La educación sigue siendo un “tesoro”. Educación y docentes en los informes internacionales de la UNESCO

Ponce, Roberto; González-Bertolín, Aurelio

doi:10.22201/iisue.20072872e.2018.25.283

Cited by 7 publications

(7 citation statements)

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“…It presented the importance of education for the development of individuals and therefore of peoples in the relevant social context. The document showed the relevance of educating oneself throughout life with knowledge in constant evolution, keeping knowledge as a guiding thread (Sanz-Ponce & González-Bertolín, 2018). The report results as a consequence of the analysis of the international context, where the historical moment required a citizenry with knowledge to face the consequences of events such as wars, for example the Second World War where society had been physically and mentally affected.…”

Section: The Purpose Of Education: the Origins Of Integral Formationmentioning

confidence: 95%

“…Integral formation is again evident, but within a social context. Since personal development impacts human development, which is relevant for a social interaction that promotes the experience of values in that growth, learning to regulate emotions, something that can be done through the specific incorporation of the socio-affective dimension in educational institutions (Sanz-Ponce & González-Bertolín, 2018).…”

Section: The Purpose Of Education: the Origins Of Integral Formationmentioning

confidence: 99%

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Emotional Development and Integral University Education

Peralta

Tobón²,

Vargas³

2022

LUMEN: SS

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Currently university students live a series of problems, both external and internal to the educational institution that induce them to dropout school and/or poor academic performance and to highly vulnerable social development in the professional, work and even personal context. In the external context: violence, loss of values, injustices and even alterations in the order of the ecological system among others and in the context within the educational institution can be mentioned the low motivation of the student, the lack of knowledge of study techniques, the weakness of knowledge prior to the corresponding point of his school career, the low resilience to the changes presented in his personal context; factors (all of them) that keep him in a critical situation of stress. The purpose of this study was to analyse the need for an integral formation that can be implemented and endowed with socio-emotional tools to the student. Through the documentary analysis it is found that from the socioformation each one of the actors of the educational process must form a community in continuous learning that lives the elements of an emotional education that contributes to the social.

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Section: The Purpose Of Education: the Origins Of Integral Formationmentioning

confidence: 95%

Section: The Purpose Of Education: the Origins Of Integral Formationmentioning

confidence: 99%

Emotional Development and Integral University Education

Peralta

Tobón²,

Vargas³

2022

LUMEN: SS

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“…Sobre esa categoría, la educación se convierte en un espacio exclusivo en el que por diferentes fuentes se puede atenuar los procesos de devastación climática, así como también, de poder preparar y dotar de las capacidades necesarias a las generaciones futuras de enfrentar aquellos impactos desencadenados por una fuerza climática de trance en realidades ecológicas, sociales y económicas (Sanz-Ponce y González-Bertolín, 2018).…”

Section: Percepciones Asociadas Con El Cambio Climáticounclassified

“…De manera que, por debajo de esa definición, resulta notorio que el profesorado se enfrenta a desafíos y demandas pedagógicas que no solo deberán responder a la naturaleza del proceso de enseñanza-aprendizaje, sino que fundamentalmente, las condiciones del presente serán decisivas en reformular el rol que se le otorgue a la escuela misma (Sanz-Ponce y González-Bertolín, 2018). Desde ese ángulo, la gran mayoría de casos entrevistados revelan como insignia decorosa a la escuela, en el hecho de que en ella, han podido encontrar sus primeras ideas sensorias acerca de lo que significa estar vivo en un mundo abatido por contracciones confederadas al CC.…”

Section: Percepciones Asociadas Con El Cambio Climáticounclassified

Reconocer a la bestia: Percepción de peligro climático en estudiantes de educación secundaria

2021

RCS

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De extremo a extremo, la denotación del Cambio Climático es para entonces, un resultado global de no retorno al pretérito más cercano. Sus fuentes, básicamente de carácter antrópico, la resumen por sus tenaces y feroces transformaciones en los distintos sistemas geofísicos, biológicos y humanos, en un desastre incontrovertible de consecuencias poco medibles. En ese sentido, identificar su magnitud de impacto, es una tarea no muy sencilla para la educación. Por la densidad del tema, importa analizar la percepción de peligro climático en estudiantes de educación secundaria en Perú. Estudio cualitativo en el que se interpuso entrevistas semiestructuradas con el propósito de valorizar y codificar las primeras expectaciones ecológicas de actores educativos en formación. Los resultados proponen un amplio y profundo consenso de que el Cambio Climático es una de las condiciones adversas altamente despiadadas por su alcance; sin embargo, esta misma gravedad, es insuficientemente registrada en las escuelas como problema atómico. Bajo ese análisis, se concluye que, para construir un pensamiento crítico ecológico desde los centros educativos, es fundamental reforzar los modelos pedagógicos e institucionalizar en la agenda educativa transversalmente uno de los temas más degastados y con mayor atención en los últimos términos, como lo es el Cambio Climático.

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“…La enseñanza es una profesión cuyos miembros prestan un servicio público, por lo que esta profesión exige conocimientos, habilidades y, especialmente un sentido de las responsabilidades personales y colectivas que cada docente debe tener bien asumidas para y por el bienestar de su alumnado (Sanz-Ponce y González-Bertolín, 2018).…”

Section: Relevancia Personalunclassified

La propuesta educativa de los informes de la UNESCO: Una mirada a sus pilares y a los desafíos del futuro

Meza Cortés

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In recent years, all of us have felt vulnerable to the current circumstances in the world and have experienced great uncertainty about the future. Today there are many challenges that we have never faced before. Education plays a crucial role in addressing these enormous issues, i.e., it is a tool for people who, united, can change the world. UNESCO has published several world reports to rethink the role of education at key moments of social transformations: the 1996 report Learning: The Treasure Within and Reimagining Our Futures Together: A New Social Contract for Education in 2021 are the most recent. These reports contain suggestions, strategies, future prospects, invitations and initiatives to be implemented with the intention of ensuring good education for all people. In this research we analyze the presence and application of the pillars of education mentioned in the report Learning: The Treasure Within in different educational contexts, in Mexico and Spain. In turn, we analyze the ideas proposed in the new UNESCO report and bring them into dialogue with teacher trainers and children in Segovia (Spain). This was done using three techniques: Delphi method, discussion groups and content analysis of the proposals of children from Segovia. The results show that the pillars of learning to be and learning to live together are the most neglected in current educational systems and, at the same time, the most necessary. In the proposals collected from the discussion groups and suggestions from the children, the need to see education as a public good and as a common project, the acceptance of diversity, the elimination of economistic terms in education and the incorporation of values and attitudes necessary for human development in schools appear. Proposals for change and suggestions for teacher training schools are also generated.

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La educación sigue siendo un “tesoro”. Educación y docentes en los informes internacionales de la UNESCO

Cited by 7 publications

References 1 publication

Emotional Development and Integral University Education

Emotional Development and Integral University Education

Reconocer a la bestia: Percepción de peligro climático en estudiantes de educación secundaria

La propuesta educativa de los informes de la UNESCO: Una mirada a sus pilares y a los desafíos del futuro

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