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Nomenclatura Unesco > (58) Pedagogía

Mostrando recursos 81 - 100 de 16,640

81. Buscando respuestas al reto de la diversidad desde la pedagogía crítica - Barberousse Alfonso, Paulette
Rethinking diversity from the point of view of critical pedagogy constitutes one of the main challenges of contemporary education, given that we all must assume the topic of altering in times of globalization and post-modernism. The same diversity which is present in society, is also a specific factor at school. The problem is that diversity in society is considered as inequality and at school it means diversity, which can mask “pedagogical” inequalities. We must rebuild and rethink school from the diversity for equality under the mandate of compensating inequalities.

82. La pedagogía intercultural en los territorios indígenas de Costa Rica - Torres Hernández, Rodrigo; Morales Campos, Julio; Ovares Barquero, Sandra
The article comments about the necessity of building intercultural pedagologic strategies jointly, in order to revitalize mother tongues and cultures of Costa Rican indigenous. This proposal is part of the project carry out by the Education Rural Department, which works with culture and mother tongue teachers in the community of Suretka, Talamanca.

83. Componentes teóricos para la comprensión de la pedagogía intercultural como práctica docente - Artavia Aguilar, Cindy; Cascante Gómez, Lode E.
Nowadays, a topic that arises in the educational domain as an answer to the demands of an increasingly diverse society which also demands processes of inclusion is, without a doubt, the concept of interculturalism. There are several conceptual approaches that are far from creating a pedagogy of interculturalism, specially when interculturalism is valued as a philosophy, which requires the development of a new teacher who is not only capable of recycling him/herself but who is also aware of the paradigmatic changes that interculturalism demands. The article presents an approach to the theoretical components for the understanding of intercultural pedagogy as...

84. Algunos avances y proyecciones en el campo de la pedagogía rural - Díaz Alvarado, Alicia
This article explores how Rural Pedagogy has been developed within the “División de Educación Rural (DER)” of the “Centro de Investigación y Docencia en Educación (CIDE)” at the “Universidad Nacional”. In order to emphasize recent advancements, pedagogical activities are organized in two different moments, taking into account its characteristics, strengths and weaknesses. Even though, the way rural pedagogy has been done at Division’s history is described in detail, the main interest is to accentuate how this allows a quantum shift towards new horizons in rural pedagogy inside the DER. The article concludes providing some thoughts concerning the factors that will...

85. La diversidad en los procesos educativos: bases para una propuesta conceptual - Hernández Vargas, Dora María
La tesis principal de este trabajo es que lo que hace problemático el abordaje del concepto de diversidad son las consecuencias que derivemos de su reconocimiento. Y este reconocimiento se hace desde la pedagogía. Luego de examinar, de forma sucinta, la trascendencia de la idea de diversidad en las principales tradiciones de la filosofía social, la autora propone las bases conceptuales que, desde estas lecturas ideológicas deben dirigir el abordaje pedagógico del concepto.

86. Repensar la educación y la pedagogía: algunas reflexiones críticas - Cascante Gómez, Lode E.; González Alvarado, Francisco
Reflexionar sobre la escuela como un lugar de construcción cultural permanente, influida por múltiples relaciones; pero, a la vez, como el lugar donde éstas se mediatizan y se construyen otras nuevas, se torna necesario. Valorar que los diseños curriculares explicitan y condicionan las prácticas escolares, y determinan, en buena medida, la intencionalidad de las prácticas pedagógicas es una cuestión que no se debe dejar de lado, en cualquier análisis sobre la educación y la pedagogía. Estas ideas constituyen los ejes sobre los cuales se articulan las reflexiones de este escrito, las cuales, lejos de plantearse, sólo como cuestiones, puramente, teóricas,...

87. La integración curricular: Una experiencia en el primer nivel de diplomado de la carrera de Licenciatura en Pedagogía con énfasis en Educación Preescolar - Chaves Álvarez, Ana Lucía; Hernández Vargas, Dora María; León Sánchez, Jorge; Pereira Pérez, Zulay; Vargas Dengo, Marie Claire
This paper is a reflection on the curriculum integration experience of faculty members in the first year of the two-year program conducive to a Licenciatura(*) in Pedagogy with a specialization in Preschool Education of the Division of Basic Education, Universidad Nacional, Costa Rica, during the first half of 2011. The integration has been designed by the faculty members as a process of personal and professional growth, which will help to generate opportunities for team building, student development and integration of courses. (*) Translator’s Note: “Licenciatura” or “Licentiate’s Degree” is a two year post-graduate study program, usually including thesis.

88. Pedagogía, diversidad y lenguaje: develando los colores en miradas aprendientes - Castillo Cedeño, Ileana; Flores Davis, Luz Emilia; Jiménez Corrales, Rafael Esteban; Perearnau Torras, Mariángeles
In the constant change in which we live in, Pedagogy, as a science of education, science of relationships among human beings, is the product of agreements, of communication processes, socio-cultural processes intertwined in a complex manner. The attention to diversity is a growing concern in plural environments and societies, and language, as a cultural trait, allows both the description of our circumstances and the considerations to understand them, to provide new significance to the present, to value the past and to imagine the future. If we take into account that speech is only one of the manifestations of language, if...

89. Pedagogía intercultural: ¿un eufemismo para tranquilizar conciencias o una alternativa para la transformación? - Gómez Torres, Juan Rafael
The present article it entails the revision of some aspects of the Costa Rican pedagogy, especially in the epistemology area, ethics and the policies as fundamental dimensions of education. From there, it also proposes the revision of its intercultural practices in order to determine whether what it is called in the CIDE (UNA) Intercultural Pedagogy it is just another euphemism than comes from outside and above. If we receive it without major analysis in order not to disturb our comfortable being in the world, reality, or as an alternative of transformation of the Costa Rican society.

90. Pedagogía saludable: Despertar de un nuevo nodo - Castillo Cedeño, Ileana; Castillo Cedeño, Rocío; Flores Davis, Luz Emilia; Miranda Cervantes, Giselle
This paper intends to recover a pedagogic vision in life, as an experience and a process that dignifies joy, love, ecology, leisure, freedom and hope, as options that enable routes for a pedagogic project that generates health. The theoretical position is assumed as a holistic paradigm to conclude that the planetary crisis, that generates serious and persistent health problems at personal, social, and worldwide levels, can be modified using a healthy pedagogy which constitutes a creative, loving and hopeful challenge for the cohabitation of diverse life forms.  The term “Healthy Pedagogy” rises from the need to establish a dialogical relationship...

91. El registro de proceso de construcción de la imagen como instancia de reflexión - Fernandez Troiano, Graciela
La práctica docente, entendida como construcción fundada en la reflexión, se aleja de la repetición automática de actividades naturalizadas como las únicas o las mejores. En esta ponencia se intentan preguntas sobre cierta tendencia de la enseñanza y el aprendizaje del proceso de construcción de la imagen artística que privilegia el trabajo final por sobre el proceso. Pensar en algunos de los aspectos intervinientes en la imagen, en posibilidades analíticas de los mismos, alienta nuevas reflexiones y permite entender que su aprendizaje, implica un recorrido investigativo. Propone dejar en suspenso la idea según la cual el alumno aprendió cuando realizó...

92. A pedagogia nos cursos de pedagogia : desvelando os aspectos teórico-científicos e prático-organizacionais pós-diretrizes curriculares nacionais - Portelinha, Ângela Maria Silveira
Esta tese insere-se no campo das discussões da Linha do PPGEDU – Universidade: teoria e prática e do Grupo de Estudos sobre Universidade/Inovação e Pesquisa (GEU/Ipesq: Educação Superior, Pedagogia e Mudança). A pesquisa aborda os desdobramentos caracterizados pela implantação das Diretrizes Curriculares Nacionais para o Curso de Pedagogia (DCNCP) – Resolução do Conselho Nacional de Educação/Conselho Pleno (CNE/CP), n. 1/06 (BRASIL, 2006). Delimita como objeto de investigação a Pedagogia nos cursos de Pedagogia problematizando como se constituiu a reconfiguração dos cursos a partir da implementação das DCNCP, e como as concepções de Pedagogia se manifestaram na organização curricular destes. Para...

93. Social Diversity and Equality: Challenges and Implications for Policies, Pedagogies and Practices in UK Post-Compulsory and Lifelong Learning - David, Miriam

94. Powerful pedagogies and playful resistance: children’s experiences of role play in the early childhood classroom - Rogers, Sue

95. Learning to Learn Online: fostering student engagement with online pedagogies - Hughes, Gwyneth

96. Deconstructing academic practices through self-reflexive pedagogies - Burke, Penny

97. Pedagogie populaire au London’s Millennium Dome - Buckingham, David

98. Situating pedagogies: positions and practices in immersive virtual worlds - Gourlay, Lesley

99. Pedagogies of Becoming in an end-of-the-line 'special' school - Youdell, Deborah

100. Passion, pedagogies and the project of the personal in higher education - Clegg, Sue; David, Miriam

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