Context: Vocational education and training (VET) has become a key issue in today's highly dynamic business, technological and economic environment, with a complex diversity of systems within the European Union. This paper aims to study the implementation of dual VET in Spain, focusing on the working conditions of company tutors in the tourism sector of Andalusia and the Canary Islands.Approach: Dual VET has been implemented in different ways, both between the different autonomous regions and professional areas since it was launched in 2012. In order to analyse these differences, interviews with teachers, head teachers, students and company tutors were carried out, between 2020 and 2021, in centres that had implemented dual vocational education training and centres that had not. The educational programme in dual VET implies a closer collaboration between schools and companies, as both are active training areas; the training objectives are shared between the school and the company. In this study, the company tutor is studied in his or her facet as trainer and assessor; but special emphasis is placed on the characteristics of the tourism sector, given its relevance in understanding the educational processes involved. Three dimensions underpin the analysis: the characteristics of the company tutor, the training and assessment processes implemented and the link that both maintain with the dynamics of tourism companies.Findings: In general terms, the initial assumptions put forward are confirmed. Firstly, the educational centre leads the process, taking the initiative yet without having the conditions of governance and negotiation typical of the Germanic countries from which these vocational education training systems originate. Secondly, the main characteristics of the company tutor are heterogeneity and informality. Thirdly, the contents and methodology are conditioned by the characteristics of the tourism sector. And finally, assessment also follows informal and changing procedures, generating tensions between the educational centre and company.Conclusions: These results give rise to some theoretical reflections. If the education system is an institution based on the principle of equality, it is worth asking to what extent dual VET can alter this principle, as the company adapts some of the contents and learning outcomes to its specific needs. In addition, an important differentiating factor that marks the learning dynamics has been detected: the size of the company. The difference in size may also influence the future prospects of trainees joining the workforce after completion of VET studies.
En las últimas dos décadas el “Calcio Fiorentino” ha experimentado un proceso de difusión considerable, principalmente gracias a los nuevos medios de comunicación, que han despertado cierto interés por lo que se ha definido como el “deporte más violento del mundo”. La proyección internacional del Calcio Fiorentino ha creado una importante cantidad de material de estudio, fuentes de información relevantes que nos invitan a re-interpretar este fenómeno, entre patrimonio cultural y deportivo. El carácter de representación histórica y de re-evocación de una tradición popular se mezcla con los elementos propios de la actividad deportiva: la competición, el agonismo, la fuerza física y la violencia. Este artículo se centra en la doble vertiente del Calcio Fiorentino, sólo aparentemente contradictoria: historia y presente permiten captar características específicas del deporte actual y su relación con espacios, tradiciones culturales y nuevos conflictos. Por un lado, el carácter de representación y re-evocación del calcio fiorentino sugiere una reflexión sobre la transformación de la violencia en el deporte moderno. Por otro lado se considera el delicado equilibrio entre tradiciones, identidades y conflictos, en contexto de metamorfosis urbanas.
330Índice RESUMEN En este artículo se exponen el planteamiento y los primeros resultados del Proyecto de Innovación Educativa (PIE) «Futuro anterior. Interés histórico y propuesta de innovación en las asignaturas de Sociología y Antropología del Grado en Turismo (EUTUR)», concedido por el Vicerrectorado de Docencia de la ULL en la convocatoria 2018/19. El artículo se centra en la elaboración de un marco teórico básico orientado a la recuperación de la mirada histórica en las ciencias sociales. En la descripción del escenario problemático se insiste en la debilidad del alumnado para comprender la relación entre desarrollo histórico y cambio social. La propuesta se acompaña del análisis de los resultados previos del proyecto en su fase inicial. En las conclusiones se destaca la construcción de un enfoque coherente capaz de unir la elaboración teórica y la práctica docente diaria. Asimismo, se reflexiona sobre el interés y los conocimientos históricos demostrados por el alumnado. ABSTRACTIn this article we expose the approach and the first results of the Educational Innovation Project (EIP) «Previous Future. Historical interest and innovation proposal in the subjects of Sociology and Anthropology of the Degree in Tourism (EUTUR) «, granted by the Vicerrectorado de Docencia of the Universidad de La Laguna in the call 2018/19. The article focuses on the development of a basic theoretical framework, recovering the historical perspective in social sciences. In the description of the problematic scenario we insist on the students' weakness to understand the relationship between historical development and social change. Our proposal goes together with the analysis of the preliminary results of the project in its initial phase. In conclusions we highlight the construction of a coherent approach based on the union of the theoretical elaboration with the daily teaching practice. Moreover, we consider the interest and the historical knowledge shown by our students.
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