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El Espacio Europeo de Educación Superior (EEES) promueve la aplicación de nuevas técnicas docentes para lograr una interacción significativa alumno- docente, corrigiendo problemas de aprendizaje oportuna y eficazmente. Este trabajo analiza la técnica one minute paper en estudios de grado universitario, y sus implicaciones sobre el rendimiento académico. Frente a un enfoque predominantemente teórico de trabajos previos, se aporta evidencia empírica con una amplia muestra de alumnos, constituyendo una experiencia docente extrapolable a otros centros educativos. En general, se obtuvo una alta participación en la técnica y existió una importante interacción en el aula. Además, la tasa de éxito en el examen fue superior entre aquellos alumnos que participaron mayoritariamente en los one minute papers, frente a aquellos que fueron evaluados solo con dicho examen. En conclusión, la aplicación de nuevas técnicas docentes contribuye positivamente al aprendizaje, mejorando el rendimiento académico y potenciando una mayor interacción profesor-alumno.

O artigo analisa a produção acadêmica publicada nas principais plataformas brasileiras de divulgação cientifica acerca da avaliação na Educação Infantil. O estudo utilizou como aporte metodológico a Analise de Conteúdo de Laurence Bardin, tendo como recorte temporal o período de 1996 até 2015. Os dados foram classificados em quatro categorias de analise, que sugerem uma producao acadêmica sobre a avaliação na Educação Infantil ainda escassa, todavia em ascensão, com predominância de producao na área de Educação. Outro ponto tratado no estudo refere-se aos múltiplos focos acerca da temática avaliação e Educação Infantil. Os estudos baseiam-se tanto em aspectos do microcontexto, como o registro e a documentação pedagógica, passando pelo uso de escalas e testes padronizados que objetivam avaliar o desenvolvimento da criança em aspectos de macrocontexto, como nas avaliações da qualidade do ambiente, das instituições e dos sistemas de ensino. Por fim, o artigo destaca ainda que essa temática requer uma ampla discussão a fim de construir uma melhor compreensão dos sujeitos que por ela são influenciados (professoras, crianças, famílias e equipes gestoras). Palavras-chave: Analise de conteúdo. Avaliação. Educação infantil.

This research seeks to provide a general overview of educational research in Latin America based on the study of articles published in Latin American impact journals and written by authors of the Region. Specifically, the 1,086 articles on empirical research in education written by Latin American authors and published in journals published in Latin America and indexed in jcr (isi Web of Science), Scopus or scielo, during the years 2014, 2015 and 2016 are reviewed. Four elements are reviewed: the authorship of the articles, the subject of study, the level of education addressed and the research methodology used. The results indicate that three countries (Brazil, Mexico and Chile) concentrate 75% of the papers, 59.1% of the authors are women and 53% of the papers are signed by three or more people. Among the most studied topics include Learning and school performance, Teachers and Teaching strategies, curriculum and teaching practices. Higher Education is clearly the most studied, with 43.1% of the papers. And, finally, there is no priority methodological approach, with practically half of qualitative articles, the other half quantitative. With all this information, it is possible to conclude some elements that translate into the need for greater support for research, a rethinking of topics and levels of study and a boost to collaborative research.

This article presents an analysis of teacher education from the school of ethical responsibility toward ethnic differences exist in Brazilian society. Categories such as alterity, nostridade and dialogue are seen as ethical condition of the formation of this ethnic consciousness. This triad lets discuss existing policies and pedagogical practices of educational professionals, from law 10639/03 and 11645/08, which brings the requirement to incorporate into the curriculum of basic education and the teaching of history and Afro-Brazilian Culture African. Points of teaching practice and school that promotes not only the creation of an ethical act in teaching that accounts for the formation of a consciousness that minimizes ethnic differences, but that gives meaning to the act of educating students as human beings need to be accepted, included in relations of equality and not just beings of rights guaranteed by law. The laws and resolutions as necessary only make sense if accompanied by an ethic that realizes the aspirations of having an egalitarian, less individualistic and more human.

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.

This article was constructed from the information collected for the doctorado research of that tematize the collective work of the professors of Physical Education of the Municipal Net of Education of Porto Alegre. One of the procedures adopted in the construccion of the research – that it is in progress – was the document analysis of the city department of Education being this of basic important to understand the espace of teaching work in this net Education. The document analysis caried trought allowed to understand that even so change in the mangement of the Secretaried has occurred, the colletive work remens as possibility of concretion of the Politician-Pedagogical Proposal in the school of this city. Este artículo fue construído de la información recogida para la investigación del doctorado que tematiza el trabajo colectivo de los profesores de la Educación Física de la Red Municipal de La Educación de Porto Alegre. Uno de los procedimientos adoptados em la construcción de la investigación que él está em marcha – fue el analisis de documentos del departamento de la ciudad de la educación, siendo el de la importância básica para entender el espacio del trabajo de ensenanza em esta Red de la Educación. Sigue habiendo el analisis de documentos llevó permitido através para entender que sin embargo há ocurrido el cambio em la gerencia de la Secretaría, el trabajo colectivo como posibilidad de concretión de la oferta Politico-Pedagogica en las escuelas desta ciudad. Este artigo trata do trabalho coletivo dos professores de Educação Física da Rede Municipal de Ensino de Porto Alegre. Através da análise de documentos da Secretaria Municipal de Educação, na pesquisa que está em andamento esse procedimento é de fundamental importância para compreender o espaço de trabalho docente nesta Rede de Ensino. A análise dos documentos permitiu compreender que embora tenham ocorrido mudanças na gestão da Secretaria, o trabalho coletivo permanece como possibilidade de concretização da Proposta Político-Pedagógica nas Escolas Municipais desta cidade.

Singapore is one of the leading countries in the digitalization of education and the use of blockchain technology. Since 2016, Singapore has been implementing the Ubin project to create a national digital currency. The paper aims to analyse legal regulation of the use of distributed ledger technologies in the education system of Singapore. Based on the analysis, it is concluded that Singapore extends the provisions of securities legislation to digital tokens, which have the characteristics of securities or futures. Singapore has developed a set of rules enshrining requirements for cryptocurrency exchanges, which reduces the risks of fraud and money laundering using cryptocurrencies. The paper also analyses MAS reports on the development of a state's digitalization of education. The paper concludes that Singapore's experience can be used by other states to shape or modernize their education system.

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.

This paper critically surveys and contextualises the recent wave of autonomous art schools established in the UK since the Independent Review of Higher Education Funding & Student Finance, or Browne Review. It argues that these institutions have been formed as a direct response to this economic policy and the broader neoliberal economisation of higher education. By drawing upon the work of the Edu-Factory Collective, and the Autonomist Marxist theory that inspired their project, this paper argues that these new alternative art schools can be understood as ‘common autonomous institutions’. Furthermore, that they represent genuinely viable alternatives to the commodified, financialised, and marketised state provision. Finally, drawing upon the work of Santos, three alternative art schools (The Other MA, Southend, UK; The School of the Damned, London, UK; @.ac, UK) are analysed as nascent forms of the polyphonic pluriversity.

The general aim of this research study is to detect needs and possible areas of improvement in the Basque education system. To this end, this paper describes and compares the discourses of different informants, using a qualitative methodology based on a census sample of secondary schools and students in the Autonomous Community of the Basque Country (ACBC). Although our research is located in a specific geographical and cultural context, the detailed contextualisation of the study may shed light on an international level and may be transferable to other contexts that come close to the characteristics described in this article. Thus, a total of 18 secondary schools from the ACBC were selected in accordance with their effectiveness level, calculated on the basis of the results obtained in the Diagnostic Assessments (DAs) across five years. Likewise, professionals involved in the study (18 inspectors, 18 management teams, and 50 educational agents) identified certain priority areas, such as teaching-learning methods, promoting diversity, fostering an evaluative culture and leadership, resource provision, stability of the teaching staff, relationships with families, and optimisation of constructive conflict resolution. This research can help to carry out other research on other education systems based on the dimensions analysed in this article, as they have been found to be a priority for educational agents.

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.

El artículo muestra, a partir del análisis de libros de texto de educación musical para la enseñanza primaria, los valores, estereotipos, esquemas mentales y significados que se transmiten en el curriculum no siempre de un modo consciente o regulado. El objetivo es analizar qué modelos culturales se transmiten, cuáles son los espacios de silencio, qué ausencias y por el contrario qué presencias son reforzadas y transmitidas con el uso de estos materiales curriculares. El artículo consta, en primer lugar de una introducción al estado de este campo de investigación mostrando la relevancia y oportunidad de esta problematización del currículum. Se trata de una investigación de carácter cualitativo que usa el análisis del contenido y del discurso como herramientas metodológicas. Posteriormente se exponen los resultados de la categoría Representaciones Culturales organizados en las subcategorías siguientes: género, mirada eurocéntrica, culturas y tradiciones populares y relación con el entorno. El análisis de los libros de texto nos alerta sobre el dominio de la hegemonía cultural androcéntrica y la reproducción de miradas eurocéntricas que no han superado el colonialismo y el patriarcado, tratando las culturas minorizadas y populares propias del entorno de los niños y las niñas desde el exotismo y el distanciamiento. Se concluye señalando la relevancia de este tipo de investigaciones para comprender los efectos culturales implícitos en la presentación del currículum en los materiales de uso en las aulas. /// The research paper shows, from the analysis of the musical education textbooks for primary education, the values, stereotypes, mental schemes and meanings that are transmitted in the curriculum not always in a conscious or regulated way. The objective is to analyse what cultural models are transmitted, what are the spaces of silence, what absences and on the contrary what presences are reinforced and transmitted with the use of these curricular materials. The article consists, first of all, of an introduction to the state of this field of research showing the relevance and opportunity of this problematization of the curriculum. It is a qualitative research that uses content and discourse analysis as methodological tools. Secondly, the results of the category Cultural Representations are presented. This category is organized in the following subcategories: gender, Eurocentric gaze, popular cultures and traditions and relationship with the environment. The analysis of textbooks alerts us to the dominance of androcentric cultural hegemony and the reproduction of Eurocentric views that have not overcome colonialism and patriarchy, making a distant an exotic treatment of minority cultures and popular cultures closers to children's environment. This paper concludes with the relevance of this type of research to understand the cultural effects implicit in the presentation of the curriculum in the materials used in the classroom.

Este artículo se centra en el análisis de un proceso co-diseño de prácticas educativas abiertas (PEA) para el desarrollo de competencias transversales en el contexto de una universidad a distancia. A través de la participación activa de profesoras, estudiantes e investigadora, se pretende facilitar el diseño curricular de prácticas educativas abiertas, que favorezca el desarrollo de competencias transversales por parte de los estudiantes. El estudio se enmarca en una investigación más amplia que aplica el modelo de investigación basada en el diseño (IBD). Concretamente en este artículo se aborda el análisis de la fase de diseño, con un enfoque eminentemente cualitativo, utilizando como instrumentos la observación participante y el análisis de los productos realizados por los participantes en el proceso de co-diseño. El estudio se propone responder las siguientes preguntas: ¿Cómo se lleva a cabo y qué aporta el método de co-diseño al diseño de PEA para el desarrollo de competencias transversales? ¿Qué tipo de contribuciones realizan y qué rol asumen los distintos participantes en el proceso de co-diseño? Los resultados reflejan la dinámica del proceso de co-diseño, el tipo de contribuciones y roles asumidos por cada participante y el aporte efectivo del método de co-diseño para el diseño de PEA, considerando por una parte el grado de comprensión e incorporación de los conceptos fundamentales en los escenarios diseñados y por otra, la utilidad de los instrumentos de diseño utilizados. /// This paper focuses on the analysis of a co-design process of open educational practices (OEP) for the development of transversal competences in a distance university. Through the active participation of teachers, students and researchers, the aim is to facilitate the curricular design of OEP, which favors the development of students’ transversal competences. The study is part of a broader research that applies the model of design-based research (DBR). Specifically, this paper deals with the analysis of the design phase, with a qualitative approach, by using participant observation and the analysis of the design products elaborated in the co-design process. The study aims to answer the following research questions: How is the co-design method carried out and how does it contribute to the design of OEP for the development of transversal competences? What kind of contributions do participants make and what role do they assume in the co-design process? The results reflect the dynamics of the co-design process, the type of contributions and roles assumed by each participant and the effective contribution of the co-design method for the design of the PEA, considering on one hand the degree of understanding and incorporation of the relevant concepts in the designed scenarios and, secondly, the usefulness of the design instruments used.

The present paper examines the effectiveness of strategy instructional program elaborated for 120 intermediate students with different previous learning backgrounds attending language center in Saint Petersburg. The objective of the study is to develop program and improve the level of listening comprehension through focusing on potential problems while doing listening tasks. The study either aims at determining and mastering cognitive, metacognitive, social strategies on the part of the students. The authors hypothesize that learners can gain proficiency in using strategies with practice. Strategies can be easily acquired, they facilitate learning, however, number of them are not always transferred to new tasks and used by students as effectively as before when the activity is over. Therefore, systematic strategy instruction component would be important as learners become aware of the learning process and gain the ability to control their own learning through the use of appropriate learning strategies. The authors of the paper have made an attempt to demonstrate that the number of listening comprehension problems reported by the students could be reduced by applying specially designed comprehension activities that assist learners in evaluation of their efforts and assessment of personal achievements. The pilot groups were asked to complete the questionnaires at the beginning and at the end of the course that allowed monitoring the students’ progress throughout the course. At the end of the study, the pilot groups participating in the strategy instructional program were found to be more successful in foreign language comprehension.

Resumo A partir de uma análise teórico-conceitual da obra do filósofo Hans-Georg Gadamer, este artigo tenta vincular o conceito de obra de arte e, especificamente, da poesia com a prática pedagógica. Busca se aproximar da compreensão da prática pedagógica como obra de arte que encontra na hermenêutica gadameriana algumas possibilidades para serem levadas à prática do professor, entendido como o criador de tal obra, como um professor-artista. O artigo começa com uma contextualização teórica do conceito de obra de arte em Gadamer, posteriormente discute o tema da poesia como obra de arte linguística, para, finalmente, pensar esses conceitos na prática pedagógica. Conclui aclarando algumas ideias e apontando limites do estudo. Palavras-chave: Prática Pedagógica. Obra de Arte. Poesia HORIZONTES DE LA POESÍA EN LA PRÁCTICA PEDAGÓGICA DEL PROFESOR-ARTISTA Resumen A partir de un análisis teórico-conceptual de la obra del filósofo Hans-Georg Gadamer, este artículo intenta vincular el concepto de obra de arte y, específicamente, de la poesía con la práctica pedagógica. Busca acercarse a la comprensión de la práctica pedagógica como obra de arte que encuentra en la hermenéutica gadameriana algunas posibilidades para la práctica del profesor, compreendido como creador de tal obra, como un profesor artista. El artículo comienza con una contextualización teórica del concepto de obra de arte en Gadamer, después discute el tema de la poesía como obra de arte lingüística, para, finalmente, pensar esos conceptos en la práctica pedagógica. Concluye aclarando algunas ideas y apuntando límites del estudio. Palabras clave: Práctica pedagógica. Obra de Arte. Poesía. HORIZONS OF POETRY IN THE TEACHING PRACTICE OF THE ARTIST-TEACHER Abstract Based on a theoretical and conceptual analysis of the philosopher Hans-Georg Gadamer's work, this paper aims to link the concept of work of art, and specifically poetry, with the teaching practice. The study seeks to approach the understanding of the teaching practice as a work of art, which finds in Gadamer’s hermeneutics some possibilities to be put into practice by the teacher, meant to be the creator of such work, as an artist-teacher. The paper begins with a theoretical review on Gadamer’s concept of work of art; then discusses poetry as a work of linguistic art; and finally makes some remarks on these concepts applied to teaching practice. It concludes by clarifying some ideas and pointing out limitations of the study. Key words: Teaching. Work of Art. Poetry. Education.

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.

Taking into account, that science and education in Russia are related to certain priority areas designated by the State and the social development policy, this article is focused on the issues related to the modernization of the academic degrees’ system in Russia. This system is characterized by multiple imperfections that particularly influence the motivation of high-education teaching personnel. In this paper, the authors study several recent problems encountered in the current legal regulation governing the attribution of academic degrees in Russia while observing its inconsistencies and legal contradictions. The paper also contains an analysis of suggested proposals that could be added to the current legal texts, regulating the institution responsible for academic degree attribution. In general, the authors suggest a conceptual approach to modernize the mechanisms of normative legal regulation which organizes the attribution of academic ranks. It is suggested to improve the evaluation system of scientific publications used to evaluate applicants for an academic degree, and to establish a transition towards a point-based evaluation system based on the quality of scientific and educational work. The thesis formulated expresses the need to develop a system of social and material guarantees for the benefit of scientific and educational staff and the implementation of effective means to motivate their educational and research activity.

The relevance of this problem is determined by the immaturity of the theory of forming knowledge economy at the setting of corporate training, as well as by the specific peculiarities of organizing corporate training in a market economy. The transfer of Russian economy to the innovative model based on knowledge economy requires reconsideration of practically all patterns and methods of the knowledge economy formation both in corporations in general and in corporate training in particular. The purpose of the paper is to reveal the need in acquiring new professional knowledge in corporate training and to show the importance of improving managerial skills and personal traits that increase motivation to learning and forming the knowledge economy. The leading approach to this problem is the analytical method that studies the works of Russian and foreign researchers in the field of management in education. It includes stages from the identifying the subject matter of the category of "knowledge economy" to the features of forming "knowledge economy" in the setting of corporate training in corporations. This research is impossible without the use of such scientific methods as analysis and synthesis, as well as methods of system analysis that combines organizational, personal and technological components, expert evaluations, re-engineering business processes of training. It is due to the fact that the formation of knowledge economy is carried out through corporate training, which can be considered as a specific socio-economic phenomenon. These approaches allow considering the activity of large foreign and Russian production companies, which carry out corporate training, as a set of business and administrative relations. These relations emerge in the process of formation and development of the knowledge economy. Let us list the main results of this work. The first part of the work deals with the theoretical substantiation and the subject matter of the category of "knowledge economy". The second part shows the features of knowledge economy formation in corporate training. Materials of this paper can be useful for forming the knowledge economy for corporate training as a strategy of corporate training system in large production companies.

Resumo O estudo analisa como os professores de Educação Física da Rede Municipal de Serra (Espírito-Santo) se apropriam da referência curricular oficial para a construção da sua práxis. Em termos metodológicos, envolveu uma observação participante nos encontros de formação continuada da Rede pelo período de um ano e a realização de entrevistas com dez sujeitos que atuaram no processo de construção e implementação do currículo oficial. O artigo está organizado de modo a descrever a concepção desse currículo, a apropriação pelos professores e o papel das formações continuadas como importante fórum deliberativo de construção e implementação de uma política curricular. Conclui que esse processo é tenso, ambíguo, deve ser coletivo e contínuo, se a perspectiva for a ressignificação das práticas docentes. Palavras-chave: Currículo. Educação Física. Formação profissional. Apropiaciones curriculares en la red municipal de Serra Resumen El trabajo analisa como los profesores de Educación Física de la red municipal de Serra (Espírito-Santo) se apropian de la referencia curricular oficial para la construcción de su práxis. Metodologicamente, utilizó una observación participante en los encuentros de formación contínua de la red durante un año y la realización de entrevistas con diez sujetos que actuaron en el proceso de construcción e implementación del currículum oficial. El artículo está organizado de modo a describir la concepción de ese currículum, la apropiación de los profesores y el papel de las formaciones contínuas como importante fórum consultivo de construcción y implementación de una política curricular. Concluye que ese proceso es difícil, ambíguo, debe ser colectivo y contínuo, si la perspectiva es la resignificación de las prácticas docentes. Palabras-clave: Currículum. Educación Física. Formación Profesional. Curricular appropriations in the municipal school system in Serra Abstract This paper analyzes how Physical Education teachers from the municipal school system in Serra (Espírito Santo, Brazil) appropriate the official curricular reference for the construction of their praxis. In terms of methodology, the study involved participant observation during the meetings of continuous teacher education for one year and conduction of interviews with 10 subjects involved in the process of constructing and implementing the official curriculum. The paper is organized in order to describe the curriculum conceptions, the appropriation of these conceptions by the teachers and the role of teacher education courses as an important deliberative forum for the construction and implementation of a curricular policy. It concludes that this process is tense, ambiguous, and must be collective and continuous if the perspective is to resignificate teaching practices. Keywords: Curriculum. Physical Education. Professional Education.

Beginning in 2009, and with the passage of the American Recovery and Reinvestment Act of 2009, school districts across the United States began to be held to higher standards and their progress publicly reported. Student achievement began to be measured by standardized testing and great efforts were being made to reduce the achievement gap. This paper is based on a five-year study of teacher evaluation in two urban districts in Massachusetts where improving teacher practice was seen as an important factor in raising student achievement. This research studied efforts to address those teachers who were identified as underperforming and were supported through individual improvement plans. This paper used a case study approach to show what the practices of a sampling of these teachers looked like, teachers’ reactions to being rated unsatisfactory, and teachers’ reactions to the improvement planning process.

The insights shared in this paper are based on research conducted in Greece and Brazil It is centered around the exploration of activist knowledge as a distinct form of knowledge. In doing this, it discusses the role of reflection in acquiring critical consciousness as well as the unified and holistic character of activist knowledge. This unity entails the intertwining of action with reflection and action with theory. It shows how critique forms a key feature of activist knowledge and highlights some nuances, tensions and contradictions inherent in the knowledge production of this kind. The latter is shown to be underpinned by plural dialogical processes, which further challenge and enrich knowledge produced in social movements. The paper aims to feedback insights from theory into praxis and vice versa. To achieve its aims, it approaches learning as an ongoing part of the quest for meaning and the quest of meaning as an integral part of acting.

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.

The objective of this paper is to affirm the potential of art as a means for academic research capable of propitiating broad modes of thinking and of action, conceiving creation and experience as central elements of the investigative process. The paper revisits the work of some authors of the methodology known as Arts-Based Research, emphasizing the contribution of the challenges raised by Jan Jagodzinski and Jason Wallin. It understands research with art as a dispositif for ontological actions: the composition of an aesthetic of the existence (Foucault) and of a become-art (Deleuze). The paper presents the strength of the poetic act to make possible an enlarged conception of research, an education as educere and a humanity to come.

This paper proposes a reflection on the different ways of reading and knowing based on comparisons between different means of expression and reading. Taking studies on reading as well as modes of subjective entanglement of different times and contrasting them to some modern and contemporary scholars and writers, the paper focuses on discussing the boundary between the sensible world and its representation, in order to contribute to a more critical appropriation of media resources by the educational system. The main argument poses itself from the premise that, in face of the concealment of reality by contemporary media, it is more than ever the task of education to preserve the possibilities to learn and to grasp from the discomforts of the real.

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.

This paper pursues understanding recent changes in the romantic and sexual relations of young people. Its perspective focuses on the emancipation of women and young people since the 1880s, a moment when social codes dominating the relations between women and men, parents and their children, changed towards greater leniency. Both had to learn how to become sexual subjects as well as sexual objects and to develop a gratifying balance between the two, in trial-and-error processes involving attempts at connecting sexual and relational intimacy in subsequent spurts of sexualisation and eroticisation. The paper sketches significant moments in these processes and raises the question of where we are now.

Comparison is the essence of science and the field of comparative and international education, like many of the social sciences, has been dominated by quantitative methodological approaches. This paper raises fundamental questions about the utility of regression analysis for causal inference. It examines three extensive literatures of applied regression analysis concerned with education policies. The paper concludes that the conditions necessary for regression analysis to yield valid causal inferences are so far from ever being met or approximated that such inferences are never valid. Alternative research methodologies are then briefly discussed.

This paper explores the methodological challenges in comparing education policies in a globalizing world. It will be developed in the following ways. We begin with sketching out the contours of the changes that have taken place in the governance of education systems as a result of global processes and the challenges to presents us with regarding how we study, and compare, education policies. We do this by way of four ‘isms’ which we problematise as litmusses of global educational change. We then raise the question of comparison, and point to two conflicting ways that it can be used in studying education policy. In the final section of the paper we offer three (not exhaustive) methodological reflections - each with a different dimension through which to explore global education processes - time, space, and logics of governing in education policymaking.

Serious games are a powerful resource in the teaching-learning process in formal and informal learning settings since this kind of activity motivates participants to take part actively in their own learning process. Within informal learning environments, they serve to improve their pedagogical role, which is sometimes difficult to be perceived by users. Nevertheless, serious games play another equally important role in museums, Art galleries or Science centres: engaging part of the surrounding society with this kind of institutions. This paper describes a “serious game” using new technology that includes Information and Communication Technologies and 3D digitized models to be played in informal learning settings. It aims to enhance their didactic role and look for social engagement. An experimental experience was carried out in the National Museum of Roman Art (Mérida, Spain) to attract and retain a specific group of people, teenagers, reluctant to visit archaeological museums most of the time since they considered them boring places. Finally, this experience served to assess the applicability and versatility as an educational resource of the game scheme proposed.

Education is a vector for transforming realities into the information society and, because of this, new technologies are bringing constant innovations that challenge traditional educational models. At the same time, market hypercompetitiveness demands of constant professional update and preparation for not only react, but also trans form from new scenarios. This paper presents, first, a benchmarking that explores new educational trends that are transforming the way people learn, in examples such as the Massive Online Courses and Cloud School. Then, this paper investigates the main ex pectations and frustrations of professionals who seek in the offer of postgraduate courses a service able to meet their demands, employing generative sessions, from the design thinking, as a qualitative data collection and projective techniques. The findin gs shows, from a marketing perspective, a significant gap between the delivery of the service and the service expected in post - graduation courses, in aspects such as frustration with the methodologies adopted, inadequate incorporation of technologies and a distance between the market practice and the preparation performed in the classroom.

This very paper is a report of young people and adults education evaluation in a municipal school which attends approximately about 160 students. For this study, we have used the comprehensive interview and the participant observation, besides documental. The main results point to distortions between the political-pedagogical project and the school evaluation practice. Such document does not register the EJA evaluation would be emancipatory. Such thematics comes much more from the school supervision and not from the teachers; neither the from students. It is relevant to observe the positive aspect of family meetings in the time of writing the report cards, as well as the dialogue searching to effectivation of their school frequency. Furthermore, the final registration of decision making from the teachers, deserves considerations in this paper: the report card. In terms of contribution, it is suggested a reconfiguration of the project with the participation of the envolved subjects.

Resumen Neste artigo, analisamos textos publicados no Brasil que cruzam discussões sobre políticas educacionais e tecnologias da informação e comunicação, tomando como referência o Enfoque Epistemológico de Políticas Educacionais-EEPE, um procedimento teórico-metodológico sugerido por pesquisadores latino-americanos dedicados à análise de políticas educacionais. Para tanto, utilizamos como material empírico as pesquisas socializadas nos Grupos de Trabalho 05 (Estado e Política Educacional) e 16 (Educação e Comunicação) da Associação Nacional de Pós-graduação e Pesquisa em Educação e na Revista Brasileira de Políticas e Administração da Educação, divulgadas entre os anos de 2000 e 2013. Inicialmente, apresentamos as premissas do artigo e uma reflexão acerca da constituição dos campos de conhecimento em estudo. Na sequência, explicitamos os elementos de análise do material empírico, bem como promovemos uma reflexão acerca das concepções de tecnologia, do debate sobre política educacional, das temáticas presentes e dos aspectos epistemológicos recorrentes nos textos pesquisados. Ao final, concluímos o artigo ponderando sobre as possibilidades e os limites epistemológicos do EEPE, bem como sistematizando os elementos que se sobressaíram nas publicações analisadas. Entre os principais resultados do estudo, destacamos a dificuldade/economia de teoria evidenciada nas elaborações intelectuais que reivindicam para si o epíteto de estudo em política educacional e em tecnologia. Abstract In this article, papers that intersect issues related to Educational Policies and Communication and Information Technologies in Brazil are analysed taking into consideration the Approach of Educational Policy Epistemologies (EEPE), a theoretical and methodological approach suggested by Latin American researches dedicated to analysing educational policies. Therefore, socialized research in the working Group 05 (State and Educational Policies) and 16 (Education and Communication) from Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPED) and in Revista Brasileira de Políticas e Administração da Educação (RBPAE) disclosed in 2000 and 2013 were used as empirical materials. Firstly, assumptions of the article and reflections about the history of the knowledge fields were presented. Then, the elements of analysis which are used to discuss when we analysis the empirical material, as well as considerations about the conceptions of technology, on the educational policies discussion, its repeating themes and the epistemological aspects observed in the papers researched were explained. So, we conclude the text with observation about the possibilities and the limits of the EEPE, as well as was finished systematizing the elements which stand up in the publications analyzed. Among the main results, it is focused on the scarcity of theories which are the base of intellectual discussion that claims for itself the epithet of the study in educational policy and in technology.

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 presents a theoretical study that aimed to analyze the use of Assistive Technology (AT) as a facilitator in the process of school inclusion of children with cerebral palsy (CP). It conducted a literature review in the Bank of Theses and Dissertations Portal of the Public Domain of Higher Education Personnel Training Foundation (CAPES), covering the period 2005 to 2010. The following descriptors were used: cerebral palsy; technical aids; educational resources; accessibility; Assistive technology; alternative communication; additional communication; augmentative communication; augmentative and alternative communication; alternative and expanded communication; strategies and teaching strategies. Based on the descriptors were selected 195 works, of which 167 were excluded because they repeated or do not meet the objectives of the study, remaining 28. The results indicated the years with greater expressiveness in the publication: 2007 (eight studies); followed respectively by 2009 (six papers); 2008 (five papers); 2010 (five papers); and 2006 (only four). It can be seen that 86% of works have been published in southeastern institutions, 11% in the Northeast and 3% in the south. Of these, 71% resulted from research master's and 29% of doctoral research. The authors point out the need for specialized training for educators who work with students who have PC and appropriateness of the physical structure of schools to promote accessibility. It is hoped that this study will contribute in the production and socialization of knowledge in the field of research in special education, providing new perspectives on school inclusion.

Globally competent people have the knowledge, skills, and dispositions to understand and to find lasting solutions to global issues and problems using multiples perspectives. They understand interdependence and interconnectedness of the global systems, cultures and communicate effectively with different people around the world. The purpose of this paper is to discuss how an international online learning experience enhances our awareness of different perspectives and cultural diversity, the challenges facing humanity and the world, and our role as globally competent citizens. In particular, this paper discusses the design and implementation of an international online learning experience to promote global learning between two higher education students in the United States and Mexico. The paper uses global competency as the pedagogical framework for teaching and promoting global learning within the context of global competency.

This paper shows the evolution of enrolment in pre-schooland and day-care in Brazil, using data collected by National Housing Surveys conducted by IBGE and School Censuses. Using data from the Brazilian assessment (SAEB) of 2003, the paper shows a positive association between performance in mathematics and entering in pre-school or day-care. The data is controlled by a social-economical index of the students. The paper stresses that it is necessary to improve the quality of day-care and pre-school.

The purpose of this paper is to contribute to a better understanding of the process of evaluation of teaching performance in the university context, evidencing the ineffectiveness and poor validity of the questionnaire as a mechanism for the improvement of higher education. The paper analyzes the perspectives of undergraduate students about a questionnaire with which they periodically assess the performance of their professors, to judge their relevance and usefulness as an evaluation tool. It is a qualitative research through the case study modality. The case was represented by the Xochimilco and Cuajimalpa Units of the Autonomous Metropolitan University (uam). The theoretical perspective of teacher evaluation is also placed in a framework of qualitative and comprehensive evaluation. The results are grouped into three blocks referring to the teacher evaluation questionnaire that the students answer: 1) student opinions on the questionnaire, 2) uses of the results of the teacher evaluation, and 3) proposal to evaluate the teaching performance. Among the conclusions, it is emphasized that the evaluation process is associated in a priority way with the granting of economic stimuli to teachers and tangentially with the improvement of the quality of teaching. This situation disagrees with a very extended vision that links the results of the teacher evaluation with the improvement of education.

This paper reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The paper concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.

This paper investigates the possible relations of determination between multiliteracies and identity production in contemporary times. It starts from the principle that the identities, as they occur in late modernity, are constantly changing and they are formed and continuously transformed. Under these conditions, the self-referencing processes are marked by narratives from “me” influenced by abstract systems, among which stands out the digital media. The central argument of this paper is that multimedia authoring conditions allowed by current digital media, generating various discursive genres, while producing identities, are expressions of them, both in the culture and technologies used. Methodologically, to exemplify how digital media may allow manifestations of lifestyles and identities, it proceeds to the analysis of a You Tube Video from the interpretive scheme of Rojo (2013) takes such multimedia production as a statement multi semiotic and multimodal, proceeds to the analysis of a YouTube video that depicts a compilation album of Adoniran Barbosa.

What are the characteristics of good articles of educational research? In this paper, we provide some useful suggestions for writing articles that can be published in academic journals with high impact. This collection of ideas emerges from three different sources: our experience as authors and editors of educational research journals, the review of other texts with similar objectives published in fields rather than education, and they come from the results of an exploratory study of 20 exemplary quantitative and qualitative’ research papers (10 published in the most prestigious Spanish academic journals in the field of Educational Research, the other 10 have been published in the international journals with the higher impact factor). Throughout the article, it appears recommendations and examples that include: steps to elaborate a research article, how to structure the paper in sections, recommendations about the writing style of all the single sections of the paper considering the quantitative and qualitative kind of paper, and different aspect to consider in order to find the target journal to submit the paper.

With the political, economic, social and technological changes arise generations that share the characteristics of the time and context in which they lived. The generation that now attends college banks is known as Generation Y, who grew already connected to the internet. The younger generation are often sighted, impatient, do not deal well with criticism, want a steady return and are less committed. Facing a different generation in a classroom, which is used to the prompt information to the internet, always connected to a mobile and easily get bored with the traditional way of teaching is a challenge to be faced by teachers today. Therefore, the aim of this paper is to present a reflection on the pedagogical challenges that college teachers face in their practices before the formation of a new generation (Generation Y). This paper will present the main features of different generations; reference works featuring Generation Y; analyze the importance of teaching in higher education and reflect on the possibilities of teaching practices that best meets the needs of Generation Y in the classroom. Approach used for survey and preparation of the data was based on literature review, scientific books and articles. The main results show that for this generation of college students, we must give priority to participation and student 171 Colloquium Humanarum, Presidente Prudente, v. 12, n. 1, p.170-192, jan/mar 2015. DOI: 10.5747/ch.2015.v12.n1.h001X involvement in the process of teaching and learning, seeking educational alternatives such as problem solving, group work, development of creative projects (models, movies, theaters and other gender), and the use of multimedia tools (for greater virtual communication).

La investigación sobre educación especial ha crecido de manera sustancial en los últimos años. En este documento se ofrece una visión general de la investigación sobre educación especial llevada a cabo en Europa en la última década, la cual está basada en un análisis de los documentos publicados en la European Journal of Special Needs Education (Revista) entre los años 1998 a 2007. En estos se cubrió un amplio rango de temas, entre los que se encuentran: padres, familia, docentes y sus actitudes, políticas en educación especial, desarrollo social y emocional de los alumnos, oferta y desarrollo del lenguaje a temprana edad. Muchos de los documentos fueron empíricos, tanto cuantitativos como cualitativos, aunque también se publicaron un buen número de teóricos y descriptivos. Aunque los textos se originaron en Europa, la gran mayoría provienen del Reino Unido, los Países Bajos, países escandinavos, Israel y Grecia. Para el futuro, se recomienda una mayor concentración de esfuerzos en cuanto a investigación, así como mayor atención a algunos temas clave que hasta el momento han sido poco investigados.Descriptores: Investigación, europa, educación especial Special Education Research in EuropeResearch in special education has grown substantially in recent years. An overview is offered of special education research in Europe over the past decade. This is based on an analysis of the papers published in the European Journal of Special Needs Education in the ten years 1998-2007. A wide range of topics were covered in these, with the most common being parents and the family, teachers and teacher attitudes, special education policy, pupils’ social and emotional development, early years provision and language development. Most papers were empirical, both quantitative and qualitative, though a good number of theoretical and descriptive pieces were published as well. Only a few review papers were published. While papers originated from across Europe, the great majority came from the United Kingdom, the Netherlands, Scandinavian countries, Israel and Greece. For the future, greater concentration of research efforts is recommended, as well as more attention to some key topics which are currently under-researched. Keywords: Research, europe, special education

Este artículo no pretende describir la experiencia canadiense como una muestra o compendio de “buenas prácticas” o modelos a seguir, sino que trata de sustraer algunos aspectos clave que podemos retomar para reflexionar sobre la situación de la educación inclusiva en cada contexto o país. Conocer los factores clave que han posibilitado el avance hacia la inclusión en Canadá, permitirá formular nuevas preguntas sobre la forma de organizar una educación más inclusiva.Las percepciones, opiniones y experiencias de los profesionales entrevistados se integran en el texto en forma de breves relatos, así como las narraciones que ilustran situaciones, hechos y contextos observados.Las valoraciones de la autora sobre la experiencia canadiense se articulan alrededor de factores críticos o condiciones para el cambio abordados desde una perspectiva sistémica, de manera que el trabajo se estructura en torno a cuatro niveles en los que se deberían tomar decisiones para proponer, de forma coherente y convergente, políticas y prácticas inclusivas. Descriptores: Inclusión educativa, factores clave, mejora educativa, políticas educativas. Necessary Circunstances, Processes and Conditions to Move Towards Educative Inclusion: The Canada ExperienceThe purpose of this paper is not to describe the Canadian experience as a sample or compendium of “good practices” or patterns to be followed, but to extract some key elements that can be taken up again in order to reflect on the situation of inclusive education in different countries or contexts. Knowing the key factors that allowed progress towards inclusion in Canada will allow us to raise new questions about the way to organise more inclusive education.The perceptions, opinions and experiences of the interviewed professional are included in the text as brief statements and accounts that illustrate the situations, facts and contexts observed. The author’s points of view about the Canadian experience revolve around critical factors or conditions for change, which are analysed from a systemic approach.This paper is structured in four levels that should allow decisions to be made for the purpose of proposing inclusive policies and practices in a coherent and convergent way. Keywords: Inclusive education, key factors, Canada, school improvement, educational policies.

O objectivo principal do presente trabalho é apresentar uma resenha de investigações empíricas realizadas sobre o efeito-escola no Brasil ao longo dos últimos 7 anos, bem como enunciar os principais factores, escolares e familiares, associados aos resultados escolares e que são passíveis de mudança no curto-médio prazo, sobretudo no que se refere à educação dos alunos com déficit educacional sistemático. O texto aponta pistas de como a actuação da escola e da família pode ser corrigida e articulada de modo a produzir a melhoria efectiva nos resultados escolares. É enfatizada a importância do acompanhamento de resultados e recuperação atempada dos alunos em risco de repetência, da necessidade de reforço educativo nas turmas com maior proporção de alunos repetentes (para que os conteúdos programáticos possam ser integralmente cumpridos), a importância de que a implementação das políticas para a correcção do desfasamento idade-série seja acompanhada de medidas complementares e estruturantes que confiram estabilidade ao sistema, a importância de que as famílias usem o seu capital social a favor da educação.Descritores: eficácia escolar - efeito-escola - modelos multinível - ensino básico - capital social The school effect and change - is change possible? Evidence based on Brazilian research The main objective of this paper is to present a review of empirical research conducted on the school effect in Brazil during the last 7 years, and to illustrate some of the factors, both school and family, related to the students performance at school. These factors can promote change in the short or mid term mainly in the education of students with systematic educational deficiencies. Repetition causes the discouragement of students, which is a risk factor associated with school evasion. The paper explores the action of the school and family towards producing improvement in student performance. It emphasizes four features: the monitoring of learning as an early way of diagnosing students at risk of repetition, the need for educational reinforcement in classes where the proportion of repeaters is high, the importance of implementing policies for age-grade correction together with complementary and structural measures which guarantee the stability of the educational system, and the importance that families use their social capital in favour of their children's education.Keywords: school effectiveness - school effect - multilevel model - compulsory education - social capital

En el marco de la preocupación general sobre la desigualdad educativa en México, este trabajo describe el Programa Escuelas de Calidad, impulsado por la presente administración federal. En contraposición a la tradicional organización vertical y centralista del sistema educativo mexicano, el Programa -que se nutre de la experiencia y la investigación de varios movimientos teórico-prácticos sobre mejora y eficacia escolar- concentra su atención en la escuela como la organización clave para avanzar en la calidad y equidad de la educación. Una vez revisados el origen y los antecedentes del Programa, se detallan sus objetivos, premisas y fundamentación general, así como algunas de las implicaciones metodológicas y operacionales de su implementación. Se insiste en la necesidad de construir nuevos modelos en gestión estratégica, prácticas pedagógicas flexibles y asociación integral escuela-hogar, de manera que el cambio surja por voluntad propia desde la escuela, se rescate la experiencia de los docentes y se fortalezca el capital social de las comunidades escolares. Finalmente, y reconociendo las limitaciones que impone el breve tiempo de su implementación, se señalan algunos avances del Programa. El impacto real, en términos de logro de aprendizaje y eficacia social, sólo podrá medirse a medio y largo plazo.Descriptores: descentralización - autonomía escolar - calidad educativa - equidad - mejora de la escuela Educational Reform in México: The Quality Schools ProgamAmong social concerns about educational inequality in Mexico, this paper describes the "Quality Schools Program" (QSP), launched two years ago by the incoming federal government. In a highly centralized education system, this new policy -nurtured from many of the outstanding theoretical and practical movements on school improvement and school effectiveness-, considers school community as the key organization in order to address current problems on quality and equity issues. This article offers a review on QSP origins, goals, premises and theoretical basis, as well as some practical implications of its implementation. QSP most innovative proposals have to do with the design at the school level of three new models: strategic management, flexible teaching practices and school-home partnership, in a course of action that encourages the school will for transformation and parents empowerment. Finally, the paper offers some preliminary results, under the awareness that the real impact, in terms of learning achievement and social efficacy, can only be obtained in the middle and long term.Keywords: decentralization - school autonomy - quality of education - inequality - school improvement

Entre as várias funções atribuídas à escola atribuímos neste artigo primazia ao ensino e aprendizagem de conteúdos cognitivos. Não só as expectativas dos pais são maiores em relação a esta função da escola, como a atual preocupação da sociedade brasileira com o nível de conhecimentos com os quais os alunos terminam a sua educação básica justificam a escolha. O artigo apresenta e discute os fatores associados ao desempenho cognitivo, classificando-os em três grandes categorias: os associados à estrutura escolar, os associados à família e àqueles relacionados ao próprio aluno. Um modelo conceitual, fruto de síntese da literatura, é apresentado. Utilizando dados empíricos coletados recentemente verifica-se que a capacidade explicativa destes fatores registrada na literatura internacional vale também para a realidade brasileira.Palabras-chave: eficácia escolar - efeito-escola - modelos multinível - Brasil The impact of the school in the cognitive achievement of the studentsAmong the different school functions, this paper emphasizes the importance of teaching and learning processes. This option is justified because the parents' expectations are higher in relation to this school function and because the Brazilian society is actively looking for the reasons its basic education students are not learning as expected. This paper presents and discusses the factors associated to cognitive achievement classifying them in three groups: the ones associated to the school structure, to the family and to the student themselves. These factors are integrated in a conceptual model, a synthesis of previous works. Using recent empirical data from Brazilian basic education students it is shown that these factors have for the Brazilian school reality the same importance found elsewhere.Keywords: school effectiveness - school efects - multinivel models - Brazil

El artículo se propone realizar un aporte al análisis de las políticas orientadas a la atención educativa de las poblaciones vulnerabilizadas de las grandes ciudades de América latina, basándose en los resultados de seis estudios realizadas en sendas ciudades de cinco países de la región. Presentaremos las principales conclusiones de los estudios, poniendo el acento en el armado institucional de los programas, la cuestión docente, los componentes pedagógicos ligados al curriculum, la enseñanza y el aprendizaje, y los aspectos de cambio estratégico de los programas. Un aporte original del trabajo es que incorpora los procesos específicos de la educación en la región al debate sobre la problemática de la inclusión educativa en las ciudades.Descriptores: Inclusión educativa, educación en ciudades, política educativa. Urban Segmentation and Education inn Latin-American. Contributions of Six Studies on Educational Inclusion Policies is Six Big Cities of the Region The paper makes a contribution to the analysis of policies for the educational inclusion of “vulnerabilized” populations in the major cities of Latin America, based on results from research developed in six cities of five countries. The paper presents the main conclusions of the studies, with emphasis on the institutional architecture of the educational policies; on teachers´ issues; on pedagogical concerns such as the educational curriculum, teaching and learning; and on aspects of strategic change in educational policies. An original contribution is intended by incorporating the Latin American educational processes to worldwide debate on urban education.Keywords: Educational inclusion, urban education, educational policies.

El trabajo se basa en la búsqueda de información que permitiera establecer el estado del conocimiento respecto a la educación en valores en el nivel superior en México. Los criterios utilizados para la revisión de los trabajos con los cuales dar cuenta de este objetivo fueron: que estos trabajos se hubiesen realizado no más de cinco años atrás, que su temática se adscribiera a la educación en valores, que incluyeran trabajo empírico y que su campo de estudio se ubicara en la educación superior de México. El análisis de los trabajos encontrados nos lleva a ubicarlos en cinco grupos de acuerdo a sus coincidencias en un área particular de la temática señalada. Se encuentran investigaciones que indagan respecto al nivel de desarrollo del juicio moral de los universitarios, trabajos que se ocupan en inquirir respecto a las preferencias valorales de los universitarios, estudios referentes a la ética profesional, reportes que dan cuenta de los esfuerzos por establecer proyectos de educación moral, y trabajos teóricos que tratan sobre la educación en valores, o que analizan las políticas educativas y el papel del Estado en cuanto a la educación moral se refiere.Dada la temática de este trabajo, la formación en valores y su eficacia, se considera pertinente desarrollar los trabajos que se inscriben en los dos primeros grupos y esbozar el resto.Las investigaciones revisadas evidencian una magra contribución de las instituciones de educación superior en el desarrollo valoral de sus estudiantes. Por otro lado, advierten que la familia es la principal fuente para la formación de los valores que los estudiantes presentan. Se concluye con una propuesta que permita conocer mejor el proceso de formación valoral para de ahí derivar propuestas de desarrollo valoral más eficaces. Descriptores: Educación en valores, juicio moral, educación superior, México Teaching Values at a Superior Education LevelThis is based in the search for information that would establish the state of knowledge in respect to value teaching at a superior level in Mexico. The criteria utilized for the revision of the information used were: that said information was no older than five years old, it versed about value education, works that included hands on experiences and its field of study concentrated in Mexican superior education. The analysis of the works found allowed us to classify it into five groups with regards of their relationship to any one area of the mentioned topics of interest. Some works search the development of moral judgment in college students; others are studies about the preferred values of students and reports on professional ethics of students that give notice of the efforts made to establish moral education projects; and theoretical works about the teaching of values, or analyze educational policy and the State’s role on moral education.Due to the subject matter of this paper, value formation and its efficiency, paper development classified into the first two groups is considered important, sketching the rest.The reviewed investigations showcase a lean contribution of superior education institutions for the development of their students. On the other hand, they find that the family is the main source of student value formation. We conclude with a proposal to recognize the value formation process in order to generate efficient value development proposals. Keywords: Education in values, moral judgment, superior education, Mexico.