Mostrando recursos 201 - 220 de 3.953

  1. La educación: : una puerta a la felicidad

    Barrios Tao, Hernando; Siciliani, José María; Parra Rozo, Omar
    La narrativa se constituye en una herramienta didáctica determinante en los procesos formativos. Más allá de una serie de fórmulas y parámetros, el acto educativo constituye una forma de vida diaria en el que se intercambian conocimientos y experiencias. Los docentes y los estudiantes abren la puerta del saber y se enfrentan a terrenos diversos, en los cuales se desencadenan dispositivos cognitivos, afectivos, personales y sociales que hacen alusión a los adelantos de la ciencia, la pedagogía y el arte. La búsqueda que se emprende en la educación debe ser placentera y no debe suponer una obligación sino un pasaje feliz. La forma más fructífera de transitar por el...

  2. Pedagogía del cuerpo y educación sexual en la España contemporánea –Una aproximación genealógica a través de las polémicas suscitadas en torno a los manuales destinados a la infancia y la adolescencia–

    Seoane Cegarra, José Benito
    This survey focuses on the genealogical analysis and the contextualization of some of the most relevant controversies around the texts or guidebooks in the Spanish sexual education. The interest of these polemics is to show the debate among the different influences (pedagogical, political, moral and religious ones), which interwine with conflict, concurrence or alliance.

  3. El recurso de la pedagogía a la hermenéutica filosófica de Gadamer –Homenaje a Rafael Flórez–

    Garcés Gómez, Juan Felipe

  4. Estrategias y herraminetas para la inteligencia social. Una interpretación desde los ciclos educativos

    de Jesús Romero Ibáñez, Pablo

  5. Pedagogía y educación:: un recorrido histórico basado en su significatividad

    Remolina Luna, Carolina

  6. Modelo de intervención enfocado desde la niñez al protagonismo de su propio aprendizaje

    Morera Castro, María; Herrera González, Emmanuel; Arguedas Víquez, Rita; Fonseca Schmidt, Héctor
    The purpose of this paper was to systematize the methodological experience acquired during the Psychomotricity and Intervention Project taught at Universidad Nacional, Costa Rica. This model of intervention aims at strengthening the different areas of human development in children ages 2 to 7, being perceptual-motor development and self-regulation the central axes. As a result of the implementation of this model children were able to become protagonists of their own learning.  They were exposed to different spaces and situations that, through movement, autonomy, analysis and resolution of situations, they were able to learn, face and improve daily tasks, skills and emotions. ...

  7. Humanismos sin ‘humanidad’, a propósito de las filosofías renac entistas no platonizantes y las teorías de la formac ión

    Garcés Gómez, Juan Felipe; Escobar García, Bibiana
    Este trabajo parte de la crisis actual en conceptos como ‘sujeto’, ‘individuo’, ‘persona’, ‘identidad’, ‘hombre’ y ‘humanidad’, para hacer una reflexión que, desde la Filosofía, aporte a la Pedagogía como campo conceptual al que queremos aportar, en la medida en que creemos sigue siendo hoy importante el concepto ‘formación’ en relación con el Humanismo.

  8. Football as a tool to understand the struggle for hegemony :: Approximations between the historical - critical pedagogy and the critical surpassing conception in a Physical Education class experience

    Graeff, Billy
    . Este artículo describe un debate en torno a una tarea pedagógica en relación con el fútbol, en cuanto contenido de la Educación Física. A partir de dicha experiencia pedagógica , la organización y la reproducción soci al emergen como asuntos problemáticos . El marco teórico se basa en la pedagogía histórico -crítica y en la co ncepción crítico -superadora en la Educación Física. P ara desarrollar la tarea objeto de investigación , s e propone una idea del plan de lección ; asimismo, se 178 Billy Graeff ÁGORA PARA LA EDUCACIÓN FÍSICA Y EL DEPORTE , 19 (2 -3), mayo -diciembre, 2 017, 177- 192 EISSN: 1989- 7200 reflexiona sobre las experiencias prácticas que se llevaron previamente a cabo ....

  9. Creencias epistemológicas, lectura de múltiples textos y aprendizaje en doctorandos de Pedagogía

    Zanotto González, Maria Mercedes; Gaeta González, Martha Leticia
    Abstract: The objective of this study is to analyze the epistemological conceptions of doctoral students regarding educational research, and the relationship with the strategic processes of reading multiple texts and the learning students construct, based on the reading process. Five doctoral students in the third semester participated. The methodological strategy was a questionnaire based on the Topic-Specific Epistemic Belief Questionnaire (TSEBQ) to identify epistemological beliefs, verbal protocols to detect reading strategies, and a pre-post questionnaire of knowledge of research paradigms in education. The results showed agreement between epistemological beliefs of an ingenuous type, difficulties in applying reading strategies, and the...

  10. Necesidades de formación docente de los maestros de Educación Artística a nivel Secundaria del Instituto de Educación de Aguascalientes

    Capistrán Gracia, Raúl W.
    Thanks to the Comprehensive Reform of Basic Education (RIEB), artistic education in Mexico became, in 2006, a compulsory-formative subject within the curriculum (SEP, 2006a). To successfully implement the educational reforms, the teacher must possess a solid knowledge, as well as theoretical and pedagogical foundations that allow him to organize and direct an integral teaching and learning process. This article presents the most relevant results of an exploratory study, whose objective was to determine the arts teacher´s pedagogical weaknesses at the Institute of Education of Aguascalientes (IEA) in order to propose and promote improvement interventions. Taking some of the indicators proposed by Shulman (2005) and based on the objectives...

  11. Leer y escribir en la formación de profesores contra la pedagogía del espectáculo

    Pavão, Andréa
    En este ensayo se busca reflexionar sobre el papel de la lectura y de la escritura en la formación de profesores como antídoto contra la «pedagogía del espectáculo». Se entiende por pedagogía «del espec­táculo» o «del entretenimiento» el conjunto de prácticas educativas en las cuales los productos de las acciones pedagógicas valen más que el desarrollo de las acciones en concreto. A partir de las contribu­ciones de autores como Debord, Marx, Benjamin y Stallybrass, creemos que la pedagogía hegemónica no es inmune a la influencia de los procesos de reificación y espectacularización, característicos de la modernidad, sino que está inmersa...

  12. Una pedagogía bonsái al servicio de la colonialidad del ser y saber musical. Un estudio en perspectiva autoetnográfica.

    Castro, Sebastián Tobías
    This paper discusses the musical epistemology concomitant with an ontology of music centred on music as an object, both foundations of the hegemonic musical theoretical/pedagogical model: the conservatory model. In particular, it is proposed to investigate the scope and limitations of some of the categories derived from the privileged object-text of this ontology: the score, and its incidence in the processes of musical significance in which early undergraduate students participate. In this direction, it is intended to show how these musical epistemology and ontology deal only with partial aspects of the musical experience, while at the same time making others...

  13. Hacia una praxis ecológica desde la huerta escolar, un estudio desde la pedagogía Waldorf

    Bolaños Motta, José Ignacio; Cifuentes Casallas, María Alejandra; Figueroa Céspedes, Laura Nathalia
    The present research had as objective, to identify the learning that of the practice of the natural school garden, the possible son in the classrooms of the Transition grade of the educational institution Las Palmas de Villavicencio Meta. Thus, from the qualitative methodology and the use of strategies such as social cartography and the litter box, an analysis was developed on the relationship: childhood - the natural world. Generating a series of results, such as the theorization of an ecological praxis and the demonstration that the act of planting is a form of interdisciplinary learning, showing that the activity of the silhouette of a place of multiple projects,...

  14. Pedagogía y colonialidad en la Amazonía ecuatoriana. El caso de la escuela Cabo Minacho Padilla (1960-1979) de José Alberto Flores Jácome

    Fiallo Monedero, Liliam
    Review of Pedagogía y colonialidad en la Amazonía ecuatoriana. El caso de la escuela Cabo Minacho Padilla (1960-1979)

  15. Evaluación participativa del empoderamiento juvenil con grupos de jóvenes. Análisis de casos

    Úcar, Xavier; Planas Lladó, Anna; Novella Càmara, Ana; Rodrigo Moriche, María Pilar
    Interpretations made by young people about their own realities are key to understand their actions and behaviours. Also for adapting to new social dynamics socio-educational programmes and projects. This article focuses on the analysis of those interpretations. What do youth understand by youth empowerment? Which specific indicators do they consider to identify it? In which spaces, moments and processes do they think that it could happen? In order to respond to these questions, 4 evaluation participatory processes with 42 young people from 14 to 25 years old in 4 Spanish cities were developed. The sample that sets the participatory evaluation groups for every case is intentional. This...

  16. ¿Empoderamiento o emancipación? Interpretaciones desde finlandia y más allá

    Ryynänen, Sanna; Nivala, Elina
    The article looks at two concepts that have both an established and a disputed position in the field of educational and social sciences: the concepts of empowerment and emancipation. The guiding questions are: how empowerment and emancipation relate to each other and how they can be used in the field of social pedagogy in Finland and beyond both as theoretical conceptions in articulating the purpose of social pedagogical work and as guiding principles of social pedagogical practices. By exploring these questions, the aim is to provide one possible map through the conceptual maze around the terms of empowerment and emancipation, specifically from a social pedagogical perspective. The...

  17. La interpretación patrimonial en el Museo Pedagógico Universitario: hacia una pedagogía de la estampa histórico educativa

    Domínguez, Pablo Álvarez
    Universities have an important scientific and historical heritage must preserve, disseminate and interpret. Pedagogical University museums are an attractive and suggestive cultural opportunity to know and interpret the history of the last school. These museums allow us to open the doors of the historic cultural education universe to the community. Photographs of the educational past are difficult to read and interpret. In this work we defend the need to consider a pedagogical intermediation between images of the last school, scenarios, and people. The article presents a case study developed in the Educational Museum of the Faculty of Sciences of the Education of the University of Seville. It's...

  18. Configuración epistémica de la pedagogía. Tendencias que han proliferado en la historia de la educación

    Ortiz Ocaña, Alexander
    This article carries out a reflexive thematic review that allows to analyze the genesis, evolution, and epistemic configuration of the pedagogy by evaluating the main tendencies that have widespread in the history of education. Five tendencies or epistemological orientations are identified: pedagogy as a science of education, pedagogy as one of the sciences of education, pedagogy as pedagogical knowledge, pedagogy as the art of teaching (didactics), and pedagogy as a reflection on the education. Pedagogy is considered as the universal constellation of pedagogical knowledge configured by the international academic community. However, the controversial debate on pedagogy and the education sciences...

  19. Pensamiento pedagógico colombiano: Martín Restrepo Mejía. Una mirada a sus conceptos de pedagogía, infancia, maestro y escuela

    Jiménez Becerra, Absalón
    This article is part of a nascent line of research: History of Colombian pedagogical thought. This proposal aims to recover the work of a group of intellectuals of education; whose reflections, interventions, conferences, essays, and books have contributed to the reflective exercise upon local and regional education. This first research presents the life and work of Martín Restrepo Mejía (1865-1935), one of the first education intellectuals of Colombia. Especial emphasis is laid on his considerations and representations of pedagogy, childhood, teacher, and school education.

  20. Docência compartilhada no ensino de história nos anos iniciais do ensino fundamental em uma Escola Aberta

    Derlam Santos, Gabriela; Lima Knecht, Mariana
    Este trabalho apresenta o relato de uma experiência de docência compartilhada, desenvolvida por bolsistas do Programa Institucional de Bolsas de Iniciação a Docência (PIBID), subprojeto Pedagogia/UFRGS, em uma escola aberta de ensino fundamental da rede estadual de ensino, localizada em Porto Alegre/RS. Nessa escola, o PIBID Pedagogia vem construindo situações de aprendizagem sobre o tema do patrimônio cultural [material e imaterial], procurando sensibilizar os alunos das turmas de anos iniciais para os estudos de História. A docência compartilhada tem possibilitado o exercício reflexivo que permite pensar procedimentos de ensino que envolvam os alunos que se encontram em situação de vulnerabilidade....

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