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Resumen Las aportaciones entre el conocimiento léxico y el morfológico son bidireccionales en el desarrollo de las capacidades lingüísticas. Estas relaciones se han estudiado ampliamente en las primeras etapas educativas vinculadas al desarrollo de la comprensión lectora mientras que no tanto en la adolescencia y primera juventud. Este trabajo aborda las relaciones que existen entre la productividad léxica, medida a través de una tarea de léxico disponible, y la conciencia morfológica derivativa en tres grupos de estudiantes, dos de educación secundaria (12 y 15 años) y uno de primer año de universidad (18 años) con una metodología pseudolongitudinal. Los resultados nos indican que, entre la diversidad de habilidades morfológicas incorporadas al estudio, las tareas de producción morfológica libre a partir de una base y un sufijo son las que mejor predicen la productividad en el vocabulario disponible. Así mismo, los resultados refuerzan la necesidad de continuar entrenado el conocimiento morfológico metalingüístico a lo largo de todas las etapas educativas preuniversitarias para favorecer el desarrollo del vocabulario. Abstract Contributions between lexical and morphological knowledge are bidirectional in the development of linguistic abilities. This relationship has been widely studied in the early educational stages, related to the development of reading comprehension, while not so broadly in adolescence and early youth. This paper addresses connections between lexical productivity, measured through an available lexicon task, and derivative morphological awareness in two groups of Secondary Education students (12- and 15-year-old) and a third group of first year of college students (18-year-old) with a pseudolongitudinal design. The results indicate that the task of free morphological production from a base and a suffix is the best predictor of available vocabulary, among the morphological skills incorporated into the study. Likewise, the results reinforce the need to incorporate metalinguistic morphological knowledge in pedagogical designs throughout all pre-university educational stages to promote vocabulary development.

Resumen Este trabajo tiene dos objetivos. El primero consiste en una revisión crítica y exhaustiva de una selección de libros de texto pertenecientes a editoriales con amplia presencia en los centros de enseñanza, para comprobar si la descripción de los contenidos del nivel morfológico favorece o no el desarrollo de la competencia gramatical. Concretamente, esta revisión se centra en (i) las unidades del análisis morfológico, (ii) los procesos derivativos de sufijación y prefijación, y (iii) el análisis de la estructura de las palabras, y nos ha permitido constatar que la transposición didáctica realizada por los libros de texto presenta numerosos problemas y obstáculos que dificultan el desarrollo de las competencias gramatical (morfológica) y metalingüística de los estudiantes. El segundo objetivo es poner sobre la mesa la necesidad de acudir a la teoría morfológica para hacer uso de los contenidos conceptuales y de las herramientas descriptivas que esta nos proporciona, con la intención de contribuir a mejorar la didáctica de la lengua y, en particular, la didáctica de la morfología en las aulas de Enseñanza Secundaria. Abstract This paper has two main objectives. The first one is to make a critical and exhaustive review of a selection of Spanish language textbooks from range of publishers with a strong presence in the educational centers, in order to check if the description of morphological level contents favours the improvement of the students’ grammatical competence or not. More specifically, this review focuses on (i) the units of morphological analysis, (ii) the derivational processes of suffixation and prefixation, and (iii) the analysis of word structure. The idea is to confirm that the didactic transposition included in the textbooks reveals problems and obstacles that prevent students to improve their grammatical (morphological) and metalinguistic competences. The second objective is to highlight the need to rely on the morphology theory, thus making use of its conceptual contents and descriptive tools, in order to improve the didactics of the Spanish language and, in particular, the didactics of morphology in secondary education classrooms.

Neste artigo, procura-se demonstrar que o processo de produção de um discurso curricular híbrido nos Parâmetros Curriculares Nacionais para o Ensino Médio tem por finalidade a inserção social no mundo produtivo. Tal finalidade limita a dimensão cultural da educação. Como exemplo da produção desse discurso híbrido, são analisadas as ambigüidades expressas pelo conceito de contextualização no conhecimento oficial. Essas ambigüidades são entendidas como ressignificando discursos curriculares acadêmicos. Defende-se neste artigo que tais ambigüidades são uma forma de se legitimar os parâmetros junto a diferentes grupos sociais. Tais idéias são desenvolvidas com base nos conceitos de recontextualização (Bernstein) e de hibridismo (Canclini).This paper aims at showing that the production of a hybrid curricular discourse in the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM Brazilian Curricular Parameters for Secondary Education) seeks a higher insertion into the productive world. Such purpose limits the cultural dimension of education. As an example of production of such a hybrid discourse, this paper analyses the ambiguities emerging from the concept of contextualization, as employed in the PCNEM. Drawing on Bernsteins's recontextualization and Canclini's hybridism, the text assumes such ambiguities both resignify academic curricular discourses and are a way to legitimate the PCNEM among different social groups.

Resumen En este trabajo se analizan las percepciones que alumnado y profesorado tienen acerca del papel que juegan las redes sociales en el ámbito de la escuela, identificando los diferentes sentidos y usos de los dispositivos tecnológicos en el contexto escolar. El objetivo de la investigación se centra en explorar las interacciones mutuas entre los escenarios virtuales y los escolares y los efectos que tienen ambos para el aprendizaje del alumnado, el currículo escolar y, de forma más extensa, respecto de la construcción de ciudadanía activa por parte de los jóvenes estudiantes de la Educación Secundaria Obligatoria. Para ello se desarrolla una investigación de corte cualitativo a través del diseño y aplicación de diez grupos de discusión con docentes y estudiantes de la ESO en cinco provincias españolas en los años 2012 y 2013. Los resultados muestran cómo las relaciones entre uso de la tecnología digital y rendimiento escolar se hayan mediatizadas por condicionantes socioeconómicos y culturales, así como por la necesidad de que la institución docente resignifique el carácter lúdico, participativo y horizontal de los nuevos medios digitales en el marco de una cultura de lo público y comprometida con el conocimiento reflexivo y el aprendizaje relevante. Abstract In this paper, students' and teachers' perceptions aboutthe role of social networks in the field of school are analyzed, identifying the different meanings and uses of technological devices in the school context. The aim of this investigation focuses on exploring the mutual interactions between virtual scenarios and school and the effects of both of the mon student learning processes, school curriculum and, more extensively, regarding the formation of the active citizenship by young students of Secondary Education. To achieve this goal, a qualitative research was developed that implied the design and implementation ten focus groups with teachers and students of Secondary Education. These focus groups were conducted in five Spanish provinces in 2012 and 2013. The results show how relationships between the use of digital technology and school performance have been mediated by the socioeconomic and cultural conditions, as well as the need for the educational institution to reinterpret the playful, participatory and horizontal nature of the new media in the context of a culture of the public and committed to reflective knowledge and relevant learning.

The objective of this paper is to promote a reflection on the relations established between education and development, primarily from the 1990s of the last century. The reason for this is due to the inadequacy of more or less direct character assigned to that relationship, making assume that the field of education has the ability to influence the economic and social development with the emphasis assigned to it by the media and even some official speeches. The concern with this issue is even more accentuated in recent years by both the role assigned to the Federal Institutes of Education, Science and Technology in this process, as the finding of a growing process of shifting public resources to private agencies working in the educational field and also by the investee which had been observed, both in public and in private, to promote changes within the Secondary and Vocational Education in order to improper relationships mentioned above.

Several studies about school success confirm that a positive teacherstudent relationship can favor a strong engagement to school life. Such studies emphasize the fact that teachers contribute to school success when they combine both a demanding and a supportive attitude towards their students, such attitude arising from a sense of value and trust in their students’ capabilities. This paper examines the different meaning that successful secondary education students give to their academic experience and defines some of the specific features of teaching which help to create a positive school-student relationship.

The growing importance of skills in our education system emphasizes the need not only of methodological changes in the teaching of mathematics in compulsory secondary education, but also to design new tools to develop the basic competences in general and mathematical competence in particular our students. The problems of modelling, in the context of realistic mathematics education, become an important tool for this purpose. In this paper we describe the design and implementation of a pilot activity modelling with students aged 15-16 as a first step in the introduction of this type tasks in the programming course.

Rural housing is a consubstantial part of Andalusia and of the assets constituting its cultural and architectural heritage. We think its didactic treatment shows clear advantages for the teaching, of interdisciplinary and integrating learning. In this paper, we present a reflection and a didactic proposal on the possibilities enclosing the rural environment for the teaching of geography and social sciences, and their powers to work procedures and skills and also encourage positive attitudes towards its knowledge, evaluation and conservation.

The paper examines the financing status of secondary education in Kenya and explores possible cost reduction and financing options in the long term. Educational needs for secondary education in Kenya are on the increase since the introduction of Free Primary Education in 2003. Financing of secondary education continues to be a challenge to the government, parents and communities at large. Identifying sustainable financing options that maximize on cost-effectiveness in resource utilization is therefore critical. The study utilized secondary data obtained from education trend statistics, the 2003 Kenya school census, and the Teachers Service Commission. The education simulation and financial projection tool provided the basis for projecting both growth in secondary enrollments, resource needs, and financial implications of various policy options. Some of the insights from the study show that expenditure on secondary education as a proportion of GDP and the total education public budget averaged 1.6% and 22%, respectively. Public financing is predominantly recurrent, while non-recurrent expenditures are estimated at 6%. High-income quintiles benefit more from public provision and financing of secondary education compared to the low-income quintiles. Feasible financing options would therefore include increasing secondary education revenue and fiscal allocation on non-salary expenditures. Cost reduction measures should target the expansion of quality day schools, efficiency utilization of teachers, and streamlined procurements. The paper provides research findings and makes objective projections with a view to informing researchers, education managers and policy makers. Este ensayo examina el estado de financiación de la educación secundaria en Kenia y explora posibles soluciones para la reducción del coste y opciones de financiamiento a largo plazo. Las necesidades educativas de la educación secundaria en Kenia han aumentado desde la introducción de la Educación Primaria Gratuita en 2003. La financiación de la educación secundaria sigue siendo un reto para el gobierno, los padres de familia y la comunidad en general. La identificación de opciones financieras sostenibles que utilicen al máximo la relación coste- rendimiento es, por lo tanto, un aspecto crítico. Los datos utilizados para este estudio fueron tomados de estadísticas sobre tendencias educativas, del censo escolar de Kenya 2003 y de la Teachers Service Comission. La herramienta utilizada para la simulación de la educación y la proyección financiera proporcionó la base para poder proyectar el crecimiento en matrícula en la escuela secundaria, las necesidades en cuanto a recursos y las implicaciones financieras de varias opciones de políticas educativas. Algunos hallazgos que se desprenden del estudio muestran que el gasto de la escuela secundaria como una proporción del Producto Doméstico Bruto y el total del presupuesto para la educación pública promedió 1.6% y 22%, respectivamente. La financiación pública es predominantemente recurrente, mientras que los gastos no recurrentes se calcula son un 6%. Los quintilos de ingresos altos son más beneficiados por la provision pública y el financiamiento de la educación secundaria que los quintilos de bajos ingresos. Por lo tanto, algunas opciones financieras viables incluirían el aumento a los ingresos para la educación secundaria y una asignación fiscal sobre los gastos no salariales. Las medidas de reducción de coste deberán fijar como objetivo la expansión de escuelas de calidad, eficiencia en la utilización del profesorado y una obtención de provisiones racionalizada. El ensayo informa sobre los resultados de la investigación y proporciona proyecciones objetivas con la vista puesta en informar a investigadores, gerentes educativos y hacedores de política.

Nosso artigo apresenta estudo sobre o Exame Nacional do Ensino Médio (ENEM) criado, em 1998, pelo Ministério da Educação (MEC) para avaliar as competências e habilidades desenvolvidas pelos alunos do Ensino Médio. Defendemos aqui, a partir de dados e documentos oficiais, de pesquisa com professores do ensino médio e de vasta bibliografia, que o ENEM nasce visando ser um instrumento governamental para forçar um currículo de base nacional, tentando a qualidade da educação via o instrumento avaliativo sendo, assim, reguladora da qualidade. A prova do MEC, desde sua concepção, objetivava ser o instrumento para as mudanças curriculares no Ensino Médio de acordo com a concepção de um mundo em transformação, exigente de novas habilidades e competências. Inicia-se o processo de colocar o exame nacional em primeiro plano para corrigir e orientar os currículos das escolas médias criando novas demandas de conhecimento por meio da avaliação nacional. Sua função reguladora, no entanto, foi perdendo sentido na medida em que as escolas foram encontrando formas de preparar para o exame em momentos extra sala de aula. A competição descabida, entre escolas, entre instituições, entre redes de ensino tomou lugar. O treinamento para a realização da prova tirou o caráter inicial de regular a qualidade.Our paper presents a study on the National Examination of High School Education created in 1998 by the MEC to assess the skills and abilities developed by High School students. We stand here, from data and official documents, research with high school teachers and extensive bibliography, that at first ENEM aimed to be an instrument of government to force a national core curriculum, trying to have the quality of education via the evaluation instrument being like this the regulation of quality. The evaluation system of MEC since its inception, aimed to be the instrument for curriculum changes in High School according to the concept of a changing world, demanding new skills and competencies. One begins the process of the first national exam as a way to correct and guide the curricula of middle schools by creating new demands for knowledge through the national evaluation. Its regulatory function, however, started missing its target when schools discovered ways to prepare for the exam in extra moments to the classroom. The senseless competition among schools, among institutions, among educational systems took place. The training for taking the exam ended the initial characteristics of regulation of quality.

O artigo consiste em um estudo sobre a constituição da disciplina de História no Paraná. Percorre a formação desse campo disciplinar no trajeto de afirmação da instituição secundária no contexto político e cultural da então Província paranaense de meados do século XIX. A configuração da História escolar é analisada por meio dos compêndios escolares adotados à época e considera suas implicações para a formação de uma elite intelectual que se preparava, por intermédio dos cursos secundários, para assumir cargos na burocracia do Estado no período em que a sociedade brasileira transita do Império para a República como forma de governo.This paper consists of a study on the establishment of the History subject in the state of Parana, Brazil. It examines the structure of this disciplinary field along the path of the assertion of the secondary school in the political and cultural context of the former Province of Parana during the mid-19th Century. The configuration of History teaching is analyzed through the textbooks adopted at that time and considers its implications for the development of an intellectual elite, that was being prepared, by means of the secondary courses, to take positions in the state bureaucracy during the period in which Brazilian society transited from the Empire to the Republic as a form of government.

Neste artigo apresentamos dados de uma investigação mais vasta que pretende compreender as experiências e os percursos de alunos do ensino secundário. Os dados foram recolhidos a partir de testemunhos escritos e entrevistas numa escola secundária urbana no norte de Portugal. Neste artigo, apresentamos dois temas: visão da escola e episódios marcantes ao longo do percurso escolar. Os dados sugerem que a maioria dos alunos vê a escola como um local de descoberta e crescimento (intelectual e pessoal), como um agente de socialização e como uma "rampa de lançamento" para o futuro. A influência determinante de outros significativos nas escolhas dos cursos, os factores associados a pressões externas e a saídas profissionais, as experiências negativas e positivas (sobretudo associadas aos professores que tiveram), a mudança de nível de escolaridade e de escola, e consequente necessidade de (re)adaptação a outros contextos, são exemplos de situações marcantes para os participantes neste estudo.This paper draws upon data extracted from ongoing research on the experiences of secondary school students. Data were collected through written accounts and interviews in an urban secondary school in Northern Portugal. The article discusses two main themes: views on the school and episodes influencing schooling trajectories. Data suggest that most students see their school as a place of discovery and (intellectual and personal) growth, as a socialization agent, and as a "lever" for their future. The influence of significant others in the choice of courses, factors associated with external pressures and professional prospects, negative and positive experiences (mainly related to teachers), promotion from one grade to another, changing schools and the resulting need to (re)adjust to different contexts, are examples of situations that were of key importance to the participants in this study.

O objetivo deste texto é discutir algumas medidas que evidenciam a crescente atenção por parte da administração brasileira quanto às instalações dos estabelecimentos destinados ao ensino secundário, a partir do decreto-lei nº 19.890 - de 18 de abril de 1931. Para tanto, parte-se da análise do documento intitulado "Classificação dos Estabelecimentos de Ensino Secundário", do Ministério da Educação e Saúde, consubstanciada na portaria de 15 de abril de 1932, elaborado por Anísio Teixeira, Paulo de Assis Ribeiro, Otavio Martins, dentre outros, que foram buscar nos standards de Strayer e Engelhardt as normas que julgavam necessárias adotar e adaptar para o Brasil; bem como suas repercussões num estabelecimento de ensino secundário, fundado em Curitiba, em 1935, a saber, o Ginásio Belmiro César, utilizando como fontes a legislação sobre o ensino secundário e relatórios de inspeção federal. A legislação que entrou em vigor, nos anos de 1930, visava à homogeneização do ensino secundário em instituições públicas e privadas, em todo o território nacional. Dentre as medidas complementares adotadas, merece especial atenção a implantação de uma sistemática de inspeção, por meio da qual poderiam ser alcançados níveis mais altos de eficiência, racionalidade e controle. Ainda que documentos oficiais e estudos em torno da matéria destaquem as grandes dificuldades enfrentadas pelo governo federal de fazer funcionar a sistemática de inspeção instituída, a sua força disciplinadora e de controle dos inspetores federais pode ser aferida, no caso do Ginásio Belmiro César.The purpose of this paper is to discuss some measures that highlight the growing attention from the Brazilian government towards the institutions for secondary education following the executive order 19.890, of April 18, 1931. Thus, it starts from the analysis of the document entitled "Classification of Secondary Education Establishments", of the Ministry of Education and Health, embodied in the regulation of April 15, 1932, which was prepared by Anísio Teixeira, Paulo de Assis Ribeiro, Otavio Martins, among others who examined the standards of Strayer and Engelhardt searching for norms deemed necessary to adopt and adapt to Brazil; as well as its repercussions in a secondary education establishment founded in Curitiba, in 1935, namely the Ginásio Belmiro César, using the legislation about the secondary education and federal inspection reports as sources. The legislation that came into force in the 1930's aimed to homogenize secondary education in public and private institutions, throughout the national territory. Among the supplementary measures adopted, special attention is deserved to the implementation of a systematic of inspection, through which higher levels of efficiency, rationality and control could be achieved. Although official documents and studies regarding the subject emphasize the vast difficulties faced by the federal government to operate the systematic of inspection instituted, its disciplinary force and the control of the federal inspectors can be verified, in the case of the Ginásio Belmiro César.

Este trabalho focaliza a precariedade do financiamento do ensino médio público e a falta de transparência dos seus dados. Como outros níveis e modalidades da educação básica, o ensino médio é dependente do ensino fundamental e necessita de soluções não raro improvisadas para assegurar recursos. A expansão da matrícula levou ao agravamento deste quadro, o que se evidencia no caso do Distrito Federal, onde uma pesquisa traçou o perfil do seu financiamento e orçamentação. Os dados foram obtidos por meio de dados estatísticos agregados, análise documental e entrevistas semi-estruturadas. Os resultados indicam a contribuição crescente do Tesouro do Distrito Federal para o ensino médio, constatando-se, em geral, grandes variações anuais de recursos e valores subestimados para esse nível de ensino. O PROMED, com suas dificuldades burocráticas, alcançou até então modesto impacto. Por isso mesmo, o FUNDEB exige estimativas claras e desagregadas das despesas e dos custos do ensino médio, de modo que o financiamento e os seus resultados possam ser conhecidos com transparência.Este trabajo trata de la precaridad del financiamiento de la educación secundaria pública, así como de la falta de transparencia de los números. Como otros niveles de la educación básica, la secundaria es financieramente dependiente de la educación primaria y, en consecuencia, necesita de soluciones improvisadas para garantizar sus recursos. La expansión de la matrícula agravó esta situación, lo que se evidencia en el caso del Distrito Federal. Una investigación describió y analisó sus procesos de financiamiento y elaboración del presupuesto. Además de las estadísticas disponibles, se obtuvieron los datos por análisis de documentos y entrevistas semi-estructuradas. Los resultados apuntan la creciente contribución de los recursos propios del Districto Federal para la educación secundaria. Se verificaron amplias variaciones anuales de recursos y subestimación contable de la plata para la educación secundaria. Un programa internacional tuvo escaso impacto, como consecuencia de su compleja burocracia. Como consecuencia, el nuevo fondo nacional de financiamiento para toda la educación básica requiere estimativas claras y detalladas de los gastos y de los costos de la educación secundaria. Este es el camino para que el financiamiento y los resultados sean conocidos con claridad.This paper focuses on the precarious financing of public secondary education and the need of clear, transparent data. As other levels of schooling, secondary education largely depends on primary education sources, often requiring improvised alternatives to assure resources. Enrollment expansion has led to more serious problems. A field research studied the financing and budgeting processes of public secondary education in the Federal District. Data were collected from statistical sources, document analysis, and semi-structured interviews. Results reveal the increasing contribution of the District own income, instead of the federal transfers. The amount of resources largely varied per year. Furthermore, secondary education expenditure data were systematically underestimated in accountancy. An international program had small impact, as a result of bureaucratic obstacles. Therefore, the new national fund to finance basic education requires clear and disaggregated estimates of spending and costs so that financing and results reach transparency.

Ao analisar as práticas pedagógicas, este artigo objetiva demonstrar as transformações do sistema educativo no ensino secundário na França. O estudo da ação pedagógica desenvolvida nos lycées (privados e públicos) da cidade de Lille mostra que estes são bem cotados tanto pelos resultados de seus alunos no baccalauréat como por sua disposição a preparar os melhores de seus alunos para as "grandes écoles".1 Estas últimas ocupam um lugar privilegiado no Sistema de Ensino Superior francês por prepararem as elites dirigentes dos setores público e privado. Esta investigação revela as diferenças que se forjam no próprio âmago das salas de aula de acordo com o tipo de pedagogia usado pelos docentes em função de seus juízos ou apreciações quanto ao devir dos alunos. Embora os conteúdos ministrados sejam os mesmos para todos os alunos, as modalidades de transmissão dos saberes disciplinares diferem, de modo que alguns adquirem conhecimentos de maneira "racional" ao passo que outros os recebem por meio de "experimentações" pedagógicas que não lhes permitem apreender a lógica ou os princípios da disciplina.Through an analysis of the pedagogic practices, this paper aims at demonstrating the changes in the educational system in the French secondary education. Exploring the educational action developed in (private and public) secondary schools of the city of Lille (northern France) reveals that these are highly rated both because of the results of their pupils at the baccalauréat (final examination) and their tendency to prepare their best pupils for the "high schools". Since they prepare the leading elites of the public and private sector, these hold a significant place in the French higher education system. This investigation highlights the differences that arise within the classes as a function of the kind of pedagogy used by teachers according to their judgments or appreciations on the future of their pupils. Although the contents are the same for all pupils, their transmission modalities differ and some succeed in acquiring knowledge in a "rational" way while others receive it through educational "experiments" that do not allow them to perceive the discipline logic or principles.

O artigo analisa as representações de alunos e professores do ensino médio, visando a conhecer motivações, perspectivas e necessidades, bem como as suas relações entre educação e trabalho. Os dados são analisados à luz das principais teorias "ortodoxas" e "heterodoxas" sobre as relações entre educação, ocupação e renda. O trabalho coteja duas pesquisas: a primeira enfocou docentes e discentes do ensino médio, modalidade educação de jovens e adultos, do maior estabelecimento de ensino do Distrito Federal; a segunda se realizou com os participantes do Exame Nacional do Ensino Médio-ENEM em 2004. A primeira se baseou em amostra, enquanto a segunda se aplicou a todos os participantes do ENEM. Em ambos os casos, foram utilizados questionários para a coleta de dados. As conclusões indicam um fosso entre o ensino médio regular e a modalidade educação de jovens e adultos. No primeiro caso, o trabalho que freqüentemente retirou os alunos da escola os trouxe de volta a ela. Há, porém, evidências, de menor rigor para os alunos de segunda oportunidade. Na população do ENEM se incluem predominantemente os candidatos prospectivos à educação superior, em muitos casos com dificuldades de escolha profissional. Em ambos os casos, a visão da escola é majoritariamente positiva. Além disso, apesar de haver mais alto nível de escolaridade, a entrada dos jovens no mundo do trabalho tem se tornado crescentemente difícil e mais tardia, levando à conversão do ensino médio em ensino de massa. Os enfoques teóricos e os resultados empíricos sugerem a importância dos enfoques "heterodoxos", que destacam os conceitos de inflação educacional e credencialismo.Este trabajo analisa las representaciones de estudiantes y profesores de la educación secundária, con el objetivo de identificar sus motivaciones, perspectivas y necesidades. Los datos fueron analisados bajo la perspectiva de las principales teorías "ortodoxas" y "heterodoxas" sobre las relaciones entre educación, ocupación y renta.El estudio compara dos investigaciones: la primera sobre estudiantes y profesores de la mayor escuela de educación de adultos del Distrito Federal; la última sobre egresos de la educación secundaria regular, participantes del Exámen Nacional de Educación Secundária - 2004, de carácter optativo. Mientras la primera se realizó con un muestreo, la última fué universal. En los dos casos se utilizó un cuestionario como instrumento para la recogida de datos. Los resultados indican la existencia de un hiato entre las dos modalidades de educación, regular y dirigida para adultos. En el segundo caso, el trabajo, que frecuentemente fue el factor de la evasión escolar, fue la razón para la vuelta a la escuela. A su status más bajo correspondía una educación menos rigurosa y de algún modo paternalista. En el primer caso, la población incluyó predominantemente candidatos a la educación superior, en muchos casos con dificultades de seleccionar su curso y su ocupación. Ambas poblaciones tuvieran en la mayoría de los casos una visión positiva de sus escuelas. Apesar del acceso hoy a niveles de escolaridad más altos, el ingreso de los jóvenes al trabajo es cada vez más difícil y ocurre más tarde, lo que induce a la universalización de la educación secundaria. Las perspectivas teóricas, así como los resultados empíricos, sugieren la importancia de las perspectivas teóricas "heterodoxas", con especial énfasis a los conceptos de inflación educativa y credencialismo.This paper analyses the representations by secondary school students and teachers, aiming to identify their motivations, perspectives and needs, as well as relations between education and work. The data were analyzed on the basis of the main "orthodoxical" and "hetherodoxical" theories on the relations among education, occupation, and earnings. This work compares data from two research projects: 1) a survey of students and teachers at the largest adult education school in the Federal District; 2) a survey of all the students who voluntarily participated in the National Secondary Education Exam - 2004. The former was sampling-based, whereas the latter covered all the participants. In both cases data were collected by a questionnaire. Results indicate the existence of a social gap between regular secondary education and adult education at the same level. While the students of the latter often left the school as a result of the need to work, they re-started their education for meeting work demands. However, adult education is less severe and to some extent paternalist. The second population included youths mostly interested in higher education, often with difficulties to select a program related to an occupation. In both cases their vision on the school was predominantly positive. Furthermore, in spite of the average higher level of schooling, entry of youths into the world of work has been increasingly difficult and occurs latter. These are some factors that lead secondary education to reach progressive universalization. Theoretical approaches and empirical results suggest the importance of the "hetherodoxical" perspectives, with emphasis to the concepts of educational inflation and credentialism.

El presente artículo expone los resultados del diseño y la validación de un cuestionario sobre fracaso escolar, dirigido al alumnado de Educación Secundaria. Se trabajó con una muestra de 200 estudiantes en el Centro de F.P.A (Formación de Personas Adultas) Germà Colón de Castelló de la Plana (España) durante el curso 2010/2011. El instrumento está compuesto por 35 ítems, divididos en cuatro dimensiones principales (centro educativo, aula, profesorado y situación personal y familiar). Se desarrolla la validación de contenido mediante un Comité de Expertos, el análisis factorial para validar el constructo y el análisis de fiabilidad del cuestionario. Los resultados muestran una buena consistencia interna del instrumento. The present paper explains the results of the design and validation of a questionnaire related with school failure, aimed at secondary school students. We worked with a sample of 200 students in the F.P.A Centre (Adult Education Centre, for its acronym in Spanish) Germà Colón, from Castelló de la Plana (Spain) during the school year 2010/2011. The instrument consists of 35 items, divided into four main dimensions (educational centre, classroom, teachers and personal and family status). Content validation is developed by an Expert Committee, the factor analysis to validate the construct and the reliability analysis of the questionnaire. The results presented good internal consistency of the instrument.

Rural housing is a consubstantial part of Andalusia and of the assets constituting its cultural and architectural heritage. We think its didactic treatment shows clear advantages for the teaching, of interdisciplinary and integrating learning. In this paper, we present a reflection and a didactic proposal on the possibilities enclosing the rural environment for the teaching of geography and social sciences, and their powers to work procedures and skills and also encourage positive attitudes towards its knowledge, evaluation and conservation.

ResumenEn México, los alumnos de telesecundaria obtienen los puntajes más bajos en competencia lectora. Este trabajo presenta los resultados de una investigación que tuvo como objetivo determinar la eficacia de un programa de comprensión lectora implementado en telesecundarias de una región marginada. El diseño fue experimental, con 16 grupos de octavo grado como grupo experimental y siete como control. Los re- sultados muestran que el grupo de control obtuvo los mismos puntajes antes y después de la intervención, mientras que el grupo experimental presentó una me- joría en la segunda evaluación, por lo que se considera que el programa fue eficaz.AbstractIn Mexico, telesecundaria students obtained lower scores in reading. This paper discusses the results of an in- vestigation aimed at determining the effectiveness of a reading comprehen- sion program implemented in secon- dary schools in a marginalized region. The design was to some extent ex- perimental; with 16 groups of eighth grade experimental group and seven as control one. The results show that the control group had the same sco- res before and after the intervention, while the experimental group had an improvement in the second evalua- tion, therefore it is considered that the program was effective.RésuméAu Mexique, les élèves de télésecon- daire obtiennent les résultats les plus bas en compétence en lecture. Ce travail présent les résultats d'une re- cherche dont l'objectif était d'établir l'efficacité d'un programme de com- préhension en lecture appliqué en télésecondaire d'une région marginée. Le dessin a été expérimental, avec 16 groups de huitième en tant que groupes d'essai et sept de control. Les résultats montrent que le groupe de control a eu les mêmes résultats avant et après de l'intervention, alors que le groupe d'essai a eu une amélioration dans la deuxième évaluation, donc on considère que le programme a été efficace.ResumoEm México, os alunos de telesecunda- ria obtêm as pontuações mais baixas em competência de leitura. Este tra- balho apresenta os resultados de uma pesquisa que teve como objetivo deter- minar a eficácia de um programa de compreensão de leitura implementa- do em telesecundarias de uma região marginada. O desenho foi experimen- tal, com 16 grupos de oitavo grau como grupo experimental e sete como controle. Os resultados mostram que o grupo de controle teve as mesmas pontuações antes e depois da inter- venção, enquanto que o grupo experi- mental teve uma melhoria na segunda avaliação, pelo que se considera que o programa foi eficaz.

This study examines Washington States attempt to move toward an integrated, P-20 system of education that enhances student transitions from high school to college. In analyzing Washington as a single case study, a profile of the state is developed on key access related characteristics. Data for this study were gathered utilizing fundamental case study methods. In depth qualitative interviews were conducted with Washington State Legislators, legislative staff, key state education agency officials, and college and university representatives. Document analyses of agency records, public hearings, testimonies, position papers, reports, and public meeting records were also conducted. This study found that Washington has many key programs in place to enhance student transitions between the K-12 system and the higher education, but the states current approach lacks coherence and cohesion. This study also found that the state has developed a new and innovative model with the potential to solve many transition related issues, but it will require assessment to determine its actual effectiveness.

En este documento se presenta una forma novedosa de analizar los efectos del trabajo infantil sobre el acceso al sistema educativo. Los resultados muestran que el análisis integrado del logro en el sistema educativo permite identificar más adecuadamente las heterogeneidades en el acceso al mismo. Para esto se construye un índice de categorías ordenadas que permite dar cuenta de algunos de los diversos matices que puede adoptar la forma en que se relacionan los individuos con el sistema. El análisis se basa en microdatos provenientes de la Encuesta de Condiciones de Vida (ECV) de 2001 para la Argentina. Se muestra que el trabajo infantil es una variable significativa al momento de explicar porqué algunos individuos no se encuentran en el nivel educativo correspondiente a su edad; además, las interacciones de la condición de ocupación con las variables edad, género y pobreza revelan que este efecto se agrava especialmente a partir de los 15 años entre los hombres pobres. Son las características observables individuales como la edad y el sexo las que marcan diferencias en las probabilidades de acceso a la educación; y por lo tanto, se convierten en instrumentos relevantes para las políticas públicas. Además, este resultado sugiere que una política de transferir la misma cantidad de dinero a todos los estudiantes que asisten al nivel medio, sin considerar su edad y género, no pareciera ser la mejor respuesta para resolver el problema de desempeño en este nivel. Se requiere de un estudio en mayor profundidad para poder evaluar la simultaneidad de las decisiones de trabajo y estudio y la relación de ellas con los recursos monetarios disponibles en el hogar. This paper presents an innovative way of analyzing the effects of child labor on the access to the educational system. The results show that an integrated analysis of achievement in the educational system allows for a more precise identification of the heterogeneities involved in access to such system. To this end, an index of orderly categories is built, allowing us to show some of the different ways that the relation of individuals with the system can take. The analysis is based on microdata withdrawn from the ECV 2001 for Argentina. It is shown that child work is a significant variable to explain why some individuals are not at grade level corresponding to their age. What?s more, the interactions between occupation and age, gender, and poverty reveal that this effect increases for males 15 years or older and poor. It is shown that observable individual characteristics such as age and sex are the ones that establish differences in access to the educational system, thus becoming relevant instruments for public policy. Besides, this result suggests that policy that allots the same amount of money to all secondary school students without considering age and gender does not seem to be the best answer to solve the problem of academic achievement at this level. A more in-depth study is necessary to be able to evaluate the simultaneity of decisions about work and study and their relationship with the availability of financial resources at home.