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Researchers' interest in seeing the benefits of Internet in elderly people is now growing. The network helps this group to increase communication, avoid isolation and loneliness and to age actively. Europe decided 2012 to be the Year of Active ageing. This paper presents a descriptive study of time series analysis carried out between 2004 and 2012 with the aim of knowing how the evolution in the level, motives and needs of the use of computers and Internet by elderly people in an environment of university training focused on health and life quality is. To obtain results a question paper is to be handed out to a sample of 419 people aged between 55 and 94 and taking part in the «Inter-university Programs of Experiences» from the University of Burgos. The obtained results match up with previous studies that pointed a noticeable increase in the use of the Internet (in frequency, number of users and resources) caused by elderly people's desire to keep active, up-to-date and communicated, as well as their need to continue their learning process through tools linked to the network. Here some suggestions focused on the improvement of elderly people's formation and future research on the perception of the Internet as a tool for social participation. [ABSTRACT FROM AUTHOR]

Copyright of Ingenium is the property of Facultad de Ciencias Basicas e Ingenieria de Universidad de San Buenaventura, Revista Ingenium and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Economía del Caribe is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ESPIRAL: Revista de Docencia e Investigación is the property of Universidad Santo Tomas, Bucaramanga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, there are experiences with ICT in the hospital schools. Nevertheless, there have been few studies about how technology can improve educational processes and the premises to consider. From this starting point, we present in this paper, a proposal for curriculum integration of ICT for hospital teachers. It is the main contribution of this paper along with the exhaustive analysis of previous studies. This evaluation research has tried to contribute useful knowledge to meet the needs of a real educational context. [ABSTRACT FROM AUTHOR]

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena” (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

Current paper focuses on the idea that problematization should be the focal point of all historiographical activities, or rather, the writing of History, particularly the History of Education. The paper contributes towards the already existing production within the field of the History of Education that employs pedagogical printed texts as privileged sources which answer the following questions: What, in historiographical terms, may be done with a source? How is a source selected? Which possibilities may it reveal when it penetrates the meanderings that involve the tension produced within the educational field? Why should one describe a source? What is the relevance that such a procedure provides for historiographical activity, especially in activities with the specialized press focused on education and teaching? Responses give rise to discussion on the methodology of historiographical activities on Education. Their dissemination is sharing results, originating from the challenge in accepting the evidence, through one's production, results from the historiographical activity conducted on the Revista do Ensino, published in the state of Minas Gerais, Brazil. This is especially true for the section 'Our tests', or rather, the presupposition that the sources do not speak for themselves and there is no a priori selection by the researcher. [ABSTRACT FROM AUTHOR]

Copyright of RUSC: Revista de Universidad y Sociedad del Conocimiento is the property of Fundacio per a la Universitat Oberta de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena" (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

Equity in education is socially desirable because of the relevance of education for the development of people. Therefore, it is interesting to study whether the allocation of spending on education takes into account this aspect. Since the concept of fairness is not univocal, it is necessary to define a position. Here, it is assumed that there is educational equity if equality exists in educational outcomes. Thus, the purpose of the paper is to examine whether the distribution of educational spending among the districts of the Province of Buenos Aires, Argentina, is equitable. The hypothesis that it is not, is proposed. The Gini coefficient and an Ordinary Least Squares (OLS) regression are used to verify this hypothesis. It was found that the distribution of funds depends directly on the degree of illiteracy among districts, but also there is evidence that is independent of poverty, dropout rate, percentage of enrollment in the initial levels and the proportion of establishments classified as unfavorable. Then, it is concluded that the educational expenses distribution is not governed, or it is only done very weakly, by the principle of equity in the paper considered. That is, empirical evidence verifies the proposed hypothesis. [ABSTRACT FROM AUTHOR]

Copyright of Revista Katharsis is the property of Institucion Universitaria de Envigado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The first national network of public high schools in Spain was created in the mid nineteenth-century. Among the instruments for education that this institutions had, it is usually found a magic lantern. This paper shows what kind of lanterns and lantern slides were used in these collections and what could have been their use. This case study allow to focus on concrete practices of the history of the magic lantern and, in consequence, of the history of the audiovisual and its relation to education. The paper is divided in three parts. The first one explains the case study and the data found. The second and third sections give exemples related to other education centres in Spain and point out to a contemporary text on the use of the lantern in education.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This scientific paper reflects the use of comic books in education. We highlight its visual aspect and, consequently, any obstacles to its use when there are visually impaired people in the group of students. Audio description is a translation technique that converts images into texts for the accessibility of visually impaired people, cognitive impairment, and other audiences. We bring a method of audio description (AD) of comics that contemplates characteristics of the artistic genre in question, equating for the public with and without disabilities, the access to the image information of sequential art. [ABSTRACT FROM AUTHOR]

The paper consists of presenting a proposal for a mechanical physics class through the scene of Gwen Stacy's death in Spider-Man stories. In the first section, the arguments and research that debate the efficiency of comics as a pedagogical tool and its relationship with physics and science in general are reviewed, rescuing the use of comics for the teaching of exact and nature sciences. It presents in a qualitative and quantitative way the concepts of mechanics involved in the death of the character and the curricular proposals for insertion in the classroom. Finally, it suggests in the form of results systems of organization and development of contents that can be explored in lesson plans, aiming to assist teachers in the task of teaching physics teaching. [ABSTRACT FROM AUTHOR]

This article is a synthesis a final paper, linked to the scientific initiation, carried out in the pedagogy course. The intention of this article is to demonstrate the students' approach with the Sequential Art / Comics, in the sense to produce a significant learning of the Portuguese language content. The experience aimed to analyze the language of Sequential Art / Comics in Portuguese classes, providing the training of teachers to use this teaching tool in the school environment. Methodologically, we made use of a qualitative research, using the case study and participant observation. Thus, it was possible to infer about the language aspects of Sequential Art / Comics used in elementary school by teachers, in order to promote its use in the classroom. We proposed strategies for using the multiple languages found in Sequential Art. As a result, we could observe that there are flaws in the design and use of different resources in the classroom that arouse the interest of students; we observed, as well, that they can be stimulated through materials that do not require high investments, since they are available to everyone. We conclude that the encouragement to learn the language and its different functions — such as interpretation, reading habits and textual understanding —, are factors that need to be addressed more by teachers, from their professional training to their teaching practice. [ABSTRACT FROM AUTHOR]

In the context of the constituent process taking place in Chile, this paper studies one of the main constitutional debates that has developed throughout the country's history: the debate over the right to education. We analyse this debate between 1990 and 2016 to explore how elite discourse and citizens' opinions regarding the right to education are related. We first propose a periodization of the discussions of the elite, determined by the irruption of the Chilean student movement in 2006 and 2011, and the gradual constitutionalisation of the debate. We then carry out a discourse analysis of the citizen dialogues, specifically the Encuentros Locales Autoconvocados (ELA), or Self-convened Local Meetings, developed within the framework of the constitutional process that took place in 2016. Finally, by comparing both discourses, we conclude that although there is receptivity to the ideas of the elites in the ELA discourses, they do not constitute a complete reflection of these ideas. This questions the notion that citizen discourses only reaffirm the discourses of the elite without contributing anything new. [ABSTRACT FROM AUTHOR]

This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]

The global crisis generated by Covid-19 has had multiple consequences as a result of the confinement decreed for the population. In this sense, the educational field, and all its agents involved, have seen changes in their daily functioning and the dynamics followed in the teaching-learning process. The impossibility of attending the classroom in person has meant a process of virtualization of education, which in many cases was neither contemplated nor planned. This process makes harder an essential objective for education: reducing the socio-educational gap between different students and families. The objectives of the present paper are, on the one hand, to analyze the educational consequences derived from the crisis caused by the Covid-19, and on the other hand, to review the multiple factors and theoretical approaches to consider, so that the educational intervention proves just during and after the confinement. Given the current widening of the socioeducational and digital gap experienced by students and their families in various parts of the world, the search for an education based on socially just principles is necessary. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Salud Pública is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, the goal of teaching students to think critically seems ubiquitous in educational discourses worldwide. It is often said that if students develop this kind of thinking, they will be able to participate more aptly in social and democratic life because they could examine their thoughts and reasons and thus make better decisions. Such discourse has given rise to countless studies on the critical thinking levels of students and teachers in various areas of knowledge. On the contrary, little has been investigated regarding the very experience of thinking critically, that is, a phenomenological research about what a person experiences while exercising critical thinking. To respond to this lack of investigation, this article intends to present a phenomenologicalhermeneutic description of the critical thinking experience developed as part of a phenomenological research. The relevant question in this paper is how do students experience critical thinking? [ABSTRACT FROM AUTHOR]

This work proposes a reflection on the importance of psychoanalytic listening to the noise of the time, at a time when the events of the pandemic are still ongoing, therefore, in which we are still in a position of obscurity in relation to the subjectivity of the time. In this sense, this work proposes to think about "brutality" - signifier extracted by Freud and Mbembe from the pandemics of their times -, that runs through the current discourse, in a kind of pandemic language. From these considerations, the paper introduces the importance of this dossier, as an interim contribution of an international network of psychoanalysts to the current challenges of Psychoanalysis and Education interface. [ABSTRACT FROM AUTHOR]

The construction of knowledge in the social sciences has generated a series of discussions about the method and how it allows for the reliable interpretation, analysis and understanding of the phenomena studied. Didactics, as a social science, has not been alien to such reflection; therefore, it has initiated a search for methods that allow researchers to construct scientific knowledge that accounts for the meanings and significance of the discourses that surround the classroom, the same ones that evidence the teaching and learning processes. This paper presents an analytical study in which narrative is proposed as a method to epistemologically support the knowledge that is built in didactic research, achieved in qualitative research, and also as a means to express the knowledge built. [ABSTRACT FROM AUTHOR]

Strengthening the municipalities as a fundamental instance and reducing the main disproportions that exist among them today requires the presence in each territory of qualified personnel to face such challenges. As of the 2016-2017 academic year, important modifications were introduced in the procedure for entering the modalities of courses for meetings and distance education at the university level. This paper analyzes the impact of these changes on the access of municipalities to that level of education. The results show that the transformations introduced favor the entrance, but there are still notable differences between territories. The 15 municipalities with the worst situation in terms of access to higher education in recent years and the effect on them of the changes mentioned are presented. The results obtained show that the greatest differences between territories can be seen in the admission to daytime courses. [ABSTRACT FROM AUTHOR]

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Copyright of Revista de Filosofía (0034-8244) is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This article analyzes two popular libraries in the southwest province of Buenos Aires, Argentina--the Bernardino Rivadavia of Bahía Blanca Library, founded in 1882, and the Domingo F. Sarmiento de Tres Arroyos Library, inaugurated in 1899--and the creation of their respective children's sections in 1925 and 1928. This paper looks at the formation of these children's sections within the context of expanding public education and child readership in the province. By the end of the 1920s, a verifiable process of expansion and diversification of reading groups had unfolded that was both a product of, and, at the same time, an incentive for further library development and its related transformations. These institutions introduced modifications in order to respond to the growing demand and tried to play an active role in the configuration of a new readership, both by regulating behaviors and reading spaces as well as experience and tastes of the users. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to discuss the aesthetic-tragic dimension of Nietzsche's thought, since his ideas are provocative and go beyond good and evil. Thinking this way, he elaborates a critique of knowledge, which does not occur through an epistemological perspective, since science is placed under suspicion, by the possibility of hiding chaos amidst too many options and escaping pessimism. Nietzsche, believe art as central axis of his philosophy, proposes the overvaluation of moral values. Educational conceptions based only on rationality presupposes knowing and deciphering the world, because difficulties and suffering are barriers. Aesthetic-tragic education, on the other hand, proposes that intrinsic chaos in life be an element that empowers and strengthens the human. [ABSTRACT FROM AUTHOR]

With a methodological approach to systematizing of experiences, this paper propose an alternative understanding of social cartography as a counterhegemonic instance of knowledge production in the traditional social sciences. Therefore, based on some suspicions evidenced in three pedagogical experiences, the conventional uses of this social and cultural knowledge production methodology are discussed in order to enhance its counterhegemonic applications. As a conclusion, we put into play certain understandings about the possibilities of this emerging type of cartography for the field of education. [ABSTRACT FROM AUTHOR]

This paper presents the results of the impact that a Scholarship Program in Mexico City has on perceptions that families have of their children's grade averages. The study uses a new database collected for the purpose of evaluating this conditional cash transfer program, which contains information for a random sample of a treatment group and control group. Through linear and ordered probit regression models, it was found that participation in the Scholarship Program increased the perception of high grade averages by 18.1%, and reduced 11.3 and 6.7% the perception of mid and low range grade averages, respectively. [ABSTRACT FROM AUTHOR]

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