scholarly journals Educación Primaria y alumnas gitanas. Análisis de las barreras sociales en contextos de exclusión

2018 ◽  
Vol 37 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Rocío Cárdenas-Rodríguez ◽  
Teresa Terrón-Caro ◽  
María Carmen Monreal Gimeno
Keyword(s):  
Women Students ◽  
Social Exclusion ◽  
Educational System ◽  
Female Students ◽  
Educational Process ◽  
Men And Women ◽  
Economic Context ◽  
El Sistema ◽  
Educación Primaria ◽  
Traditional Roles

Actualmente se está produciendo una transformación de los roles tradicionales asociados a hombres y mujeres, sin embargo, en los contextos desfavorecidos de exclusión social estas desigualdades entre hombres y mujeres sigue siendo muy notable. Este trabajo tiene como objetivo reflexionar sobre la situación de la mujer gitana en contextos desfavorecidos a lo largo de su proceso educativo, así como establecer las estrategias necesarias para favorecer el proceso educativo de estas alumnas. Para ello, aplicamos una metodología mixta basada en cuestionarios y grupos de discusión con profesorado y agentes claves de cuatro centros educativos situados en contextos de exclusión social con alto porcentaje de alumnado gitano. Los resultados obtenidos nos demuestran la percepción del profesorado y agentes claves sobre las dificultades de las alumnas gitanas en el Sistema Educativo, así como las actuaciones que se llevan a cabo desde los centros educativos para favorecer la progresión educativa de las alumnas gitanas. En cualquier caso, es importante señalar que el contexto socioeconómico determina la trayectoria educativa de las alumnas gitanas más que las características culturales, ya que muchas de las dificultades que se encuentran las alumnas están más relacionadas con los contextos de marginación social que con su cultura. Nowadays a transformation in the traditional roles associated to men and women is being produced, however, in disadvantaged contexts of social exclusion these inequalities between men and women are still very notable. The following work aims to reflect on the situation of romani female in disadvantaged contexts throughout their educational process and to establish the necessary strategies to promote the educational process of these students. To do it, we applied a mixed methodology based on questionnaires and focus groups with teachers and key agents from four schools located in contexts of social exclusion with high percentage of romani students. The results obtained show us the perception of teachers and agents about the difficulties of romani female students in the Educational System, and the actions that are carried out from schools to promote the educational progression of romani female students. In any case, it is important to point out that the socio-economic context determines the educational trajectory of romani women students more than the cultural characteristics, since many of the difficulties encountered by the students are more related to the contexts of social marginalization than to their culture.

scholarly journals Actitudes de los maestros en formación hacia las lenguas extranjeras y la educación multilingüe

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
Iris Orosia Campos Bandrés
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Educational System ◽  
French Language ◽  
Foreign Languages ◽  
Education Teacher ◽  
Multilingual Education ◽  
El Sistema ◽  
Educación Primaria ◽  
Teacher Training Students

Durante las dos últimas décadas la enseñanza de las lenguas extranjeras ha contado con un gran impulso en la Comunidad Autónoma de Aragón. Sin embargo, todavía está en vías de desarrollo la investigación sobre su situación y resultados tanto a nivel académico como sociolingüístico. El objetivo de este trabajo es explorar las actitudes de los maestros de Educación Primaria en formación en la Universidad de Zaragoza hacia la educación multilingüe y hacia las lenguas extranjeras preponderantes en el sistema educativo autonómico y estatal (inglés y francés), así como conocer el uso que hacen de las mismas. Los resultados del cuestionario completado por 874 alumnos de 1º y 4º curso de magisterio muestran la presencia de actitudes neutras hacia el francés y favorables hacia el inglés y la educación multilingüe, así como el influjo de algunas variables, como el perfil lingüístico del sujeto o el curso académico, principalmente signifivativas en las actitudes hacia la enseñanza multilingüe.  Foreign languages teaching has been intensely implemented in Aragon during the last two decades. Nevertheless, there are still few researches focused on its situation and results in both the academic and the sociolinguistic area. The main objective of this research is to explore the attitudes of teacher training students in Zaragoza University towards multilingual education and the main foreign languages taught in the educational system regional and national (English and French). The study also aims to examine the use of these languages among future teachers. The research was carried out through a survey with 874 participants from 1st and 4th grade of Primary Education Teacher Training. The results show neutral attitudes towards French language and favorable attitudes towards English and multilingual education. It has been also found the influence of some variables like the linguistic profile and the academic grade, mainly sifnificant in the attitudes towards multilingual education.

¿EDUCAR ES GENERAR ESPERANZA O REPLICAR UN SISTEMA? PERSPECTIVAS PEDAGÓGICAS DE FREIRE, RUSSELL E ILLICH. IS EDUCATE GENERATE HOPE OR REPLICATE A SYSTEM? FREIRE, RUSSELL AND ILLICH PEDAGOGICAL PROSPECTS

2014 ◽  
Vol 5 (1) ◽  
pp. 84-98
Author(s):  
Juan Pablo Escobar-Galo
Keyword(s):  
Educational System ◽  
Paulo Freire ◽  
Educational Process ◽  
Bertrand Russell ◽  
El Sistema ◽  
The Individual ◽  
Ivan Illich

Es necesario reflexionar sobre las propuestas pedagógicas de diferentes autores contemporáneos, dando especial énfasis a aquellos que,  de alguna u otra forma, cuestionan el sistema educativo tradicional, realizando una crítica profunda de la acción educativa, pero dando argumentos y propuestas concretas en beneficio de la educación y generando esperanza en quienes participan del hecho educativo. Tal es el caso de Paulo Freire, que ve en la educación una herramienta para el desarrollo de la libertad, siendo la esperanza un primer momento en dicho anhelo. Por su parte, Bertrand Russell apuesta por el fortalecimiento de una educación con sentido crítico, desde el rescate del individuo frente a la masa. Mientras tanto, Iván Illich manifiesta su descontento por los procesos de escolarización de los sujetos y de su pensamiento, proponiendo el desarrollo de una sociedad desescolarizada.Palabras claves: Freire, Russell, Illich, educación, liberación y esperanza.Abstract   It is necessary to reflect on the educational proposals of different contemporary authors, with special emphasis on those, who in some way or another question the traditional educational system, conducting a thorough review of educational action, but giving arguments and concrete proposals for the benefit of education and generating hope for those involved in the educational process. Such is the case of Paulo Freire, sees education a tool for the development of freedom, the hope being first in that longing. Meanwhile, Bertrand Russell commitment to strengthening education critically, from the rescue of the individual against the mass.  Meanwhile, Ivan Illich expressed dissatisfaction with the process of education of the subjects and their thinking, proposing the development of a deschooling society. Keywords: Freire, Russell, Illich, education, liberation and hope.

scholarly journals La formación en igualdad de género en los grados de educación primaria

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Ainhoa Resa Ocio
Keyword(s):  
Teacher Training ◽  
Gender Equality ◽  
Educational System ◽  
School Setting ◽  
Future Generations ◽  
University Teachers ◽  
Initial Teacher Training ◽  
El Sistema ◽  
Las Mujeres ◽  
Educación Primaria

El artículo a continuación versa sobre la necesidad de adquirir una perspectiva de género para alcanzar la igualdad real en la escuela. La legislación respalda la igualdad de género como un principio de la educación. A fin de comprobar si la formación inicial del profesorado es adecuada a este respecto, se realiza un análisis de los planes de estudios de los grados de Educación Primaria desde una óptica de género. Para ello, se realiza una aproximación cualitativa basada en el análisis en profundidad del contenido de 72 guías docentes de los grados de Educación Primaria de la Universidad Complutense de Madrid y de entrevistas realizadas al profesorado. Los resultados muestran cómo la formación inicial del profesorado de los grados de Educación Primaria continúa girando en torno a una visión androcéntrica de la educación, mantiene un lenguaje sexista, un currículum en el que se invisibiliza a las mujeres que no se ajusta a la legislación vigente y no garantiza que las futuras generaciones sean educadas en igualdad. Se abre así la posibilidad de explorar la formación en igualdad de género a un nivel más amplio y la investigación sobre la aplicación efectiva de la coeducación en el sistema educativo español. The article above deals with the need to acquire a gender perspective so as to achieve true equality in a school setting. This legislation backs gender equality as a principle of education. In order to confirm if the initial teacher training is adequate in this respect, an analysis of the curricula of the education degrees is conducted with a gender viewpoint. For this purpose, a qualitative approximation based on the analysis of content from 72 teaching guides and interviews with university teachers was carried out. The results show how teacher training in Primary Education degrees still revolves around an androcentric view of education, this has not adjusted to current legislation. Therefore, this does not guarantee that future generations are correctly educated in equality. This opens the possibility of exploring gender equality training at a broader level and research on the effective application of coeducation in the Spanish educational system.

scholarly journals An Analysis of Field Preferences of an Educational System

2020 ◽  
Vol 9 (1) ◽  
pp. 26-45
Author(s):  
Anna Ćwiąkała-Małys ◽  
Monika Mościbrodzka
Keyword(s):  
Comparative Analysis ◽  
Educational System ◽  
Birth Rate ◽  
Female Students ◽  
Analysis Method ◽  
Dominant Group ◽  
Men And Women ◽  
The Past ◽  
Job Offers ◽  
The One

AbstractIt is the labour market that decides about the popularity of a field of studies. The area where the highest number of job offers appears is reflected in the offers of universities. However, it is very often mentioned in many media that future students decide to choose social and humane studies whose market chances are evaluated on a relatively low level.In the past 10 years, because of the decrease in the birth rate, the number of Polish students at various universities declined to about 700,000 people. In these years, it was observed that the number of studying men and women declined (to almost 30%). The lowest decrease in the number of students was observed at technical universities because of the fact that, at that time, the number of female students increased there. The group of female students constitutes the one that has increased in numbers in the past 10 years.The authors of this article, using a multidimensional comparative analysis method, conducted a research on studying field preferences of female students, which is a dominant group of people studying at Polish universities.

THE ROLE OF CHILDREN'S ARTISTIC LITERATUR IN THE ASSIMILATION OF PHILOSOPHICAL CATEGORIES BY PRESCHOOL CHILDREN

2020 ◽  
Vol 22 (11) ◽  
pp. 20-24
Author(s):  
Ponomareva L.I. ◽  
Gan N.Yu. ◽  
Obukhova K.A.
Keyword(s):  
Preschool Children ◽  
Educational System ◽  
Role Models ◽  
Educational Process ◽  
Human Relations ◽  
The World ◽  
Culture And Health ◽  
Nature And Society ◽  
Good And Evil

In the presented study, the authors raise the question of the need to include in the educational process of a preschool institution to familiarize children with some philosophical categories. The educational system in which the child is included, starting from preschool childhood, provides him with the opportunity to gradually and continuously enter the knowledge of the world around him. It is in preschool childhood that the child is exposed to various relationships, values of culture and health, diverse patterns in the field of different knowledge. This contributes to a broader interaction of the preschooler with the world around him, which, in turn, ensures the assimilation not of disparate ideas about objects and phenomena, but their natural integration and interpenetration, which means understanding the integrity of the picture of the world. The authors prove the idea that the assimilation of philosophical categories by children contributes to the understanding of the structure of the surrounding world. The analysis of research is presented, proving that children's fiction in an understandable and accessible language, life examples and vivid images is able to explain to children the laws of the functioning of nature and society, as well as to reveal the world of human relations and feelings. Fiction surrounds the child from the first years of his life. It is she who contributes to the development of thinking and imagination, enriches the sensory world, provides role models and teaches you to find a way out in different situations. Philosophical categories such as "love and friendship", "beautiful and ugly", "good and evil" are represented in children's literature very widely, and the efficiency of mastering philosophical categories depends on the skill of an adult in conveying the content of a work, on correctly placed accents.

Digital literacy as a prerequisite for transforming the modern Russian education system

2020 ◽  
Vol 22 (5) ◽  
pp. 62-66
Author(s):  
NATALIA S. EPIFANOVA ◽  
◽  
MIKHAIL G. POLOZKOV ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
Digital Literacy ◽  
Integrated Approach ◽  
Digital Economy ◽  
Educational Process ◽  
Stage Of Development ◽  
Main Factors ◽  
Russian Education ◽  
Current Stage

The article studies the necessity and features of transformation of the educational system under conditions of accelerated development in the digital economy. Particular attention in the context of this transformation is given to significance and possibilities of digital literacy, which forms the whole complex of fundamentally new requirements for all participants in the education system. The authors argue that the current stage of development of the digital economy requires the education system not only to digitalize its individual elements and links, but to apply a fundamentally new integrated approach that would transform the education system while taking into account new goals, structure and content of the educational process. The authors define digital literacy as the ability to form and apply educational content through digital technologies. The article gives particular emphasis on the significance and potential of individualizing the educational trajectory and the concept of continuing education. The authors consider the main factors in the development and achievement of the level of digital literacy, considering the requirements that the digital economy is currently imposing on the educational system.

Gender and Social Exclusion in European Migration Crisis

2018 ◽  
pp. 658-676
Author(s):  
Marlou Schrover
Keyword(s):  
Twentieth Century ◽  
Social Exclusion ◽  
Historical Perspective ◽  
The Other ◽  
Men And Women ◽  
Refugee Women ◽  
Other Hand ◽  
Migration Crisis ◽  
The One ◽  
European Migration

This chapter discusses social exclusion in European migration from a gendered and historical perspective. It discusses how from this perspective the idea of a crisis in migration was repeatedly constructed. Gender is used in this chapter in a dual way: attention is paid to differences between men and women in (refugee) migration, and to differences between men and women as advocates and claim makers for migrant rights. There is a dilemma—recognized mostly for recent decades—that on the one hand refugee women can be used to generate empathy, and thus support. On the other hand, emphasis on women as victims forces them into a victimhood role and leaves them without agency. This dilemma played itself out throughout the twentieth century. It led to saving the victims, but not to solving the problem. It fortified rather than weakened the idea of a crisis.

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

Multiponental Model Of Education According To The New Paradigm

2021 ◽  
Vol 03 (03) ◽  
pp. 365-370
Author(s):  
Ashurova Dilfuza Nabiyevna ◽  
◽  
Abjalilov Sanakul Xujamovich ◽  
Toshtemirova Kamola Ergashevna ◽  
◽  
...  
Keyword(s):  
Educational System ◽  
Modern Society ◽  
Educational Process ◽  
New Paradigm ◽  
Component System ◽  
Educational Processes ◽  
Multi Component System

In this work on the example of educational system of Uzbekistan the new paradigm of education is substantiated in the following edition: education through all life. It is demonstrated that the proposed in correspondence to this paradigm the formalized model reflects multi-component system, multi-variant approaches and cyclist of educational process in a modern society. The examples of educational processes which are modeled within the framework of proposed formalized model of education are presented.

scholarly journals La inserción laboral de los docentes de educación primaria en Puebla, año 2013 / The employment of teachers in primary education in Puebla, 2013

2014 ◽  
Vol 3 (5) ◽  
pp. 121
Author(s):  
Nancy Silvia Esparragoza Bermejo ◽  
María Teresa Mendoza Cardozo ◽  
María Patricia Sánchez Bautista
Keyword(s):  
Primary Education ◽  
El Sistema ◽  
Educación Primaria

México vive transformaciones importantes en el sistema educativo, las políticas internacionales permean el Plan de Desarrollo 2013-2018, en la meta “México con Educación de Calidad” y, por ende, el Programa Sectorial propone como objetivo mejorar la calidad educativa en todos los tipos y modalidades.Desde el 2008 y hasta este momento se atiende la recomendación número cinco de la OCDE: abrir progresivamente todas las plazas docentes a concurso y revisar el proceso de asignación de plazas, a través del Concurso Nacional de Asignación de Plazas Docentes de educación básica, con el propósito de seleccionar a los mejores docentes e insertarlos en el sistema educativo.Los docentes son ente fundamental en la concepción y desarrollo de las propuestas curriculares; esta investigación descriptiva exploratoria, presenta resultados de la inserción laboral de los egresados de educación primaria del BINE en Puebla en el año 2013, abordando las generaciones en el rango 2009-2013, desde el proceso de registro de los participantes hasta la publicación de resultados, por tipo de convocatoria y el perfil referencial que valora el Examen Nacional de Conocimientos, Habilidades y Competencias Docentes, así como su estructura.

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