La adquisición de la competencia narrativa a través del cómic en la Escuela PrimariaThe acquisition of narrative competence through comics in Primary SchoolBlas SEGOVIA AGUILAR Universidad de CórdobaRecibido: Febrero 2012 Aceptado: Marzo 2012 ResumenEn el presente artículo describimos una serie de aspectos que favorecen el desarrollo de la competencia narrativa de los niños y cómo ésta se adquiere mediante el cómic. El cómic destaca por su versatilidad entre los diversos medios de comunicación que permiten la creación de narraciones con imágenes en la infancia, pues su material expresivo se basa en el dibujo y la escritura sin necesidad de acudir a instrumentos tecnológicos sofisticados para la producción del discurso. El análisis de los factores psicolingüísticos que intervienen en el acto narrativo nos permite esbozar una metodología eficaz para abordar un aspecto esencial de la educación mediática: aprender a narrar con imágenes. Para narrar con imágenes, el niño necesita saber cómo construir la estructura temporal del relato y como trasladar el argumento al lenguaje del cómic. En este trabajo, proponemos directrices para la integración de este recurso didáctico en diferentes áreas del curriculum en la escuela primaria. Palabras clave: narrativa visual, competencia narrativa, cómic en la infancia, alfabetización mediática, educación mediática, comunicación y educación. AbstractIn this paper we describe a range of aspects that favor the development of narrative competence of children, and how it is acquired through comics. Comics are well known for its versatility among the various media that allow the creation of stories with images in children, as its expressive material is based on drawing and writing without the need to resort to sophisticated technological tools for the production of speech. The analysis of psycholinguistic factors involved in the narrative act allows us to sketch an effective methodology to address an essential aspect of media education: learning to tell stories with pictures. To narrate with images, the child needs to know how to construct the term structure of the story and how to translate the argument into the language of comics. We propose guidelines for the integration of this resource didactic in different areas of the curriculum in elementary school. Keywords: visual storytelling, narrative competence, comics in childhood, media literacy, media education, communication and education.Blas Segovia Aguilar La adquisición de la competencia narrativa a través del cómic… 376 Revista Complutense de EducaciónVol. 23 Núm. 2 (2012) 375-399La narración es, según Jerome Bruner (2006) "la forma de expresión que mejor comprende el niño, quizá por ser el modo habitual y más propio de la cultura popular, pues la narración es un tipo de expresión que simplifica la comprensión de la realidad, permitiendo hacer que lo excepcional se convierta en comprensible". Esta potencialidad respecto a otras formas expresivas, refuerzan el valor de lo narrativo como herramienta fundamental para una adecuada alf...

Roma people in Spain face situations of high deprivation, including high unemployment and early school leaving rates. The strategies to address this situation point to education as the means to overcome poverty and social exclusion. Although efforts have been made within compulsory education, scarce attention has been given to their performance once in higher education. Although young Roma people are reaching higher education more often than their parents, once at university they face specific barriers that hinder their opportunities. Using a mixed-methods approach, UNIROMA analyses those difficulties and formulates orientations to overcome them, thereby contributing to increasing the university graduation rates of Roma students. This paper presents the results of the quantitative fieldwork, consisting of an online questionnaire administered from May to July of 2020 to Roma students enrolled in Spanish universities. In the results, three main profiles were identified: traditional students, young students with other commitments (job and/or family responsibilities) and mature students. The results, concordant with research on other minority groups and higher education, provide evidence of the barriers that Roma students face in university due to the intersectionality of multiple factors of discrimination, namely, belonging to an ethnic minority and being more frequently first-generation, low SES and non-traditional students.

This research focuses on the implementation of a series of actions and training workshops with families of a school located in a socially excluded area in the city of Cordoba, Spain. The study explores how the participants perceived the experience and the educational and social benefits of this formative process. The research methodology was based on a participatory action research approach, which involved successive cycles of research and action in different phases: planning and analysis of the problem, action, observation and reflection. Five key informants, selected according to the criterion of structural heterogeneity, participated in the research. Semi-structured interviews and field journals were used as research instruments and content analysis was the technique of choice to analyses the information. The results reveal that the participants found the workshops to be highly beneficial both personally and in terms of the image they project to their children. They also faced challenges regarding their continuity in the activity, such as prejudices or different communication codes. The discussion underlines the importance of conducting training activities with families in contexts of poverty as an educational action that can increase their interest and motivation towards the school and hence enhance their participation in school life.

información y del conocimiento resulta necesario un nuevo modelo de relación entre la universidad y la sociedad superando los esquemas tradicionales del pasado. Especialmente en las facultades de educación es urgente definir otra forma de relacionarse con las escuelas cooperando con ellas de forma igualitaria para solucionar los problemas educativos que les afectan. El presente artículo describe un modelo alternativo de relación de la universidad a

Resumen:El programa europeo Erasmus Plus KA2 tiene por finalidad la cooperación internacional, creando consorcios estratégicos para la innovación y el intercambio de buenas prácticas en el campo de la educación, formación y juventud. El proyecto "Construyendo la ciudadanía europea a través de la educación mediática" ha sido desarrollado durante los cursos 2014 a 2016 por seis institutos de educación secundaria de diferentes países europeos, siendo coordinado por el IES Sácilis de Pedro Abad (Córdoba). Los estudiantes de los diferentes países han cooperado para realizar actividades de videocreación para exponer cuales son las principales preocupaciones de los jóvenes respecto a las realidades que viven en sus contextos, y así propiciar una reflexión sobre el papel de la juventud como parte de la ciudadanía europea. El desarrollo del mismo ha permitido introducir en el currículo de secundaria temas clave de la Alfabetización Mediática e Informacional. Seguidamente exponemos las principales características del mismo, las actividades y los resultados obtenidos.Palabras claves: Alfabetización informacional, educación ciudadana, programas educativos, educación mediática. Abstract:European Erasmus Plus KA2 Programmes pursue international cooperation by establishing strategic relationships seeking innovation and exchange of good practices in the fields of education, training and youth. The project "Building European citizenship through media education" was carried out from 2014 to 2016 by six secondary education schools from different countries, and coordinated by Sácilis High School from Pedro Abad (Córdoba). Students from these six countries have cooperated to elaborate activities of video creation in order to present the main concerns of young people with respect to the diverse realities in their contexts, thus, fostering reflection on the role of young people as members of the European citizenship. The project growth has allowed the introduction in the second education curriculum of key