities and contradictions between pedagogic discourses and school practices. This article takes into account these considerations and presents the reflections from the results of research on the Educational Welcome Facilities (and specifically the EBE) conducted during the school years 2008-2010. This device was created in Catalonia to attend newcomers before enrolling them in the school. It was a pilot project which took place in Vic and Reus for two consecutive years. The research of the EBE has enabled us to explain the relationship between educational assessment that schools made about this facility and reception processes that schools were implementing. The conclusions that emerge from this analysis allowed us to establish relationships between educational host practices of the seven centers analyzed with three different conceptual and educational frameworks of reception.

Pupil participation in school life: an approach from the educational community

The Convention on the Rights of the Child (CRC, 1989) is currently the most ratified international treaty. Several authors have highlighted its potential for both a moral education and citizenship. However, paradoxically, different studies report its limited or occasional incorporation into school practices. This article explores experiences of participation in schools,the third P of the CRC, from the plurality of voices and actors of the educational community,by means of 14 discussion groups in 11 autonomous communities in Spain. Discourse analysis evidence low levels of student participation in school life. But, at the same time, a favorable educational environment for the development of projects that contribute to child participation is found, as well as for the incorporation of the CRC as a mover and a referential integrator of the different schools projects. However, it is also an educational background conductive to projects for its development, such as the incorporation of the CRC as a referential integrator of the schools projects.

Collaborative artistic laboratories. Transfrontier spaces of cultural production

The appearance of the open code paradigm and the demands of social movements have permeated the ways in which today’s cultural institutions are organized. This article analyzes the birth of a new critical and cooperative spatiality and how it is transforming current modes of cultural research and production. It centers on the potential for establishing the new means of cooperation that are being tested in what are defined as collaborative artistic laboratories. These are hybrid spaces of research and creation based on networked and cooperative structures producing a new societal-technical body that forces us to reconsider the traditional organic conditions of the productive scenarios of knowledge and artistic practice.

Training proposal in the degree of Master of Early Childhood Education for working the method of historical research in the classroom

Future teachers must be competent in creating educational settings, which provide tools to their students future they can develop a conscious mind, able to interpret their experiences, to make decisions and imagine innovative solutions to help you participate autonomously and responsible in society. This requires an educational system that allows them to integrate the subjective into a broader spatial and temporal context. La patrimonializatión of “Cultural artefacts” and oral history, the basis of which, are found in the active mind and links both the personal and the group experience, don’t only serve as a catalyst to achieving this goal, but rather, they facilitate the implementation of established practice in infant education. To gain this experience we offer the opportunity for students of their degree in Infant Education in the Public University of Navarre, training within the framework of social didactics, allowing students to learn about established practice from iconic, materials and oral sources in the Archive of Intangible Cultural Heritage of Navarra. The vidences points to their effectiveness and presented in a work in progress.

Educación intercultural, diversidad y creatividad en el aula a través del teatro: los títeres

La educación intercultural y el tratamiento de la diversidad en la escuela son sin duda algunos de los aspectos de la educación sobre los que más se ha escrito en las últimas décadas. Con el presente trabajo pretendemos hacer un recorrido por los planteamientos más actuales en la educación intercultural, así como la profundización en la idea de creatividad y en el trabajo colaborativo como formas eficaces de afrontar el reto que nos plantea la diferencia. Finalmente, propondremos literatura, concretamente el teatro de títeres, como herramienta didáctica óptima para el trabajo intercultural en todos los niveles educativos, partiendo de la valoración positiva de la diversidad en sus múltiples significados.

Gobierno abierto y competencias digitales: Transformando la administración pública para afrontar los retos del nuevo paradigma

El artículo plantea una contribución al debate académico sobre el surgimiento del Gobierno Abierto y los requerimientos de transformación de las Administraciones Públicas para afrontar a los retos que plantea. El texto, en base a la aportación de reflexiones y evidencias, se centra en el ámbito de los profesionales del sector público y la generación de competencias digitales. El marco analítico se combina con la presentación de evidencias basadas en dos estudios de caso de innovación en gestión de recursos humanos. Los resultados obtenidos permiten ilustrar las sinergias que se dan entre el Gobierno Abierto y el desarrollo de las competencias digitales, y cómo con ello se puede orientar la mejora las capacidades institucionales de las Administraciones públicas.