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The collection contains the proceedings of the International scientific conference "XIII Siveryanski social-psychological readings" (November 25, 2022, Chernihiv). The second volume is dedicated to actual problems of modern social work and pedagogy. It is addressed to scientists, social workers, teachers of higher education institutions, students and postgraduates., {"references":["Thirteenth Siveryanski Social-Psychological Readings. Proceedings of International Scientific online Conference (25th November, 2022, Chernihiv) / Ed. by L. M. Zavatska. Chernihiv: T.H. Shevchenka NUChC, 2023. Vol. 2. Social Work and Pedagogy. 212 p."]}

Syftet med denna studie är att beskriva och problematisera hur so- lärare i årskurs 4-6 förhåller sig till såväl som adresserar att undervisa elever om demokrati, genom demokrati för att sedan kunna verka för demokrati. Metoden som används för att få svar på forskningsfrågorna är kvalitativa semistrukturerade intervjuer med ostrukturerade inslag där sex yrkesverksamma lärare från fem olika kommuner blivit intervjuade. Denna studie har eftersträvat att synliggöra hur so-lärare använder sitt demokratiuppdrag i klassrumsundervisning för att tillföra eleverna redskap i form av inflytande, delaktighet och ansvarstagande. Fyra teman med underordnade aspekter som utgjorde intervjuerna föreföll i resultatet. Resultatet påvisar att upplevelsebaserad undervisning genererar mer handgriplighet och lärande. Det kan ske genom att exempelvis utföra olika studiebesök, skriva insändare till en tidning med innehåll som har inverkan på eleverna, samt diverse rollspel. Resultatet visar även att när kommer till att bringa kunskap i ett klassrum med elever som har olika erfarenheter och bakgrund, behövs fostran för att förstå att olikheter är en fördel. Det är fördelaktigt att elever urskiljer fenomen på varierande sätt och uppdraget för lärare är att ge elever verktyg till att uppfatta det som något berikade, att alla behövs. The purpose of this study is to describe and problematize how the teaching assignment is addressed as well as how social studies teachers in grades 4-6, who teach students about democracy through democracy in order to then work for democracy, treat it. The method used to answer the research questions are qualitative semi-structured interviews with unstructured elements, where six participants from five different municipalities have been interviewed. This study has sought to make visible how social studies teachers use their democratic mission in classroom teaching by providing students with tools in the form of influence, participation and responsibility. Four themes with subordinate Aspect that made up the interviews appeared in the results. The result shows that experiential teaching generates more tangibility and learning, by carrying out various study visits, writing submissions to a newspaper, content that has an impact on the students, as well as various role-plays. The result also shows that bringing knowledge into a classroom with students with different experiences and backgrounds requires education to understand that differences are an advantage. It is beneficial for students to distinguish phenomena in varying ways, and the task for teachers is to give students the tools to perceive it, as something enriching, that everyone is needed.

Is social education a specific and differentiated type of education? What differentiates it from other types of education? Is there any education or pedagogy that is not social? How are pedagogy and social education related to these other, also specific, types of education? These are some of the questions that guide the conceptual and historical journey undertaken in this work from the perspective of pedagogy and social education, based around what we have characterized as ruptures in education. The underlying idea is that various ruptures have occurred in the field of education over the past century within the framework of the predominant analytical perspective. Four specific ruptures are identified and analyzed: (a) that which classifies the universe of educational actions in three areas: formal, non-formal and informal; (b) the difference between pedagogy and educational sciences; (c) that which identifies three differentiated types of pedagogy: family, school, and social; and (d)that which divides the field of Education at university into so-called areas of scientific knowledge. The work closes with an interpretation of the connections that currently structure these ruptures in education. ¿Es la educación social un tipo específico y diferenciado de educación? ¿Qué es lo que la diferencia de otros tipos de educación? ¿Hay alguna educación o pedagogía que no sea social? ¿Cómo se relacionan la pedagogía y educación social con esos otros tipos, también específicos, de educación? Estas son algunas de las preguntas que, desde la perspectiva de la pedagogía y la educación social, orientan el recorrido conceptual e histórico que se desarrolla en este trabajo alrededor de lo que hemos caracterizado como escisiones educativas. Se parte de la idea que, al amparo de la perspectiva analítica predominante, se han producido a lo largo del pasado siglo, diversas escisiones en el campo de la educación. Se identifican y analizan cuatro escisiones concretas: (a) la que estructura el universo de las acciones educativas en tres áreas: formal, no formal e informal; (b) la que diferencia entre pedagogía y ciencias de la educación; (c) la que clasifica tres tipos diferenciados de pedagogía: la familiar, la escolar y la social; y (d) la que estructura el sector universitario de la educación en las denominadas áreas de conocimiento científico. Se cierra el trabajo con una lectura de las articulaciones que estructuran en la actualidad aquellas escisiones educativas.

El artículo tiene como finalidad realizar una aproximación y reflexión sobre la educación a distancia en Colombia, rescatando sus principales características, las ventajas y desafíos que enfrenta esta modalidad educativa en la actualidad. El texto se construye con base en una revisión documental y el proceso reflexivo de estudiantes y docentes del semillero de educación social; dicha reflexión puede ser de interés para quienes participan en esta modalidad educativa y quienes gestionan los procesos de educación en el contexto actual.

Financiación obtenida por el Vicerrectorado de Calidad, Innovación y Prospectiva de la Universidad de Granada. Convocatoria Proyectos de Innovación Docente. Código: 19-20. Título: Mujer gitana: cohesión e inclusión socioeducativa. Trabajo cooperativo desde la educación social y la pedagogía., El presente trabajo muestra las aportaciones fundamentales de un Proyecto de Innovación Docente financiado por la Universidad de Granada durante el curso académico 2019/2020. Su doble finalidad ha permitido trabajar la formación-inclusión social de la mujer gitana que reside en la Zona Norte de la ciudad de Granada y, por otro lado, desarrollar competencias profesionales en el alumnado que cursa los grados de educación social y pedagogía. Para ello se ha puesto en práctica un proceso de trabajo colaborativo en el que han participado mujeres gitanas junto a profesionales de la educación social y de la pedagogía, así como alumnado de esos grados. Para llevar a cabo este proyecto, se ha utilizado una metodología comunicativa y de tutoría entre iguales partiendo del aprendizaje-servicio. Se han diseñado e implementado, conjuntamente entre expertos, alumnado y mujer gitana, talleres destinados a trabajar la inserción laboral, las emociones y el estudio de los estereotipos y roles de género. Los resultados muestran la adquisición y desarrollo de competencias para la inclusión en el colectivo de mujeres gitanas, así como un aumento del nivel formativo, la motivación y el interés en el alumnado participante., This work shows the fundamental contributions of a Teaching Innovation Project funded by the University of Granada during the 2019/2020 academic year. Its dual purpose has made it possible to work on the training-social inclusion of gypsy women residing in the North Zone of the city of Granada and, on the other hand, to develop professional skills in students who are studying social education and pedagogy degrees. To this end, a collaborative work process has been put into practice in which gypsy women have participated together with professionals from social education and pedagogy, as well as students from those degrees. To carry out this project, a communication and peer tutoring methodology was used based on service-learning. Workshops have been designed, implemented and put into practice jointly between experts, students and gypsy women, aimed at working on labor insertion, emotions and the study of gender stereotypes and roles. The results show the acquisition and development of competences for inclusion in the group of Roma women, as well as an increase in the level of training, motivation and interest in the participating students., Vicerrectorado de Calidad, Innovación y Prospectiva de la Universidad de Granada Convocatoria Proyectos de Innovación Docente. Código: 19-20

Purpose: The purpose of this study is to analyze the socio-educational interactions between teachers and students. This article also looks at a literacy activity utilized by the teachers and students and their interaction patterns. Research methodology: This research applied a naturalistic approach and descriptive qualitative research design. The data were collected through observation, interviews, and documentation. The data then were analyzed descriptively using the Miles and Huberman analysis model, namely data condensation, data presentation, and concluding. Results: The research results show that to improve student literacy, there were two patterns of interaction: first, a one-way interaction pattern centered on the teacher as a facilitator, corrector, evaluator in literacy activities: second, a multi-directional interaction pattern occurred. Literacy activities aim to train the learners’ ability in reading, understanding and commenting. During the core activities, several aspects of the interactions occur between teachers and students, such as conveying information, explaining, motivating, and proposing to students. At the closing stage of literacy, several aspects of the interaction between teachers and students occur. Making summaries and reading about the literacy activities have provided directions for further literacy activities and conducting evaluations that have been carried out. Limitations: There are limitations to the researcher, so this research is limited to one school only with the object of research on all students and teachers assigned to literacy activities at SMA Negeri 1 Latambaga. Contribution: The study is expected to assist the schools in monitoring the literacy activities and developing student literacy, whereas, for students, this study is expected to improve their literacy and broaden their insights about technological and scientific developments.

La formación en educación patrimonial es básica para la conservación, conocimiento y aprecio de lo que nos pertenece. El hecho de que ella no existiera en la educación primaria, secundaria y universitaria supondría una carencia de consecuencias considerables, por lo cual, en el marco del Proyecto de Innovación Educativa (PIE) 19-036, Implementación de mejoras en el proceso de enseñanza-aprendizaje de la Educación Patrimonial en Humanidades, Ciencias Sociales y Educación, aprobado por la Universidad de Málaga para el bienio 2019/2021, a través de dos cursos académicos, se ha trasladado a la totalidad del alumnado del Doble Grado en Educación Primaria y Estudios Ingleses, y al de dos cursos del Grado en Educación Social, el cuestionario elaborado por el citado PIE, para conocer el nivel que poseen en la materia, lo cual debe ir acompañado por el conocimiento de la relevancia que la legislación actual otorga a la materia de estudio, pues sin una base fundamental establecida desde la infancia, sería difícil construir un conocimiento tan siquiera mínimo sobre qué es y qué implica la educación patrimonial. El análisis didáctico que se desarrolla se complementa, para efectuar la pertinente triangulación, con las opiniones del alumnado en torno a su baja formación reconocida, complementándose con la demostración de la práctica absoluta ausencia de materias de educación patrimonial en los grados de la Facultad de Ciencias de la Educación de la Universidad de Málaga, hecho contrastable gracias a sus memorias de verificación de los títulos correspondientes.

El presente artículo analiza el impacto de las Tertulias Pedagógicas Dialógicas (TPD) como práctica educativa de éxito en un contexto universitario, favoreciendo así otras formas de aprender alejadas de las clases magistrales. Durante cuatro cursos académicos se ha analizado el desarrollo de las intervenciones de 87 estudiantes de tercer curso del grado de Educación Social. Por un lado, se diseñó un cuestionario, cuyos datos se analizaron de forma cuantitativa y, por otro lado, se llevó a cabo un análisis cualitativo de los relatos de los estudiantes en las sesiones de TPD y de entrevistas en profundidad, estableciéndose cuatro categorías de análisis. Los resultados muestran la contribución de esta práctica a la futura actividad profesional del alumnado, dotándole de instrumentos para implementarla en diferentes contextos sociales. También muestran su contribución en el fomento de su capacidad crítica y reflexiva, en la relación con el entorno, en el fomento de modelos basados en el aprendizaje entre iguales y en las reflexiones que se realizan entorno a la lectura. Este artículo pretende aportar algunas evidencias de la experiencia de TPD en la educación superior contribuyendo así a aumentar datos científicos que avalen esta actuación de éxito en este nivel educativo.

EnglishEnglish medium education is spreading in different parts of the world even in higher education. Here we focused on an EMI course offered at the University of the Basque Country (UPV/EHU). We analysed a course from Social Education for two academic years, and a total number of 77students took part. In order to avoid language difficulties due tothe low level of English, the teacher allowed the use of Basque and Spanish. Based on the data gathered through classroom observation, focus group discussions and diaries students had to write, students managed to face the course better thanks to translanguaging pedagogies. They did not work much on their English productive skills, but being allowed to use either Basque or Spanish to participate in class and to write assignmentshas given them confidence and has lowered their language anxiety. euskaraMundu osoan ugaritzen ari da ingeles bidezko irakaskuntza, baita unibertsitate mailan ere.Euskal Herriko Unibertsitatean (UPV/EHU) ingelesez ematen den ikasgaibati erreparatu dioguikerketa honetan. Zehazki, Gizarte Hezkuntza graduko ikasgai bat aztertu dugu bi urtez, eta denetara 77 ikaslek hartu dute parte. Ikasleek ingelesarekin izan ditzaketen arazoei aurre egiteko, euskara eta gaztelania ere erabiltzea baimentzen du irakasleak.Behaketa, talde-eztabaida eta ikasleek idatzi beharreko egunerokoetan jaso dugunaren arabera, translanguagingpedagogikoari esker hobeto moldatu dira ikastaroa aurrera ateratzeko. Ez dute ingelesezko ekoizpena bereziki landu, baina gelan parte hartzeko nahiz idatzizko zereginak egiteko euskara nahiz gaztelania erabili ahal izateak konfiantza eman die, eta hizkuntza-antsietatea murriztu.

The purpose of the article is to identify, analyze and describe the phenomenon of the long-term parallel development of Russian and German socio-pedagogical theories, which have common roots, but at the same time each has a certain uniqueness. The general concepts of social education are revealed, which form the basis of social pedagogy in Russia and Germany, create the possibility of mutual enrichment with experience, and differences in their development in practice make it possible to fairly accurately determine mutual interests and needs. The possibility of mutual enrichment of social and pedagogical practices is shown, the use of which requires an understanding of the similarities and differences in the concepts of social pedagogy in both countries.

ملخص البحث: هدف البحث إلى قياس مستوى استخدام الأخصائي الاجتماعي للمشارکة کمدخل لتحقيق جودة الخدمات الاجتماعية بالمدارس، وأجريت الدراسة على عدد (23 أخصائي اجتماعي) من الأخصائيين الاجتماعيين العاملين بالمدارس الاعدادية الحاصلة على الاعتماد والجودة بمحافظة الفيوم، وکذلک على عينة عددها ( 180طالب وطالبة) من الطلاب المستفيدين من الخدمات الاجتماعية المقدمة لهم، وبينت نتائج البحث أن قيمة المتوسط الحسابي لاستجابات المبحوثين من الأخصائيين الاجتماعيين (57)، وکذلک نسبة البعد (83.14%) مما يدل على أن مستوى استخدام الأخصائي الاجتماعي للمشارکة کمدخل لتحقيق جودة الخدمات الاجتماعية بالمدارس (جيد جدا) ، وجاء ترتيب العبارات التي توضح استخدام الأخصائي الاجتماعي للمشارکة کمدخل لتحقيق جودة الخدمات الاجتماعية بالمدارس وفقا للنسبة کما يلي: - جاءت العبارات رقم (5) والتي مفاداها " اشارک فريق العمل في تفعيل الأنشطة التي تقدمها المدرسة" في الترتيب الأول بتکرار مرجح (65) وبنسبة مرجحة (94%). - جاءت العبارة رقم (12) والتي مفاداها " أشارک في تنفيذ البحوث والدراسات التي تجريها إدارة التربية الاجتماعية " في الترتيب الثاني بتکرار مرجح (63) وبنسبة مرجحة (91%). - جاءت العبارات رقم (4)، (16) والتي مفاداها " اسهم في صنع القرارات المتعلقة بتقديم الخدمات الاجتماعية للطلاب، أعمل على توطيد علاقة المدرسة بالمؤسسات المجتمعية الأخرى بالمجتمع المحلي" في الترتيب الثالث بتکرار مرجح (62) وبنسبة مرجحة (90%). الکلمات المفتاحية:الحوکمة/ جودة الخدمات/ الخدمات الاجتماعية. ملخص البحث باللغة الانجليزية: The objective of research is to measure the use of transparency by the social worker as an input to the quality of the social services of schools, a sample of 23 social workers in the accredited and quality preparatory schools a in fayoum, the sample number of students 180 who benefit from social services is also given, and the results of the research showed that: the study found that the value of the mean of the respondents responses of social worker in 53, as well as the 83.14% dimension indicates that the level of social worker transparency as an input for the quality of school social services is very good, The order of the words that show the social workers use of transparency as an input to achieve the quality of social services in schools is as follow: the phrase (5), which says " I engage the staff in the activities that the school provides" came in the first order with a likely frequency of (65) and a weighted ratio (94%). The phrase (12), which says " I participate in the research and studies carried out by the Department of social Education", came in the second order with a likely frequency of (63) and a weighted ratio (91%). The words (4),(16) which says " contributed to decision making on the provision of social services to students, I strengthen the schools relationship with other community- based institutions" in the third order with a weighted frequency of (62) and weighted ratio (90%). Key words: participate / quality of services.

ContextOver the past 20 years, the Swiss social work education system has undergone profound transformations, including a multiplication of education levels. In the field of social education, there are now three different levels of diplomas: socio-educational assistant with a Federal Diploma of Vocational Education and Training (SEA), social educator with an Advanced Federal Diploma of Higher Education (SEH) and social educator with a Bachelor’s degree (SEU). This article investigates the relationship between social education professionals with different levels of diplomas working in institutions for persons with disabilities in French-speaking Switzerland. Fourty-six semi-structured interviews were conducted with employers and professionals regarding the recruitment practices, the division of labour and the collaboration among professionals.FindingsOur study highlighted a balanced distribution between SEA socio-educational assistants, SEH social educators and SEU social educators within institutions. Two modalities of division of labour were also observed: ‘assimilation’ that makes no differences at a formal level between social education professionals and ‘differentiation’ that involves a distinction between SEA socio-educational assistants and SEH/SEU social educators. Finally, participants underlined a good collaboration between these professionals.ApplicationsBoth assimilation and differentiation revealed at first sight a divergence between the introduction of three levels in the Swiss social work education system and the reality of the division of labour and the collaboration between SEA socio-educational assistants, SEH social educators and SEU social educators in institutions for persons with disabilities. Considering the recent reforms of social work education as well as the economic and political uncertainties surrounding social institutions in the field of disability, further research is required to examine how the relationship between the three professional profiles evolves.

Este artigo descreve e analisa o papel do profissional atuante no Serviço de Acolhimento Familiar na singularidade cultural e social do contexto luso brasileiro. É seu intento responder ao desafio de evidenciar o perfil desta intervenção/mediação socioeducativa e cultural baseada na Educação Social. Além disso, descortinar saberes, emoções, exigências e os tipos de cuidados que o acolhimento familiar coloca. Esta reflexão crítica se baseia na análise de documentos políticos e institucionais, e de um conjunto de artigos, teses ou manuais que resultaram da investigação científica realizada em ambos países. Neles se destaca um conjunto de testemunhos de crianças, acolhedores, famílias e profissionais, que procuram dar voz a quem vive o acolhimento familiar. São trazidas reflexões também pautadas na experiência prática dos autores. Entre os principais resultados estão a necessidade de aprimoramento técnico específico e a construção de um modelo mediativo onde o profissional possa dar conta do contexto em questão.

This paper explains about efforts to build patterns of Islamic childcare through the learning activities of Parenting Fiqh in higher education institutions. This research uses library research, while the data are obtained from printed, non-printed books, magazines or articles. Higher education as one of the places to gain advanced knowledge or development, is one place where students get preliminary knowledge about how to build Islamic childcare patterns, namely patterns of care that are in accordance with the Qur'an and Sunnah. This can be obtained by students in learning activities in the Fiqh Parenting course, in which integrated Islamic content, psychology, moral and social education.

The internationalisation of higher education leads to benefits for students and universities. Part of the internationalisation process is student mobility through study abroad programmes such as Erasmus. This paper reflects on the study abroad process and experience for three Czech social pedagogy students from the faculty of education at Masaryk University in Brno, Czech Republic. The results of this small-scale study, collected through a questionnaire and a follow-up interview, showed that the study participants had similar motivations and experiences despite the different host institutions and study programmes. Furthermore, care needs to be taken when selecting a host university programme and ensuring that there are straightforward activities instructors can make use of to better prepare outgoing students. These findings lead to suggestions for classroom teachers as to how they can, to some degree, 'internationalise' their lessons, and how universities can encourage more students to take part in study abroad programmes, and to questions for future research.

Se abordan, los resultados de la investigación relacionada con el desarrollo del servicio social universitario en la comunidad costera Desemboque, del municipio Caborca, Sonora. México, considerado una tarea del proceso formativo de los profesionales, por eso, se deriva en un proceso pedagógico particular, que precisa de una organización metodológica que facilite la integración Universidad-Sociedad. Se realizó un estudio inicial y descriptivo para determinar las regularidades que caracterizan el proceso pedagógico de servicio social universitario que contempló la aplicación de entrevistas a estudiantes y miembros de esta comunidad, observación a las actividades que se realizan, llegándose a la conclusión de que existe una necesidad de organizar metodológicamente este proceso pedagógico en dicha comunidad. También se realizó una sistematización teórica para seleccionar los referentes teóricos que sirven de base a este trabajo y la experiencia de más 30 años en el desempeño profesional e investigativo en trabajo social universitario. Por estas razones se define como objetivo presentar una estrategia socioeducativa del proceso de servicio social universitario en Sonora, México.

En este artículo se revisan los fundamentos pedagógicos y sociales de una experiencia de Aprendizaje Servicio (ApS) llevada a cabo en la Universidad que resultó muy satisfactoria. En dicha experiencia se combinaron dos asignaturas (de dos Facultades distintas) y participaron 120 alumnos, 10 profesores y 12 entidades del tercer sector que trabajaban sobre situaciones de exclusión social. El objetivo era materializar un ApS a través del cual: 1) El alumnado trabajase en situaciones reales de esas entidades, para favorecer la inclusión de minorías (Diversidad funcional, Inmigración, LGTBI, etc.). 2) Realizase piezas audiovisuales con el propósito de sensibilizar y transformar el imaginario social al respecto. Dicha experiencia se examina a través de la vivencia concreta de uno de los grupos de alumnos (concretamente, el que tutorizó el autor de este artículo). Para escudriñar dicha experiencia se ha realizado un trabajo de campo que, además de otras acciones, fundamentalmente, se sustenta en entrevistas a representantes de todos los colectivos participantes en aquel proceso de aprendizaje: alumnado de las dos facultades, profesorado de las dos facultades, tutor y representante de la entidad colaboradora. Los datos evidencian las múltiples potencialidades educativas de este modelo de aprendizaje. Y los argumentos socio-pedagógicos que se esgrimen, muestran un proceso formativo muy adecuado, particularmente, para la enseñanza superior, y pretenden animar al profesorado universitario a su implementación This article reviews the pedagogical and social foundations of a successful Service Learning experience at the University. The experience combined two subjects (from two different Faculties) and involved 120 students, 10 teachers and 12 third sector entities working on situations of social exclusion. The objective was to develop a Service Learning experience through which: 1) The students work in real situations of these entities, in order to include minorities (Disability, Immigration, LGTB+, etc.). And 2) producing audiovisual pieces with the purpose of transforming the general social conscience regarding these excluding realities. The Service Learning process is examined through the concrete experience of one of the groups of students (specifically, the one tutored by the author of this article). To examine this experience, fieldwork has been carried out which, in addition to other actions, is fundamentally based on interviews with representatives of all the members participating in the experience: students from the two faculties, teachers from the two faculties, tutor and a representative of the collaborating entity. Data show the multiple educational potentialities of this learning model. And the socio-pedagogical arguments put forward show a training process that is very appropriate, particularly for higher education, and aim to encourage university teachers to implement it

The article analyzes the history of science education in the precursors of the VG Korolenko Poltava National Pedagogical University: Poltava Ukrainian Pedagogical Institute (1919–1921), Poltava Institute of Public Education (1921–1930), and Poltava Institute of Social Education (1930–1933). In particular, the focus is on the peculiarities of the organization of the educational process and the educational environment during these periods. The following research problems are solved in the article: the specifics of the organization of the educational process on natural science in its content and methodology in each of the periods are specified. The activity of the organizers of the educational process for the preparation of science teachers at the precursors of the VGPPU State Pedagogical University is characterized. Korolenko. The prospect of further research is to find archival sources that would help to follow the careers of all teachers who trained science teachers in the 1920s - early 1930s.

O artigo faz uma releitura do sistema educativo de Dom Bosco em base aos principios metodológicos da Educação Social e da projeção para a Educação no seculo XXI feita pela Unesco. Mais de cem anos antes, Dom Bosco sonhava com uma educação respeitosa de quatro principios educativos, baseados em uma dimensão afetivo-relacional, composta pela bondade, o carinho, a compreensão; uma dimensão racional e científica, cujos elementos principais são o principio da razoabilidade e da aquisição de competências para uma boa integração à sociedade; uma dimensão existencial, que reconhece a importancia de desenvolver o seu ser humano motivado por um projeto e por um sentido que não dispensam a transcendência da vida; uma dimensão tecnológica e profissional capaz de capacitar os individuos na sua integração e participação na sociedade; uma dimensão . A Unesco projetava nos anos 90 quatro dimensões a serem consideradas na educação do presente século, como pilares da educação que coincidem, respectivamente, ao aprender a conviver; aprender a conhecer; aprender a ser e aprender a fazer.

This study investigated suitability and appropriateness of the social and national education guidebook for students in the first three grades (Grade 1, 2, & 3) from the point of view of their teachers. In the Jordanian education system, the social education textbooks have just been replaced with new guidebooks for social and national education. A Survey was distributed to (85) teachers, and (52) of these were also interviewed. The findings showed that teachers thought the guidebooks were strong in some points but lacking in others. The study recommends the following in light of the results: social and national curriculum standards, taking these National Curriculum Standards for Social Studies (NCS) into consideration as well as involving additional variables. Further research could investigate the teacher’s guidebook curriculum with content analysis. https://doi.org/10.26803/ijlter.18.11.5

Learning is always interesting to be researched. Learning is a process of active behavior, interactive and constructive when the learning process is used as a social context that needs attention. Social studies learning must be able to become and strengthen the values of local wisdom as a symbol of the students’ character identities. Then there needs to be analyzed the pattern of the development of social science learning materials based on the local wisdom in an effort to shape students’ characters. The purpose of this study is to describe the pattern of the development of social science teaching materials based on the local wisdom. This research was conducted in two approaches, qualitative and quantitative, using two patterns, namely: The Dominant-Lessdominant-Design and the development research design,by carrying out four stages, namely: 1) Initial studies, 2) Preparation of teaching materials, 3) Development of teaching materials and 4) Implementation. The techniques of collectingdata of this research were interviews, questionnaires, observations, tests and documentation. The results of this study can be concluded: 1) The development of social science learning materials based on local wisdom can help teachers to understand students and connect learning materials with the region potentials, 2) The development of social studies learning materials based on local wisdom can help students to understand the potential of their area. This can be seen in the acquisition of research results, the average of pre-test score is 33.70, the average of post-test score is 55.80, there was an increase average about0.35. It is in the sufficient categorized. Keywords : Local wisdom, social studies, learning materials. ABSTRAK Pembelajaran merupakan persoalan yang senantiasa menarik untuk dilakukan penelitian. Pembelajaran adalah sebagai proses prilaku aktif, interaktif dan konstruktif manakala proses pembelajaran ini dijadikan sebagai kontekssosial yang perlu mendapat perhatian. Pembelajaran IPS harus mampu menjadi dan menguatkan nilai-nilai kearifan local sebagai symbol identitas karakter anak didik. Maka perlu adanya analisa pola pengembangan materibahan ajar pembelajaran IPS berbasis kearifan local dalam upaya pembentukan karakter siswa. Tujuan dari penelitian ini adalah untuk mendiskripsikan pola pengembanagn bahan ajar pendidikan IPS berbasis kearifan lokal. Penelitian ini dilakukan dua pendekatan yaitu kualitatif dan kuantitatif dengan menggunakan dua pola yaitu : The Dominant-Less-Desaign dan Desaign research and development. Dengan melakukan empat tahapan yaitu : 1) Studi awal, 2) Penyusunan bahan ajar, 3) Pengembangan materi bahan ajar dan 4) Implementasi. Teknik pengumpulan data penelitian ini yaitu dengan wawancara, kuesioner, observasi, tes dan dokumentasi. Hasil penelitian ini dapat disimpulkan: 1) Pengembangan materi pembelajaran IPS berbasis kearifan local dapat membantu guru dalam upaya pemahaman siswa dan menghubungkan materi pembelajaran dengan potensi wilayah. 2) Pengembangan materi bahan ajar pembelajaran IPS berbasis kearifan local dapat membantu siswa terhadap peningkatan pemahaman potensi daerahnya. Hal ini dapat dilihat pada perolehan hasil penelitian yaitu: dari rata-rata skor pree test 33.70 menjadi 55.80. Ada peningkatan rata-rata 0.35, walaupun pada kategori cukup atau sedang. Kata Kunci :Kearifan lokal, Ilmu Pengetahuan Sosial, Materi pembelajaran.

The article is devoted to the issues of including socio-cultural component in teaching Russian as a foreign language. Socio-cultural component is considered as a goal, means and the result of foreign students’ motivation to master the Russian language. The purpose of this work is to study the choice of educational aids containing socio - cultural component to create psychological and pedagogical conditions for the development of students’ socio-cultural competence. The paper describes the influence of the environment, the role of the teacher and teaching course content aimed at the formation of students’ socio-cultural competence, as well as the process of social education of migrants in a foreign cultural environment. The result of the research is to develop a special training course that would optimize the processes that contribute to the effective entry of foreigners studying Russian into a new cultural environment and society. The introduction of the training course on the formation of socio-cultural competence in an educational process has shown that the components of the socio-cultural course in teaching Russian as a foreign language help to increase internal motivation, and therefore become more conscious in language acquisition. Russian as a foreign language should have a special role to play in considering and discussing issues that reveal the peculiarities of the Russian mentality and its lifestyle. That is why the issue of developing and implementing appropriate teaching aids and techniques for the formation of students' socio-cultural competence is so urgent.

This article investigates the phenomenology of Social Education Coordinators in Israeli high schools regarding school’s civic education. Twenty-one semi-structured interviews were conducted, followed by a two-stage coding process. The Social Education Coordinators indicate that their schools seem to be unified behind the goal of maximal citizenship. However, their unique position as agents of non-formal pedagogies gains them insight into the role of pedagogy in advancing various citizenship models and the struggle in schools between opposing pedagogies and citizenship models. Formal pedagogies are understood to be incoherent; they speak of maximal citizenship, however, habituate minimal citizenship. Informal pedagogies are understood to be coherent, to both speak and habituate maximal citizenship. From the Social Education Coordinators’ perspective, their attempt to insert meaningful informal pedagogies and true maximal citizenship is subversive and a show of agency. They perceive themselves as still weak but significant players in providing students with ‘voice’ in the public sphere. This analysis may advance our understanding of schools as arenas of incoherency and contradictions, of simultaneously pushing toward contradictory civic education ideals; it may highlight the civic significance of pedagogy choice and raise the issue of cultivating informal civic education pedagogies as a basic student right, a democratic right to cultivate ‘voice’.

La violencia escolar es una problemática que apare-ce de manera cotidiana en el contexto educativo, a través de distintos implicados y formas, que han progresado hacia maneras más novedosas como el cyberbullying y el dating violence. El objetivo de este trabajo es definir e identificar cuáles son los tipos de violencia escolar que los educadores en formación identifican en mayor medida. El método empleado es de carácter retrospectivo y comparati-vo, y la muestra la componen 759 educadores en formación perteneciente a los grados de educación infantil, educación primaria, y educación social. Los instrumentos empleados son un cuestionario elaborado “ad hoc” y el Cuestionario de Violencia Escolar Revisado (CUVE-R). Como resultados principales encontramos que el tipo de violencia identificado en mayor medida hace alusión a la violencia del profesorado hacia el alumnado. Identificada en mayor medida por los pertenecientes al grado de educación social, y aquel que posee una experiencia que oscila en un periodo de tiempo de entre los 6 y los 12 meses.

Pendidikan Islam yang dahulu dianggap sebelah mata dan kurang diperhitungkan, namun saat ini dianggap satu-satunya pendidikan yang solutif bagi masyarakat modern. Berbagai persoalan yang terjadi di era global seperti saat ini, semakin lama semakin kompleks dan cenderung bertambah berat. Pendidikan dan lembaga pendidikan sekuler tidak mampu memberikan solusi alternatif untuk memecahkan berbagai persoalan tersebut. Sehingga masyarakat modern pun melirik kembali ke pendidikan agama Islam. Dengan konsep yang sangat jelas serta terarah, pendidikan Islam dan lembaganya bagaikan magnet yang sangat kuat daya tariknya. Pendidikan Islam mampu menarik minat masyarakat untuk menyerahkan pendidikan anak-anaknya di lembaga-lembaga pendidikan Islam. Namun, mampukah lembaga pendidikan Islam memanfaatkan peluang tersebut dengan baik? Ketersediaan SDM yang terbatas, kekurangan pembiayaan untuk sarana dan prasarana yang sangat besar adalah contoh kecil dari persoalan-persoalan yang dihadapi oleh sebagian besar lembaga-lembaga pendidikan Islam. Kata Kunci: Pendidikan Islam, Globalisasi, Potensi

O artigo é produto de reflexões sobre a articulação entre educação social e educação escolar para viabilizar o retorno à escola de adolescentes que cumpriram medidas socioeducativas de internação e semiliberdade ou em cumprimento de medidas em meio aberto. Apresenta, inicialmente, reflexões sobre os fundamentos da educação social como forma de evidenciar a função da educação escolar, problematizando questões - atrasos, violências domésticas e comunitárias, dentre outras - que têm contribuído para que a escola e seus profissionais não consigam realizar a sua função social, que é ensinar. Além disso, evidencia as confusões teóricas sobre o papel de cuidar e educar, discutindo como os problemas disciplinares interferem na organização das escolas públicas e, consequentemente, no processo ensino-aprendizagem. Para tanto, avançamos para proposta de modo de operar a rede de proteção socioassistencial e de saúde para garantir a inserção e a permanência escolar de adolescentes durante ou depois do cumprimento da medida socioeducativa, incluindo uma lista de sugestões de articulação dos programas de atendimento socioeducativo com as instituições escolares. O estudo realiza uma pesquisa bibliográfica e documental para a análise de políticas educacionais.

This article is based on productions dealing with aspects of social pedagogy analyzed by Hamalainen, individually and collectively, such as the conceptual ambiguity of social pedagogy, the nature of social pedagogy as an academic discipline, social pedagogical guidance in social work and work with young people, ways of using the concept in Germany (2011) and Finland, as well as the field overview, including semantic and historical considerations. Other sources of information are also used, especially materials in which national traditions of social pedagogy and debates about their nature are introduced, compared, decoded and clarified. Methodologically, this work is based mainly on the analysis of historical concepts.

Objectives The aim of the article is to identify the development of the concept of social diagnosis that took place and takes place in social pedagogy. In this discipline, from the very beginning of its existence, the concepts of environmental diagnosis were developed as an activity preceding the necessary social action changing - improving the social world. Material and methods The area of research are the concepts of social diagnosis developed in social pedagogy by the main creators of this discipline - from the beginnings of its existence up to modern times. Results The analysis of reconstructed concepts shows that the social diagnosis undertaken in social pedagogy applies to both individuals and social groups - it identifies the environmental conditions of their life and functioning. Most often it concerns such areas as social conditions, participation in culture but also educational conditions and possibilities. Conclusions It would be necessary to deepen the social diagnosis - also in the sphere of psychological experiences of the participants of social life and the level of their life - also showing new educational environments and their determinants.

The article reveals the importance of the social teacher in the inclusive environment of general secondary education institutions. It is stated that a social teacher carries out successive work with social education of children and link between educational institutions, the family, and the public in order to create the optimal terms for the close development of children with special necessities. Outlined knowledge and skills that a social teacher has to possess, assist effective professional activity in different types of educational institutions. The main types of activities and functions are determined in the conditions of work in the inclusive environment. The specifics of the organization of educational process for children with special needs in the institution of general secondary education are considered. It should be emphasized that the most optimal is the complete integration, in which children with special needs include in general studies with healthy peers in ordinary classes of general secondary education, while they receive assistance at the place of study and residence. It is defined that creation of positive psychological conditions for including of children into an educational process, corresponding physical environment and materials play an important role. It is marked, that activity of social teacher assists the positive including of child with the special needs in the educational process, provides students social experience, and also influences on development of the necessary qualities and standards of behavior.

Considering the difficulties in approaching Chemistry in Youth and Adult Education (YAE), it is important to seek didactic strategies that can contribute to the teaching to the teaching and learning process of these teaching practices. In this perspective, this article is a type of master’s research, it is possible to discuss an insertion of Digital Technologies of Information and Communications (DTIC) in the Chemistry classes for YAE, with the objective of identifying constituent elements of the teaching and learning process that denote the conceptual meaning and social education of Chemistry through DTIC. It is an action research with the universe of study as a group of YAE from the State Education Network of Goias. For the purpose of this article, we discuss the relationships established between YAE teacher and students of different age groups in the use of DTIC. Such relationships were developed from the use of two applications with a focus on calculating the amount of matter and molar mass. In this process, it becomes significant to highlight the rejuvenation of YAE students, which evidenced the establishment of behaviors of exchange experiences and knowledge in the classroom and the collaborantion between yong students and older students. Another aspect to note is the alternation between the mediation of the teacher and the autonomy of students en activities for manipulating applications.

This article discusses how an elementary teacher facilitated critical conversations about race and racial injustice with her first-grade students. Our collaborative teacher-researcher team closely examined the whole-class read-aloud events with two picturebooks focused on race and racial injustice. We point to the need for reflection toward change among critical social educators to enhance critical literature discussion among young children. In this article, we highlight how we encountered successes and missteps in our efforts to engage young children in critical literature discussion and how that process is deeply ingrained in the work of decentering whiteness. Whether experienced or novice, entering into a stance of reflection toward change is a powerful classroom practice for any critical social educator interested in moving toward an antiracist pedagogy.