Search

Culture of peace and education work together to shape individual with knowledge, attitudes and behaviors focused on harmony, tolerance, respect, inclusion, and peace. This paper presents a systematic review whose purpose was to identify the lines of study of the culture of peace in secondary education globally during the last decade (2012-2022). The study was based on the PRISMA methodology; 367 articles were collected from the databases of ERIC, Education Source, Academic Search Ultimate, Web of Science and Redalyc. Based on inclusion and exclusion criteria, 27 articles were analyzed. The results obtained reflect that most of the articles focus on the of the peace component in the school curriculum, although scientific production focused on identifying the effects of culture of peace programs was also identified. It is concluded, the study of this topic provides a deeper understanding of how education contributes to the development of citizens committed to peace. [ABSTRACT FROM AUTHOR]

Goals: Understand the relationship that is established among professors, students and assistencial nurses, between the theory and practice of cultural care. Methods: Qualitative, hermeneutic, with a critical approach. A sociodemographic questionnaire, discussion groups and episodic interviews were used. Model: 34 participants: 6 teachers, 11 nurses and 17 students. Results: Three subjects were identified: 1. The theory and practice of cultural care in nursery: the learned knowledge. The cultural care is not formalized in the curriculum, some aspects from the cultural care are included in the theory of the courses. 2. Practice and theory of the cultural care in nursery: the lived experience. The rigid protocols and homogenizers from the health institutions were the major obstacle to specify along the practice of cultural care. 3: The relationship of theory and practice in nursery: what is recognized. Professors and nurses formers of human talent recognize their lack of preparation to form the students in cul-tural care. Conclusions: There is a breach between the theory and the practice around cultural care. It is required to include the cultural care in the curriculum and make it congruent with the theory and the practice, allowing the dialog of knowledge and surpassing not only the communication barriers, but attitudinal and institutional, which were found in the study. [ABSTRACT FROM AUTHOR]

This work reflects on an extension activity carried out by the students of the Environmental Information Bachelor course of studies and the Lma Iacia Qom native community of San Pedro, Buenos Aires province. Through this action, territorially-based intercultural extension activities were incorporated into the educational path of the degree program. The objective was to generate practices that foster the exchange of knowledge and reflection on how different ways of conceiving and experiencing the world have an impact on environmental configurations and the ways in which we appropriate the territory we inhabit. Additionally, we discuss the institutional and educational impact of this type of action, which may contribute to a comprehensive range of functions within possible curricular processes. [ABSTRACT FROM AUTHOR]

This text aims to identify and analyze the challenges in higher education to meet social needs in Colombia. Qualitative research methodology was employed for this purpose. Semi-structured interviews were used as the technique for data collection, and questionnaires were used as instruments. Atlas.ti software and the website nubedepalabras. es were utilized for information analysis. In conclusion, it is determined that higher education faces internal challenges associated with structural factors in the educational process and external challenges linked to the economic system and living conditions of the Colombian population. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciencias de la Actividad Física UCM is the property of Ediciones Universidad Catolica del Maule and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Thinking about the re-enchantment of the world and the relevance of everyday curricular creations in this process requires resorting to the phenomenon and process of disenchantment of the world in order to be able to weave a reflection that addresses different aspects of the debate, inserting them into the curricular debate. Therefore, this article resorts to Weber's thinking about the disenchantment produced in and by modern rationality and its dialogue with some of the formulations of possibilities of reenchantment. Through extensive bibliographical research, the different contributions to the reflection on this subject are covered, from Morin and Prigogine with their understanding of the re-enchantment by the renewal of science, to Krenak and Gudynas, who advocate a new relationship with nature, and to Maffesoli and his understanding of the renewal of sociabilities and the use of technologies as ongoing re-enchantments. It is important to emphasize the contribution of Boaventura de Sousa Santos, for the relationship he establishes between the re-enchantment of the world and everyday life - fundamental for thinking about curricular creations - and for his broader approach, which dialogues with all those already mentioned, and with the field of the curriculum. In its final part, based on the different contributions listed, the text briefly examines some curricular creations narrated in academic works in the field of research with everyday schools life, in which contributions to reflection on the theme can be found, as well as relevant initiatives of possible contribution of schools for the re-enchantment of the world. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia, Docencia y Technologia is the property of Universidad Nacional de Entre Rios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Forma y Funcion is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article we analyze the selection criteria of the educational practices carried out by students of technical schools and the points of tension that prevail when experiencing it, both by students and by teachers. We state that the criteria of justice are the drivers in the senses deployed by institutional actors, either from the informality of the proposal (in cases where they are not mandatory) or from the effects of its institutionalization (the practice that remains framed in the curriculum proposal). The article is based on a case study in three technical schools, from a qualitative approach based on the analysis of interviews and focus groups with students and teachers. [ABSTRACT FROM AUTHOR]