La pandemia del Covid-19, causada por el virus SARS-CoV-2, ha cambiado el modus vivendi de miles de personas en todo el mundo. La excepcionalidad y la emergencia ha influido en diversos sectores y ámbitos de la vida social e institucional de los seres humanos como el sanitario, económico, político o educativo. El objetivo de este estudio es ofrecer una perspectiva internacional sobre el proceso de cierre de escuelas y sus consecuencias educativo-sociales a través de las percepciones de informantes clave. Con una muestra que alcanza 23 países y 4 continentes distintos, las percepciones se han analizado en base a siete categorías: Tiempos en la ejecución, anticipación o demora de medidas. Carácter democrático-participativo de las medidas educativas tomadas. Adaptación curricular, didáctica y metodológica. Infraestructura y recursos para una adecuada formación a distancia. Percepciones acerca del profesorado. Percepciones sobre el entorno familiar. Propuestas alternativas. Los resultados muestran una elevada diversidad de maneras de afrontar esta situación, pero con similares consecuencias para la población más vulnerable. Ello implica una llamada de atención a responsables y agentes del ámbito educativo para frenar la desigualdad educativa y social que el Covid-19 puede estar generando.
Education has to emphasize the characteristics which define Western democratic societies. In addition, it has to ensure the active and participative inclusion of each person in social life, where respect for human rights prevails over the person’s preferred ideology. Promoting these values in citizens not only guarantees the stability of the state, but also its constant progression and improvement. Beginning at the elementary level, the promotion of students’ critical spirit is recognized as a fundamental objectives. However, the structures which shape Western education in the 21st century do not allow for the development of completely autonomous thinking and critical thinking in students. In this article, we analyze the processes which comprise an education for obedience. Although obedience does not respond to conscious cognitive processes, it is present in the structural rigidity of education through the organization of the classroom. Our explanation is based on the Theory of Social Conformity, which will be presented as the antithesis of a person’s individual freedom. Moreover, we will see how contaminated cognitive vicarious elements are promoted. Although they are endemic to people, they do not allow students to develop a critical spirit or to be educated for freedom.
In the last two years, the effects of the COVID-19 pandemic on schools and its consequences for the training of new teachers have been the subject of numerous studies. The pandemic has led to a change in schools and their functioning, as trainee teachers have had to be introduced to a new environment for which university training proved to be insufficient. The pandemic poses shared challenges in which future teachers must be present. The objective of this study is to assess the perception of students enrolled in Early Childhood Education courses at the University of Extremadura (Spain) regarding the impact relationships between the subjects and agents of the educational communities. In order to achieve this goal, we present a qualitative study with a phenomenological design. The results of this research show perceptions in line with what the scientific literature shows: a profound change in the relationships between the different agents. Communication increased, but pedagogical issues were displaced by concerns about the health emergency. This study concludes with the need to broaden the knowledge of future teachers about the administrative functioning of and their relationship with the school, as well as about new resources to address new challenges.
Th e paper tries to be a critical analysis of and a theoretical refl ection on minority students: gift ed children in the Spanish education system. To carry out this study and achieve the objectives set up, we took into account a qualitative methodology, framed within the constructivist paradigm in the social sciences. Being a gift ed child in Spain is a problem because gift ed children are not being adequately addressed, as the Ministry of Education recognizes. An objective analysis of the current situation can become a way of changing it. In addition, we have to pay attention to the principles and rights of the awareness of diversity.
This work presents an analysis of the impact/dependency that the pedagogical press has had in Extremadura. From a qualitative methodological framework, the historical-pedagogical method and the recording technique have been used to carry out an emptying of various sources that has allowed to build a complete image of the pedagogical press in Extremadura, from its beginnings in 1858 to the end of the 20th century. This has resulted in a knowledge of the number, type, distribution, scope, longevity, agents and purposes of the different newspapers, bulletins and magazines; as well as an analysis of the educational, cultural and social impact factors and the levels of dependence of the press on the Extremadura context. It is concluded that the pedagogical press served as a channel to make visible multiple demands of educational actors, as an instrument of pedagogical renewal and as a vehicle for community cohesion. However, it was also shaped by economic, ideological, and political conditions that determined its essence, changes and survival throughout the decades.
Resumen La educación para el consumo desde una perspectiva crítica es un tema serio que necesita ser estudiado y trabajado por todos los miembros de la sociedad educativa. Este trabajo plantea dos objetivos. Por un lado, realizar un análisis de la sociedad actual en clave de consumo. En la actual sociedad occidental el consumo de bienes se ha convertido en un factor de integración en la sociedad y se ha consagrado como la llave para acceder al mundo de primer orden. Las lógicas del mercado de consumo se han instaurado en la educación occidental creando una pedagogía consumista. Por otro lado, se pretende justificar la necesidad de una pedagogía crítica para el consumo como modelo pedagógico dirigido a alfabetizar económicamente a niños y jóvenes mediante el fomento del pensamiento crítico y el fortalecimiento del sistema educativo público para un adecuado y equitativo desarrollo individual y social. En cuanto al método, este trabajo se ha llevado a cabo desde una perspectiva y análisis crítico de las teorías educativas y sociales que abordan el consumo y sus consecuencias para la sociedad del siglo XXI. Como resultado se presenta el planteamiento de construir y defender críticamente la escuela y la educación a través de acciones coordinadas entre el alumnado y el profesorado que logre el empoderamiento para ser críticos, reflexivos y socialmente responsables. Se concluye que educar para el consumo responsable implica el compromiso de toda la comunidad educativa para lograr un cambio social.
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