scholarly journals Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America

Comunicar ◽  
2022 ◽  
Vol 30 (70) ◽  
Author(s):  
Julio-César Mateus ◽  
Pablo Andrada ◽  
Catalina González-Cabrera ◽  
Cecilia Ugalde ◽  
Sebastián Novomisky
Keyword(s):  
Latin America ◽  
Media Literacy ◽  
Media Education ◽  
Public And Private ◽  
Face To Face ◽  
Distance Model ◽  
America Latina ◽  
Ict Training ◽  
Teachers Perspectives ◽  
The Impact

The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education. La pandemia causada por la COVID-19 en América Latina obligó a transitar de un modelo educativo presencial a uno a distancia atravesado por la emergencia, las precariedades tecnológicas y la falta de planificación. Esto ha agudizado las necesidades de educación mediática en la región. En ese contexto, se analizó los cambios ocurridos para proponer una agenda crítica desde la perspectiva de los docentes. En primer lugar, se realizó una revisión documental de fuentes oficiales para conocer las estrategias de los cuatro países de estudio: Argentina, Ecuador, Chile y Perú. En segundo lugar, se llevaron a cabo ocho grupos focales con docentes de primaria de instituciones públicas y privadas para conocer su percepción sobre sus competencias mediáticas y las de sus estudiantes, el impacto de la pandemia en sus prácticas y necesidades, y los retos emergentes en esta crisis. Los resultados apuntan a la necesidad de capacitaciones pertinentes en el manejo de las TIC, así como estrategias que atiendan las brechas de conectividad, la falta de ambientes adecuados y la sobrecarga laboral. Los resultados específicos por país, las diferencias y demandas propias de cada contexto, se discuten en este trabajo como aportes al desarrollo de una agenda crítica en educación mediática.

scholarly journals Una reflexión sobre las raíces teórico-jurídicas del derecho de la competencia en Colombia

Justicia ◽  
2014 ◽  
Vol 19 (26) ◽  
Author(s):  
Freddy Hernandez Collazos ◽  
Edimer Latorre Iglesias
Keyword(s):  
Latin America ◽  
Legal System ◽  
Cultural Phenomenon ◽  
America Latina ◽  
The Impact

En el marco de la reflexividad, este artículo propone una analísis de las bases teoricas que le dan le dan un sustento deontológico al derecho de la competencia en el ordenamiento jurídico colombiano; reconociendo el impacto de la globalización como un fenómeno cultural, inmerso en la economía de los diferentes países, el cual ha facilitado el intercambio continuo de productos, la competencia en los mercados, pero bajo ciertos requerimientos y restricciones que promuevan la calidad sin afectar la equidad en las relaciones de producción y permitan la intervención de organismos nacionales e internacionales, veedores de la eficacia, transparencia de las negociaciones y garantes de la proteccion de los derechos de los consumidores y sociedad en general. Para lograr tal objetivo, se plantearon metodologías hermenéuticas, basándose en el análisis del Derecho Económico y por último, se señalaron los desafíos del derecho de la competencia para América Latina.   AbstractThis article searching to analyze the theories about deontical argument tothe competitive law, in the Colombia legal system, but it's must to think over the impact globalization cultural phenomenon, inside of the economic countries. Also, it's situation has allowed the echanged products' the competitive in the Market, buyt according to laws and others requirements and certify the quality, without damage the production relationals and it's easy the participation international and national institution, the care and protection the users andsociety right. Additionally, in this investigation for to obtain this objective to methodology interpretation it based in the Economy Law and the competition law's for Latin America.

ICT usage in Ghanaian secondary schools: teachers’ perspectives

2015 ◽  
Vol 32 (5) ◽  
pp. 300-312 ◽  
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Secondary Schools ◽  
Administrative Support ◽  
Male Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Content Type ◽  
Female Teachers ◽  
Significant Difference ◽  
Ict Training ◽  
Teachers Perspectives

Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

scholarly journals Educomunicação e alfabetização midiática: diálogos freireanos na América Latina

2021 ◽  
Vol 16 ◽  
pp. 1-21
Author(s):  
Elizandra Jackiw ◽  
Sônia Maria Chaves Haracemiv
Keyword(s):  
Latin America ◽  
Qualitative Study ◽  
Public Policies ◽  
Media Education ◽  
Communication Education ◽  
Electronic Library ◽  
School Practices ◽  
The Subject ◽  
America Latina

This article presents the contributions of Paulo Freire’s thinking to Media and Education studies and the construction of the concept of Educommunication. For this purpose, a mapping of scientific productions on the theme in Latin America was carried out, with the aim of raising the main fundamentals and recurrent authors in the publications analyzed and their articulation with Freire’s assumptions in the field of Media-Education. It was a qualitative study, whose methodological path included systematic and integrative reviews of selected articles in the Scientific Electronic Library Online (SciELO) database from 2011 to 2019. The discussion signals that the educommunicative field and its multidisciplinary performance emerged and was consolidated from Paulo Freire’s assumptions about communication/education interface and was developed through public policies and school practices that aimed at the emancipation of the subject.

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

scholarly journals When Media Education is State Policy

Comunicar ◽  
2009 ◽  
Vol 16 (32) ◽  
pp. 131-138 ◽  
Author(s):  
Roxana Morduchowicz
Keyword(s):  
Public Policy ◽  
Latin America ◽  
21St Century ◽  
State Policy ◽  
Media Education ◽  
Politica Publica ◽  
The Media ◽  
America Latina ◽  
Medios De Comunicacion

One of the specific challenges faced by media education in Latin America is to narrow the divide and promote more equitable, fairer access to cultural and technological commodities among youth from the poorest families. Although the obstacles are more than a few and the challenges are by no means negligible, the first step toward facing them is to insert Media Education as a public policy, as State policy. Fortunately, we have always had teachers who have used the media and taught others to analyze, interpret and use them creatively. The idea, when Media Education becomes part of public policy, is to move beyond individual initiative and turn these private efforts into a State commitment. This is the only way to overcome the huge obstacles and materialize the major challenges posed by media education in the 21st century. Uno de los desafíos específicos que tiene la educación para los medios en América Latina es disminuir las brechas y promover un acceso más equitativo y justo a los bienes culturales y tecnológicos entre los jóvenes que provienen de familias más pobres. Aun cuando los obstáculos no son pocos y los desafíos no son menores, el primer paso para lograrlos es insertar la educación para los medios como una política pública, una política de Estado. Docentes que han utilizado los medios de comunicación y que han enseñado a analizarlos, interpretarlos y utilizarlos crea tivamente, ha habido –afortunadamente– siempre. La idea cuando la educación para los me dios forma parte de una política pública– es superar los voluntarismos individuales y convertir estos esfuerzos particulares en un compromiso de Estado. Éste es el único camino que puede conducir a superar los enormes obstáculos y a concretar los grandes desafíos que propone una educación para los medios en el siglo XXI.

scholarly journals La Historia Local en América Latina. Tendencias, corrientes y perspectivas en el siglo XX

2009 ◽  
Vol 1 (1) ◽  
pp. 7-32 ◽  
Author(s):  
Pablo Serrano Alvarez
Keyword(s):  
Latin America ◽  
20Th Century ◽  
North American ◽  
Local History ◽  
Palabras Clave ◽  
Theoretical Conception ◽  
Regional History ◽  
America Latina ◽  
The Impact ◽  
Siglo Xx

El texto ofrece un enfoque general sobre las tendencias historiográficas,  problemas y temas de la historia regional y local en latinoamericana. En particular a partir del impacto de la historiografía europea y norteamericana en el subcontinente. El autor ofrece su concepción reflexiva y teórica sobre el significado de  la historia local, y de un modo crítico advierte sobre sus limitaciones y alcances en la profesionalización de la disciplina a partir de las siguientes preguntas: ¿qué es historia local o regional?, ¿cuáles son las perspectivas que se vislumbran de este género de la disciplina histórica en Latinoamérica?, ¿para qué hacer historia local, regional, o microhistoria?, ¿cómo se cultiva este género en América Latina? y finalmente, ¿qué significa hacer este tipo de Historia en nuestros países?Palabras clave: historiografía, estudios regionales y locales, América Latina.Local history in Latin America: Tendencies, trends, and perspectives in the 20th century AbstractThe text offers a general focus on the historiographical tendencies, problems, and topics of regional and local history in Latin America; in particular, starting from the impact of European and North American historiography on the subcontinent. The author offers his reflective and theoretical conception of the meaning of local history, and, in a critical style, warns against the limitations and extent of the professionalization of the discipline by using the following questions: What is local or regional history? What are the perspectives which are seen in this genre of historical discipline in Latin America? Why should we do local, regional, or micro-history? How is this genre cultivated in Latin America? And, finally, What does it mean to do this kind of history in our countries? Keywords: historiography, regional and local studies, Latin America.

scholarly journals EVALUATION OF THE IMPACT OF DISTANCE EDUCATION ON CHILDREN IN PRESCHOOL PERIOD: TEACHERS’ OPINIONS

2021 ◽  
Vol 4 (1) ◽  
pp. 78-87
Author(s):  
Sermin Kuset ◽  
Kezban Özgem ◽  
Emine Şaşmacıoğlu ◽  
Şebnem Güldal Kan
Keyword(s):  
Distance Education ◽  
Private School ◽  
Structured Interview ◽  
Public And Private ◽  
Face To Face ◽  
Preschool Period ◽  
Epidemic Period ◽  
Development Technology ◽  
Keywords Education ◽  
The Impact

In this study; It is aimed to examine the effects of distance education on preschool children. In this study, a case study based on qualitative data made with semi-structured interview technique was conducted by the preschool teachers of children who went to the preschool institution to examine the effect of distance education on children, and analyzed by content analysis method. In the study conducted in the COVID-19 epidemic period in the 2019-2020 spring period, the teachers of the students going to public and private schools were interviewed from afar. When other results obtained from the study are analyzed, 35 pre-school teachers participated in the study and the majority of the study consists of women between the ages of 30 and 35. The majority of the participants are undergraduate graduates, and it is stated that they work in a private school and are also teachers for 6 years or more. In addition, while it was stated that distance education is inefficient compared to face to face education, it was determined that the biggest problem in the distance education process was communication. It has been found that the greatest contribution of distance education in the pandemic process is that it ensures that children do not leave education. Keywords: Education, preschool period, child, child development, technology, distance education, preschool teacher.  

scholarly journals Media education, TIC education: some reflections from Latin America

Comunicar ◽  
2006 ◽  
Vol 13 (26) ◽  
pp. 89-92
Author(s):  
Patricia Cortés-de-Cervantes
Keyword(s):  
Latin America ◽  
Young People ◽  
Latin American ◽  
Informal Education ◽  
Formal Education ◽  
Media Education ◽  
American Education ◽  
The Future ◽  
America Latina

Nowadays young people live in two very different worlds: one which is related to school and one which is related to the streets and the day-to-day life. Then, we can speak about two ways of education: a formal education that is ruled at schools and University, and an informal education that children learn out of the school. In this paper, we will focus on this relevant problem which causes many reflections and hopes on the future of Latin American education, in both formal and non formal contexts. La expansión de las TIC en la mayor parte de las regiones del mundo y, particularmente, en América Latina nos conduce a reflexionar seriamente sobre el papel de la educación en el tercer milenio. Especialmente de una educación para los medios, de una educación para las TIC que, pese a los esfuerzos realizados, continúa estando ausente en las aulas. En el presente artículo se ponen en relieve algunos elementos que podrían tomarse en cuenta dentro de una reflexión pedagógico-comunicacional basada en la unión entre los saberes formales e informales, transdisciplinaria, valorizada y con fundamentos teóricos autónomos que partan de una visión antropológica filosófica.

scholarly journals ¿Han funcionado las reformas educativas en América Latina? Un estudio de los casos de Argentina, Brasil y Chile.

2011 ◽  
Vol 19 ◽  
pp. 36 ◽  
Author(s):  
Cristian G Perez Centeno ◽  
Mariana Leal
Keyword(s):  
Latin America ◽  
Latin American ◽  
Educational Achievement ◽  
Educational Reforms ◽  
Educational Systems ◽  
Achievement Data ◽  
Secondary School Education ◽  
America Latina ◽  
System Access ◽  
The Impact

Almost ten years after the political closing of the neoliberal cycle that framed educational reforms in Latin America in the 90s, this paper assesses their success in three countries – Argentina, Brazil and Chile. The analysis is supported by the theoretical framework developed by Martin Carnoy in his text ‘Are educational reforms working in Latin America? New perspectives’ (2002) and spin-off texts, as an alternative model to classical analysis of educational reforms and quality assurance of its various educational systems. As regards methodology, several indicators, weighted by Carnoy for consideration of success of Latin American reforms, will be used to analyze educational systems of Argentina, Brazil and Chile: (a) expansion of system access, (b) performance of the most disadvantaged intake and (c) improvement of factors associated to educational achievement. Data focus, mainly, on secondary school education since it is at this stage that the greatest difficulty is encountered. Primary education coverage is practically universal and diminishes rapidly when secondary education is considered.  In its analysis, this study compares not only the impact of reforms within and across the countries mentioned above but also on Carnoy’s proposal for analysis and traditional models of reform assessment (basically, through the study of changes in effectiveness –learning results- and internal efficiency of systems – repeat students and drop-outs). Finally, this paper raises questions about the true capacity for improvement that reform processes have had for the population of those countries –specially for Argentina- not just in educational terms but also with respect to its democratization and, considering the Conference theme: decrease in vulnerability, injustice and inequity.

scholarly journals O MODELO DE DESENVOLVIMENTO DA AMÉRICA LATINA E SUAS IMPLICAÇÕES NA FORMAÇÃO PROFISSIONAL EM SERVIÇO SOCIAL

2014 ◽  
Vol 18 ◽  
pp. 401 ◽  
Author(s):  
Cristiana Costa Lima
Keyword(s):  
Latin America ◽  
Social Work ◽  
Development Model ◽  
America Latina ◽  
The Impact ◽  
Professional Formation

O texto aborda a formação profissional em Serviço Social frente ao modelo de desenvolvimento estabelecido na América Latina na contemporaneidade. Apresenta as particularidades do modelo "neodesenvolvimentista" na região, revelando seus traços de continuidade do modelo neoliberal, e problematiza o impacto dessas transformações naformação profissional em Serviço Social.Palavras-chave: Modelo de desenvolvimento, Serviço Social, formação profissional.THE LATIN AMERICA DEVELOPMENT MODEL AND ITS IMPLICATIONS ON PROFESSIONAL FORMATION IN SOCIAL WORKAbstract: The text approaches the professional formation in Social Work against development model established in Latin America in contemporaneity. Presents the particularities of "new developmentalist" model in the region, revealing its traces of continuity of the neoliberal model, and discusses the impact of these transformations in professional formation in Social Work.Keywords: Development model, Social Work, professional formation.

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