scholarly journals La educación popular una apuesta política que se recrea en los procesos educativos desde el trabajo colectivo de los educadores populares del cauca

2021 ◽  
Vol 2 (4) ◽  
pp. 5008-5016
Author(s):  
Stella Pino Salamanca ◽  
Robert Alfredo Euscátegui Pachón
Keyword(s):  
Collaborative Work ◽  
Popular Education ◽  
The Other ◽  
Educational Institutions ◽  
Education Group ◽  
Doing School ◽  
The University ◽  
Day By Day ◽  
Made In ◽  
Trabajo Colaborativo

El presente artículo hace parte de las reflexiones realizadas en el marco del proyecto de investigación “Proyecto Internacional de Educación Popular” que desarrollo el Grupo de Educación Popular de la Universidad del Cauca, en el cual se evidencian las otras formas de hacer educación y de construir pedagogías populares a partir del reconocimiento de los saberes propios, como de las construcciones participativas que rompen con la forma tradicional de ver y entender la educación, para así, rehacerse y reconfigurarse a partir de diversas experiencias que se nutren al interior del trabajo adelantado por el Colectivo de Educadores Populares del Cauca. A partir del trabajo que se adelanta en la región del Cauca Colombia, se evidencia que es posible la constitución de otra escuela, de otras pedagogías, así mismo, el reconocimiento y abordaje a las problemáticas que aquejan a las comunidades, las cuales traen una historia y un presente cargado de inequidades, opresiones, incertidumbres y violencias que complejizan cada día la tarea de ser maestros. Estas apuestas pedagógicas populares se constituyen a partir del trabajo colaborativo y de diálogo de saberes en un andar, que desde el Colectivo de educadores populares del Cauca se viene gestando; trabajo liderado por el Grupo de Educación Popular de la Universidad del Cauca y la Asociación de Institutores y trabadores de la educación. Es un colectivo que se hace día a día desde los principios de la Educación Popular y que recrea las otras formas de hacer educación, de hacer escuela.   ABSTRACT This article is part of the reflections made in the framework of the research project "International Popular Education Project" carried out by the Popular Education Group of the University of Cauca, in which the other ways of doing education and building are evident. Popular pedagogies based on the recognition of their own knowledge, as well as participatory constructions that break with the traditional way of seeing and understanding education, in order to remake and reconfigure themselves from various experiences that are nourished within the work carried out by the Collective of Popular Educators of Cauca. From the work carried out in the region of Cauca Colombia, it is evident that it is possible to establish another school, other pedagogies, as well as the recognition and approach to the problems that afflict the communities, which bring a history and a present full of inequities, oppressions, uncertainties, violence that make the task of being teachers more complex every day. These popular pedagogical bets are constituted from the collaborative work and dialogue of knowledge that is recreated in a walk that from the Collective of popular educators of Cauca has been developing; work led by the Popular Education Group of the University of Cauca and the Association of Educational Institutions and workers. It is a collective that is done day by day from the beginnings of Popular Education and that recreates the other ways of doing education, of doing school.

scholarly journals Valoración del uso de la plataforma virtual Moodle como recurso pedagógico en la enseñanza universitaria de la informática

2017 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Juan Manuel Claro-Vásquez
Keyword(s):  
Teaching And Learning ◽  
Collaborative Work ◽  
Structured Interview ◽  
University Teaching ◽  
Subjective Experiences ◽  
Learning Spaces ◽  
Virtual Platform ◽  
The University ◽  
Trabajo Colaborativo ◽  
Estudiantes Universitarios

ResumenEl presente artículo describio las valoraciones que hacen los docentes sobre los usos de la plataforma virtual como un recurso de enseñanza y aprendizaje en los cursos de informática de la Universidad de Santander, sede Cúcuta.  Para la recolección de la información necesaria para la investigación se empleó una encuesta aplicada a ocho profesores pertenecientes al Departamento de Sistemas de la Universidad. Esta encuesta se complementó con una entrevista semiestructurada centrada en las experiencias subjetivas de tres docentes. Entre los resultados más relevantes aparece que los profesores que participaron en el estudio utilizan frecuentemente la plataforma virtual como complemento para el desarrollo de sus cursos. El manejo apropiado de la plataforma se lleva a cabo como un proceso dinámico e interactivo de tal manera que el profesor constituye la base fundamental de la construcción de ideas en su entorno y muestra que el uso de la plataforma virtual en la formación de los estudiantes universitarios ha logrado que se reflexione sobre las técnicas elementales de la educación y puedan ser aplicadas en los procesos de enseñanza basados en la formación virtual.Palabras clave: recursos pedagógicos, espacios virtuales de aprendizaje, plataforma virtual Moodle, trabajo colaborativo Assessment of the use of the Moodle virtual platform as a pedagogical resource in the university teaching of computer scienceAbstractThis article describes teachers’ assessments regarding the uses of the virtual platform as a teaching and learning resource in informatics courses of the University of Santander, Cúcuta. As a means of collecting the information necessary for the investigation, a survey of eight professors belonging to the Systems Department of the university was carried out. This survey was complemented by a semi-structured interview centered on the subjective experiences of three teachers. Among the most relevant results, it appears that the professors who participated in the study frequently use the virtual platform as a complement for the development of their courses. The appropriate management of the platform is executed as a dynamic and interactive process, in such a way that the teacher functions as the fundamental basis for the construction of ideas in its environment. Furthermore, it demonstrates that the use of the virtual platform in the training of university students has managed to reflect on the elementary techniques of education and can be applied in teaching processes based on virtual training.Keywords: pedagogical resources, virtual learning spaces, Moodle virtual platform, collaborative work, Valoração do uso da plataforma virtual Moodle como recurso pedagógico no ensino universitário da informática.Avaliação do uso da plataforma virtual Moodle como recurso pedagógico no ensino Universitário de informáticaResumoResumo: Este artigo descreve as avaliações feitas pelos professores sobre os usos da plataforma virtual como recurso de ensino e aprendizagem nos cursos de informática da Universidade de Santander, Cúcuta. Para a recolha das informações necessárias para a investigação, foi utilizada uma pesquisa aplicada a oito professores pertencentes ao Departamento de Sistemas da Universidade. Esta pesquisa foi complementada por uma entrevista semi-estruturada centrada nas experiências subjetivasde três professores. Entre os resultados mais relevantes, parece que os professores que participaram no estudo freqüentemente usam a plataforma virtual como complemento para o desenvolvimento de seuscursos. O gerenciamento apropriado da plataforma é realizado como um processo dinâmico e interativo, de tal forma que o professor é a base fundamental da construção de idéias em seu ambiente e mostra que o uso da plataforma virtual na formação de estudantes universitários conseguiu refletir sobre as técnicas elementares de educação e pode ser aplicado em processos de ensino baseados em treinamento virtual.Palavras-chave: recursos pedagógicos, espaços virtuais de aprendizagem, plataforma virtual Moodle, trabalho colaborativo 

scholarly journals RISKS OF THE EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 44-49
Author(s):  
R. Aetdinova ◽  
I. Maslova ◽  
Sh. Niyazbekova ◽  
O. Balabanova ◽  
Zh. Zhakiyanova ◽  
...  
Keyword(s):  
Educational Institution ◽  
Final Analysis ◽  
Quality Education ◽  
The Other ◽  
Educational Institutions ◽  
Modern World ◽  
High Quality ◽  
High Quality Education ◽  
The One ◽  
The University

The article justifies for the need to identify and to keep track, in practice, of different groups of risks inherent in educational institutions under current conditions of pandemic and post-pandemic transformation of education under the influence of modern world uncertainty. Transformation of education functions in the epoch of digital economy changes the content and types of risks concomitant to the activities carried out by schools. Schools belong to the most conservative types of organizations. However, the environment in which schools operate is constantly changing. An educational institution, as any enterprise, has to engage in the activity aimed at risk management. Manifestation of the risk is, on the one hand, fraught with threats and damage, on the other hand, with opportunities. Assessment of possible threats and risks allows timely projection of undesirable results, creation of a system for situational response to unforeseen circumstances and, in the final analysis, formulation of a strategy for development of the university which would allow achievement of modern high quality education, its fundamentality and conformity to important topical requirements of the personality, society and state. Causes of developing risks characteristic of educational institutions are disclosed. External and internal risks characteristic of educational institutions, sources generating them and the importance of managing them are analyzed. The analysis of risks made reveals multi-varied threats and opportunities in the external and internal envi-ronment of the institution and their ability to have a significant effect on educational, organizational and financial activities of the schools.

Tâches, interaction et présence à distance

2021 ◽  
pp. 65-74
Author(s):  
Christelle HOPPE
Keyword(s):  
International Students ◽  
Learning Experience ◽  
The Other ◽  
Health Crisis ◽  
Pedagogical Choices ◽  
The One ◽  
Teaching Learning ◽  
The University ◽  
Made In

This article presents the highlights of the learning experience within the teaching-learning scheme of French as an additional language as it was proposed to international students at the university to ensure pedagogical continuity during the health crisis between April and June 2020. Through vignettes that give an overview of the course, it proposes, on the one hand, to reflect on the pedagogical choices that were made in order to measure their effects effectively. On the other hand, it looks at the role of the tasks and the way in which they stimulate interaction, articulate or organise the cognitive, conative and socio-affective presence at a distance in this particular context. What emerges from the experience is that the flexible articulation of a set of tasks creates an organising framework that helps learners to shape their own curriculum while supporting their engagement. Overall, the pedagogical organisation of the device has led to potentially beneficial creative and socio-interactive use.

Chelidonium and organ therapy

1981 ◽  
Vol 70 (03) ◽  
pp. 143-151
Author(s):  
Georg Von Keller
Keyword(s):  
Abdominal Pain ◽  
Medical Students ◽  
Theoretical Approach ◽  
The Other ◽  
Subjective Symptoms ◽  
Hepatic Involvement ◽  
The Individual ◽  
Day By Day ◽  
Made In ◽  
Single Organ

SummaryThe author first of all quotes from Rademacher's Erfahrungsheillehre der alten scheidekünstigen Geheimärzte and Rudolph Steiner's 1920 Lectures to Doctors and Medical Students, to show that considerable differences exist within homœopathy and similar schools of medicine regarding the method of finding the remedy.Paracelsus, Rademacher, Rudolph Steiner and others hold the view that the physician must first diagnose the organ in which the disease takes its origin, before he can prescribe the appropriate organotropic medicine. Hahnemann on the other hand is against such a theoretical approach and depends entirely on the predominantly subjective symptoms of the individual, to find a remedy for this particular person and not for an abstract disease.Only those who follow Rademacher's line of thought will therefore be content with seeing a remedy such as Chelidonium as a specific for the liver. The Hahnemannians need all the symptoms of the remedy for their method, down to the smallest and most subjective detail.With the aid of tape recordings made in his surgery, the author therefore goes into the details of three indications for Chelidonium—abdominal pain, pain in the back, and headache. This establishes the fact that, as with all remedies, the action of Chelidonium is in no way limited to a single organ, but extends to the whole human being, and to all his organs.In conclusion it is stated that the remedy may be frequently indicated if there is hepatic involvement, but that a closer study of the more detailed actions of Chelidonium will enable the practitioner to recognize it far more frequently in the patients he sees day by day, and become more certain in his choice of the remedy.

scholarly journals Trabajo Colaborativo como estrategia de Enseñanza en la Universidad / Collaborative work as a teaching Strategy in the University

2015 ◽  
Vol 11 (22) ◽  
pp. 64-71 ◽  
Author(s):  
Jeanette M. Chaljub Hasbún
Keyword(s):  
Teaching Strategy ◽  
Collaborative Work ◽  
Teaching Methodology ◽  
Research Competencies ◽  
Teachers And Students ◽  
The Individual ◽  
Search For Information ◽  
Teaching Learning ◽  
The University ◽  
Trabajo Colaborativo

ResumenEl presente artículo presenta una propuesta de la metodología de enseñanza basada en el enfoque colaborativo. Se centra en la construcción colectiva del conocimiento a través del intercambio de ideas y la búsqueda de información. Destaca la importancia del desarrollo de competencias de investigación, a través de la interacción social en las propuestas de solución de problemas. Resalta los nuevos roles del profesor y de los estudiantes, quienes pasan de ser entes pasivos hacia tener una participación activa dentro del proceso de enseñanza y aprendizaje. El trabajo colaborativo, como estrategia de  enseñanza, produce un aprendizaje de forma colectiva, entendiendo que, el individual ayuda a construir el conjunto.AbstractThis article presents the proposal for the implementation of the teaching methodology based in the collaborative approach to learning. It centers in the concept of the social construction of knowledge through the exchange of ideas and search for information. It highlights the importance of the development of research competencies, through group collaboration to solve problems. It also highlights the new roles of teachers and students as active participants in the teaching-learning process. Collaborative work, as a teaching strategy, results in collective learning, understanding that the individual contributes to building the whole.

scholarly journals Introduction

Social Text ◽  
2021 ◽  
Vol 39 (1) ◽  
pp. 1-19
Author(s):  
Nathan Snaza ◽  
Julietta Singh
Keyword(s):  
Ethnic Studies ◽  
Affect Theory ◽  
The Other ◽  
Educational Institutions ◽  
Special Issue ◽  
Critical Ethnic Studies ◽  
New Materialisms ◽  
Ecological View ◽  
The One ◽  
The University

Abstract This introduction to the special issue “Educational Undergrowth” proposes an ecological view of educational institutions and practices, one that foregrounds the porosity of borders so that entities and institutions that can sometimes seem distinct are thought of as always entangled. The editors elaborate this ecological view by drawing on theories of coloniality, especially the work of Sylvia Wynter (and her human/Man distinction) and Stefano Harney and Fred Moten (in The Undercommons). In this framing, the university appears as a specific, but not isolated, part of a colonial ecology structured around producing Man. This allows both for critical accounts of how coloniality shapes institutions such as schools and universities, always in relation to many other institutions and sites, and for speculative experiments in queer, decolonial, abolitionist education. The introduction intervenes in contemporary leftist debates about the university in particular and education more generally by offering a way of attuning to critical, abolitionist, and decolonial projects as specific but intraactive outgrowths of the colonial ecology and myriad disruptive projects (happening both in and outside of institutionalized schools). On the one hand, educational undergrowth accounts for how resources circulate unevenly in the colonial ecology so that the “growth” of some people, institutions, and projects is possible only because others are deprived, defunded, and disinvited. On the other hand, it draws on affect theory, new materialisms, and work in decolonial and critical ethnic studies to valorize otherwise marginal, bewildering, errant educational encounters that are always taking place in the undergrowth of the university.

scholarly journals I. Experiments made to determine surface-conductivity for heat in absolute measure

1872 ◽  
Vol 20 (130-138) ◽  
pp. 90-93 ◽  
Keyword(s):  
Atmospheric Temperature ◽  
Limited Range ◽  
The Other ◽  
Thermo Electric ◽  
Metallic Contact ◽  
Physical Laboratory ◽  
Absolute Measure ◽  
William Thomson ◽  
The University ◽  
Made In

The experiments described in this paper were made in the Physical Laboratory of the University of Glasgow, under the direction of Sir William Thomson, during the summer of 1871. A set of similar experiments were made in 1865 ; but being merely preliminary, carried on by different individuals, and embracing only a limited range of temperatures, it is thought unnecessary to allude further to them here. A copper ball, 2 centimetres radius, having a thermo-electric junction at its centre, was suspended in the interior of a double-walled tin-plate vessel which had the space between the double sides filled with water at the atmospheric temperature, and the interior coated with lamp-black. The other junction was in metallic contact with the outside of the vessel, and the circuit was completed through the coil of a mirror galvanometer. One junction was thus kept at a nearly constant temperature of about 14° Cent., while the other had the gradually diminishing temperature of the ball.

IL COLLGE DE FRANCE DURANTE LA RIVOLUZIONE FRANCESE DUE MEMORIE APOLOGETICHE*

Nuncius ◽  
1996 ◽  
Vol 11 (1) ◽  
pp. 3-41
Author(s):  
LUIGI PEPE
Keyword(s):  
French Revolution ◽  
The Other ◽  
Educational Institutions ◽  
Collège De France ◽  
The University ◽  
Louis Xv ◽  
The French Revolution

Abstracttitle SUMMARY /title The College de France (College Royal) founded by Franois I in 1530 was unable to be completely independent from the University. However Louis XV in 1772 added this to the Colleges of the University and erected his building in Place Cambrai. Only during the French Revolution the College de France became completely independent through the suppression, in 1793, of the other educational Institutions. The same College was seriously threatened by suppression as documented in the memoirs of Garnier and Lalande. These memoirs are now fully published also for their epistemological interest.

scholarly journals 2. On the Application of Angström's Method to the Conductivity of Wood

1875 ◽  
Vol 8 ◽  
pp. 481-481
Author(s):  
C. G. Knott ◽  
A. Macfarlane
Keyword(s):  
Natural Philosophy ◽  
The Other ◽  
Thermo Electric ◽  
Fine Wire ◽  
Series Of Experiments ◽  
The University ◽  
Made In

This was an account of a series of experiments made in the Natural Philosophy Laboratory of the University, to test the applicability of Angström's method of periodic variations of temperature to the determination of low conductivity. The wood was cut into discs of a standard thickness, and these were very tightly secured together, after the interposition of copper-iron thermo-electric junctions (of very fine wire). One series of discs was cut parallel, the other perpendicular, to the fibre. The results were obtained very easily, and accorded satisfactorily with those obtained by more laborious methods.

scholarly journals I Really Wasn’t Ready: Expectations and Dilemmas of a University Student in an Access Access Program

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Carl James
Keyword(s):  
Critical Race Theory ◽  
Life Story ◽  
Equality Of Opportunity ◽  
University Student ◽  
The Other ◽  
Educational Institutions ◽  
Critical Race ◽  
Race Theory ◽  
The University ◽  
Access Program

Using a life story approach, I discuss the experiences and actions of Ewart, one of eighteen university recruits into an access program, to understand the ways in which the university, and the access program specifically, was accommodative of his needs, interests, expectations and aspirations. Critical Race Theory provided the framework to understand how educational institutions’ liberal notions of merit, equality of opportunity and democracy, on one hand, made access to university possible for Ewart, and on the other, circumscribed his opportunities, possibilities and interests even as he tried to maintain his hopeful optimism.

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