Entre Modulaciones De Afecto Y Autoridad en Episodios De La Historia De La Educación Chilena (C.1820-C.1950).

Blanco, Pablo Toro

doi:10.1590/2236-3459/88795

Hist. Educ.

2019

DOI: 10.1590/2236-3459/88795

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Entre Modulaciones De Afecto Y Autoridad en Episodios De La Historia De La Educación Chilena (C.1820-C.1950).

Pablo Toro Blanco

Abstract: REsumen Este artículo, que se inscribe en el marco de la historia de las emociones en la educación, busca presentar distintas articulaciones entre los conceptos de afecto y autoridad en diferentes períodos de la historia de la educación chilena. A través del análisis sobre el discurso de teóricos, autoridades, profesores y estudiantes, se lleva a cabo un recorrido que permite apreciar el tránsito desde formas de autoridad basadas en el castigo físico y el discurso moral-religioso hacia estilos de relaciones in… Show more

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Percepción del estudiantado hacia la enseñanza del profesor de Educación Física. Diseño y validación de un cuestionario

et al. 2022

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El propósito del estudio fue diseñar y validar un cuestionario para conocer la percepción de los estudiantes sobre la enseñanza del profesor de Educación Física. A partir de la revisión documental y el análisis factorial se construye un instrumento con cinco dimensiones: Actitud del profesor, concepciones de evaluación, coeducación, actores de la evaluación y autoridad del profesor. El estudio fue cuantitativo de tipo no experimental descriptivo. La validación se realizó con 12 expertos. El Índice de Validez de Contenido fue de 0,92. El instrumento tuvo una consistencia interna de 0,770 en el modelo de Alfa de Cronbach. El cuestionario se aplicó a 2.550 estudiantes. La muestra fue no probabilística. El estudio es un aporte a la Educación Física escolar dado que conocer el pensamiento del estudiante sobre la enseñanza, le permite al profesorado evaluar su labor pedagógica y reestructurarla en aras de un mayor aprendizaje del estudiantado. Se concluye que el instrumento es fiable y válido en términos de contenido y constructo.

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Percepción del estudiantado hacia la enseñanza del profesor de Educación Física. Diseño y validación de un cuestionario

et al. 2022

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Commitment and training: professionalization narratives in the implementation of social and emotional learning policies in Chilean schools

Bonhomme,

Rojas

2024

Front. Educ.

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Since the beginning of the pandemic, the discourse on mental health has strongly permeated educational spaces. This is evidenced by the proliferation of policies and initiatives related to Social and Emotional Learning (SEL), which urgently emphasize socio-emotional development and the psychological and subjective well-being of students. This phenomenon makes it necessary to study how professionals should take responsibility and implement a series of practices to respond to these initiatives and policies, many of which are improvised and poorly understood by the community. The aim of this article is to analyze the narratives of professionalization produced by educational agents responsible for implementing SEL policies in Chilean schools. For this purpose, in-depth narrative interviews were conducted with 12 primary education actors, including principals, educational psychologists, school climate coordinators, and homeroom teachers. The participants were selected from different types of educational institutions, including public schools, subsidized private schools, and private schools. Through an inductive Reflexive Thematic Analysis (RTA), two main themes were identified that articulate the professional experience of implementing SEL policies among the interviewees: (1) commitment to SEL and the (dis)continuities between institutions and personal efforts, and (2) initial and ongoing training for the implementation of SEL. Moreover, from these two proposed themes, various sub-themes emerged, classified according to the types of professionals interviewed and the complexities associated with the types of schools where they work. These sub-themes demonstrate how discourses on the emotional dimension and SEL in schools translate into concrete implications, both subjective and material, regarding the daily work of the interviewees. Finally, the article discusses the complexity arising from the narrative differences among professionals, particularly in terms of their initial and ongoing training, as well as the importance of shared commitments among communities in recognizing the work carried out by these professionals.

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Entre Modulaciones De Afecto Y Autoridad en Episodios De La Historia De La Educación Chilena (C.1820-C.1950).

Cited by 2 publications

References 0 publications

Percepción del estudiantado hacia la enseñanza del profesor de Educación Física. Diseño y validación de un cuestionario

Percepción del estudiantado hacia la enseñanza del profesor de Educación Física. Diseño y validación de un cuestionario

Commitment and training: professionalization narratives in the implementation of social and emotional learning policies in Chilean schools

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