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There was in Spain an inicial «army of teachers» freinetians, a group of snipers commited to the renovation of the system of education which was born and grew in the shade of the Republic. To this army belonged the teachers’ small squad of Extremadura, which took two schools of Las Hurdes as a surprising origin. From there it extended to Montijo -principal center of diffusion for the rest of the educational experiences in the region: Calamonte, Valencia de Alcantara, La Puebla del Maestre and, probably also, Arroyo del Puerco. Surprising is not only that the origin of such an educational innovation took place in a region like Las Hurdes, but also that it was proceeding almost at the same time as the huge movement in Catalonia and Aragon, and that it, most likely, was not affected by Almendros ́s influences. There are reasons to believe that the teacher Jose Vargas Gómez, the origin of everything, had early news from Freinet through the teachers from Torrijos and Camarena before arriving to Las Hurdes.

The Chilean educational system, which is considered an emblem of neoliberal public policies, was subjected to a profound legal refom in 2014. The moderate left-wing government passed the «Ley de Inclusión» bill, which seeked avoiding the selection of students, the charging of copay upon families in publicly financed schools, and ending the possibility that private schools, which received public financing, could seek profit. During the discussion of this bill, a set of educative, political and social actors articulated and mobilized looking to stop this. The purpose of this paper is to identify and describe the argumentative twists present in the discursive community that opposed the «Ley de Inclusión» bill. The corpus used consists of 139 opinion columns, published in «El Mercurio» and «La Tercera», the two main political media papers between March of 2014 and January of 2015. From an analysis ot these argumentative twists, a discursive coalition was built. The beliefs and representations of the educational community condense on: the need for a gradualist and evidence-based public policy; the free choice of schools as the dominant rationality and tool in the educational quasi-market; and the defense of private education as a means to ensure the existence of differentiated and plural educational offers in the educational system.

The purpose of this paper is to emphasize the importance of «inculturation» in the religious images drawn by Monica Liu (Ho-Pei), a unique artist who promoted Religious Art and Education in Taiwan. Monica Liu adopted Western Christianity into Chinese art to create paintings that reflect her love for nature as well as Our Lady who is deeply venerated in the Catholic Church and regarded as the mother of humanity. This paper is a qualitative research based on an interview conducted with Huang Wan-Yun, a protégée of Monica Liu who had a very close relationship with the latter during the last ten years of her life. This research is also based on some writings that Monica left behind and several articles written about her by acquaintances. The culture and faith expressed by Monica Liu through Our Lady’s images help us to deeply understand the value and relationship between religious art and faith. In addressing the needs of the secular world, religious art has encountered difficulties in terms of contemporary aesthetics. Monica’s distinct aesthetic considered «moral virtues» important to modern or contemporary art and their absence could result in distorted values. Therefore, true mission work in the field of religious art has to be close to everyone’s heart, as well as emphasize the importance of inculturation through natural representations and create awareness of taboo in art, which involves «additional and supplementary» elements in original artworks.

This paper explores my on-going collaborative research journey that began in 2009 with a critical ethnographic investigation into the ways one early years school in Bristol was working to advance a pedagogy of respect that drew on the multilingual and multiliterate out of school practices of children and their parents in order to open possibilities for in-school learning. The project was framed within a critical ethnographic approach that is underpinned by a philosophy of democratic and collaborative ways of working within the field; acknowledging identities, positionalities and relations of power as constructed within and across institutional settings. In this paper, I present the collaborative learning trajectories and relationships between myself, as researcher, and Lara, the Head Teacher, a key participant within this project. I situate this within a critical reading of researcher identities, collaboration and research-community partnerships within a scholarship that draws on arguments for the democratizing of knowledge production, the re-evaluation and transformation of field relationships through reflexive practice (Byrd-Clark & Dervin, 2014; Facer & Enright, 2016; Giampapa, 2011) and the intellectual and emotional commitment involved in shaping them. What evolved through this unfinished critical ethnographic journey is an understanding of the underlying «practical, personal and symbolic» reasons (Facer & Enright, 2016, p. 59) for field relationships as a starting point in order to build deeper forms of engagement. These deeper forms of engagement generate different ways of knowing that are co-created, ethically grounded, socially responsible and action oriented (Campbell & Lassiter, 2010). I stress the transformative power of these field conversations that were able to evolve and shape new ways of understanding as a result of the longevity of being in the field and working beyond it.

Parent engagement programs are in high demand these days, particularly as they pertain to immigrant and refugee families. But working with families entails purposeful communication with families (Valdés, 1996). Yet, often families are caught in cross-cultural divides that forces them out of engagement with those running the program (Machado-Casas, 2012). Cultural disconnections often times become ways in which minority families find themselves trapped (Nieto & Bode, 2011). Some researchers have looked at non-traditional pedagogical spaces to challenge future and practicing educators and community members to examine how the process of normalization privileges dominant groups while simultaneously oppressing ‘others’ (Cary, 2006). When this happens the process of «pimping families» through discourses that «talk» at them rather than to/for them lead to furthering hegemonic practices often aimed at minority families. Through interviews with families, and educators, this paper will highlight the «cultural confessions» of educators, and families who utilize non-traditional spaces to expose how prejudice and privilege have influenced their perceptions of «legitimate knowledge», legitimate spaces, and legitimate cross-cultural communication. This paper will present data obtained form Communities United for Education (CUPE) a family involvement and education program that nurtures a strong sense of community among students, teachers, and families. The program focuses in the empowering of families through developing support, leadership, advocacy, and activism, in addition to working with parents on bridging the digital divide among family members. Data presented will expose how families have educators have experienced and dealt with cross-cultural communication issues.

Attempting to explore and push the margins of philosophy of education, this article describes Virginia Woolf’s The Waves and its characters, staying inside the and observing the education of their consciousness. The description offered is limited to educational reflections on what happens, avoiding normative questions and concerns. However, the conclusion hints towards ways in which philosophers of education who are interested in normative questions and concerns might approach this text in ways which this article does not. The expressions used in this paper – dispositions, consciousness, unconscious– are gestural and figurative rather than exhaustive and scientific. The argument is not concerned with what these words mean in general but rather with what they might mean and might elucidate for educational thought in the context of reading The Waves. This article rejects the need to do something un-literary by comprehensively elucidating key concepts, saying why they are important, relating them to everyday life, and defending claims like «dispositions are in-educable». The educational resonances of the text itself are presented as evidence, context, and point of interest. Implicit to the argument of this paper is a critique of limited and institutionally biased conceptions of experience as education.

University education has adapted to the prevailing circumstances and that it is even proving to be an essential resource in the optimization of the reality. Otherwise, the university is a very important part of the social system in which it is, and the training of excellent professionals is a cardinal issue for the proper functioning of such a system. Yes it is, today various professional profiles, classics and currents, are demanded to be formed in the classrooms of our universities. However, that is not all, and depending on how you look at it, is not even the most important. However, at the same time and internationally speaking, we have also witnessed the emergence of concerns about the nature of this education, above all in relation to the personal, ethical, and civic development of today’s student populace. It is logical to think, that is not enough to train excellent professionals, indeed, reality shows that this is not enough when personal and ethical training is insufficient or does not live up to the current circumstance. The aim of this paper is to focus on this aspect, and in doing so it revisits a past in which essential philosophical ideas were being formulated, ideas which this paper argues are highly pertinent to the current reality.

The paper will describe the development of universities in Latvia from 1950’s to nowadays. The higher education system experienced changes along with the political transformations of the country. Latvia was incorporated in the Soviet Union in 1940, regained its independence in 1991 and joined EU in 2004. Since 2012 Latvia is a fully fledged participant of the European Higher Education Area. The paper will describe the transformations of universities in Latvia from the perspective of a cultural learning theory and transfer of knowledge defined by Gita Steiner-Khamsi. It will provide the reference to an external education model, its modification and metamorphosis into a local educational model. Latvia as a small country and relatively new culture had found itself in the situation to learn from the cultural experiences of countries that have longer experience of democracy and had to overtake the ideas of the education systems from other countries and adopt them to the local needs.

Currently English universities are responding to a recent government Green Paper which promises to deliver a raft of radical policy changes which could have a major impact on how excellence in teaching and learning is to be publicly acknowledged and rewarded. A significant, yet controversial proposal is the introduction of a «Teaching Excellence Framework» for universities. This paper examines and contextualises the current important policy debates and then presents some preliminary findings from a recent empirical case study which explored how research-intensive universities have valued, rewarded and supported excellence in teaching through institutional structures and also from the perspectives of academic staff responsible for teaching students. We argue that the reality on the ground for many academics is a sense of confusion and contraction around how their universities value and support high quality teaching and that there may be some way to go before some of the ideas and principles currently being discussed in the context of a national English Teaching Excellence Framework are fully embedded in practice.

This paper doesn’t attempt to situate the figure of Paulo Freire in the context of Latin America or international pedagogy. In this paper, the author presents a synthesis of the Angicos (Braisl) political literacy experience, asking what Freire learned from the Angiços experience. The following questions are developed in the paper: How Freire consolidated his pedagogical model through a social science based on a critical hermeneutics? How his thinking evolved into a theory of social and cultural reproduction, looking particularly to the role o education? And, how then Freire moved into a critical social psychology focusing on domination and the developmental pedagogical subject? Freire was inspired by the profound political and pedagogical experience of Angicos and his political pedagogical practice, understood praxis as collective learning. At the conclusion, the author discusses the two obsessions of Freire, already present in the Angicos experience and that stay with him throughout his life: the relationship between democracy, citizenship and education, and education as a postcolonial ethical act of social transformation. Received: 30/04/2013 / Accepted: 18/09/2013How to reference this articleGadotti, M. (2014). Alfabetizar e Politizar. Angicos, 50 anos depois. Foro de Educación, 12(16), pp. 51-70. doi: http://dx.doi.org/10.14516/fde.2014.012.016.002

Este trabalho trata da relação entre métodos quantitativos e qualitativos nas ciências sociais em geral e na área da educação em particular. Começa focalizando a orientação positivista da Sociologia, assim como de outras ciências sociais em sua origem, mas rejeitando a identificação sumária entre métodos quantitativos e positivismo. Aborda, então, a querela metodológica, com destaque para três teses a respeito da relação entre métodos quantitativos e qualitativos: a da oposição ou incompatibilidade; a da complementaridade; e a da unidade. Esta última, como unidade na perspectiva da dialética marxista. Por fim, sugere que, em vez de nos inquirirmos sobre qual a competência metodológica de maior valor em absoluto, deveríamos perguntar-nos se e como diferentes competências metodológicas poderão articular-se no estudo de um determinado objeto ou problema social ou educacional.This paper deals with the relationship between quantitative and qualitative methods in the social sciences in general and in the area of education in particular. It starts by focusing on the positivistic orientation that sociology and other social sciences had in their origin, but rejects a simple identification of quantitative methods and positivism. It then discusses the methodological dispute, highlighting three theses on the relationship between quantitative and qualitative methods: the thesis of opposition or incompatibility, the thesis of complementariness and the thesis of unity. The latter is seen as a unity in the perspective of Marxist dialectics. The paper finally suggests that instead of wondering what is the methodological competence that has the highest absolute value, we should ask whether and in which way different methodological competences can be brought together in the study of a particular object or social or educational problem.

Through this paper we try to seek the on-going debates in which public and private schools have been involved across the Spanish history. The fighting among laicity and religious matters at educational field entails a common issue across the latest two hundred years of scholar history. In spite of the advances of seculariza- tion happened during the last decades this is an unfinished and not solved question. The controversial point lies on the freedom of education principle. Finally, the paper also emphasize the important role that has played the private education in schooling processes. Key words: Public schools, Private schools, History of education.

Previous research has illustrated that advocacy organizations play a crucial role in education policy networks by communicating educational reform agendas to public and private stakeholders. In the United States, an inter-state consortium of these advocacy organizations has formed their own network. The Policy Innovators in Education (PIE) network is a formal, centrally coordinated policy network that connects state-level advocacy organizations to one another and to national advocacy organizations, think tanks, and philanthropic foundations. Despite more than doubling in size since 2016, little is known about the policy preferences of PIE members. In this paper, we use social network analysis to identify and describe the ideological dimensions of advocacy that structure the PIE Network and to examine how these ideological dimensions have changed as the network has expanded. We find that the central areas of emphasis among these organizations have coalesced around neoliberal ideologies that promote accountability and standards. However, there is an underlying tension within the network that unfolds along two dimensions. On the one hand, preferences for choice and autonomy (e.g., charters, general choice, and autonomy & deregulation) are contrasted to those favoring equitable funding for low-income schools and early childhood education. On the other hand, members emphasize policies involving factors internal to schools (student interventions, leadership standards and accountability) to those external to schools (e.g., familial support, funding-based equity). These tensions within the network have grown more pronounced over time as the network has expanded to include new members with a more ideological narrow set of market-based policy preferences.

In Brazil, the large scale educational assessment is part of school life, being used to rank schools or for the purpose of drawing an overview of the quality of education offered to children, possibilities that depend on the political context in which they are inserted and will provide direction for educational policies. The aim of this paper is to discuss the National Literacy Assessment (ANA) as a policy of assessment for elementary school, seeking to understand how this Policy guides the work developed in the classroom by the literacy teacher. For this, we considered authors that deal with the policies of large scale assessments and the results of these, in addition to guiding documents, ordinances, guides, plans, reports and normative related to ANA. Because it is not a procedural or diagnostic evaluation, ANA does not enable the immediate follow-up of students as occurs with Provinha Brasil, with a faster intervention and individualized results. However, its results point to an important diagnosis for the comprehension of the data, which are the social context indicators produced from the analysis of external factors, but which exert great influence on the literacy process of the students. The relationship established between the processes and the results achieved at the national, state and municipal levels, evidences the need for investigation of the relations that are produced between the instituted policies and the constitution of relative processes for the learning of all children in the literacy cycle.

This article develops the concept of «operational media» to think through the deployment of utility/useful cinema in the context of cybernetically informed educational policy. The paper argues that cybernetic concepts of communication, feedback loops and homeostasis were central to the pragmatic installation of media at the center of postwar mass education. Links are made to the dominance of cybernetic ideas in postwar social science, including social psychology, sociobiology and behaviourism. A consideration of the UN’s operational media allows for a reconsideration of the agency’s communicative mandate as biopolitical and governmental. Educational policies influenced by the UN were doubly concerned with technologized classrooms: cybernetic ideas presented themselves as politically neutral, while offering efficiencies in the delivery of content. Cold war citizenship was thus conceived as a form of training that would pragmatically lead to the rebalancing of a volatile international situation. Carrefour de la vie (1949), made by Belgian filmmaker Henri Storck for the United Nations, is presented as an example of the centrality of mental health for citizenship training in postwar biopolitical regimes. In particular, the tension between the film’s humanist and cybernetic strands are considered. Au Carrefour de la vie is considered as a transitional text, presenting a humanist story of childhood in postwar life that simultaneously prefigures the operation of a controlled society.

New Math was an international reform movement aimed at thorough changes in school mathematics with respect to both content and teaching methods. This movement started to gain influence in the 1950s, and in the 1960s several countries prepared and implemented their own New Math reforms. This movement not only attracted prominent mathematicians and psychologists but also garnered support from the Organization of Economic Co-operation and Development (OECD). The New Math reforms are examples of how OECD supported thorough and broad changes in national systems of education. In most countries, however, the influence of New Math on syllabi began to fade by the 1970s. In this paper, I discuss how the New Math in Sweden reform boosted national governance and changed power relations between the teachers, textbook producers, and the national school administration. I also suggest that OECD continued to support this power structure through the testing enterprises associated with PISA.

In 1975, the United Nations, under the auspices of its Educational, Scientific and Cultural Organization (UNESCO) and Environment Program (UNEP), established the International Environmental Education Program (IEEP). For two decades, IEEP aimed to accomplish goals ascribed to it by UNESCO member states and fostered communication across the international community through Connect, the UNESCO-UNEP environmental education newsletter. After reviewing UNESCO’s early involvement with the environment, this study examines IEEP’s development, beginning with its conceptual grounding in the 1968 UNESCO Biosphere Conference. It examines the 1972 United Nations Conference on the Human Environment held in Stockholm, moves on to the UNESCO-UNEP 1975 Belgrade Workshop, and continues with the world’s first intergovernmental conference dedicated to environmental education held in Tbilisi in 1977. The paper then uses Connect to trace changes in the form and content of environmental education. Across two decades, environmental education shifted from providing instruction about nature protection and natural resource conservation to fostering an environmental ethic through a problems-based, interdisciplinary study of the ecology of the total environment to adopting the concept of sustainable development. IEEP ultimately met with mixed success. Yet it was the primary United Nations program assigned the task of creating and implementing environmental education globally and thus offers a particularly useful lens through which to analyze changes in the international community’s understanding of the concept of the environment over time.

Book 1 of Plato’s Laws, and particularly the image of the puppet introduced near its end, has been traditionally interpreted as presenting the moral psychology model that underlies the educational system delineated by the Athenian Stranger, which construes virtue as consonance between the non–rational and the rational elements of the soul. But a different and competing conception of virtue looms large in Laws 1, virtue as victory of the best part of the soul in psychic conflict. This paper argues that the Athenian’s conception of education as the correct conformation of originally conflicting psychic forces requires the simultaneous presence of the harmony and the conflict models of virtue in Laws 1. Education is in turn defined by calculation, the rational activity which persuasively leads the conflicting non–rational forces towards a consonant reciprocal rapport. By strategically developing his understanding of education and calculation in Laws 1, the Athenian shows how the harmony model of virtue overcomes the conflict model, while at the same time recognising that there is some truth to the conflict model after all and integrating it within the harmony model.

This paper mainly tackles the training of Kaingang teachers in the south of Brazil. Methodologically funded on cartographical perspective, the study intends to show a historical movement that gradually breaks through the domination and tutelage practices enforced upon native people. Initiated by the Portuguese colonization, the domination practices were extended and deepened throughout the whole colonial period and specially on the 20th century, when the Brazilian government created more effective mechanisms for integrating the indigenous population into the national society, being among them the school education. Although the domination/subordination process has caused many damages to the autonomous existence of each indigenous community, we point out that there was also a strong, even if sometimes silent process of re-existence (resistance/re-existence), that became more evident and reverberant in the last two decades of the 20th century and during the 2000’s. The documental registries and historiographical studies here analyzed highlight the coy and sporadic state initiatives, in frequent agreement with religious orders, in the educational training of Kaingang teachers for the schools built in the indigenous lands. Changes begin to occur as of the Federal Constitution of 1988, that officially abolished the integration-seeking school education and tutelage, and legally supported the indigenous demands for a specific school, with teachers who belong to their people. In consequence, we see protagonist and autonomous indigenous acts, breaking the tutelary practices deployed under domination/submission contexts, and opening paths for autonomy concerning specific school education and indigenous teachers’ performance.

This article examines a «giving back to the field» experience in a state-funded faith school in Catalonia (Spain), where we conducted ethnographic fieldwork on the introduction of English as a vehicular language in compulsory schooling. After two years of observing pre-school, primary and secondary education classes, attending meetings, and interviewing teaching staff and administrators, we were asked by the primary school coordinator to hold a training session in June 2017 as university «experts» acquainted with the institutional context. The school had been teaching extra hours of a subject taught in English named Science, but teachers were only partially satisfied with the results. In addition, an educational consultant that the school had recently hired had suggested that these Science classes needed to be reformulated. In this paper, we shall trace the preparatory email messages that we exchanged with the primary school coordinator, as well as the discursive development of the two-hour face-to-face session, which was attended by over fifteen teachers and which we audio recorded. We discursively dissect the ways in which a shared understanding of the problem and of possible solutions was constructed. We also analyse how expertise is enacted in interaction and contributes to the meeting outcomes. We suggest that our approach was in line with collaborative, reciprocal and transformative research paradigms drawing on the close relations with some of the participants and the in-depth knowledge of the school culture that had developed out of our two-year ethnographic engagement with the field.

This article examines adolescent and late adolescent discourses on bilingualism, bilingual education and the role of English and other additional languages in the current out-of-school lives and future trajectories of Spanish students enrolled in bilingual education programs. The data is part of a larger critical sociolinguistic ethnographic project on the implementation of bilingual education programs in secondary education (organized as English-Spanish CLIL) in Castilla-La Mancha, a region in South-Central Spain. Discourses were mainly elicited through a series of workshop-type and group discussion activities held in classrooms from two semi-private and two public schools, as well as an additional focus group conducted with university students. In total, 12 group events, involving approximately 300 students, were organized and documented through video-recordings, audio-recordings, photographs and fieldnotes. Students’ language ideologies around bilingualism are examined through an inductive qualitative / grounded theory approach. Three themes are identified: (a) the definition of bilingualism and bilingual competence, (b) the place of English (and other additional languages) in students’ current lives and social experiences and; (c) the role assigned to English in future employment and mobility opportunities. These discourses are discussed in relation to recent critical sociolinguistic work on the interconnection between language, multilingualism and neoliberalism. The paper closes with some methodological thoughts regarding the place of linguistic ethnography in the analysis of students’ collective discourses.

This paper focusses on cross-national comparison regarding regional policies of one of the main aspects of schooling systems: teacher education. From a qualitative point of view, we analyse normative documents and curriculum definitions, in order to generate a typology which allows us to make comparisons among four South American countries. A hermeneutic and theoretical reconstruction is made from the discursive analysis of the data that was recollected. In this article, we point out the logics that operate under the four States, that we take into account which (besides their specific and contextual characteristics) have significant similarities. All of them have high indicators of structural poverty, unequal economic, educational and cultural developments, with serious problems regarding the access to the housing and to the public health. As a result, we analyse the problematic issues that affect political initiatives such as PASEM because of the institutional logics that characterize the national systems of teacher education. These logics limit the intra-regional harmonization programs and their results. We believe that policy transfers studies constitute a prolific area of research to understand the contradictory interests that affect the educational policies in specific contexts.

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.

Since the end of the 1970s business ethics has become an emerging academic discipline as well as in the US as in Europe pushed particulary by enviromental disasters and business scandals such as, for instance, the case of Exxon Valdez in 1989 or more recently the strategic fraud by the german global automobile brand Volkswagen. The present study deepens into the origins and the current stage of development of Business Ethics focusing on fundamental positions and leading arguments in jesuit business education. The analisis realized in the present study is divided into three parts: (A) A general outline of the development of modern Business Ethic in jesuit pedagogy in Spain. Here, the paper studies the most important contributions shaping deontological ethics by Jesuit authors since the 1960s as well as the most important influences to date, including aspects of the debate on a practical ethic that follows Kantian traditions. (B) Some recent contributions to Business Ethic in jesuit pedagogy in the US. This part focuses on proposals that have been developed to redefine the distinctive aspects of Business Ethics in Jesuit education. These tendencies provide an approach and a possible dialogue with modern, discursive ethics. Finally, (C) a summary and critical reflection of jesuit profile in Business Ethic.

The paper explores the relation of educational performance with social and urban inequalities in the Athens Metropolitan Area during the 2000s. It draws on discussions about education as a mechanism of social reproduction and on work about education inequalities in Greece, and in particular in Athens, where a socially stratified secondary education –compared to the rest of the country– leads to a rather open, but at the same time socially unequal higher education. We analyze how the performance of candidates in the Greek national admissions examination (Panelladikes Exetaseis) relates to the social position of candidates’ families, to the type of secondary schools they attended, to the social profile of candidates’ residential neighborhoods (tentatively) and to their demographic features (age and sex). The object is to illustrate and roughly quantify the function of social reproduction in this socially selective process of transition to higher education.

In this paper I discuss two attempts to challenge mainstream liberal education, by Hannah Arendt and by contemporary Israeli philosopher Hanan Alexander. Arendt and Alexander both identify problems in liberal-secular modern politics and present alternatives based on reconnecting politics and education to tradition. I analyze their positions and bring them into a dialogue that suggests a complex conception of education that avoids many of the pitfalls of modern liberal thought. First, I outline Arendt and Alexander’s educational views and discuss their similarities, arguing that both may be understood as opposed to the modern attempt to adopt a «view from nowhere» at the world. Next, I suggest that Alexander’s view may benefit from adopting Arendt’s conceptions of tradition and authority. In the consecutive section, I argue that Alexander sheds light on significant problems in Arendt’s approach to education, problems his understanding of critical dialogue can help solve. The succeeding section joins the two views together to form an approach I call «critical traditionalism», and examines it against prevailing approaches to political education. I conclude by pointing to an important point overlooked by both Arendt and Alexander, namely the need for internal political struggle within each tradition.

In this paper we analyze educational policies on gifted students (1980-2006), known in Mexico as «estudiantes sobresalientes». The authors point out the way the term «estudiantes sobresalientes» was implemented over the field of Special Education as well as how a political agenda was designed in order to assist gifted childhood and youth. This article also focuses on the design a proposal of an educational intervention. And at the very end how this proposal was developed, the results and the way it was formed as a training program for Mexican Teachers from Public Education. We recognize the fact that the term «estudiante sobresaliente» is ambiguous due to the diversity of student population as well as, in many cases; the gifted status is no visible. We consider the process of selection, assessment and follow up of this project was based on formal concepts and at the same time did not take in consideration the capabilities and skills of the cultural context of each student (community, family and individual). These elements let us understand the educational political agenda (1980-2006) on special education for gifted students as well as the construction of a wide concept of «sobresaliencia» that was design in order to classify and rate them thru that political agenda.

In this article we pretend to reinforces and solidifies the idea of professionalizing the Social Education as a career and important alternative to respond to the challenges, dynamics and current needs of the Colombian context. To develop the above idea, first is performed a theoretical and/or conceptual delimiting of the Social Education as an object of study Social Pedagogy. Then, we present the potential and limitations by which this crosses on the path toward its institutionalization. Afterwards, we present the different areas of intervention and main intersectoral and legislative organisms; and finally, we shared the proposal that we consider is more pertinent as academic program of Social Education with emphasis and the set of degrees of socio-educational fields approved by the Ministerio de Educación Nacional in the 2016. Definitively, it turns out indispensable deepen efforts and co-responsibility in order that the proposals of this kind does not just remain on paper, but can be settled in reality, and are continued stimulating initiatives that promote the Social Education as a transformative element from the socio-educational action.

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.

This paper evaluates the professional development of 24 teachers involved in the Early Childhood Education-CPD Centre for Teachers-University Network ([blind review]). Collaborative research-action is carried out with teachers and pupils of Early Childhood Education, an adviser from the Continuing Professional Development (CPD) Centre for Teachers, researchers, and teacher training undergraduates from the University of [blind review] ([blind review]). Taking a qualitative approach, through interviews, focus groups, and research journals, the benefits obtained by the teachers through their involvement in the [blind review] network are identified: (1) Their colleagues offer them emotional support and provide examples of good practices; (2) The teacher training undergraduates provide technological resources and the possibility of calmly observing what goes on in the classroom; (3) The researchers foster processes of reflection about practice and endorse the validity of the Project Approach; (4) The adviser provides continuing professional development.

This paper asks the question, is the state of being experienced on the Camino de Santiago de Compostela – «Camino-being» – related to or in some ways compatible with an Indigenous/Autochthonous state of being? At first glance, the two states might appear to share a connection through their focus on the natural environment: the relatively wild spaces of certain arcs of the Camino would certainly seem to link this kind of journey with the ecologically-oriented state of being of Indigeneity/Authochthony. Connection with the natural world is a significant aspect of the pilgrimage for many on the Camino, who perceive that without this spiritual progress could not have occurred. This study uses a hermeneutic approach to investigate these ideas as encountered in pilgrimage on the Camino. The central question also leads to some related, and more directly educational ones: Despite the apparent or actual relatedness, does the circumstance of being in wild places influence the learning that occurs therein, and how might a consideration around such learning influence educational practice?

Starting from the collaborative framework established by Community policy in matters of higher education in this paper the objective is to review the changing functions that traditional universities face in the context of a capitalist economy. The article examines from a critical perspective the role that corporate universities have in the construction of a common area of knowledge, and we posit an analysis of the identities established between these two types of organizations. Above all, however, we attempt to dismantle the idea of the subordination of traditional universities to the growing international tensions that could lead us to think that the Spanish university system is facing the search for innovation based on models of academic superiority. Far from showing resistance to corporate practices, the university system of governance is playing a very active role in the consolidation of global economic policies. This study shows that the dynamics of reinforcement and compensation between Bologna and corporate universities not only does not question the new market formulas that these centres of learning make use of, but they are even contributing tools that foster the discursive and managerial confluence of both types of institution.

Values education is a learning process that enhances the axiological development of people. From this point of view, the models proposed by Kohlberg (1976) and Molina (2012) provide the basis for planning education programs in values. In the present paper is reviewed historical evolution of the most important in the development of education programs in values theoretical and methodological models. To this end it has carried out a careful review of the relevant scientific literature databases (PsycINFO, Psicodoc, ERIC, EBSCO, Social Services and Abstract Web of Knowledge). The result allows comparisons between different theoretical models and identify the strengths and weaknesses of each of these points, as well as exposure of the main methodological elements involved in values education. Thus, they describe the properties and components of judgment for the selection of the values considering the recipients of educational action.

Europe’s higher education systems are struggling to respond to the established mass demand for higher education, especially given the proportional decline in available resources per student and, more generally the demand for an ever longer education and reduction of the population of working age due to demographic decline. In addition, growing student mobility puts pressure on admission systems to set up relevant procedures for applicants who wish to enter a country. Admission systems to higher education constitute one key element in the mitigation of these challenges. Admissions can regulate student flows, and play a key role in guaranteeing the acquisition of skills in higher education by matching student profiles to their desired courses of study. This article puts European admission systems in perspective. The issue of regulation of student mobility is topical, given the broader and salient discussion on migration flows in Europe. The article uses international comparisons with systems such as the US, Australia and Japan, to provide a critical overview of the role of admission systems in an often overlooked but yet fundamental part of the European Higher Education Area, namely student mobility. The paper also argues for the creation of an information-sharing EU registry on admissions practices for mobile students.

In Italy the expression «Cittadinanza e Costituzione», with which the citizenship education is denominated, makes reference to a plurality of leveles. In this article, at first, I sustain the thesis of the necessity of the citizenship education, underlining the constitutive connection between democracy and polite citizen and the urgency of it in this specific historical-social context. At second, I will be illustrated the dilemma of citizenship education: the circular paradox for which to educate active citizens it already needs to have some similar citizens. Paradox that it is connected to that of democracy, according to which it needs to have democratic citizens to have democracy. In the second part of the paper I will try to graze the dilemma, attenuating more than a premise. In the specific one, I will connect the citizenship education to the teaching of philosophy as social practice. The proposal will articulate on three levels: the philosophy for children in the primary school, the role of philosophy and human sciences in the secondary and the philosophy for community among the teachers.

In a society in which knowledge plays an increasing role, European universities have become essential actors. This has been reflected in demands to redefine their traditional missions and open the door to a «third mission». Links with external partners become a central part of its mission and priority of science policy and higher education. This set of trends is presented in this paper based on the analysis of one of the contemporary university components: the doctoral education. We have been seeing a renewed debate about the doctoral education that trigger changes in terms of their characteristics, functions and values. To this end, we developed a review of the scientific literature produced on the subject and the use of secondary sources regarding the development of scientific and educational systems in Europe. We also use the Portuguese case as an illustrative example of the analysis. We consider the agents operating in higher education within its borders and outside the sector, at global and national levels. What we see analyzing the doctoral education in Europe is the creation of new institutions, openness to more student groups, other teaching methods and more collaboration with industry. The development of doctoral programs is seen today to prepare researchers for careers in academia, but also for other sectors. Changes in the nature of research and knowledge produced by doctoral students, as in their own training paths, are important aspects.

Over the last 20 years, humankind has gone through monumental changes mainly stimulated by Communication and Information Technologies –ICT–, affecting life in all aspects. This paper aims at investigating humanism within this context, by discussing time-space relationship, and subsequently understanding how ICT have been pivotal to changes in posture and knowledge construction. According to the perspective of philosophical hermeneutics, especially to Hans- Georg Gadamer, the concept of tradition appropriation and the approaches to formation (Buildung) enable this discussion under the light of philosophical hermeneutics. A circularity emerges from it, and we may glimpse answers for questions such as: in what way is (humanistic, intellectual, social) formation happening within this context? What space is allocated to humanism before such a complex and plural setting, pervaded by the ICT? How do ICT contribute or not to the (re)thinking of human position before knowledge? These are quite complex issues that require mediation to provide clues of what the answers are, even if they are to remain open.

The paper begins by approaching the concept of CLIL (Content and Language Integrated Learning) providing a brief overview of the history of bilingual education. The influence of the linguistic policies of the European Union is discussed along with some beliefs about language teaching and how both have influenced the celerity of CLIL implementation, momentum and expansion. There are some indicators of the lack of a theoretical framework for CLIL, of insufficient teacher education and or inadequacy of materials. It is necessary to reflect systematically on to what extent commercially published textbooks match the demands of bilingual education. The second section centers on CLIL textbooks, mainly those commercialized by publishers, by referring to some recent studies which attempt to approach systematically their design and use. Since, by definition CLIL includes both content and language, our research question is if content books (in English) also include content and language objectives. A corpus of 25 books from different subjects, years, and publishers is analyzed. The analysis shows an insufficient presence of linguistic objectives. Some reflections are made about this scarcity with the warning that this lack could hindrance an efficient implementation of CLIL. Thus, it could be said that these textbooks are not the product of discipline or didactic considerations but the result of the logic of market, publishers and linguistic policy.How to reference this articleMartín del Pozo, M. A., Rascón Estébanez, D. (2015). Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?. Foro de Educación, 13(18), pp. 123-141. doi: http://dx.doi.org/10.14516/fde.2015.013.018.007

In this paper we set out to study teacher training in the framework of the First Republic of Portugal (1910-1926). Republicanism embodied a project of the refounding of the nation, which found in education the means of achieving such aspiration. Believing in human plasticity, it elected education, aligned with scientific development, through the path of schooling, as the tool for shaping the new Republican citizen. Teachers had a crucial part to play in this project. Addressing legislation, file sources (exercises, summary books, assignments, inter allia), printed sources (books, workbooks, etc.) and specialised media on education and teaching, we discuss training programmes for primary and secondary education teachers. We look into the virtues of its implementation and submit our reading thereof, comparing regular primary education to regular teacher training. We conduct an in depth analysis of the curricula and the training guidelines, focusing in particular on the study plans and their components, from scientific education, the specialisation in the area of expertise and psycho-pedagogy, to teaching practice.Received: 26/10/2013 / Accepted: 17/11/2013How to reference this articleGomes Ferreira, A., Mota, L. (2014). Formación de profesorado en el contexto de la Primera República en Portugal: pautas para la comprensión de una política. Foro de Educación, 12(17), pp. 45-68. doi: http://dx.doi.org/10.14516/fde.2014.012.017.003

The aim of this paper is to analyze interdisciplinary and educationally the descriptive aspects of the characters in literature in the world of music (opera, ballet, musical theater, program music, audiovisual, etc.) through a wide range of resources and creative processes in various skills that include or encompass the sound. Because of that a literature review and multidisciplinary documentary is done from the most relevant texts and principal authors of the dynamic and stable personality models, from the analysis of vocal features in the scene and in the audiovisuals, from the leitmotiv as a symbol and sound representation of the character, from the the conflicts faced by the characters and how they can overcome them and how we could translated into music those transitions. The subject of myths brought to the world of music scene, character stereotypes and sound symbols that may characterize these scenic and literary content is also addressed. Notably, there is a broad consensus on the use of sound resources to characterize the different characters throughout the history of Western music in its various styles and genres. Furthermore, indications for their use are given and suggestions for activities to higher education suggest.

Tertiary level enrollment and student mobility is increasing worldwide. As a result, universities are open to receive foreign students, and specifically the Spanish Higher Education Institutions are working to attract some of that international mobility. In recent years, Latin American students are the main applicants for study permits in Spain. Among them, Brazilians, Mexicans and Colombians are the most numerous requestors in the Spanish educational system. On the other hand, access to Spanish citizenship depends on several factors, and one of the most important ones is having legally lived in Spain for a minimum period. This paper presents a relationship between the temporary mobility for study and the achievement of Spanish citizenship by Mexicans, Colombians and Brazilians. This research was conducted using the documentary approach, since this technique allows transforming primary documents on an analytical representation of the addressed phenomenon (Oliveira, 2007). The results show that in Galicia, in the case of Brazilians and Colombians, having a migration project could lead to the Spanish nationality, while for Mexicans, other factors limit this possibility. Furthermore, the experience in the host country, previous experiences and hospitality are variables that interfere in this process.

In order to contribute to rethink the teaching-learning processes related to higher education in dramatic art, the present text proposes three lines of reflection and action: first, the claim that theatrical production and interdisciplinarity are practices which encourage new ways of knowing, being and doing; second, the enhancement of educational and artistic tasks applied to the inherent complexity of training and professionalization in theatre arts; finally, the need to articulate an integrated educational project whose «methods» and paths should not be performed regardless the contributions of cooperative work and action research, which are due to all of those who in one way or another, as teachers and / or students, are involved in the transition between training and artistic work, and vice versa. In this paper, emerging from a systematic analysis of some experiences of theatrical production developed in a school of dramatic art, we propose to consider the processes of theatrical production in the light of what is known as integrated curriculum, based on the projects method and oriented to enhance the educational and civic dimension that any process should have in order to define, develop and achieve its goals. We conclude by offering some theoretical and methodological clues for the necessary transformation of theatrical production into a meaningful educational experience.

This paper shows the analysis of different ways in which Latin American countries have faced the reform processes in the last 20 years. For this purpose, the ways how Argentina, Brazil, Chile, Paraguay and Uruguay have extended compulsory education are taken as analyzer. Firstly, we contextualize the socio demographic situation of the studied countries. Secondly, we make a brief review of the schooling processes in these countries and their outstanding historical trends related to the extension of compulsory education. Thirdly, we describe the secondary education organization in the context of national reforms of the last twenty years. Finally, we analyze the ways of secondary level admission and graduation in each country and some educational indicators with the aim of visualizing some decisive aspects in compulsory secondary education.Received: 07/10/2013 / Accepted: 29/11/2013How to reference this articleRuiz, M. C., Schoo, S. (2014). La obligatoriedad de la educación secundaria en América Latina. Convergencias y divergencias en cinco países. Foro de Educación, 12(16), pp. 71-98. doi: http://dx.doi.org/10.14516/fde.2014.012.016.003

This paper reflects outcomes of research comprising an area or type of education in a way unknown and generating interest today: classrooms and hospital schools. The study of this educational track in Argentina is limited to the specific context of child hospitals. Even though the aim is not idealizing Hospital Education model through the sequence of ideas contained, note that the historical example of survival and development offered by the Argentinian context can lead many contributions and suggestions for improvement in other national contexts that make up this educational track. Therefore, constituting Argentina one of most advanced countries in some dimensions related to educational care in hospitals, we have to present its prism of experience with an emphasis on purposes such as compensating, egalitarian fact and social risk minimization that this educational service for hospitalized children implies.Received: 30/04/2013 / Accepted: 22/09/2013How to reference this articleGarcía Álvarez, A. (2014). La educación hospitalaria en Argentina: entre la supervivencia y compromiso social. Foro de Educación, 12(16), pp. 123-139. doi: http://dx.doi.org/10.14516/fde.2014.012.016.005

Studies and analysis of African educational systems’ performance do not pay much attention to the role of families; to the value they give to school and to how this may affect their decisions. By contrast, there are numerous researches focused on the most subjective elements of the relation between families and school: the attitudes, meanings and representations families, separately or as members of a social class or ethnic group, have of school. In this paper we will give five examples, drawn on sociological and anthropological studies, of different schooling practices and family representations of school. These are examples situated in different contexts and geographical areas that will allow us to appreciate the level of heterogeneity of family-school relationships in Africa and that may contribute to make us think otherwise the evolution of these educational systems.

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.

This paper examines whether the Athenian schools reflect and/or reproduce the social structures that surround them. Methodology consists in the classification of public high schools in terms of educational outcomes and its cross-reference with inequalities observed in their spatial, socio-professional and educational environment. Educational achievement is measured by performance in the National Admissions Examination to Tertiary education. We then aggregate the individual student records at the level of each school in order to demonstrate how their variation may be related to social characteristics. Using a GIS application and multivariate correspondence analysis statistics we produced an indicator for each school’s surrounding socioeconomic and educational profile. This analysis validated the lack of ‘democratization’ in the Athenian educational system. Performance appears essentially related to the occupational scale and the educational attainment whilst ethnic composition and living standards seem to play an important role.

En el artículo se tejen algunos indicios que permiten poner en escena las formas como los niños pobres o los hijos de los habitantes pobres de la ciudad de Bogotá fueron diferenciados de la infancia "normal", en la primera mitad del siglo XX. Acudiendo a discursos de especialistas, voces de reformistas educativos y periodistas se evidencia que la diferenciación fue producida mediante la estigmatización de los lugares sociales de los niños pobres, a través de la imagen de los chinos y los gamines. Imágenes que resultan paradigmáticas para desentrañar la deslegitimación de las estructuras familiares, de las trayectorias escolares y de los modos de habitar la ciudad de los niños y niñas de los sectores populares, dada la articulación, infundada y temeraria que se estableció entre la vida de los pobres y la delincuencia infantil.In this paper we present hints that allow us to reveal the ways poor children, or the children of poor inhabitants, from the city of Bogota were excluded from the "normal" childhood in the first half of the 20th century. Based on specialists' statements as well as opinions from educational reformers and journalists it is clear that this exclusion was created due to the stigmatization of the social places belonging to the poor children through the image of the urchins and street boys.. Such images were a model that could reveal the illegitimacy of the family structures, of the school history and of the way children from the popular areas lived, given the articulation, mistaken and dangerous, that was established between the life of poor people and children delinquency.

This paper analyzes the characteristics of advice to high school teacher for the realization of their basic teaching duties. We beging to identify current features of this stage as openness to multiple choice and the consequent need of guidance, the increase in enrollment in it, the decline in academic performance, diversification of its students, the increase in disruptive and violent behavior and the introduction of new technologies. It is emphasized that the high school teacher needs advice on a variety of tasks such as planning ac- cording to various perspectives, diverse and cooperative teaching and learning assessment. This advice can be external or internal to the school, can be performed by different professionals and according to different modalities. It is a task of the support and help to optimize your professional intervention and in this sense is con- sidered to constitute a component of teacher training. advice; secondary education; teaching duties; planning; methodology; evaluation.

O presente trabalho terá como objetivo transformar em tema de reflexão as inquietações de duas crianças, Alicia e João, a respeito de sua nacionalidade; quer dizer, trazer em cena o sentimento ambíguo de pertença que possuem em relação a suas identidades. Diálogos com o pensamento filosófico serão realizados a respeito da fronteira, como lugar onde a naturalização da igualdade é posta por terra; naturalização na qual o conceito de identidade aparece como uma peça monolítica coesa e impenetrável. Defendemos o contrário: que a identidade é efeito de um processo constante, e sempre inacabado, de transformação subjetiva, pela mescla, pela angústia de não ser UM consigo mesmo e nem em relação aos outros. Apostamos, portanto, no universo múltiplo e incalculável do processo identitário, que torna único cada sujeito em seus dilemas.The aim of the present paper is to bring about a reflection on the uneasiness of two children, Alicia and João, regarding their nationalities, that is, on their ambiguous feeling of belonging regarding their own identities. Dialogues based on philosophical thinking will be carried out about the frontier as a place where the naturalization of equality is extinguished, and naturalization, in which identity is perceived as a cohesive and impenetrable monolithic piece. The opposite is actually what we stand up for: identity is the effect of a never-ending, always unfinished process of subjective transformation, through miscellany, through anguish for not being ONE with oneself or with others. In short, we believe in the multiple and immeasurable universe of the identity process, which makes every subject unique concerning his or her dilemmas.