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Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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.)

Identification of emotions in the educational environment is fundamental for the development of social competence. The present article presents work conducted with trainee teachers on emotions related with anger, sadness, fear, love and joy. The aim of this work was to examine whether teachers are able to recognise such emotions when exhibited through text and describe the way in which they experience such emotions when they are narrated. Through the use of different picture books illustrating the aforementioned emotions, interactions took place with trainee teachers in order to familiarise them with the texts. Study participants came from the Faculty of Education at the University of Murcia and were undertaking a Primary Education double honours degree. Participants were administered a simple instrument through which they stated whether emotions described in presented texts corroborated their perception of the same emotions and whether, in addition, texts provoked the same emotion in them. Unlike implicitly illustrated emotions, those that were explicitly illustrated in picture books were generally detected by participants. This, therefore, indicates that emotion identification concurs with social awareness of emotions. It appears likely that the critical approach when applied to communication, in this case literary, is not yet well developed. Thus, inclusion of initial teacher training that includes emotions as a component of the communicative competence into the development of teaching and learning processes in the education system presents a challenge. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa 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 Pedagogía y Saberes is the property of Universidad Pedaggica Nacional 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.)

The present paper wants to share the project called "Participative Community methodologists in ludoteca felt and thought from education". It stared in 2022. The idea is part of a process in the subject Community and Institutional Psychology, that belongs to the career of University technicality in Social Education of the Faculty of Education of the National University of Cuyo. This process began 5 year ago and aims deepening and building bridges of knowledge and meanings between Social Education and Community Psychology. Furthermore, this experience is part of the Educational Social Practices Program (PSE) belonging to the Secretariat of Extension and Linkage of the UNCuyo. This project sought to ensure that students who were studying the university subjectof Community and Institutional Psychology, of the FED - UNCuyo, applied participatory community methodologies. They recived the tutoring of advanced students and graduates of the carrear and teachers. The project was carried out in a place called "ludoteca" in the "Nucleus of Innovation and Development of Opportunities" (NIDO). In addition, the specific objectives were: 1- Carry out methodologies that promote understanding of the socio-historical context; 2- Analyze current problems and needs that afflict the child population; 3- Understand the population dynamics involved and 4- Maintain, through play, a healthy space that favors the construction of strategies to address the problems of daily life. The starting point was theoretical references that put in a constant dialogue between community psychology and social education knowledges in latin America. [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 Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 de Investigación is the property of Universidad Pedagogica Experimental Libertador 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 Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Pensamiento Americano is the property of Corporacion Universitaria Americana 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.)

This article deals with the current processes of subjectivation of the government of freedoms, analyzed through the discourse of teaching excellence in the educational field. In this sense, fundamental problematization nodes were located, which, from the perspective of the history of the present time, allow us to think about the conditions of possibility that have led to the work of the teacher subject having a central place as part of the economic growth project. From the notion of governmentality, the transformations in the processes of subjectivation of teachers in the context of current policies of teaching excellence in Colombia were analyzed. [ABSTRACT FROM AUTHOR]

The main objective of this review is to show the most significant aspects of the book Pedagogy of autonomy: necessary knowledge for the educational practice of the Brazilian pedagogue and philosopher Paulo Freire. For this purpose, the three chapters are explored, described and interpreted in an analytical way, which address four elements: role of the teacher, student, knowledge and ethical sense of the pedagogical act. It is concluded that autonomy is a symbolic factor of the educational process. Likewise, teaching is not transferring knowledge, but creating conditions for its construction. [ABSTRACT FROM AUTHOR]

This article seeks to take a look at the transformation of education and the form of work meetings in the teaching and learning processes as a result of SARS - Cov-2, a pandemic that made educational institutions close their doors leaving aside the presentiality and begin to think about how to teach, how to teach, with what resources to teach, and with what resources to teach, Therefore, the various actors of the educational community entered into a game of constant, autonomous and effective learning with the intention of embracing the different educational platforms (Classroom, Moodle) and social networks (WhatsApp, Instagram, Facebook,...) that became classrooms from each of the homes of both students and teachers. It also stands out the fact that teachers in addition to guiding the educational processes became the emotional support of the families in the middle of the confinement, since the confinement of each of the families produced some crises and conflicts among them. In this back and forth of methodological changes, videoconference platforms came into play to bring synchronous meetings that allowed glimpsing the technological and knowledge gaps of the students from their different contexts. It takes into consideration the changes in communication, which ceased to be face-to-face or physical and moved to a virtual contact (even non-verbal) in which both the receiver and the sender had to be clear about the message being transmitted. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios 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 Pensamiento Americano is the property of Corporacion Universitaria Americana 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia 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 Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios 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 Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

This article about Gaspar Melchor de Jovellanos (1744-1811) recalls some of the educational contributions of the brilliant illustrated man, a modernizer. The text highlights above all his status as a pedagogue, his concern for public education, linked to individual and social development. For Jovellanos, education is the key to prosperity, an education of a public, theoretical-practical, moral and aesthetic, humanistic nature. In short, this article pays humble homage to the asturian polygraph, whose great educational legacy continues to illuminate two hundred years later. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Polis (07176554) is the property of Polis - Revista Academica Universidad Bolivariana 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.)

The paper approaches the limits of technologies in education, from the discourses extracted f'om the mapping of theses of the Graduate Programs in Education, in the interval of 2012 to 2016. It is a hermeneutic research carried out through the search of keywords, in the Brazilian Digital Library of Theses and Dissertations (BDTD), aiming to understand the contributions and problems evidenced in theses on the subject. The challenges and questionings of technologies come to the scene in education as models to be followed, which weakens the experiences of pedagogical sense in the historical-formative interdependence and unveils the need for a critical-dialectical movement that takes into account the knowledge constructed in the school. The teacher, in this scenario of change, needs to be a provocateur of pedagogical reflection stolen by the successive development of technical idioms, as a starting point for the dialectical reconstruction of technologies in education. [ABSTRACT FROM AUTHOR]

This article is conducted under the framework of the research Project "Uses and Applications of Facebook at the University of Cuenca". We are very interested in determining whether Facebook has created learning scenarios to compliment the formal schooling processes or, on the other hand, it is a communication tool in the educative dynamics. The methodology consists in a survey applied to 375 students and 287 teachers at the Universidad de Cuenca, some focus groups and some in-depth interviews to teachers from different departments. This article analyzes this social network as a tool that mediates between teachers and students. It also addresses the need to establish more open processes in order to understand how the students communicate, learn and coexist at college, as it is a scenario where teacher-student and student-teacher interactions occur. It is also deemed as a space to start dialogues intended to gain shared insights. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia 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 Pedagogía y Saberes is the property of Universidad Pedaggica Nacional 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 Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico 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 Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico 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.)

The interest of this article was to analyze the use of synchronous and asynchronous communication tools in virtual learning environments. Authors were requiered such as García (2007), Cabero & Llorente (2007), Martínez, F. & Solano, I. (2003), Valverde, J. (2002), among others. The Littoral Educational Corporation (CEI), in the city of Barranquilla, Colombia. The study was conducted between July 2016 and July 2017. The sample was 87 members among students and teachers of the CEI in Barranquilla. It was determined that teachers take advantage of electronic mail and the electronic board, while other tools are used to a moderate extent. It is favorable for the Litoral Educational Corporation to create continuous training plans for teachers to improve the use of communication tools in virtual learning environments and generate innovative contributions in the educational field. [ABSTRACT FROM AUTHOR]

Copyright of Lúdica Pedagógica is the property of Universidad Pedaggica Nacional 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 Actualidades Pedagógicas is the property of Revista Actualidades Pedagogicas 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 Pensamiento Americano is the property of Corporacion Universitaria Americana 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.)

Objective: Bullying and the use of psychoactive substances are problems to which adolescents are exposed in schools. The role of educators is paramount for prevention and management in this type of situations. The objective of this study is to describe the teachers' perception of bullying and psychoactive substance use in a school in Bogotá. Materials and Methods: Qualitative, exploratory study with the development of discussion groups and semi-structured interviews. A total of 5 educators and 1 counselor participated voluntarily previous informed consent. Ethical aspects were taken into account. Results: Participants were 66.6% women and 33.4% were men, 66.7% aged between 50-60 years, and 33.3% aged between 40-50 years. Results are presented in two subjects: psychoactive substance use and bullying which, in turn, were organized into the following categories: causes, problems, consequences, actions and proposals, highlighting ten (10) subcategories that emerged from interviews and discussion groups held with educators on bullying and use of psychoactive substances in adolescents. Conclusions: According to the perspective of educators, the involvement of parents, as part of the educational community, as well as intersectoral and interdisciplinary work for the management of both, bullying and consumption of psychoactive substances is indispensable to develop tools in adolescents that allow them to face these problems in a proper way thus avoiding seeking other alternatives that affect their lives. [ABSTRACT FROM AUTHOR]

This article analyzes the pedagogical ideas of Juan López de Velasco, a chronicler of the Indies, cosmographer, and one of the most important philologists of the 16th Century. In the first place, he initiated the reaction against the phonetic reform of Spanish spelling, using pedagogical arguments that conditioned the orthographic debate of the following century. Furthermore, he proposed legislation regarding essential aspects of primary schools, such as the examination for teachers, consideration of them as public agents, and the regulation of the timetable and number of students. The study demonstrates that López de Velasco was a forerunner of modern thinking on literacy processes and primary-school organization who was several centuries ahead of his time. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

The article presents the results of research on strengthening the emotional intelligence of teachers. The study began by diagnosing the skills of participating teachers in terms of their self-motivation, self-knowledge, self-control, empathy and skill. Then, an ICT mediated learning environment was designed and implemented to identify opportunities for improvement in self-control and empathy. The results show that interaction in these virtual learning environments, above all those designed for collaborative scenarios, helps to strengthen emotional skills related to the ability to perceive, understand and control one's own emotions and those of others. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia 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 Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales 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.)