Retos y dificultades de educar la sensibilidad ante los medios audiovisuales y literarios

Ante la pregunta sobre qué experiencias estéticas queremos, debemos y podemos potenciar desde la educación, el artículo discurre sobre una aproximación al sentido y significado que damos a la educación estética a partir de una revisión de las preguntas que se han formulado desde la tradición de la pedagogía estética. Sigue a continuación una reflexión sobre la vigencia de estas preguntas en la pedagogía estética contemporánea. Asimismo, se atiende especialmente a la necesidad de ofrecer espacios y momentos de silencio a los niños y a las niñas para que puedan aprender a pensar seriamente y a emitir juicios sopesados.

Salud ocupacional e intervención psicosocial

Peer-reviewed

El Aprendizaje dialógico y sus contribuciones a la teoría de la educación

This article highlights the contributions of the dialogic learning approach to educational theory, with the aim of providing some orientations in order to promote egalitarian and scientific educational practice. The seven principles of dialogic learning are discussed, along with other reproductionist theories and practices from the educational field, demonstrating how the former both surpass the latter. The article also reflects open dialogue with the critical theories of education which the dialogic learning theory is based on. These basic theories are, on the one hand, by authors who are distant in time but very close in their educational approach, such as Ferrer i Guàrdia, Vygotsky, or Paulo Freire, and, on the other hand, by other contemporary authors in critical pedagogy. Each of the seven principles presented are provided along with a critical examination of a specific educational practice. The consequences of the implementation of dialogic learning are underlined here through an analysis of innovative and critical educational projects which are academically successful

Tulisielut ryhmätyön roihuissa : ryhmän ymmärtäminen teatteri-ilmaisun ohjaajan työssä

Teatteri-ilmaisun ohjaaja toimii usein moninaisissa työrooleissa ja ryhmätyöskentely kuuluu kiinteänä osana tähän työhön. Pohdin lopputyössäni ryhmädynamiikan ymmärtämisen vaikutusta työn tekoon. Analysoin esimerkkitapausten kautta syitä siihen, miksi on tärkeää tiedostaa ja hallita ryhmädynaamisia (ongelma)tilanteita. Tarkastelen opinnäytetyössäni seuraavia ryhmädynaamisia muuttujia: On eri asia vaikuttaa ryhmään ohjaajana kuin ryhmän jäsenenä. Projektille asetetut tavoitteet vaikuttavat ryhmädynaamisiin voimiin. Myös ryhmän pitkä yhteinen työhistoria heijastuu ryhmän toimintaan eri tavoin kuin aloittelevalla ryhmällä. Teatteri-ilmaisun ohjaaja ei myöskään työskentele vain teatteriryhmissä, vaan saattaa olla ohjaajana aivan toisenlaisessa yhteisössä, jossa esimerkiksi ryhmän toimivuutta halutaan parantaa teatterin keinoin. Esittävän taiteen koulutusohjelmassa olen osallistunut erilaisiin työpajoihin. Näiden kokemusten kautta pohdin tässä opinnäytetyössä ryhmädynamiikkaa, sekä omaa rooliani niin taiteilijana kuin opettajanakin. Näiden lisäksi tarkastelen ryhmädynamiikan kysymystä opiskeluaikaani liittyvän ammattiteatterissa toteutuneen työharjoittelun valossa sekä tekemäni teatterialan ammattilaisen haastattelun kautta. Opinnäytetyöni loppuosassa pohdin aiheeni kannalta keskeisimpiä asioita yhteisesti. Olen todennut lopputyössäni, että teatteri-ilmaisun ohjaajan ammattitaitoon kuuluvat olennaisesti erilaisten teatteritekniikoiden ja soveltavan teatterin hallinta, sekä pedagoginen lähestymistapa ja tietoisuus ryhmädynamiikan eri puolista.

Les Sentències catòliques del diví poeta Dant (1545) d’en Jaume Ferrer de Blanes: edició crítica del text

Procurador reial i nobiliari, cosmògraf, joier, lapidari, mercader i escriptor, i al capdavall, un ciutadà català honrat, en Ferrer (Vidreres, ~1445 – Blanes, 1529) va marxar de ben jove, primer, a la cort de Nàpols, al servei del rei en Ferran I, i després a la cort de Sicília, al servei de la reina na Joana de Sicília. Acabada aquesta peripècia italiana va tornar a Blanes al servei del vescomte de Cabrera i de Bas fins que va morir a la mateixa vila al 1529. Un seu criat, disset anys més tard, va editar uns papers esparsos que havia trobat a can Ferrer, les (sic) Sentèncias cathòlicas del diví poeta Dant florentí, compilades per lo prudentíssim mossèn Jaume Ferrer de Blanes, incloent-hi tres parts. La primera, Conclusions, és un sumari destinat a mostrar (sic) «Entre totas las cosas necessàries a l’home per aconseguir lo seu fi y beatitut eterna principalment són tres»; la segona, Meditació, és una reflexió a fi d’il•luminar els misteris sobre la passió i mort de Jesucrist a (sic) «lo santíssim loch de Calvari»; la tercera, Letras, és un conjunt de dotze documents, entre cartes i d’altres textos, «fetas a mossèn Jaume Ferrer, respostes e regles per ell ordenades en cosmographia y en art de navegar». En Ferrer, home de grans recursos, fa un recorregut per tots els coneixements que havia acumulat al llarg de la seva vida, de Dant Alighieri a Ptolemeu i del marquès de Santillana a Albert Gran o a Aristòtil, fent servir fragments de la Commedia, dels Proverbios, de la Bíblia i de moltes altres autoritats científiques i filosòfiques, en català, italià, espanyol, llatí i, també, set mots en arameu

The effects of ICT on school: teachers’ and students’ perspectives

The purpose of this study was to investigate the effects of information and communication technology (ICT) on school from teachers’ and students’ perspectives. The focus was on three main subject matters: on ICT use and competence, on teacher and school community, and on learning environment and teaching practices. The study is closely connected to the national educational policy which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. The phenomena were investigated using a mixed methods approach. The qualitative data from three cases studies and the quantitative data from three statistical studies were combined. In this study, mixed methods were used to investigate the complex phenomena from various stakeholders’ points of view, and to support validation by combining different perspectives in order to give a fuller and more complete picture of the phenomena. The data were used in a complementary manner. The results indicate that the technical resources for using ICT both at school and at homes are very good. In general, students are capable and motivated users of new technology; these skills and attitudes are mainly based on home resources and leisuretime use. Students have the skills to use new kinds of applications and new forms of technology, and their ICT skills are wide, although not necessarily adequate; the working habits might be ineffective and even wrong. Some students have a special kind of ICT-related adaptive expertise which develops in a beneficial interaction between school guidance and challenges, and individual interest and activity. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful pedagogical use for technology. The intensive case study indicated that for the majority of teachers the intensive ICT projects offer a possibility for learning new skills and competences intertwined in the work, often also supported by external experts and a collaborative teacher community; a possibility that “ordinary” teachers usually do not have. Further, teachers’ good ICT competence help them to adopt new pedagogical practices and integrate ICT in a meaningful way. The genders differ in their use of and skills in ICT: males show better skills especially in purely technical issues also in schools and classrooms, whereas female students and younger female teachers use ICT in their ordinary practices quite naturally. With time, the technology has become less technical and its communication and creation affordances have become stronger, easier to use, more popular and motivating, all of which has increased female interest in the technology. There is a generation gap in ICT use and competence between teachers and students. This is apparent especially in the ICT-related pedagogical practices in the majority of schools. The new digital affordances not only replace some previous practices; the new functionalities change many of our existing conceptions, values, attitudes and practices. The very different conceptions that generations have about technology leads, in the worst case, to a digital gap in education; the technology used in school is boring and ineffective compared to the ICT use outside school, and it does not provide the competence needed for using advanced technology in learning. The results indicate that in schools which have special ICT projects (“ICT pilot schools”) for improving pedagogy, these have led to true changes in teaching practices. Many teachers adopted student-centred and collaborative, inquiry-oriented teaching practices as well as practices that supported students' authentic activities, independent work, knowledge building, and students' responsibility. This is, indeed, strongly dependent on the ICT-related pedagogical competence of the teacher. However, the daily practices of some teachers still reflected a rather traditional teacher-centred approach. As a matter of fact, very few teachers ever represented solely, e.g. the knowledge building approach; teachers used various approaches or mixed them, based on the situation, teaching and learning goals, and on their pedagogical and technical competence. In general, changes towards pedagogical improvements even in wellorganised developmental projects are slow. As a result, there are two kinds of ICT stories: successful “ICT pilot schools” with pedagogical innovations related to ICT and with school community level agreement about the visions and aims, and “ordinary schools”, which have no particular interest in or external support for using ICT for improvement, and in which ICT is used in a more routine way, and as a tool for individual teachers, not for the school community.

Utilizando o monitoramento ambiental para o ensino da química: pedagogia de projeto

The article shows how the monitoring of the water quality can be utilized in an inter-disciplinary pedagogical project involving Analytical Chemistry, Biochemistry and Microbiology making the apprenticeship more dynamic and consolidating the link between the student and the community.

Harjoitustöiden vertaisarviointi opetusvälineenä

Harjoitustöiden vertaisarvioinnissa opiskelijat tarkastavat toistensa töitä ja antavat niistä palautteen annettujen ohjeiden mukaan. Yleensä opiskelijoille annetaan tätä tehtävää tukemaan tietty joukko arviointikriteereitä, joiden osalta työtä ainakin on kommentoitava. Vertaisarviointi voi antaa opiskelijoille monipuolisempaa palautetta kuin ilman sitä olisi mahdollista, mahdollisuuden tehtävien vaihtoehtoisiin ratkaisuihin tutustumiseen sekä kokemusta ongelmanratkaisun analyyttisestä ja kriittisestä tarkastelusta. Lisäksi vertaisarviointi voi tukea opettajien työtä helpottamalla riittävän palautteen antamista opiskelijoille ja antamalla jonkinlaista kuvaa opiskelijoiden näkemyksistä tehtävän aihealueeseen liittyen. Tämän työn tavoitteena on selvittää, mitä mainituista vertaisarviointiin liitetyistä hyödyistä voidaan todellisuudessa saavuttaa ohjelmointipainotteisilla kursseilla. Ohjelmointikurssin opiskelijat arvioivat kurssiin kuuluvien harjoitustöiden yhteydessä toistensa ratkaisuja yhteen tehtävistä. Opiskelijoille suunnatulla kyselyllä pyritään kartoittamaan, kuinka hyvin vertaisarvioinnille asetetut tavoitteet toteutuvat. Kokemuksia opettajan näkökulmasta selvitetään haastattelujen avulla. Testauksen toteutuksessa käytetään verkkosovellusta, johon opiskelijat tallentavat omat työnsä, josta he lataavat itselleen määrätyt työt arvioitavaksi, johon he tallentavat arvionsa ja jonka kautta he lopulta saavat palautteen omasta työstään.

Biopolíticas Neoliberales de acción socioeducativa. Cómo los profesionales de la intervención social educativa se convierten en garantes de una nueva realidad : La periferia social

La pedagogía social no tiene un rumbo claro. Son muchas las propuestas de intervención que van surgiendo a diario. Sin embargo, a pesar de los esfuerzos por mejorar los estudios en este campo y ampliar el colectivo de sus profesionales, resulta que cada vez son más las personas que requieren de servicios socioeducativos. Esta paradoja pone en evidencia que la intervención que actualmente se lleva a cabo no es efectiva. Además, alimenta la sospecha de que estos profesionales acaban convirtiéndose, muy a su pesar, en garantes de esta nueva realidad social: la periferia social.

Per una comprensió històrica de les activitats aquàtiques : una mirada educativa

Una atenta observació de les activitats aquàtiques de caire educatiu mostra que aquestes pràctiques es fonamenten, principalment, en constructes que no són propis de la pedagogia, ans provenen de l’antropologia i/o de les cultures establertes a l’entorn de l’aigua. Així, el present article es pregunta pels sentits que acompanyen aquests imaginaris que sorgeixen de la relació que s’estableix entre l’home i el medi aquàtic. Per a fer-ho, s’utilitza el recurs hermenèutic de comprendre quines han estat les pràctiques aquàtiques que han anat sorgint al llarg de la història, ja que la idea principal del treball sosté que l’activitat educativa en el medi aquàtic s’ha construït a partir dels imaginaris culturals, sorgits de les mateixes pràctiques aquàtiques que l’han precedit.

The Transformation of Practical Teaching Focusing on Dialogic Learning

This study investigates the transformation of practical teaching in a Catalan school, connected to the design, implementation and development of project-based learning, and focusing on dialogic learning to investigate its limits and possibilities. Qualitative and design-based research (DBR) methods are applied. These methods are based on empirical educational research with the theory-driven of learning environments. DBR is proposed and applied using practical guidance for the teachers of the school. It can be associated with the current proposals for Embedding Social Sciences and Humanities in the Horizon 2020 Societal Challenges. This position statement defends the social sciences and the humanities as the most fundamental and important ideas to face all societal challenges. The results of this study show that before the training process, teachers apply dialogic learning in specific moments (for example, when they speak about the weekend); however, during the process and after the process, they work systematically with dialogic learning through the PEPT: they start and finish every activity with a individual and group reflection about their own processes, favouring motivation, reasoning and the implication of all the participants. These results prove that progressive transformations of teaching practice benefit cooperative work in class

Educación social y evaluación: evaluar para mejorar y transformar

En este artículo se desarrollan las características de la evaluación de servicios y programas socioeducativos, entendiendo que ésta debe ser un instrumento de mejora de la acción social, que posibilita identificar los aspectos positivos de una práctica técnico-profesional adecuada y que permite incrementar la autonomía de los profesionales. Asi, se apuntan unas consideraciones sobre el concepto de evaluación y sobre el sentido y finalidad de ésta, considerándola como un elemento de calidad y de mejora de la acción socioeducativa, valorando su utilidad social, destacando la falta de tradición evaluativa en educación social y señalando el carácter dialéctico de la evaluación, la cual siempre incluye, en relación inversamente proporcional, elementos de control y transformación. Posteriormente, se afirma que los diseños de evaluación deben adaptarse a la singularidad y características propias de laeducación social. Y, finalmente, se señalan algunas de las características que mejor definen los diseños de evaluación en educación social.

Aproximación conceptual a los sectores y ámbitos de intervención de la educación social

En este artículo, en primer lugar, se define Educación social y Pedagogía social y, a continuación, se desarrolla una aproximación a los sectores y los ámbitos de intervención de la educación social. Así, se describen diversas variables interdependientes que configuran los sectores de intervención y las áreas institucionales de la educación social, remarcándose el carácter complementario y los puntos de intersección existentes entre las mencionadas variables. A continuación, se describen los ámbitos específicos de intervención de la educación social que presentan carácter transversal, ya que afectan a diversos grupos de edad, a diferentes necesidades o problemáticas singulares y desde posiciones institucionales plurales. Finalmente, se apuntan unas breves reflexiones acerca de algunos nuevos posibles espacios de acción de la educación social que pueden tomar fuerza y singularidad a lo largo de las primeras décadas del nuevo milenio.

Aprendizaje dialógico : base teórica de las comunidades de aprendizaje

El aprendizaje dialógico y los siete principios que lo componen sientan las bases de las comunidades de aprendizaje como proyecto de transformación global y también las prácticas educativas concretas que se realizan en este marco

The Art & Science of Learning Design

We live in an era defined by a wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. The provision of knowledge, once a primary role of educators, is now devolved to an immense web of free and readily accessible sources. Consequently, educators need to redefine their role not just ¿from sage on the stage to guide on the side¿ but, as more and more voices insist, as ¿designers for learning¿.The call for such a repositioning of educators is heard from leaders in the field of technology-enhanced learning (TEL) and resonates well with the growing culture of design-based research in Education. However, it is still struggling to find a foothold in educational practice. We contend that the root causes of this discrepancy are the lack of articulation of design practices and methods, along with a shortage of tools and representations to support such practices, a lack of a culture of teacher-as-designer among practitioners, and insufficient theoretical development.The Art and Science of Learning Design (ASLD) explores the frameworks, methods, and tools available for teachers, technologists and researchers interested in designing for learning Learning Design theories arising from findings of research are explored, drawing upon research and practitioner experiences. It then surveys current trends in the practices, methods, and methodologies of Learning Design. Highlighting the translation of theory into practice, this book showcases some of the latest tools that support the learning design process itself.