DIDÁCTICA DE LA GEOGRAFÍA Y DIDÁCTICA SUPERIOR

El artículo reflexiona sobre el aporte de la didáctica en el proceso de enseñanza – aprendizaje, enfatizando en su carácter teórico – práctica.  Diferencia entre una didáctica general y una didáctica específica.La Didáctica Crítica propone al profesor en Geografía como un maestro en el  saber y actuar, en el cumplimiento de sus deberes, responsabilidades y habilidades.  La enseñanza de la Geografía precisadel apoyo de numerosos instrumentos de alta tecnología, que constituyen valiosos aportes didácticos, la  incorporación de  las Tecnologías de  Información y Comunicación  (TICʼs)    es una necesidad. La formación a nivel universitario debe ofrecer las destrezas  y habilidades en la creación y composiciónde medios audiovisuales para la enseñanza  de la Geografía.  La Geografía contribuye eficazmente al desarrollo de capacidades, actitudes y competencias genéricas esenciales sobre las que ha de basarse la formación ciudadana y la educación de valores.Palabras claves: Geografía, didáctica de  la Geografía, saber geográfico, metodología de enseñanza, método didáctico.AbstractThe article reflects on the contribution from didactics in the process of teaching-learning, emphasizing in its theoretical character – practice. It differentiates between general didactics and specific didactics. Critical didactics suggests that the Geography professor, as an expert, knows and acts according to his or her duties, responsibilities and abilities.The teaching of the Geography draws upon the support of high-tech tools, which constitute valuable didactic contributions, so that incorporation of the Technology Information and Communication (TICʼs) is a necessity to be the mode of communication. Formation at the university level ought to offer talents and abilities in the creation and composition of audio-visual media in the teaching of geography. Geography effectively contributes to development of capabilities, attitudes and competencies generic essential for citizen formation and the education of values.Key Words: Geography,  didactics  of Geography,  geographical  knowledge,  teaching methodology, didactic method

The study of the English language from the perspective of literacies: manifestations of diversity in higher education

This article aims to reflect on language teaching in academic education in the Bachelor's Degree in Computer Science at the University of Mato Grosso (Unemat), Campus Colider held in the Practice of English Language Teaching. Search illustrate the approach of the educational reality with the use of technology through the English language, where their theoretical knowledge underlie actual practices in the construction of knowledge necessary for teacher education. The methodological procedures contemplated primarily a literature search, following the presentation of teaching experience of teaching English Language in Higher Education and its reflections that comprised a search field. The practices were entered into the Continuing Extension Project of Graduates and Graduates of the Computer Science Department of the University Campus Valley of Teles Pires (Colider), located in the northern region of Mato Grosso. The interdisciplinary approach encompassing the Practice Teaching and Extension Project was to develop activities that involve observation and reflection of the school reality, aiming at the performance in context, in this case the integration of educational games in the discipline of English Instrumental. The enrolled data indicated that the theoretical and practical knowledge, in view of literacies, new literacies, multiliteracies and critical literacies, enhances the quality of education. Finally, it is possible to signal that this practice, as a curriculum component of a degree course, offered analytical reflections on the educational space, using games as a tool for meaningful learning. This highlights the importance of the relationship between theory and practice in teacher training. Thus, Teaching Practices were a space of transformative praxis that sought to promote autonomy and preparation of critical-reflective teachers who are committed to their professional development.

SAP-Related Education - Status-Quo and Experience

Integrating Enterprise Systems solutions in the curriculum of not only universities but all types of institutes of higher learning has been a major challenge for nearly ten years. Enterprise Systems education is surprisingly well documented in a number of papers on Information Systems education. However, most publications in this area report on the individual experiences of an institution or an academic. This paper focuses on the most popular Enterprise System - SAP - and summarizes the outcomes of a global survey on the status quo of SAP-related education. Based on feedback of 305 lecturers and more than 700 students, it reports on the main factors of Enterprise Systems education including, critical success factors, alternative hosting models, and students’ perceptions. The results show among others an overall increasing interest in advanced SAP solutions and international collaboration, and a high satisfaction with the concept of using Application Hosting Centers.