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The teachers of the Movimiento Cooperativo de Escuela Popular (MCEP) used cooperation to achieve a pedagogical renewal of the school that, over the time, would lead to a transformation of society. Consequently, the cooperation was present in the daily life of the MCEP and was applied transversally. Thus, the MCEP was structured cooperatively, organized frequent coordination meetings, held annual conferences and other events, and worked hand in hand with other Movimientos de Renovación Pedagógica (MRPs), the community, neighborhood associations, and related groups, organizations, and social movements interested in the popular school project. At times, the MCEP also collaborated with the Administration. More intimate or more heterogeneous, the cooperation spaces stimulated the political participation of the MCEP and, in general, made it possible to build an emancipatory school and outline revolutionary alternatives that gave rise to a different school and society. This article dialogues with the different scenarios of cooperation in which the MCEP participated during the period 1970-1990 and proposes two things: (1) delve into the idea of cooperation that the MCEP managed and analyze the impact it had on the popular school project; and (2) identify the political debates that arose within the MCEP regarding the educational reforms, as well as list the different alternatives that were formulated to respond to specific questions related to the educational reforms. The main bibliographical source has been the bulletin Colaboración. Likewise, other original and unpublished materials from the MCEP internal archive have been consulted. [ABSTRACT FROM AUTHOR]

The research work that we offer focuses on the relationships between education and the decentralization model through the quasi-states, taking as an example the good reciprocal functioning of both terms in the case of Castilla y León. The «good education» that characterizes Castilla y León according to both national and international competency assessment programs, aims to be analyzed and verified through various sources of pedagogical information. On the one hand, the literature from specialized reports and publications; on the other, oral sources through interviews with both social and educational actors. The methodological analysis, which we will give an account of in the text, leads us to three great perceptions. On the one hand, the reading that school actors make about the good or bad functioning of the «system» is not so much in the political dimension but in the pedagogical aspect (organizational, didactic, resources, etc.) (the day-to-day issues). On the other hand, the perception that social actors have of education is more «mediatic»; that is, the big issues, without going into the organization and functioning of the «system». Despite the good functioning of the Castilian-Leon educational model, there is considerable room for improvement, and this is how the actors perceive it, both in terms of teacher training and in organizational processes (internships) and, of course, in relation to the educational policies; the school pact as a tool to «depoliticize» the school. [ABSTRACT FROM AUTHOR]

This essay presents some effects, in terms of social responsibility, of an education promoted and carried out under the principles of the market economy. It is stated that this economy, firstly, promotes a concept of freedom and autonomy dependent on purchasing power and level of education, secondly, it inhibits in students the sense of social responsibility and civic duty. In turn, this economic dynamics and the approach given to the educational system that strives to meet the needs of the market, can be explained by the concept of human being that some philosophical lines have developed, which ended up reducing it to a few affects and cognitive processes. The results of all this are the moral and cognitive weakening of the students and a low capacity to cope with social problems. Given this, it is proposed, once again, the strengthening of Aristotle’s moral and intellectual virtues, especially the virtue of prudence and good deliberation (eubolia), of which it is argued that they can allow a greater rapprochement of the human beings around common problems, and makes them less dependent on the will of state governments and economic systems. [ABSTRACT FROM AUTHOR]

This article tries to be an answer, from education, to the situation generated by the pandemic. It is always educated from a context or situation. Without circumstance there is no education and neither is existence as humans. Educating in the current context of the crisis generated by covid-19 means moving away from the idealistic discourse in which pedagogy has been anchored for too long, and focusing the discourse and educational practice on the life experience of today’s citizens. It implies highlighting the ethical dimension of educational action that translates into welcoming the other in their vulnerable situation, as well as reporting any situation that threatens the dignity of the person. The article questions the viability of the prevailing economic growth and development model to face the socio-economic crisis. Overcoming this depends not only on the implementation of economic measures, but also on an ethical rearmament that promotes the construction of a truly just and compassionate society. The article has as theoretical support ethics of Emmanuel Levinas. It concludes with an educational proposal focused on the following thematic nuclei: a) ethics as responsibility towards the other and the other; b) the reconstruction of the sense of otherness; and c) austerity, the ethical requirement in a world with limited resources. [ABSTRACT FROM AUTHOR]

Each year, 15 million girls continue to marry before reaching the age of majority (UNICEF, 2020a); This is one of the violence's manifestation and gender inequality that women suffer, with other types of violence such as physical, sexual and economic. In Kenya, the context in which we focus our contribution, 35% of young women under the age of 19 have already had their first child (Kenya National Bureau of Statistics, 2015). Starting from these premises and taking into account that education is a tool to combat gender-based violence («GBV»), the research that we present has as one of its main objectives to analyze the influence of education in the prevention of GBV, especially in the child marriage, as well as economic violence or sexual abuse from the point of view of women and young people of different origins ethnic. To achieve the objectives, we will use a qualitative methodology, using the interview (in depth and semi-structured) with women and key agents as the main instrument for collecting information. The study is contextualized in Lamu, the island of Kenya. In the conclusions we establish that, although educational processes and content must still be reviewed to avoid the transmission of discriminatory gender stereotypes, education is a strategy to delay child marriages, prevent other manifestations of GBV and is conceived as a way to achieve women's economic independence. [ABSTRACT FROM AUTHOR]

The aim of this article is to analyse how neoliberal principles in education create a state of precariousness. The question that will guide the problematisation and the argumentation of the work is: What is the «status» of precariousness in the current order and how does it manifest itself - expressly or inadvertently - in the contemporary educational field? In order to address this question, a theoretical-analytical exercise has been carried out based on a review of relevant literature on the relationship between neoliberalisation and education. As a central hypothesis, we propose that the processes of precarisation constitute an objective necessity for the expansion and reproduction of the new neoliberal order. In addition, this order requires the production of a specific type of subjectivity that normalizes «precariousness» as a new historical condition, producing a particular notion of subjectivity and agency. The intersection between objective needs and the production of a particular subjectivity is produced in the cultural space through «pedagogies of precariousness». The installation of such pedagogies in formal education systems will be verified through the analysis of three predominant figures: the entrepreneur, the apprentice of competences and the teacher as technician. Finally, it is analysed how a «pedagogy of possibilities» could be opposed to «pedagogies of precariousness», enabling other forms of educational relations and new political-pedagogical horizons. [ABSTRACT FROM AUTHOR]

This article presents the main contributions of the monograph "Precariousness and insecurity in school systems and actors" of the journal Foro de la Educación. The presentation is divided into three blocks. Firstly, it sets out the contemporary global historical and educational context in which the work is set, a context marked by the generation of precariousness and social insecurity in the face of the influence and pressure of capitalism on education systems. Secondly, the nine articles that make up the monograph are presented. Finally, we point out some considerations that we draw from the reading of the theoretical and empirical material presented, composed of highly relevant voices from different geographies and traditions. [ABSTRACT FROM AUTHOR]

Throughout the years, our western culture has moved away from the issue of death through its avoidance or even denial, removing it little by little from our environment. Therefore, we believe that an educational intervention with elders is necessary to eliminate the subject of death as a taboo, and to refer to it as part of our life and that as such it must arrive without having to suffer when we think about it. This article shows the story of older people about both positive and negative attitudes toward their own and others’ finitude, highlighting the importance and need to create various points of encounter and educational reflection, for example, in the Classroom Permanent Open Training. To do this, a qualitative methodological design was selected using semi-structured and in-depth interviews as information collection techniques. The results indicate a predominantly positive attitude of own death but not so much of the death of others, relating the fear or anxiety towards the finitude of a loved one. They explain their bewilderment when talking about finitude but claim to have it very present in their day to day because it is a topic very relevant to their age. We show the importance of creating educational spaces aimed at older people in order to treat these negative attitudes and reinforce positive ones. The purpose of a death education is for education professionals to base and reflect on their teaching, learning and unlearning and relearning in self-training where death takes its natural place.

This article is dedicated to awnser the question: What are the impacts of the changes in education that neoliberal policies are implementing in the Global South? In this sense, it also seeks to investigate what is the concept of Education in neoliberal policies nowadays, if it is still education what these reforms propose. It also seeks to establish paths for an effective Education in the neoliberal policies ege. It sustains that neoliberalism is a refined form of imperialism that has in Education one of its most privileged fields of at- tainment: the transformation of access to the education into commodity. In order to answer the question raised, there are analysis of Chile’s, Brazil’s and South Africa’s experiences, coutries that, in different ways, were afflicted in the last four decades by neoliberal educational reforms. From the experience of these countries, it can be seen that neoliberal reforms in the Global South have created barriers for the populations, especially the poorest, to enjoy the formal rights they had gained in the same period with the political opening and the end of Apartheid, making use of the imperialist expedient of the inculcation that the reforms themselves understood and understand the no-return path of globalization, the tripod of deregulation, decentralization and privatization, and the transformation of all relations into commodities.

This article focuses on describing, in general terms, the programs of the National Educational Informatics Program (PRONIE) and the Connect Equality Program (PCI), derived from public policies for the incorporation of technologies in the educational systems of Costa Rica and Argentina, respectively. To do this, it begins by developing the regional political context of Latin America, and then delves into public policies related to the fields of science and technology in both countries. Aspects related to its emergence, development and operating characteristics are discussed, as well as its current state. All this is analyzed through a contrastive study that with similar parameters for both programs, shows the existing similarities and differences, these parameters are: Implementation, audience and objectives; financing, management and work team, and teacher education and training. All the parameters previously mentioned are analyzed from the perspective of Latin American regional public policies and the actions of no less important of certain international organizations. In particular, an attempt is made to understand the reason that led PRONIE to subsist despite the changes in government that have taken place in Costa Rica in recent decades, while the PCI was replaced by changing Argentina's political formula, while at the same time laying the foundations for the development of new studies of continuity of said programs. [ABSTRACT FROM AUTHOR]

Technology can not be considered with respect to creativity and education to be responsible for the death of analog creativity in the 21st century. This work tries to be a reflection on the importance of creativity, but also, like analogical creativity, which is substituted and abused in educational terms by a digital creativity One must keep in mind, following the studies and analyzes developed by social scientists in the 70s of the last century, the importance of creativity. As that analogical creativity (cognoscente and analogical) own of the human being is being replaced by the creativity of the machines or on the machines. That is to say, in the analogy the questions are about how to create to solve problems, in digital they ask the machines to create. Therefore, to develop digital creativity you need analogical creativity. Here we address and analyze this issue.

During the 1960s, the OECD, through its Mediterranean Regional Program, worked cooperatively with authorities in Spain to promote changes in the country’s educational system that would strengthen economic growth. The objective was to integrate Spain into the «global architecture of education», which conceived investments in the cultivation of human capital as an essential factor to ensure the development and modernization of its productive sector. UNESCO, the World Bank, and other international organizations cooperated in a similar fashion, providing outside assistance in the dissemination of methods and knowledge to influence the education reforms being undertaken in Spain. The approaches included in the PRM became a guide for the Spanish authorities and found their way into the Planes de Desarrollo (plans for development), though more as ideals than as realities due to a systematic failure to comply with the measures prescribed. In spite of everything, that international influence occasioned an opening up to pedagogical methods that altered teaching practices and were a shock to a stagnant, reactionary, and class-based system, thus contributing to its gradual transformation. At the start of the following decade, a more all-encompassing reform was attempted with the General Education Law of 1970, integrating the economic and the social dimensions of change to mitigate the political conflicts that were eroding the dictatorship. Again, the results were mediocre, this time due to the combined effects of detractors from inside and outside the Franco regime.

Fausto Reinaga (1906-1994) from Bolivia is considered one of the most important «indio» thinkers of decolonization. After delineating some outlines of a psychology of decolonization and brief notes on life and work of Reinaga three of his writings belonging to different phases of his intellectual production are analyzed with particular attention to his concept of education: Franz Tamayo y la revolución boliviana (1956), La revolución india (1970/2007) and América india y occidente (1974/2014). The readings show different aspects of Reinaga’s concept of education in and for Bolivia/Indoamérica as for example a severe critique towards (rural) school or an alphabetization in Spanish and efforts to improve «indio» self-esteem taking off from a re-reading of Bolivian history as an «heroic “indio” epic». These and related aspects are discussed in reference to the different phases of Reinaga’s work and indigenist discourses. Although Reinaga is an indianist thinker who criticizes severely indigenist discourses he also shares some of their central ideas.

Despite the efforts in recent decades, gender inequalities concerning access to ICT studies and jobs persist. Although women's exclusion from ICT relates to multiple causes, the research emphasizes on the need to encourage girls' interest to generate more technological vocations among pupils from school age and, increase the number of female ICT students and workers in the future. To respond to this need, we designed and implemented a Service Learning (SL) project in the field of Sociology of Genders at the University of Barcelona. The project consisted in holding conference-workshops on gender and technology for schools working on issues of gender inequality, gender socialization and making women more visible in ICT, as well as indicate ways to access jobs in ICT. In this article, we delve into the experience of four consecutive courses and present our main results. For the description and evaluation, we apply a mixed method of quantitative and qualitative methodology. On the one hand, we have the self-reflection reports of our participating university students, on the other hand, the surveys of 284 high school pupils and their teachers. With some limitations, the experience has been very satisfactory, for both the teaching staff and the participating students. The results show that SL from a gender perspective has great potential for learning, as well as for social and gender transformation. [ABSTRACT FROM AUTHOR]

It is becoming increasingly evident that spelling problems have settled at the university and that higher education students show little interest in alleviating them, let alone eradicating them. All their academic writings (exams, papers, emails, forums or messages through virtual platforms, etc.) are full of spelling mistakes. When an academic degree leads to professional teaching (preschool, primary or secondary) the problem becomes even more serious because if the benchmark fails, the level of exigencies that children and young people can be asked is at risk. This evidence is not associated with specific geographic areas or university campuses, but it is a characteristic, unfortunately negative, of the second millennium university student. A comparative study carried out in three such different contexts as the Universities of Málaga, Extremadura and Valladolid, among the second-year students of Degree in Primary Education in the respective Faculties of Education, confirm similar, repeated and very abundant spelling errors, which also verify a low level of vocabulary. Accent errors, H-use, S/X or Y/LL confusions, or spelling difficulties, so common in primary levels, characterize the spelling profile of university students, a consequence of their inattention and lack of interest, rather than of ignorance of grammar rules. By contrast, the lecturers are stunned by this reality. The reflection and self-analysis of mistakes made by students can contribute to their decline. [ABSTRACT FROM AUTHOR]

In 2016, framed in the recent Chilean educational reform, a law on citizen education was promulgated. In this context, we propose a critical review of the plan resulting from this law and the public documentation related to it, paying special attention to the treatment of the problem of poverty. In methodological terms, we have considered: a review of the historical literature on the problem in Chile, the aforementioned law, the technical guidelines for its implementation, and the contents of the study programs of History, Geography, and Social Sciences in the secondary school level. Our analysis has been based principally on discussions of civic education and contemporary philosophy of the 20th century, with some authors such as Michel Foucault, Giorgio Agamben, Robinson Lira and Gert Biesta. From the historical review, we conclude that, at some moments since the end of the XIX century, civic education in Chile has sought to channel the ways in which citizens participate, which has translated into different proposals for civic training. Regarding the approach to poverty, its absence is much more evident than its presence, where its appearance is associated with a certain economic and political utility. [ABSTRACT FROM AUTHOR]

Framed in research in co-labor (Ballena & Unamuno, 2017b; Leiva, 2011; Lassiter, 2005; Rappaport, 2008), this study focuses on the analysis of ethnographic registers carried out in the framework of wichi children book «N’ku Ifweln’uhu» (My mother taught me) production. First, I problematize research in indigenous context in Argentina, especially in relation to the place of indigenous people in the research processes. Then, I present the context where we work to contextualize production of the aforementioned children book. The use of ethnography to recover the traditional knowledge of wichi mothers and the dialogue with Western school knowledge is discussed here. The result of the analysis of these registers will allow me, finally, to propose some conclusions about sociolinguistic ethnography as space and practice collective knowledge production in the field of multilingual education.

This article takes as its starting point the idea that contemporary education is characterised by the presence of a global testing culture. The global testing culture reflects the fact that students’ learning outcomes and learning standards are at the centre of policymakers’ attention all over the world. Thus, the global testing culture plays a significant role in both educational policies and the conditions under which education is practiced in different national contexts. The aim of the article is to offer a brief, select outline of the precursors, antecedents, and preconditions that have promoted and facilitated the rise of our modern day global testing culture. The article is structured according to two chronological stages. The first stage encompasses a confluence of comparative education, the rise of applied psychology, and the transnational organisational structures that began forming in the pre-WWII setting. The second stage features the emergence of the foundations and organisations of the global testing culture in the wake of WWII, a period pre-occupied with educational measurement and comparisons. The article argues that these developments, which built on a framework established mainly during the interwar years, subsequently conflated into a trajectory that was fostered and promoted by policies during the Cold War, and became dominant from the 1990s onwards.

Throughout the years, our western culture has moved away from the issue of death through its avoidance or even denial, removing it little by little from our environment. Therefore, we believe that an educational intervention with elders is necessary to eliminate the subject of death as a taboo, and to refer to it as part of our life and that as such it must arrive without having to suffer when we think about it. This article shows the story of older people about both positive and negative attitudes toward their own and others' finitude, highlighting the importance and need to create various points of encounter and educational reflection, for example, in the Classroom Permanent Open Training. To do this, a qualitative methodological design was selected using semi-structured and in-depth interviews as information collection techniques. The results indicate a predominantly positive attitude of own death but not so much of the death of others, relating the fear or anxiety towards the finitude of a loved one. They explain their bewilderment when talking about finitude but claim to have it very present in their day to day because it is a topic very relevant to their age. We show the importance of creating educational spaces aimed at older people in order to treat these negative attitudes and reinforce positive ones. The purpose of a death education is for education professionals to base and reflect on their teaching, learning and unlearning and relearning in selftraining where death takes its natural place. [ABSTRACT FROM AUTHOR]

This article is dedicated to awnser the question: What are the impacts of the changes in education that neoliberal policies are implementing in the Global South? In this sense, it also seeks to investigate what is the concept of Education in neoliberal policies nowadays, if it is still education what these reforms propose. It also seeks to establish paths for an effective Education in the neoliberal policies ege. It sustains that neoliberalism is a refined form of imperialism that has in Education one of its most privileged fields of at-tainment: the transformation of access to the education into commodity. In order to answer the question raised, there are analysis of Chile's, Brazil's and South Africa's experiences, coutries that, in different ways, were afflicted in the last four decades by neoliberal educational reforms. From the experience of these countries, it can be seen that neoliberal reforms in the Global South have created barriers for the populations, especially the poorest, to enjoy the formal rights they had gained in the same period with the political opening and the end of Apartheid, making use of the imperialist expedient of the inculcation that the reforms themselves understood and understand the no-return path of globalization, the tripod of deregulation, decentralization and privatization, and the transformation of all relations into commodities. [ABSTRACT FROM AUTHOR]

El Colegio Alemán de Cartagena abre sus puertas en 1931, coincidiendo en el tiempo con el inicio de la Segunda República en España. El apoyo a las iniciativas de educación laica por parte del nuevo gobierno permite que se lleven a cabo proyectos como el promovido por el cónsul Fricke en Cartagena. Con una ubicación privilegiada en el enclave portuario, en un importante entramado comercial y estratégico, el Colegio, favorecido por el ascenso de Hitler al poder, trasladará sus instalaciones desde la muralla a las afueras de la ciudad, junto a la estación del tren, convirtiéndose al tiempo en una escuela y foco social de formación ideológica de niños y adultos. En años posteriores y hasta 1937, ya iniciada la guerra civil en España, el Colegio continúa funcionando y aumentando paulatinamente el número de alumnos matriculados y su vinculación con las élites locales. Hacia 1938 sus instalaciones son ocupadas por el bando republicano y el material escolar es confiscado. Tras la guerra civil el centro volverá a abrir sus puertas y permanecerá activo hasta la finalización de la Segunda Guerra Mundial, momento en el que se clausura de manera definitiva. Las diferentes fases por las que pasa a lo largo de su dilatada historia, reconstruidas a través del estudio de documentos de archivo y noticias de la prensa local, entre otras fuentes, el Colegio Alemán de Cartagena, al igual que otras instituciones educativas germanófilas, refleja fielmente la instrumentalización ideológica al servicio de la educación.

This article explores the impact that Emmanuel Lévinas’s thinking has had on the philosophy of education, especially in Spain and Latin America, and particularly in the works of Joan-Carles Mèlich and Fernando Bárcena. It examines its relevance and usefulness in order to think about a series of pressing ethical and metaphysical questions within the discipline, which have to do with the notion of humanity, and also with the limit between humanity and animality. It seeks to emphasize how such speculations are both effects as determinants factor of teaching. As will be developed, these are not peripheral aspects but primordial when it comes to thinking the philosophy of education and, moreover, to create an attentive thought with otherness. The most palpable conclusion of the research is that the «posmetaphysical ethic» proposed by Mélich, insofar as it is based on the Levinasian notion of «face», refers to religious humanism. On the other hand, this paper aims to highlight the practical and political side of Jacques Derrida’s thought – so many times ignored –, as well as to point out its relevance to the educational question in this new century.

Technology can not be considered with respect to creativity and education to be responsible for the death of analog creativity in the 21st century. This work tries to be a reflection on the importance of creativity, but also, like analogical creativity, which is substituted and abused in educational terms by a digital creativity One must keep in mind, following the studies and analyzes developed by social scientists in the 70s of the last century, the importance of creativity. As that analogical creativity (cognoscente and analogical) own of the human being is being replaced by the creativity of the machines or on the machines. That is to say, in the analogy the questions are about how to create to solve problems, in digital they ask the machines to create. Therefore, to develop digital creativity you need analogical creativity. Here we address and analyze this issue. [ABSTRACT FROM AUTHOR]

During the 1960s, the OECD, through its Mediterranean Regional Program, worked cooperatively with authorities in Spain to promote changes in the country's educational system that would strengthen economic growth. The objective was to integrate Spain into the «global architecture of education», which conceived investments in the cultivation of human capital as an essential factor to ensure the development and modernization of its productive sector. UNESCO, the World Bank, and other international organizations cooperated in a similar fashion, providing outside assistance in the dissemination of methods and knowledge to influence the education reforms being undertaken in Spain. The approaches included in the PRM became a guide for the Spanish authorities and found their way into the Planes de Desarrollo (plans for development), though more as ideals than as realities due to a systematic failure to comply with the measures prescribed. In spite of everything, that international influence occasioned an opening up to pedagogical methods that altered teaching practices and were a shock to a stagnant, reactionary, and class-based system, thus contributing to its gradual transformation. At the start of the following decade, a more all-encompassing reform was attempted with the General Education Law of 1970, integrating the economic and the social dimensions of change to mitigate the political conflicts that were eroding the dictatorship. Again, the results were mediocre, this time due to the combined effects of detractors from inside and outside the Franco regime. [ABSTRACT FROM AUTHOR]

Fausto Reinaga (1906-1994) from Bolivia is considered one of the most important «indio» thinkers of decolonization. After delineating some outlines of a psychology of decolonization and brief notes on life and work of Reinaga three of his writings belonging to different phases of his intellectual production are analyzed with particular attention to his concept of education: Franz Tamayo y la revolución boliviana (1956), La revolución india (1970/2007) and América india y occidente (1974/2014). The readings show different aspects of Reinaga’s concept of education in and for Bolivia/Indoamérica as for example a severe critique towards (rural) school or an alphabetization in Spanish and efforts to improve «indio» self-esteem taking off from a re-reading of Bolivian history as an «heroic “indio” epic». These and related aspects are discussed in reference to the different phases of Reinaga’s work and indigenist discourses. Although Reinaga is an indianist thinker who criticizes severely indigenist discourses he also shares some of their central ideas. [ABSTRACT FROM AUTHOR]

En la era digital, las formas de leer viven transformaciones que cambian las dinámicas y coordenadas espacio-temporales de siempre. El lenguaje escrito -impreso y lineal- durante mucho tiempo ha sido el propio de la lectura, y ha sido el epicentro del conocimiento, dejando en una posición subalterna otras formas de adquirir el saber. En este artículo, se describen las características de la lectura digital, que anhelan ser un primer paso para definir una gramática para esta lectura. Se delinean sus características, que incluyen cuestiones cognitivas, hápticas e hipertextuales. Se incide en cómo la lectura digital no debería competir con la lectura tradicional porque, en realidad, el pasado y el presente pueden conjugarse en nuevas formas de hibridaciones culturales; se traza un panorama del papel de la lectura en la narrativa transmedia. Comprender los aspectos que interesan a la naturaleza de la lectura digital es uno de los caminos para poder moverse, con conocimiento crítico, en unos escenarios virtuales que nos ofrecen posibilidades inéditas de creación y acceso al saber.

Framed in research in co-labor (Ballena & Unamuno, 2017b; Leiva, 2011; Lassiter, 2005; Rappaport, 2008), this study focuses on the analysis of ethnographic registers carried out in the framework of wichi children book «N'ku Ifweln'uhu» (My mother taught me) production. First, I problematize research in indigenous context in Argentina, especially in relation to the place of indigenous people in the research processes. Then, I present the context where we work to contextualize production of the aforementioned children book. The use of ethnography to recover the traditional knowledge of wichi mothers and the dialogue with Western school knowledge is discussed here. The result of the analysis of these registers will allow me, finally, to propose some conclusions about sociolinguistic ethnography as space and practice collective knowledge production in the field of multilingual education. [ABSTRACT FROM AUTHOR]

This article takes as its starting point the idea that contemporary education is characterised by the presence of a global testing culture. The global testing culture reflects the fact that students' learning outcomes and learning standards are at the centre of policymakers' attention all over the world. Thus, the global testing culture plays a significant role in both educational policies and the conditions under which education is practiced in different national contexts. The aim of the article is to offer a brief, select outline of the precursors, antecedents, and preconditions that have promoted and facilitated the rise of our modern day global testing culture. The article is structured according to two chronological stages. The first stage encompasses a confluence of comparative education, the rise of applied psychology, and the transnational organisational structures that began forming in the pre-WWII setting. The second stage features the emergence of the foundations and organisations of the global testing culture in the wake of WWII, a period pre-occupied with educational measurement and comparisons. The article argues that these developments, which built on a framework established mainly during the interwar years, subsequently conflated into a trajectory that was fostered and promoted by policies during the Cold War, and became dominant from the 1990s onwards. [ABSTRACT FROM AUTHOR]

In Italy, the theme of equality in textbooks has been accepted much later than in other European and international contexts, and studies and research dedicated to this subject area are still insufficient today. In the late 1990s and early 2000s, the Department for Equal Opportunities - in collaboration with the IEA (Italian Publishers Association) - promoted the Polite project (for equal opportunities in textbooks): a self-regulating European project for educational publishing, with the purpose of eliminating gender stereotype in teaching texts. This essay begins with a short review of studies carried out in Italy since the 1970s, with particular reference to studies of linguistic sexism introduced by Alma Sabatini in the mid-Eighties. This is followed by presentation of research focusing on samples of primary school reading books published in the early 2000s. The research makes combined use of quantitative and qualitative assessment methodology. The results demonstrates that the guidelines offered by the Polite project are still not being applied by publishers, and textbooks continue to project an image of femininity and masculinity which is profoundly sexist and anachronisticHow to reference this articleBiemmi, I. (2015). The imagery of gender in Italian textbooks. Research into primary school books. Foro de Educación, 13(18), pp. 15-35. doi: http://dx.doi.org/10.14516/fde.2015.013.018.000

The German School in Cartagena opened its doors in 1931 coinciding with the beginning of the second Spanish Republic. The support for secular education allowed projects such as those promoted by the consul Fricke Cartagena. Its privileged position in the harbor zone, an important commercial and strategic position allowed him to open this school at the Muralla del Mar, in small premises tailored for the purpose. Two years later, with the appointment of Adolf Hitler as Chancellor, which coincided with the electoral triumph of the Spanish Right, the school moved to its new location outside of the city. With the change in location and the installation of new facilities, in 1934 the school became an ideological school. These ideologies exalted the German nationality and the need to recover territories through a policy of expansion. The Cartagena school organized many feasts and celebrations, with all the social agencies, which praised the values of the German Nation and the twinning with the Spanish Nation. In subsequent years and up to 1937, the school had been steadily developing the number of pupils enrolled. In the second year of the Spanish Civil War, the school was taken over by the Republican side and the school supplies were confiscated. The school once again opened its doors at the end of the Spanish Civil War and remained open until the end of the Second World War, at which time it closed definitively. The German School in Cartagena reflects the ideological orientation of education and its different stages. The paper supports its arguments with archive documents, local press news and oral testimonies and existing literature on the topic ideology and education. [ABSTRACT FROM AUTHOR]

What is the relationship between the configuration of educational institutions in theoretical and historical perspective and the phenomenon of the formation of elites? In this paper we consider that the answer to this question demands expanding our vision in the study of the elites. A vision that has to link studies on education with social processes and actors. This emphasis entails a more dynamic analysis where society presents itself without a theoretical corset, without reductionisms, composed of connected realities such as «the cultural», «the material» or «the social». The present monograph that we present in this editorial must be situated in this line of research insofar as it addresses the double dimension of fragmentation between center and periphery, proposing to address both the historical relations within the Iberian Peninsula and its historical relations towards Europe. [ABSTRACT FROM AUTHOR]

This article explores the impact that Emmanuel Lévinas’s thinking has had on the philosophy of education, especially in Spain and Latin America, and particularly in the works of Joan-Carles Mèlich and Fernando Bárcena. It examines its relevance and usefulness in order to think about a series of pressing ethical and metaphysical questions within the discipline, which have to do with the notion of humanity, and also with the limit between humanity and animality. It seeks to emphasize how such speculations are both effects as determinants factor of teaching. As will be developed, these are not peripheral aspects but primordial when it comes to thinking the philosophy of education and, moreover, to create an attentive thought with otherness. The most palpable conclusion of the research is that the «posmetaphysical ethic» proposed by Mélich, insofar as it is based on the Levinasian notion of «face», refers to religious humanism. On the other hand, this paper aims to highlight the practical and political side of Jacques Derrida’s thought - so many times ignored -, as well as to point out its relevance to the educational question in this new century. [ABSTRACT FROM AUTHOR]

This work is a desk study on the beginnings of sociology as a science and the initial theoretical nature. We depart from the Enlightenment and its modern influence. However, we suggest that one of the greatest engines of epistemic transformation of sociology has been the notion of progress, overshadowed by other concepts today. Later we take a disciplinary path within the social sciences, raising mutual influences and considerations with Political Theory, Economics and Epistemology. The attempt to explain human thought and behavior from other social and disciplinary contexts seems to dethrone Sociology’s own autonomous work of thought. However, sociology, as well as other human sciences, is a multidimensional discipline.

Recientes estudios están empezando a abrir la obra de Ralph Waldo Emerson, a quien John Dewey una vez se refirió como «el Filósofo de la Democracia», hacia lecturas de tipo social y político. Este artículo, busca promover la fuerza y el potencial de este nuevo emersonianismo para la filosofía de la educación mostrando cómo las nociones de autosuficiencia y de aversión a la conformidad definidas por Emerson, no son inherentemente antisociales, amorales, o apolíticas. El artículo defiende, en primer lugar, que lo que Emerson propone es una comprensión del yo y de la sociedad que impide cualquier tipo de contraposición entre los dos conceptos de «auto-suficiencia». En segundo lugar, se realiza una lectura detenida de su ensayo tardío «Experiencia» donde presenta su crítica sobre la particular concepción occidental del pensamiento que tiende considerar a este con arreglo a sus consecuencias políticas. Si existe alguna esperanza para el yo individual, entonces, para Emerson, debe existir siempre la esperanza también de una sociedad democrática. Con ello, intenta recordarnos que el requisito para una sociedad democrática consiste en tomarse en serio la subjetividad de la mirada de cada uno de sus miembros. Recibido: 18/01/2013 / Aceptado: 26/03/2013Cómo referenciar este artículoSchumann, C. (2013). The self as onwardness: reading Emerson’s self-reliance and experience. Foro de Educación, 11(15), pp. 29-48. doi: http://dx.doi.org/10.14516/fde.2013.011.015.001

The article seeks to present the philosophy of education that is at the very heart of William James’s legacy. It is argued that along with the rise of interest in the field of education towards classic American pragmatism, the study of William James has suffered from a lack of attention. After giving an accurate overview of the themes under debate in those few works which have addressed James’s thought from a pedagogical perspective, the article progresses on discussing some other educational themes which have gone unnoticed. More precisely, first, the inspiration offered by the image of the «tactful teacher» and, second, the philosophy of moral education that is part of James’s works on psychology. Both themes account for the pedagogical potential that continues to be hidden in the work of this philosopher. Received: 23/06/2013 / Accepted: 21/07/2013How to reference this articleThoilliez, B. (2013). El pensamiento pedagógico de William James: el tactful teacher y la educación moral. Foro de Educación, 11(15), pp. 83-102. doi: http://dx.doi.org/10.14516/fde.2013.011.015.004

En la última década, se han incrementado las investigaciones e informes internacionales referidos al profesorado. La acumulación de estudios y evidencia empírica ha puesto de manifiesto la importancia que el desempeño de los docentes tiene en el aprendizaje de sus estudiantes. Así, se hace necesario, hoy más que nunca, preguntarse cómo lograr una mejora de la formación de maestros y profesores, para que esta tenga un impacto real en las aulas. Estados Unidos, con su amplitud y diversidad, constituye un contexto propicio para profundizar en el conocimiento de iniciativas de reconocido prestigio internacional. Además, muchas de las propuestas de ese país, brindan ideas inspiradoras para re-pensar los programas de formación docente en otras realidades educativas. Este artículo se centra en algunas de esas iniciativas, entre las cuales se incluyen algunas relacionadas con los estándares de acreditación de instituciones formadoras, con las innovaciones en la formación inicial, con la certificación alternativa y, finalmente, con prácticas innovadoras en materia de desarrollo profesional docente.Recibido: 05/09/2012 / Aceptado: 17/10/2012Cómo referenciar este artículoDenise Vaillant, D., Manso Ayuso, J. (2013). La formación del profesorado en Estados Unidos. Iniciativas orientadas a la mejora educativa. Foro de Educación, 11(15), pp. 125-148. doi: http://dx.doi.org/10.14516/fde.2013.011.015.006

Stanley Cavell is a Harvard philosopher who, in writings spanning half a century has consistently returned to themes of education. Yet his writings are never programmatic, and he has never presumed to give advice to policy-makers or practitioners. He is interested in education as a critical dimension of human life. He shows how the autonomy of the individual is not to be separated from her role as a citizen. Understanding this requires attention to the criteria that sustain human practices and the development of judgement in relation to them. In philosophy and in ordinary life, this raises the question of scepticism, and Cavell’s distinctive response to this, which links its manifestation in philosophy with literature and tragedy, and with aspects of ordinary human existence, is especially original. Cavell never writes in a technical way or in jargon, but his language makes significant demands on the reader, encouraging them to read with a new attentiveness: this itself is of pedagogical importance. The present discussion takes up these themes and relates them to crucial questions regarding the education of teachers.Received: 02/09/2013 / Accepted: 04/10/2013How to reference this articleStandish, P. (2013). Rethinking democracy and education with Stanley Cavell. Foro de Educación, 11(15), pp. 49-64. doi: http://dx.doi.org/10.14516/fde.2013.011.015.002

La importancia que se concede a la educación como base para el crecimiento económico, ha generado, en Estados Unidos, una gran preocupación por la mejora de la calidad del sistema educativo. Este interés se desprende tanto del estudio de la inversión que los diferentes gobiernos (Federal, Estatal y Local) dirigen a sufragar los gastos derivados de la actividad educativa, como del análisis de las diferentes reformas educativas que desde el Gobierno Federal se han llevado a cabo a lo largo de los últimos años. Al igual que en otros países, la financiación de la educación en Estados Unidos constituye un determinante esencial de la cantidad y calidad de los recursos que emplea el sistema educativo y, consecuentemente, los resultados que allí se consiguen. En este sentido, se ha evidenciado, una relación imperfecta y positiva entre la inversión en educación y el rendimiento académico de los alumnos.Recibido: 12/01/2013 / Aceptado: 10/02/2013Cómo referenciar este artículoLópez Martín, E., Expósito Casas, E. (2013). La financiación de la educación en Estados Unidos: análisis de la inversión en educación y su relación con el rendimiento académico. Foro de Educación, 11(15), pp. 149-165. doi: http://dx.doi.org/10.14516/fde.2013.011.015.007

En este trabajo se presenta un análisis sobre la importancia histórica y la vigencia contemporánea que ha tenido la teoría de la experiencia formulada por John Dewey en el marco de la pedagogía de los Estados Unidos. Se analiza el contexto en el cual Dewey desarrolló su producción teórica y en particular con quién discutía y oponía su propuesta educativa basada sobre el concepto de aprender haciendo («learning by doing»). Se encuadra su filosofía de la educación dentro del pragmatismo y de la corriente a la que Dewey adhirió y nutrió: el instrumentalismo. Se destaca la trascendencia y significación histórica para la pedagogía de los conceptos propugnados por Dewey: actividad y experiencia así como las implicancias para la educación institucionalizada. Por último, se discuten algunos de los temas discutidos en el marco del debate pedagógico contemporáneo y que se derivan de las premisas de la teoría de la experiencia.Recibido: 20/12/2012 / Aceptado: 22/02/2013Cómo referenciar este artículoRuiz, G. (2013). La teoría de la experiencia de John Dewey: significación histórica y vigencia en el debate teórico contemporáneo. Foro de Educación, 11(15), pp. 103-124. doi: http://dx.doi.org/10.14516/fde.2013.011.015.005

El autor del artículo señala algunas de las implicaciones más importantes del pensamiento de Peirce para la filosofía de la educación. Concretamente, se centra en el cultivo deliberado de la atención fenomenológica, la imaginación metodológica (o heurística), el realismo experiencial, el falibilismo penitente, y la amplia erudición como implicaciones que se siguen de los textos escritos por Peirce. De modo especial, y en relación con la atención fenomenológica, desarrolla la noción de mundo, pero desde una perspectiva distintivamente pragmática en un mundo que resulta profundamente ambiguo. A continuación, y siguiendo con esta comprensión del mundo, el autor defiende la reconstrucción (o reconceptualización) pragmatista de la experiencia humana. Mientras la perspectiva que suele asumirse entiende que la experiencia es inherente e inevitablemente subjetiva, la perspectiva reconstruida (o la pragmatista) entiende que la experiencia consiste en un encuentro directo, aunque mediado, con la realidad. El pensamiento de Peirce avanza en la dirección de reconocer, en lo tocante a la educación, la necesidad de reactivar el mundo y de reconstruir la experiencia. Pero nos lleva también ver la importancia de un falibilismo resuelto, una imaginación heurística, y un aprendizaje de amplias miras. Recibido: 10/07/2013 / Aceptado: 29/07/2013Cómo referenciar este artículoColapietro, V. (2013). Peirce and education: contemporary reflections in the spirit of a contrite fallibilist. Foro de Educación, 11(15), pp. 65-82. doi: http://dx.doi.org/10.14516/fde.2013.011.015.003

In the digital age the ways of reading have experienced transformations that alter traditional dynamics and coordinates of space and time. For more than five hundred years the written language- printed and linear- has been characteristically at the epicenter of knowledge, leaving in a subordinate position other ways of acquiring knowledge. This paper describes the characteristics of digital reading, that establishes a first step toward a grammar of digital reading. Further, those characteristics are defined through cognitive, haptics and hipertextual issues. This paper emphasizes how screen reading does not aspire to compete with traditional reading because the past and present can be conjugated in new forms of cultural hybridizations. It also outlines an overview of the role of reading in the transmedia narrative. Understanding the aspects that interest the nature of digital reading is one of the ways to move forward with critical knowledge in virtual scenarios that offer us new possibilities of creation and access to knowledge. [ABSTRACT FROM AUTHOR]

This work is a desk study on the beginnings of sociology as a science and the initial theoretical nature. We depart from the Enlightenment and its modern influence. However, we suggest that one of the greatest engines of epistemic transformation of sociology has been the notion of progress, overshadowed by other concepts today. Later we take a disciplinary path within the social sciences, raising mutual influences and considerations with Political Theory, Economics and Epistemology. The attempt to explain human thought and behavior from other social and disciplinary contexts seems to dethrone Sociology's own autonomous work of thought. However, sociology, as well as other human sciences, is a multidimensional discipline. [ABSTRACT FROM AUTHOR]

As showed in another article in this same issue, the gap between countries in relation to education is still significant. The financing of education is one of the aspects that will require more attention in order to close this gap. MDG 2 and 3 were not be reached by about 50 countries (among them several middle income countries), and quality is low in at least hundred countries, so it’s urgent to demand to the governments of these countries and to donor and development agencies to make an extra effort beyond the one already made since the nineties.

Education plays a key role in the process of rehabilitation and reintegracion of child soldiers and helps them to overcome the psysologial and moral impact of the war. Children see education as their gateway to a different life away from the violence and suffering they experienced during the years lived with the armed grups. The desire to change life makes children strive in this activity devouting great effort to stand out above the rest of their classmates. The disruption of the educational process generates great frustration for former child soldiers. Therefore, all reintegration and rehabilitation programs must invest time and resources to ensure that these children have secured their training until the end.

After several decades since independence was gained in the majority of countries in sub-Saharan Africa (SA) discussions on the path to development in the subcontinent remain characterized by controversy and in order to find a solution to the alleged evidence of what many experts consider the best example of «failed development» in the world. In this sense, there is a widespread perception that this region has become an extraordinary case, characterized by a large and growing gap with the rest of the world in various fields, including education. However, as discussed in this paper, the status and trends of development indicators in general, and educational ones in particular, in SA is more complex and colorful than usually shown. Nevertheless, the concentration in the region of many of the worst data in terms of satisfaction of those basic needs, demands greater attention in terms of resources and policies to address this problem.

The idea according to which everything has been said on the malfunctions of the educational system is a widespread idea in France. But, the public administrations and the educational actors are unable to tackle a few educational fundamental questions as the ideal organization of the school paces, the effective democratization of the educational system or the reduction of the level of the pupils. This apparent difficulty to have a serene debate about the functioning of the school, drive us to resign the evaluation of the educational policies? The best way of answering to this question consists of analyzing the history of the evaluation of the educational policies from the seventies up to nowadays.

African cinemas arose in the 1960s in concert with the movements of national independence and liberation. Due to the continent’s particular circumstances, the filmmaker came to serve the function of educating his compatriots, appropriating thereby the figure of the griot and moving toward the concept of the «griauteur». Making use of the cinematic medium and esthetic practices grounded in ethical praxis, directors such as Abderrahmane Sissako, Jean-Marie Teno, Haile Gerima and Mahamet-Saleh Haroun call cultural, social, and political realities into question, provoke reflection on the part of the spectator, and illuminate possible avenues of liberation for men and for women. Constrained by the exigencies of their specific historical circumstances, these directors have risen to become privileged negotiators both within their own societies and in the panorama of global cinema, taking their cue from such pioneers as Sembene Ousmane, Souleymane Cissé, and Djibril Diop Mambety.

With the revolution in Information Technologies and Communication, a new thinking emerges about the use of these means from different fields.This article presents the evolution and prospect of technologies from the socioeducational field, it shows different movements emerged on European and international level. It analyses the Open Educational Resources (OER) understood as new resources owing to the fact that they are offered free of charge to the whole society, they manage to share, adapt and use the knowledge.

While sub-Saharan Africa in recent years has faced a marked decline in the number of armed conflicts, a number of countries continue to suffer the consequences of organized violence, especially some contexts such as the Democratic Republic of Congo, the Darfur region (western Sudan) and Somalia, to name a few. As some institutions (UN or NGO) or lead scholars have highlighted for several years, the main victim of violence is often civilians, mainly children and women. This article aims to analyze the impact of armed conflicts in Africa have in childhood and in such important areas as education. This object of study has in recent years an important reference as it has been the publication in 1996 of the so-called “Machel Report”. Fifteen years after the appearance of this document is of interest to a do a brief balance of some of the progress, gaps and main challenges of protecting children in armed conflict.