El desafío de la escuela  contemporánea: de la sociedad del  conocimiento o a la sociedad del reconocimiento

Carvajal, Alexander

doi:10.36737/01230425.n22.87

Cited by 4 publications

(1 citation statement)

References 1 publication

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“…Since its creation following the Bologna Declaration, the European Higher Education Area (EHEA) has been promoting the implementation of an active teaching-learning system. The goal is to give greater coherence "to higher education systems in Europe" [1], to the principles of the knowledge society, to global education, and to scientific thinking [2,3]. The theoretical frameworks used to encourage students to actively build their learning process and to evaluate their acquired knowledge include currents such as constructivism, situationism, and the sociocultural approach [4].…”

Section: Introduction 1higher Education and New Forms Of Active Learningmentioning

confidence: 99%

The Teaching–Learning of Community Social Work: Debating as an Instrument to Acquire Transversal Competences

et al. 2023

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Debating represents an active teaching–learning method in higher education. Engaging in debates helps to acquire and develop transversal skills, which are essential to successfully function in personal, academic, and professional spheres. In this quantitative, descriptive, and explanatory study, we analyse how attitudes included within transversal competences were acquired through a debate activity conducted as a part of the social work programme at the University of Alicante. A total of 74 students participated, with an average age of 22.34 years, the majority of which were women. The students were divided into two evaluation groups: a peer evaluation group and a teacher evaluation group. Using an ad hoc questionnaire, three categories of variables were studied: sociodemographic variables; organisational and activity evaluation variables; and variables relating to the acquisition of attitudes. The results indicated that debating favoured communication, innovation and entrepreneurship, social commitment, critical thinking, information management, autonomy and self-regulation, as well as teamwork. Variations were also found according to the university admission modality and the evaluation agent. These results highlight not only how useful debating can be as a pedagogical tool, but also the need to consider different contextual factors when implementing debate activities in the context of university studies.

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Section: Introduction 1higher Education and New Forms Of Active Learningmentioning

confidence: 99%

The Teaching–Learning of Community Social Work: Debating as an Instrument to Acquire Transversal Competences

et al. 2023

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Généalogie des lieux et corésistances autochtones : transmissions des savoirs territoriaux en contextes d’extractivisme de masse

Drouin-Gagné,

Éthier,

Magaña Canul

et al. 2024

REPS

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Cet article présente et analyse une rencontre internationale entre cinq Nations Autochtones du Canada, du Chili et du Mexique, qui s’est tenue à Wemotaci, au Canada, en 2023. Les nations participant à cette rencontre, organisée dans le cadre d'un partenariat sur la transmission des savoirs dans les contextes autochtones, ont centré leurs discussions sur les pédagogies territoriales comme outils de résistance, car elles partagent une lutte commune contre l'extractivisme. Dans cette optique, le cadre théorique présenté articule de manière originale les concepts de résistance, de pédagogie territoriale et de généalogie des lieux. Finalement, la rencontre est analysée comme une démarche de décolonisation de la recherche en contexte autochtone qui s'appuie sur le partage des récits et de cérémonies et qui contribue au mouvement de co-résistance inter-nationale par la reconnexion entre Nations Autochtones et avec leurs territoires.

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La investigación educativa en los contextos escolares: hacia un estado de la cuestión

Rodríguez

2022

EYC

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El presente artículo propone, mediante una metodología hermenéutica, el análisis de un muestreo de fuentes de los últimos veinte años acerca de la investigación en los contextos escolares, que da cuenta, en principio, de dos líneas principales: por una parte, los estudios que hacen alusión desde diferentes posturas al papel del docente investigador; y, en segundo lugar, las distinciones acerca de la validez de la investigación en el ámbito escolar y universitario. A partir de la revisión de estos textos, resultado de investigaciones, se hace evidente la permanencia de una crisis de sentido sobre el carácter disciplinar de la pedagogía y la instalación de su rol como campo interdisciplinar que alberga fricciones referidas a la validez de los discursos, actores y lugares de producción de la investigación educativa como parte de una ciencia global que termina afectando, desde las relaciones con el conocimiento, hasta las condiciones de vida profesional de quienes ejercen el oficio de la docencia en la educación inicial, básica y media.

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El desafío de la escuela contemporánea: de la sociedad del conocimiento o a la sociedad del reconocimiento

Cited by 4 publications

References 1 publication

The Teaching–Learning of Community Social Work: Debating as an Instrument to Acquire Transversal Competences

The Teaching–Learning of Community Social Work: Debating as an Instrument to Acquire Transversal Competences

Généalogie des lieux et corésistances autochtones : transmissions des savoirs territoriaux en contextes d’extractivisme de masse

La investigación educativa en los contextos escolares: hacia un estado de la cuestión

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