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espanolEste articulo tiene por objetivos analizar y discutir las funciones de la literatura infantil en la Educacion. Para ello, se realizo una investigacion bibliografica en libros, articulos, actas de congreso y tesis doctorales en castellano, portugues e ingles sobre literatura infantil. En base a todo lo expuesto, se concluye que la reunion de las seis funciones descriptas en este articulo –todas relevantes y con el mismo grado de importancia– pone de manifiesto la dimension educativa real que ejerce la literatura infantil. Esta dimension engloba la cuestion didactica (esencial para el proceso de ensenanza y aprendizaje), el aspecto ludico (necesario en la etapa de la infancia), la funcion literaria (que, como las demas asignaturas, presenta una funcion educativa), la sociocultural (que presenta en la narrativa de los libros infantiles aspectos reales de la sociedad, ademas de transmitir los rasgos culturales relacionados con una determinada region o pais), la funcion axiologica (que colabora para que el nino construya, autonomamente, su jerarquia de valores) y la terapeutica (que tiene por objetivo ayudar a ninos y ninas con distintos problemas de salud). EnglishThis paper has the aims to analyse and to discuss the functions of children’s literature in Education. For this purpose, a bibliographical research was realized in books, papers, congress procceedings and doctoral thesis in Spanish, Portuguese and English dealing with children’s literature. Based on the above, the conclusion is that the gathering of the six functions described in this paper –all of them with the same level of relevance and importance– reveals the actual educational dimension of children’s literature. This dimension includes the didactic issue (essential to the teaching and learning process), the playful aspect (necessary in childhood), the literary function (that alike other disciplines presents an educational function), the sociocultural (that presents in the narrative of children’s books actual aspects of society as well as the cultural aspects related to a specific region or country), the axiological function (that contributes to the autonomous acquisition of values by children) and the therapeutic (that has the aim to help children with different health problems).

Hoy en día es necesario que los docentes demuestren la competencia evaluativa: saber evaluar, saber cómo evaluar y poner en práctica la evaluación con un amplio conjunto de técnicas y métodos. En este trabajo se muestran los resultados de una investigación cuyos objetivos han sido: 1) conocer si los docentes se han formado o han leído sobre diferentes técnicas y métodos de evaluación; 2) averiguar el nivel de dominio que tienen de las diferentes técnicas y métodos de evaluación; 3) comprobar si han puesto en práctica dichas técnicas y métodos en el aula. El diseño metodológico es de tipo descriptivo, basado en el método de encuesta y a cuyo cuestionario ha respondido una muestra de 193 docentes españoles. Los resultados apuntan que la autoevaluación es el método de evaluación sobre el cual más se han formado los docentes y el más utilizado en el aula. Por contra, el cuestionario KPSI es el instrumento sobre el que menos se han formado y por ende, el menos empleado en el aula. Una de las principales conclusiones que se derivan del estudio gira en torno a la importancia de mejorar la formación del profesorado para potenciar el dominio de la función evaluadora de este colectivo. Nowadays it is necessary that teachers demonstrate the assessment competence: know about assessment, know how to assess and put into practice the assessment with a wide set of techniques and methods. This paper reports the findings from a study that aimed to analyse: 1) know if teachers have been trained or have read about different assessment techniques and methods; 2) find out the level of expertise they have of the different assessment techniques and methods; 3) check if they have put these techniques and methods into practice in the classroom. The methodological design is descriptive and survey-based, whose questionnaire was answered by a sample of 193 Spanish teachers. The results suggest that the self-assessment is the evaluation method on which most teachers have been trained and the most used in the classroom. On the other hand, the KPSI questionnaire is the instrument on which less have been formed and therefore, the least used in the classroom. One of the main conclusions that derive from the study revolves around the importance of improving teacher training to enhance the assessment function of this collective.

espanolEl encuentro con los origenes de la escuela, la educacion y el pensamiento pedagogico es un importante referente teorico para explicar los fenomenos de la contemporaneidad educativa, el porque de los problemas escolares actuales y las posibles soluciones, descubriendo las concepciones que sirven de guia para asumir, de una manera mas consciente y responsable, las necesarias transformaciones que exigen la ensenanza, la escuela y el maestro de hoy.El proposito del presente trabajo es analizar las etapas esenciales del desarrollo historico de los enfoques pedagogicos que han sustentado a la asignatura Lengua Espanola en la educacion primaria cubana en la etapa de 1500 a 1898 que constituyen antecedentes para comprender el porque de los cambios y posiciones posteriores. El autor se ha centrado, en especial, en las transformaciones ocurridas en el ordensocioeco-nomico y educativo del pais en esa etapa y su repercusion en la Lengua Espanola, unido a los principales aportes de los pensadores que se relacionan con esta tematica. EnglishThe encounter with the origins of school education and pedagogical thought is an important theoretical basis to explain the phenomena of contemporary education, the reason for the current school problems and possible solutions, discovering the conceptions serve guide to assume, in a more conscious and responsible, the necessary changes that require the teaching, the school and the teacher today.The purpose of this paper is to analyze the main stages of the historical development of pedagogical approaches that support the Spanish language course in Cuban primary education in the stage of 1500-1898 with the background to understand the reasons for the changes and post positions.The author has focused in particular on the transformations in the socioeconomic and educational country at that stage and its impact on the Spanish Language, together with the main contributions of thinkers that relate to this subject

EnglishThis paper presents a brief historical study of the difficulty of introducing chemistry at school. To this study, we understand the problem that is the difficulty with qualified teachers for Chemistry discipline in Basic Education, which makes demands aiming at the quality of teacher formation. If taking this as a basis, it is aimed to make a survey on the profile of teachers who teach chemistry discipline in the public schools in the city of Valencia-BA, investigating their formation and the methodologies used in the classroom; also it intended to investigate the influence and development of teaching activities and possible effects on the teaching/learning process related to this discipline, in high schools, caused by the possible lack of qualified teachers in Chemistry. It’s possible check a wide disparity in the formation and action of these teachers, where was found a small number of teachers who have graduation in the specific area, which can directly affect the development of teaching/learning process. It appears that the profile of the surveyed teachers is far from the real desired and necessary for a successful development of teaching and learning in chemistry. portuguesO presente trabalho apresenta um breve estudo historico sobre a dificuldade da introducao da disciplina Quimica nas escolas brasileiras. Tendo em vista este estudo, compreende-se a problematica que representa a dificuldade em relacao a professores habilitados para a disciplina de Quimica na Educacao Basica, a qual faz exigencias visando a qualidade da formacao docente. Tomando-se isto como base, objetivou-se fazer um levantamento sobre o perfil dos professores que lecionam a disciplina Quimica nas escolas publicas estaduais da cidade de Valenca-BA, investigando a sua formacao e as metodologias utilizadas em sala de aula; tambem se pretendeu investigar a influencia e o desenvolvimento das atividades docentes e possiveis reflexos no processo ensino/aprendizagem relacionados a essa disciplina, nas escolas de Ensino Medio, ocasionados pela possivel falta de professores licenciados em Quimica. Pode-se verificar uma grande disparidade na formacao e na atuacao destes professores, onde se constatou um reduzido numero de docentes que possuem graduacao na area especifica, o que pode afetar diretamente o desenvolvimento do processo de ensino/aprendizagem. Verifica-se que o perfil dos professores pesquisados se encontra distante do real desejado e necessario para um bom desenvolvimento do processo de ensino e aprendizagem em Quimica.

espanolLa literatura reciente en el ambito del aprendizaje colaborativo mediado por ordenador (Computer-Supported Collaborative Learning –CSCL–) destaca que un proceso colaborativo eficaz se asocia con la capacidad que tienen los alumnos para regular sus propias actividades. La nocion de regulacion compartida extiende su concepcion del aprendizaje mas alla de los procesos cognitivos y sus resultados; regular implica gestionar distintos componentes vinculados con la actividad y el funcionamiento del grupo (procesos vinculados con la estructura de la tarea, con la participacion, y con componentes motivacionales). En este articulo se propone un conjunto de rasgos teoricos y empiricos que caracterizan a la regulacion compartida como un ambito de estudio emergente en el campo del CSCL. Dicha propuesta surge de la revision de la literatura, en donde destacamos la diversidad de marcos teoricos y terminos asociados con la regulacion del aprendizaje, distinguimos distintos tipos de regulacion social en el aprendizaje colaborativo, y distinguimos, desde el marco mas amplio del proceso de aprendizaje colaborativo, entre regulacion compartida y construccion compartida del conocimiento. EnglishRecent literature on the field of Computer-Supported Collaborative Learning (CSCL) emphasizes that an effective collaborative process is associated with the ability of students to regulate their own actions. The notion of shared regulation extends its conception of learning beyond cognitive processes and outcomes; regulation involves different components associated with the group’s activity and functioning (processes associated with the task structure, the participation, and motivational aspects). In this paper we propose a set of features that characterize theoretically and empirically shared regulation processes as an emerging field in CSCL. Such proposal arises from the literature review, where the diversity of theoretical frameworks and terms associated with the regulation of learning and the different types of social regulation in collaborative learning are highlighted; also shared regulation and shared knowledge construction are distinguished from the broader context of the collaborative learning process.

espanolEn este articulo se analiza pedagogicamente el trabajo del ilustrado espanol Pedro Rodri- guez Campomanes titulado “Discurso sobre la educacion popular de los artesanos y su fomento”. Se trata de una obra de gran importancia en el establecimiento de la ideologia educativa espanola del siglo 18. En este sentido, la influencia de los ilustrados y el reformismo borbonico impulsaron nuevos planteamientos y debates sobre el tipo de educacion mas apropiada para responder a las necesidades de la sociedad. Esto supuso cambios en los objetivos de la educacion, sobre todo de las clases sociales populares. Este documento se centra precisamente en esa instruccion. EnglishThis article analyses pedagogically the work of the illustrated spanish Pedro Rodriguez Campomanes entitled “Discourse on the popular education of artisans and its fostering”. It is a work of great relevance in the establishment of spanish educational ideology in the 18th century. In this respect, the influence of the illustrated ones and the offers of the Bourbon reformismo promoted new expositions and debates on the type of education that better could answer to the needs of the society.The illustrated ideology assumed changes in the aims of education, especially of popular social classes. This paper focuses precisely on this instruction.

espanolEn el presente trabajo se dan a conocer los resultados de investigacion realizada en torno a la Experiencia Educativa (EE) de Etica Contemporanea, asignatura de grado de licenciatura que corresponde al Area de Formacion Electiva del Modelo Educativo Integral y Flexible (MEIF) de la Universidad Veracruzana (Mexico), la cual se imparte en la modalidad virtual. Aqui se explica como se da el proceso de ensenanza y aprendizaje, como se construyen los sentidos de la cotidianidad escolar y que estrategias estan apoyando u obstaculizando el desarrollo de aprendizajes relevantes bajo la modalidad virtual. Al respecto, aunque el estudio abarco distintas dimensiones de analisis, mostramos en este caso, los hallazgos relacionados con la interaccion en los foros virtuales y como se recupera la condicion humana del sujeto para la construccion del aprendizaje. EnglishIn this paper we give the results of the research conducted around the Educational Experience (EE) of Contemporary Ethics, in the bachelor degree course that corresponds to Elective Training Area Comprehensive and Flexible Education Model (MEIF) in the University of Veracruz (Mexico), which is taught in virtual mode. Here�s how the process of teaching and learning takes place, how the everyday school senses are built and what strategies are helping orhindering the development of relevant learning in virtual mode. In this regard, although the study covered different dimensions of analysis, we show in this case the findings related to the interaction in the virtual world and how human condition of the subject is recovered for the construction of learning.

EnglishThe objective of this paper is to present some reflections on type of training through which the pedagogical coordinators are undergoing, and the implications of such training in professional performance of these individuals. For data collection, we used a semi-structured interview with questions about the training and its impact on the work of pedagogical coordinators who work in the six high schools of the city of Crateus-CE. We discussed this data in the light of studies performed by several researchers. The results showed that the different training paths of these professionals had and/or have significant influences in their practices. Although the training is not the only element contributing to the professional development of these individuals, it is an important factor. Therefore, there is the need for a continuous investment in self-training activities that contribute to improving the work and the professional growth of pedagogical coordinators. portuguesO objetivo deste trabalho consiste em apresentar algumas reflexoes sobre o tipo de formacao a que os Coordenadores Pedagogicos estao sendo submetidos e as repercussoes dessa formacao na atuacao profissional desses sujeitos. Para coleta de dados, utilizamos uma entrevista semiestruturada abordando questoes objetivas acerca da formacao e de seus impactos no desenvolvimento do trabalho de Coordenadores Pedagogicos que atuam nas seis Escolas de Ensino Medio da cidade de Crateus-CE. As discussoes desses dados foram conduzidas a luz de estudos de varios autores. Os resultados mostraram que os diferentes percursos formativos dos profissionais entrevistados exerceram e/ou exercem diferentes influencias em suas praticas e que, embora a formacao nao seja o unico elemento a contribuir para o desenvolvimento profissional desses sujeitos, trata-se de um fator importante, por isso a necessidade de um investimento continuo em atividades autoformativas que colaborem para o aperfeicoamento do trabalho e o crescimento profissional dos Coordenadores Pedagogicos.

espanolUno de los principales programas en Mexico que tuvo como objetivo propiciar al acceso educativo de la poblacion indigena a nivel de posgrado fue el International Fellowships Program (IFP) implementado en Mexico por la Fundacion Ford del 2001 al 2013. A tres anos de su cierre y con nueve convocatorias efectuadas, el articulo busca explorar —por medio de entrevistas y analisis de curriculo— como fue la insercion laboral en espacios academicos de un grupo de siete ex becarios que realizaron estudios de maestria y doctorado en el extranjero. Un punto de partida es la comparacion entre los espacios laborales en los que se desempenaban los ex becarios antes y al retorno del posgrado. Nuestro principal interes es discutir en que medida el objetivo del IFP de preparar a investigadores y cuadros profesionales que ejerzan liderazgos comprometidos con el desarrollo de los pueblos indigenas se ve reflejado en un grupo de intelectuales indigenas que desde la academia colaboran con las causas de los pueblos originarios EnglishOne of the main programs in Mexico that had as an objective to foster the access to education to the indigenous population to graduate education was the International Fellowships Program (IFP) by Ford Foundation from 2001 to 2003. After two years of its ending and with nine calls, this paper explores -using interviews and curricula analysis- how was the incorporation to the labor force in academic settings of a group of seven former fellows that studied graduate degrees (master and PhD) outside Mexico. We start this discussion by comparing between the different academic settings that the participants worked before and after becoming fellows. Our principal concern is to discuss how the IFP’s objective of forming researchers and professionals that serve as committed leaders to work for the development of indigenous people, are reflected in the group of indigenous scholars that from their academic jobs and endeavors collaborate with the indigenous people’s movements and struggles.

The current production consists in a work that seeks to value the teaching profession that happens at the first years of elementary school from the identification and comprehension of the teachers’ social representations about the process of teaching and learning of the portuguese language. Concomitantly, this paper demands on understanding about knowledge and social representations which guide the educational practice through a light of constructions of the areas of knowledge in training teachers, language and Theory of Social Representation (TSR). This study searched to show how the teachers mean their work; what they know about teaching and learning the portuguese language at school; how possibly direct their behavior; and where the teachers anchor these understandings. Two techniques were used to collect textual materials, free evocations and interviews. The speeches were recorded, transcribed, and thus, were organized with the supporting of two computer programs, EVOC for the free evocation and ALCESTE for the interviews done. Either the materials collected were analyzed with the contributions of the TSR and the knowledge of the areas: Formation of teachers and language. We understood that the teachers represent socially the practice of reading as an activity which provokes all the other educational processes. This representation is anchored in those social propositions that guide the human being to the literate world of knowledge of culture and of human growth, everything that differs from it is inappropriate, excluded of the social reality.

espanolEn este trabajo se propone una definicion operacional de libro de texto en formato electronico para el nivel universitario y un sistema de principios para su elaboracion didactica, que puede responder a diferentes disenos curriculares y constituir una via para orientar al profesor en la elaboracion creativa de libros de texto, en aras de obtener un producto que satisfaga las exigencias que la actual sociedad le impone a la Educacion Superior. EnglishThe purpose of this paper is to propose an operational definition of electronic text book for university students and system of principles for its educational elaboration that may meet the need of different curricular designs and be a guide for professors in the creative elaboration of text books to obtain a product that satisfy the requirements that the present society demands from the highest level education.

espanolEn contextos de diversidad cultural cada vez mas visible y evidente, el enfoque intercultural se presenta como una aproximacion a los fenomenos socioeducativos que parte del reconocimiento de la diversidad cultural como principio para la construccion de sociedades mas justas y equitativas. Lo intercultural como forma de entender la diversidad asume una serie de planteamientos que ayudan a analizar y desarrollar practicas sociales de acuerdo a valores como la equidad, la identidad o la cohesion social. La animacion sociocultural, como praxis dirigida a la democracia cultural, que busca el desarrollo cultural a traves de la participacion, precisa de referentes teoricos fundamentados asimismo en la busqueda de la transformacion social desde posiciones eticas de justicia social, equidad y afirmacion de las identidades. La confluencia del enfoque intercultural y la animacion sociocultural, como referente teorico la primera y como praxis la segunda, abre cauces para reflexionar acerca de aspectos como la formacion del animador para el trabajo en contextos multiculturales o los principios de actuacion mas adecuados en la animacion sociocultural con personas diversas. El objetivo de este articulo es apuntar algunas ideas al respecto, con intencion de explorar el alcance de la puesta en juego de terminos como los senalados en escenarios reconocidos como culturalmente plurales, y sugerir el enfoque intercultural como la aproximacion mas adecuada a la diversidad cultural en el ambito de la animacion. EnglishIn contexts where cultural diversity is increasingly visible and obvious, the intercultural perspective is presented as an approach to socio-educational phenomena based on the recognition of cultural diversity as a principle for the construction of more just and equitable societies. Interculturalism as a form for understanding diversity assumes a series of statements that help to analyze and develop social practices based on values such as equity, identity and social cohesion. Socio-cultural animation (community development), as a praxis addressed to cultural democracy, that seeks cultural development through participation, requires further theoretical framework grounded in the pursuit of social transformation from ethical positions of social justice, equity and affirmation of identities. The confluence of the intercultural approach and socio-cultural animation (community development), as theoretical reference the first and practice the latter, opens channels for reflection on aspects such as the training of animators for working in multicultural settings, or the most appropriate principles in socio-cultural action with diverse people. The aim of this paper is to suggest some ideas about it, with the intention of exploring the extent of the use of terms such as those indicated in scenarios recognized as culturally plural, and to suggest the intercultural perspective as the most appropriate approach to cultural diversity in the field of animation.

The recognition of teaching work quality in activities not directly related to research and the growing society requirement for a more relevant contribution of the university to the solution of its urgent problems led to the search for overcoming the traditional understanding of scholarship. In this paper we present first the classical understanding of scholarship and the expansion proposals of its concept presented by some specialists. Then we analyze the concept of scholarship of teaching and its basic components, that is, the scholarship of discovery, integration, application and teaching. Finally, we focus on some proposals and initiatives introduced by universities for consolidating the scholarship of teaching. Keywords Academic profession; scholarship of teaching; university professor; university teaching; academic work Resumo O reconhecimento da qualidade do trabalho docente em atividades não diretamente relacionadas à pesquisa e à crescente exigência da sociedade por uma contribuição mais relevante da universidade para a solução de seus problemas prementes levaram à busca de superação da visão tradicional de scholarship. Neste trabalho, apresentamos primeiro o entendimento clássico de scholarship e as propostas de expansão deste conceito apresentadas por alguns teóricos. Em seguida, explicitamos o conceito de scholarship da docência e seus componentes básicos, ou seja, a scholarship da descoberta, da integração, da aplicação e da docência. Por último, focalizamos algumas propostas e iniciativas introduzidas por universidades para consolidar a scholarship da docência, explicitando suas múltiplas perspectivas e formas concretas de estímulo à sua efetivação prática. Palavras-chave Profissão acadêmica; scholarship da docência; docência universitária Resumo O reconhecimento da qualidade do trabalho docente em atividades não diretamente relacionadas à pesquisa e à crescente exigência da sociedade por uma contribuição mais relevante da universidade para a solução de seus problemas prementes levaram à busca de superação da visão tradicional de scholarship. Neste trabalho, apresentamos primeiro o entendimento clássico de scholarship e as propostas de expansão deste conceito apresentadas por alguns teóricos. Em seguida, explicitamos o conceito de scholarship da docência e seus componentes básicos, ou seja, a scholarship da descoberta, da integração, da aplicação e da docência. Por último, focalizamos algumas propostas e iniciativas introduzidas por universidades para consolidar a scholarship da docência, explicitando suas múltiplas perspectivas e formas concretas de estímulo à sua efetivação prática. Palavras-chave: Profissão acadêmica; scholarship da docência; docência universitária

espanolEn este trabajo se ponen de relieve los fenomenos de otredad que tienen lugar en la escuela, analizando el caso concreto del fenomeno del maltrato entre iguales desde una perspectiva de genero. Y se destaca el papel del educador/a social como agente de subversion social, promocionando asi una pedagogia transgresora que permita a la comunidad educativa trascender la injusticia de la desigualdad para valorar la riqueza de la diferencia. Esta pedagogia transgresora, liderada por el educador/a social, se erige sobre dos importantes pilares: la Pedagogia Critica, que ofrece una nueva lectura de la realidad social, visibilizando las realidades de los “otros/as”, los oprimidos/as, a los que da voz; y la Teoria Queer, que ofrece un interesante corpus teorico para comprender la identidad sexual mas alla del tradicional “esencialismo” que ancla no solo la diferencia, sino tambien la desigualdad, en la biologia. Y haciendo esto frustra cualquier intento de transformar la opresion en liberacion. Ambas, Pedagogia Critica y Queer, confluyen en la utopia, entendida necesariamente como realidad posible. EnglishThis paper presents in relief the practices of otherness which occur in the school environment, analysing the particular case of bullying from the perspective of gender. Also it emphasises the role of the social educator as a subversive agent promoting a transgressive pedagogy which allows the educational community to transcend the injustice of inequality in order to avail itself of the value of the difference. This transgressive pedagogy, furthered by the social educator, is based on two important concepts: Critical Pedagogy, which provides a new interpretation of social reality, making visible the “others”, the oppressed, to those who have a voice; and Queer Theory which offers an interesting theoretical account able to comprehend sexual identity beyond its traditional essentials which ascribes to biology not only the difference but also the inequality; and making this frustrate any attempt to convert the oppression to liberation. Both, Critical Pedagogy and Queer Theory, utopianly combined, must be understood in terms of possible reality.

portuguesNeste artigo, defendemos o porta-folio como ferramenta pedagogica de pesquisa, formacao e autoavaliacao no ensino de Artes Visuais. A pesquisa foi desenvolvida em duas turmas de Estagio I do Curso de Artes Visuais – Licenciatura, da Universidade Federal do Rio Grande. A pesquisa, de cunho qualitativo, e caracterizada como pesquisa-acao. Procedeu-se com a analise de dados produzidos via porta-folio. Fica evidenciado, por meio das manifestacoes textuais, graficas, iconicas e fotograficas dos academicos, que o porta-folio configurou-se como ferramenta pedagogica importante ao possibilitar uma reflexao sobre todas as atividades desenvolvidas na disciplina, potencializando o processo de formacao docente. EnglishIn this paper, we have defended portfolios as pedagogical tools for research, teacher education and self-assessment in Visual Arts education. This qualitative research, which has been characterized as action-research, was carried out with two groups of student-teachers who are taking a teaching degree in Visual Arts Education at the Universidade Federal do Rio Grande, in Rio Grande, RS, Brazil. Data collected in the portfolios were analyzed. Results have shown that the student-teachers’ textual, graphic, iconic and photographic representations found in the portfolios have become an important pedagogical tool since they enable participants to reflect upon all activities developed in the course and to strengthen teacher education processes.