Artículos (Teoría e Historia de la Educación y Pedagogía Social)

URI permanente para esta colecciónhttps://hdl.handle.net/11441/11271

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Acciones educativas para reducir la ansiedad derivada de la hospitalización infantil: una revisión panorámica de la literatura
(Sociedad Espanola de Pedagogia, 2025) Padillo Andicoberry, Ana; Díaz Beato, Francisco de Asís; Sánchez Lissen, Encarnación; Romero Pérez, Clara; Teoría e Historia de la Educación y Pedagogía Social
La hospitalización pediátrica puede provocar riesgos tanto a nivel clínico como educativo. Los menores hospitalizados suelen exhibir estados de ansiedad asociados a su enfermedad o al propio ingreso. Desde las aulas hospitalarias se protege y promueve el bienestar psicológico de los escolares hospitalizados y se desarrollan actuaciones educativas que redundan en el ajuste académico y psicosocial de estos. El objetivo de esta revisión panorámica de la literatura es analizar la diversidad de acciones educativas basadas en la evidencia que se desarrollan en las aulas hospitalarias dirigidas a reducir los niveles de ansiedad de los escolares hospitalizados. MÉTODO. Se realizó una revisión panorámica de la literatura siguiendo el protocolo PRISMA. Las bases de datos utilizadas fueron Dialnet, ERIC, Medline, PubMed, Scielo, Scopus y Web of Science. Se incluyeron estudios cuantitativos aleatorizados y cuasi-experimentales desde 2013-2023. RESULTADOS. Se han evaluado 23 estudios (11 cuasi-experimentales y 12 aleatorizados) que incluyen a 1.578 menores con edades entre los 3 y los 12 años. Existe una amplia heterogeneidad de acciones educativas para reducir la ansiedad infantil en el contexto hospitalario: actividades lúdicas (basadas en juegos y con animales), expresivas-artísticas y digitales. Todas han demostrado ser eficaces para aminorar los estados de ansiedad infantil derivados del ingreso y permanencia hospitalaria. DISCUSIÓN. Se sugieren nuevos estudios evaluativos que apliquen una metodología mixta para conocer en profundidad las singularidades del contexto, la de los propios menores hospitalizados, así como las de su entorno familiar e interpersonal. Asimismo, se anima a emprender futuros estudios evaluativos sobre el impacto del acompañamiento educativo y de los dispositivos pedagógicos en el desarrollo académico y salud mental de los menores hospitalizados
Antonio Obá: Un artista brasileño que conquista París
(Universidad Pablo de Olavide, 2025) Borge Morón, Francisco José; Teoría e Historia de la Educación y Pedagogía Social
Las sociedades modernas están marcadas por una evolución constante en el ámbito artístico, donde nuevas voces emergen para cuestionar las normas establecidas. Antonio Obá, artista brasileño nacido en 1983 en Ceilândia, ha alcanzado reconocimiento internacional por una obra que explora la identidad, la memoria racial y la historia política de Brasil. Su exposición en París consolida su papel como figura clave en el arte contemporáneo, combinando influencias africanas, brasileñas e históricas para visibilizar las comunidades afrodescendientes y reflexionar sobre la identidad nacional.
What are their thoughts about inclusion? Beliefs of faculty members about inclusive education
(Springer, 2022) Márquez, Carmen; Melero Aguilar, Noelia; Teoría e Historia de la Educación y Pedagogía Social
Higher education institutions are required to promote inclusion. In this context, faculty members play an important role, which can be limited by their beliefs and prejudices. The aim of this study was to explore the level of knowledge and beliefs declared by faculty members about inclusive education. Semi-structured interviews were conducted with 119 faculty members of all areas of knowledge from 10 Spanish public universities. The results confirm that inclusive education is a term unknown to a large proportion of faculty members and acquires different meanings among those faculty members who have delved into its knowledge. The beliefs recorded in this investigation generated three categories, among which there was the persistent influence of the student-centred deficit model. The conclusions include recommendations for adapting continuous training to the fields of knowledge and delving into a shared debate about the meaning and implication of inclusive education in higher education. These recommendations can be useful not only in the advance of inclusive education in the Spanish university system but also in the rest of the European Higher Education Area, whose universities share common academic frameworks
Advancing towards inclusion: recommendations from faculty members of Spanish universities
(Taylor & Francis, 2023) Melero Aguilar, Noelia; Márquez, Carmen; Teoría e Historia de la Educación y Pedagogía Social; Ministerio de Economía y Competitividad (MINECO). España
The Sustainable Development Goals of the 2030 Agenda have set a new horizon for higher education institutions. Universities must guarantee an inclusive and quality education for all. Far from this objective, in the Spanish university system, the expansion of participation seems to have come to a halt, generating obvious situations of inequality. From a qualitative approach, this work gathers the contributions of 119 faculty members who reflected on how to advance toward more inclusive universities. The results show the barriers to inclusion that Spanish universities must overcome and the strategies that would allow them to progress toward more inclusive university culture, policies and practices. It concludes with the invitation to a cultural and organisational change based on a broader conception of inclusion. Moreover, it suggests an institutional commitment translated into a greater economic investment that enables the improvement of learning conditions and the training of faculty members in inclusive pedagogies
An instrument to analyse the sustainability competence of university students in Education Sciences
(Emerald Group Publishing LTD, 2025) Valderrama Hernández, Rocío; Barrón Ruíz, Angela; Solís Espallargas, María del Carmen; Limón Domínguez, Dolores; Teoría e Historia de la Educación y Pedagogía Social; Didáctica de las Ciencias Experimentales y Sociales; HUM596: Educación de Personas Adultas y Desarrollo
Purpose: Since the incorporation of competence-based learning in the European Higher Education Area, advancing competence-oriented assessment tools in sustainability is both a challenge and a necessity. This paper presents the design and validation of an instrument to assess learning about sustainability and the SDGs among students in the Bachelor's Degrees in Education at the University of Salamanca and the University of Seville.
Evaluación de la Calidad en la Formación Profesional Dual: desarrollo y validación de una herramienta digital basada en EQAVET e ISO 21001
(Universidad de Jaén, 2025) Rubio Mayoral, Juan Luis; Ceballos Hernández, Cristina; Trigueros Gordillo, María Guadalupe; Teoría e Historia de la Educación y Pedagogía Social; SEJ446: Dirección de Operaciones en Servicios y Turismo
La Formación Profesional Dual (FP Dual) se ha consolidado como un modelo educativo clave, al combinar formación teórica y experiencia práctica en empresas, facilitando la inserción laboral y mejorando el rendimiento académico. No obstante, su implementación presenta desafíos relacionados con la calidad y la coordinación entre actores educativos y empresariales. Este estudio desarrolla y valida una Guía de Evaluación y una Herramienta Digital basadas en los estándares del Marco de Referencia Europeo de Garantía de la Calidad en la Formación Profesional (en inglés European Quality Assurance Reference Framework for Vocational Education and Training, EQAVET), y de International Organization for Standardization (ISO) 21001, con el objetivo de garantizar la calidad en la FP Dual. A través del análisis comparado de sistemas de acreditación en España, Italia y Alemania, se identificaron siete fases críticas en la formación dual. Los resultados muestran que la herramienta facilita el control de la calidad en cada etapa del proceso, proporcionando criterios objetivos para centros educativos y empresas. Se concluye que su implementación fortalece la transparencia y la mejora continua del modelo
Analysis of intercultural competencies in pre-service teacher education syllabus in Spain
(Elsevier, 2025) Martín Gutiérrez, Ángela; Valencia Olivero, Nelcy Yoly; Mottareale-Calvanese, Daría; Teoría e Historia de la Educación y Pedagogía Social; HUM403: Investigación Pedagógica de la Persona
Background: The proportion of immigrant pupils has been increasing in recent years and will continue to do soowing to the aging of the population and the increase in migration. This poses a challenge for teachers as there isnlittle evidence of teacher training in Intercultural Competence (IC). Aims: This study determined Spanish pre-service teachers’ perceptions about the training they received in IC and their interest in receiving it. It also analyses the presence of IC (knowledge, attitudes, and skills) in the objectives of the syllabi of the courses of the degrees that qualify for the teaching profession in Spain. Methods: A validated survey was used to obtain teacher profiles and information on IC training. A rubric was designed to collect information on the objectives proposed by the subjects of the degrees that qualify future teachers in Spain. A total of 224 pre-service teachers were surveyed, and 185 university degrees qualified for the teaching profession were analysed. Specifically, 226 participants had syllabi. Results: Pre-service teachers in Spain acknowledged that they did not feel interculturally competent. However, they were interested in the training. The analysis of the curricula (bachelor’s and master’s) confirmed areas of improvement in the knowledge, attitudes, and skills dimensions of IC. Conclusion: This study reveals a gap in university education in Spain, which is unable to respond to the demands of an increasingly diverse society and prepare teachers to meet the challenges of intercultural classrooms.
Challenges in the transition of care leavers to adulthood in Spain: perception of experts
(Emerald, 2025) Martín Gutiérrez, Ángela; Sevillano Monje, Verónica; Moreno Crespo, Pilar; Moreno Fernández, Olga; Teoría e Historia de la Educación y Pedagogía Social; Métodos de Investigación y Diagnóstico en Educación; Didáctica de las Ciencias Experimentales y Sociales; HUM403: Investigación Pedagógica de la Persona
Purpose – Transition to adulthood is a challenging process for young people in care and care leavers.These challenges arise before reaching the age of majority and continue into the years that follow. This study aims to find out the perception of experts from the professional and university fields on the challenges identified in the project ‘‘Analysis, evaluation and improvement of the processes of intervention for the emancipation of young people in difficulty and/or at risk’’ carried out in Spain. Design/methodology/approach – A total of 27 experts participated in this mixed research, completing the ad hoc survey of eight Likert-type items and open questions. Findings – The findings show that the experts had a very high degree of agreement about the challenges in the process of transition to adulthood of care leavers in Spain identified in the project. Specifically, reference is made to the problems of socio-occupational integration, the importance of family support, the positive impact of the network of formal and informal support and the improvement and increase of support systems after the age of majority. Practical implications – Finally, it is highlighted as a fundamental challenge that regulations should adapt to the individual and specific circumstances of this group. Originality/value – This paper presents the perceptions of experts involved in the reality of young people in residential care. The research shows the opinions of university researchers, direct care professionals and administrative technicians regarding the conclusions of the project.
“Shut up you crazy old lady, you don’t matter”: Twitter/X communication about older people in Spain
(Informa UK Limited, 2025) Moreno Fernández, Olga; Gómez Camacho, Alejandro; Martín Gutiérrez, Ángela; Corchuelo Fernández, Celia; Didáctica de las Ciencias Experimentales y Sociales; Didáctica de la Lengua y la Literatura y Filologías Integradas; Teoría e Historia de la Educación y Pedagogía Social; HUM1027: Edadismo y Nuevos Lenguajes Inclusivos; HUM403: Investigación Pedagógica de la Persona
The advent of social networks has facilitated the integration and social connection of older people, yet it has also contributed to the perpetuation of ageist discrimination against this demographic. The objective of this study is to analyze the communication about older people on Twitter between 2019 and 2023 in Spain. To this end, a sample of 27,971 tweets was employed to conduct a semantic content analysis based on public data mining, a sentiment analysis with Tweet Binder, and a qualitative category analysis. The data provides insight into the activity and interactions within the specified period, the topics related to this demographic, the emotional content of the tweets, and the characterization of older individuals on the social network. The findings indicate that social network activity increases when the subject is the primary focus of media attention. However, the sentiments expressed toward older individuals on social networks tend to intensify and polarize, as evidenced by the heightened levels of negativity observed during the pandemic. The portrayal of older individuals on Twitter/X in Spain is characterized by a stereotypical and discriminatory view. Older individuals are often depicted as idle and privileged, enjoying a lifestyle that is perceived as separate from the norms of younger age groups. The sexuality of older individuals is frequently mocked, particularly in the case of women, who are subjected to double discrimination based on age and gender. Older individuals’ citizenship is also denied, and their rights to demonstrate, associate, and express themselves freely are questioned
Inclusión de la diversidad LGTBIQ+ en el marco normativo universitarioAnálisis de los códigos éticos y de conducta
(Fundación iS+D para la investigación Social Avanzada, 2025) Martínez de Bartolomé Rincón, Eva Ireide; Rivera Martín, Beatriz; Martín Gutiérrez, Ángela; Teoría e Historia de la Educación y Pedagogía Social; HUM403: Investigación Pedagógica de la Persona
En España, los avances normativos en materia de derechos LGTBIQ+ han promovido una mayor aceptación social; sin embargo, la discriminación y la violencia hacia este colectivo siguen presentes, incluso en la educación superior. Esta investigación analiza cómo las universidades españolas están integrando la diversidad sexual y de género en su marco normativo interno, evaluando la efectividad de sus políticas y su impacto en la percepción de seguridad e inclusión por parte del colectivo LGTBIQ+. La investigación presentada sigue una metodología cualitativa basada en el análisis de contenido (AC) y el análisis crítico del discurso (ACD) sobre documentos institucionales de universidades en la Comunidad de Madrid. Mientras el análisis de contenido identifica la presencia de referencias a la diversidad sexual y de género, el análisis crítico del discurso examina cómo estas instituciones construyen y reproducen narrativas sobre inclusión y derechos. Los resultados muestran que, si bien existen iniciativas de inclusión, su aplicación es desigual y, en muchos casos, insuficiente; detectándose deficiencias en la formación del personal y en los protocolos de denuncia ante discriminación. Se concluye que es fundamental fortalecer las políticas universitarias de inclusión efectiva del colectivo LGTBIQ+, promoviendo espacios educativos seguros y equitativos que garanticen una educación libre de discriminación y respetuosa con la diversidad
Coping with diversity in classrooms: predicting Intercultural Self-Efficacy in mandatory education teachers
(Springer, 2025) Argüello Gutiérrez, Catalina; Smith Castro, Vanessa; Martín Gutiérrez, Ángela; Teoría e Historia de la Educación y Pedagogía Social; HUM403: Investigación Pedagógica de la Persona
The social integration of immigrants into educational settings is an important challenge for host societies. In this context, teaching skills for managing multiculturalism in the classroom are becoming increasingly necessary. Even though several studies have discussed the role of Self-Efficacy in teacher management, only a few have addressed the specific component of teachers' Intercultural Self-Efficacy. The present study analyzed the relative contribution of sociodemographic, occupational, and psychosocial variables in predicting the variance of the Intercultural Self-Efficacy of active teachers throughout Spain. Participants were active teachers from different educational levels (n = 435). A self-administered online questionnaire was used to measure sociodemographic (sex and age), occupational (teaching experience and training in multicultural education), and psychosocial variables (Pro-Diversity Beliefs, Intercultural Sensitivity, Stereotypical Attributions about migration, Acculturation Expectations, and Intercultural Self-Efficacy). Results showed that the main predictors of Intercultural Self-Efficacy were age (the older, the higher the Self-Efficacy), having had some training in intercultural competencies, possessing high Intercultural Sensitivity, professing Pro-Diversity Beliefs, and having positive expectations that migrants can maintain their culture (Cultural Preservation Expectation). The results are discussed, considering the need to promote teacher training in intercultural competencies for the better management of cultural diversity in the classroom
The Professional Development of Future Educators from a Gender Perspective in Higher Education
(OpenEd Network, 2025) Martín Gutiérrez, Ángela; Sevillano Monje, Verónica; Teoría e Historia de la Educación y Pedagogía Social; HUM403: Investigación Pedagógica de la Persona
In Spain, there is no real curricular integration of gender equality in Higher Education even though teaching proposals that pay attention to social and gender inequalities have increased. This mixed research sought to contribute to the professional development of students from a gender perspective through practices carried out in the History of Education subject of the Pedagogy degree at the University of Seville in the 2021/2022 internships, consisting of 46 of 50 students who decided to voluntarily participate in the study. To achieve this objective, a pretest was conducted using an ad hoc questionnaire on students’ gender knowledge. After the final subject project using the service learning methodology, a post test was conducted using the same questionnaire and individual interviews to deep en the knowledge acquired. The results show significant changes before and after the final project in knowledge related to gender inequality (gender gap, glass ceiling, sticky floor, co responsibility, horizontal and vertical segregation, imposter syndrome, wage gap, and mental burden) and in the situation of women in the educational, social and labour spheres from a historical perspective. It concludes with the importance of training professionals in general, especially those in the field of education, with a gender perspective in Higher Education, due to the impact they will have on future generations to foster social change and promote gender equality. Furthermore, this research fills a gap in the published scientific literature.
La importancia de la pedagogía laboral como profesión: retos en la era digital
(Fundación Sistema, 2022) Riva Picatoste, Beatriz de la; Martín Gutiérrez, Ángela; Teoría e Historia de la Educación y Pedagogía Social; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
La Cuarta Revolución Industrial, unida a la digitalización, se está convirtiendo en una realidad para los trabajadores y empresas de todo el mundo. Por ello, este trabajo pretende reivindicar la importancia y la utilidad de la Pedagogía laboral y del pedagogo como profesional en los contextos actuales de transformación. Además, muestra la contextualización y evolución de la Pedagogía laboral y analiza sus retos en la era digital, desde la formación y la empresa, siendo la encargada de mejorar la cualificación de los trabajadores y las competencias que les permitan adaptarse a nuevas áreas de conocimiento. Este estudio evidencia cómo esta disciplina permanecerá como enlace entre educación y trabajo, y seguirá respondiendo a las necesidades de la práctica educativa y social, así como de los cambios que produce la era digital, que lejos de apartarla de sus funciones, aumentará la necesidad de su existencia
‘The tyranny of projects’: Experiences and challenges faced by socio-educational action professionals in Spain
(Sage, 2025) Herrera Pastor, David; Sevillano Monje, Verónica; Crecente Dapena, María; Martín Gutiérrez, Ángela; Teoría e Historia de la Educación y Pedagogía Social; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
This article is the result of the European Project (Key Action KA203) called ‘LEMA “Learning from the Margins” Social inclusion of highly marginalised young people urban settings’ (ref.: 2019-1-DK01-KA203-060285). The project analysed the situation of Young Migrants Formerly in State Care in Spain. The aim of the article is to analyse the employment situation experienced by professionals working in the care sector. The methodology used was Educational Research Squared. The results explore the current system, which is essentially project-based and prevent more appropriate socio-educational actions from being undertaken. The main conclusion is that joint action by the administrations involved is needed to enable a coordinated, efficient and more collaborative model
Retos en educación y sociedad para la Agenda 2030
(Sociedad Iberoamericana de Pedagogía Social, 2025) Moreno López, Roberto; Esteban Ramiro, Beatriz; Martín Gutiérrez, Ángela; Teoría e Historia de la Educación y Pedagogía Social; HUM403: Investigación Pedagógica de la Persona
Educadores na era da digitalização: uso de redes sociais na ibero-américa
(Fundação Carlos Chagas (FCC), 2025) Vailant, Denise; Marcelo García, Carlos; Marcelo Martínez, Paula; Didáctica y Organización Educativa; European Union (UE); Junta de Andalucía
Este artigo analisa o uso das redes sociais na Espanha e no Uruguai, investigando como os líderes de opinião em educação incidem sobre os professores. Os resultados evidenciam que a maior parte dos docentes, tanto uruguaios como espanhóis, usa diferentes redes sociais digitais, uns mais, outros menos. Parece haver complementaridade entre os educadores que utilizam as redes e os que são considerados referências.
Estancia taller en Buchenwald
(Junta de Andalucía, 2022) Mir Arenas, Daniel; Ballesteros Moscosio, Miguel Ángel; Teoría e Historia de la Educación y Pedagogía Social; Universidad de Sevilla; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
Autopercepciones y perfiles en dos áreas de competencias digitales en el profesorado de Educación Infantil de Andalucía
(Universidad de Murcia, 2025) Romero Tena, Rosalía; León Garrido, Antonio; Gutiérrez Castillo, Juan Jesús; Didáctica y Organización Educativa; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
Las paradojas de la sociedad actual, el acceso a la información y la comunicación, así como la creación de contenido, el uso responsable de herramientas digitales y el desarrollo del pensamiento computacional requieren de un adecuado proceso de alfabetización digital y adquisición de competencias digitales que se inicia desde la etapa de Educación Infantil. La presente investigación tiene como finalidad, por un lado, conocer cuáles son las autopercepciones del profesorado de Educación Infantil de Andalucía (España) con respecto a las áreas de pedagogía digital y desarrollo de competencia digital en el alumnado, y el nivel de competencia digital docente; y, por otro, las posibles variables que puedan influir en su adquisición. Para ello, se diseñó una metodología ex post facto, basada en un enfoque descriptivo y análisis inferencial ANOVA para estudiar las diferencias significativas. Se aplicó el cuestionario DigCompEdu Check-in a una muestra de 8881 docentes. Los resultados indican que el profesorado de Educación Infantil se autopercibe menos competente en el uso de las tecnologías digitales en decidir cómo, cuándo y por qué integrarlas en el aula. Sin embargo, se considera más competente a la hora de motivar a los estudiantes utilizando las tecnologías. A partir de ello, se concluye la necesidad de una formación específica, segura y colaborativa donde la tecnología debe integrarse de manera coherente en el currículo.
Muslim Women in the Digital Magazines of Daesh and Al Qaeda: Gender Narrative and Educational Implications
(Medwell Publications, 2021) Navarro Granados, María; Llorent Bedmar, Vicente; Cobano-Delgado Palma, Verónica; Teoría e Historia de la Educación y Pedagogía Social; HUM468: Grupo de Investigación de Educación Comparada de Sevilla (GIECSE)
Insofar as terrorism is usually associated with men, the phenomenon of Muslim women joining groups like Daesh and Al Qaeda and that the fact they are usually recruited on the Internet have aroused much interest. Accordingly, a qualitative content analysis was performed on articles written for Muslim women appearing in the official magazines of both groups, with a view to examining the gender narrative employed by them as a decisive factor in fostering female radicalisation. Both groups clearly advocate for gender inequality, giving Muslim women the traditional and by no means passive, roles of mothers and wives. Daesh, above all, promotes very strict social gender stereotypes and rules, justifying them on the basis of its interpretation of the Islamic sacred texts. In the content published in the magazines of both groups there are three factors that may go a long way to engaging Muslim women: a feeling of sisterhood and belonging; their religious duty to construct an Islamic ‘state’ and a sense of empowerment that makes them feel that their role is essential to the survival of such groups
The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
(Taylor & Francis, 2024) Cortés Vázquez, Macarena; Ballesteros Moscosio, Miguel Ángel; Teoría e Historia de la Educación y Pedagogía Social; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
Educational tools based on the use of dance for professionals work- ing with children with autism spectrum disorders (ASD) are scarce. The aim of this article is to highlight the benefits of dance therapy by presenting new research in the literature, and to describe the results of an intervention proposal that includes dance therapy in this field of education. The relevance of arts education as a strategy of attention to diversity in schools for the integrated development of academic and social skills is highlighted. The intervention pro- posal was designed with a programme of activities that included dance therapy and was implemented in children with autism. The aim was to determine whether it contributed to the development of their social skills. A descriptive qualitative methodology was used, with a purposive sampling of subjects affected by autism spectrum disorder attending the same educational centre. The results were collected in a field diary detailing the evolution of each subject in each module. Stufflebeam’s CIPP model was used to evaluate the results in terms of improvements in social skills. The results confirmed that dance therapy is an appropriate tool for the development of social skills in students with ASD

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