Os estereótipos de gênero são um estigma sociocultural que é transmitido de geração em geração desde a mais tenra idade. O objetivo desta investigação é analisar em que medida os estereótipos de género afetam a educação na primeira infância. A fim de enfrentar esta tarefa, começamos com um projeto multimétodo que foi concretizado em um estudo de caso no CEI Maracas que inclui 15 crianças entre 3 e 7 anos de idade. As técnicas de coleta de dados baseiam-se na observação direta e sistematizada de quatro ferramentas qualitativas, triangulando seus dados. Um dos resultados mais relevantes desta investigação mostra o papel eficaz desempenhado pelos estereótipos de gênero na fase da infância quando se começa a jogar. Nesse sentido, pode-se afirmar que as atribuições estereotipadas de gênero em meninos e meninas estão muito presentes na sala das crianças analisadas, especialmente naquelas com mais de três anos de idade.

La importancia de la evaluación en las Políticas PúblicasEspañolas: una aproximación histórica basada en el método biográfico. Rubén Arriazu Muñoz

The process of integration of Information and Communication Technologies (ICT) in the Educational System is a dynamic process influenced by multiple interdependent factors. The most relevant studies published to date have highlighted the following as systemic levels of ICT integration: teachers, schools, and educational policy. The general objective of this work is to carry out a Systematic Literature Review (SLR) on the strategic planning of technology in primary and secondary schools from 2010 to 2021. This study is supported by a qualitative methodology based on a SLR, guided by the PRISMA protocol. For this purpose, a keyword-based document search was carried out in three databases: Eric, Scopus, and WOS. For the collection of information, the criteria applied for the inclusion of papers was by date (last 12 years) and type of document (journal articles). A total of 6,187 scientific journal articles were initially included in the CADIMA platform, where finally, after screening, 42 articles were selected that met the established criteria: studies with teachers and students in the educational stages of Primary and Secondary Education, excluding Higher Education. Empirical studies with quantitative and/or qualitative methods are also included, discarding theoretical studies. Research on digital technologies from a general perspective is also considered relevant, excluding studies on specific technologies. This SLR concludes by providing an explanatory theoretical model, defining the integration of ICT in educational centres as a complex, systemic and ecological process, where legislative and organisational structures, such as leadership, strategic planning, and collaboration among professionals, are essential elements. Therefore, the incorporation of technology in the classroom requires a redefinition of the organisational culture of schools.Systematic Review Registration: [zenodo.org], identifier [6343639].

Resumen: Los Massive Open Online Courses (en adelante MOOC) son un elemento esencial para entender la transformación digital, ubicua y segmentada de los procesos de aprendizaje en la última década. El presente artículo tiene como objetivo analizar esta cuestión a través de una Revisión Sistemática de Literatura (RSL) que profundice en las investigaciones científicas cuyo foco principal sean los procesos de enseñanza-aprendizaje y el desarrollo de competencias educativas en los MOOC. Para desarrollar este trabajo partimos de los criterios y recomendaciones del protocolo PRISMA (2020) y la búsqueda mediante palabras claves en las bases de datos de SCOPUS y WOS en el periodo que va de 2010 a 2021. Las combinaciones de búsqueda se han realizado con los operadores booleanos y el cribado mediante los criterios de selección: 1) Etapa Educativa (Educación Primaria, Secundaria y Superior), 2) Destinatarios (Docentes, Estudiantes, Directivos), 3) Tipo de Estudios (Estudios Cuantitativos, Cualitativos y Mixtos) y 4) Tipos de Competencias Desarrolladas (Digitales, Didácticas, Pedagógicas y Curriculares). Todos estos criterios nos llevan a una muestra inicial de 1.766 artículos científicos que, finalmente, tras el proceso de depuración se redujo a 43 publicaciones científicas. Los resultados de la investigación señalan la importancia de personalizar y flexibilizar los entornos de aprendizaje en los MOOC orientados al desarrollo de competencias educativas para mitigar problemas como el abandono o la falta de motivación. Palabras clave: Massive Open Online Courses,

The hermeneutic methodology is an analytical and dialectical approach that is irreplaceable for the development of critical thinking. In the post-truth era, the traditional interpretation of text has given way to more complex interpretative instances in which audiovisual content is the basis of new narratives and new knowledge. Qualitative methodological research has always claimed socio-historical and temporal prominence in the analysis of social phenomena. Accepting this premise, hermeneutics is presented as a plausible methodological research strategy for analyzing the representation of a social fact. Specifically, the aim of this research is to show the potential of hermeneutic analysis by examining two opposing versions of the terrorist attack that took place at the headquarters of the satirical weekly magazine, Charlie Hebdo, in 2015. To conduct this analysis the researcher has used the hermeneutic methodology of suspicion (Gadamer, 1960/2004). A main conclusion is that the Internet has become a catalyst for multiple truths in the post-truth era. The Internet is an exhaust pipeline where critical thinking is expounded. The Internet, in short, is a space of resistance where people are able to question the mainstream media’s versions and interpretations of events as imposed by the elite Davos Class.