Fuentes - 2018 - Vol. 20 - Nº 2

URI permanente para esta colecciónhttps://hdl.handle.net/11441/81467

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Mostrando 1 - 8 de 8

El valor social de la educación: a modo de introducción
(Universidad de Sevilla, 2018) Jornet Meliá, Jesús Miguel; Sancho-Álvarez, Carlos
Relación entre estilos educativos familiares y el valor social subjetivo de educación: reflexiones a partir de un estudio
(Universidad de Sevilla, 2018) Perales Montolío, María Jesús; Bisquert Martínez, Mercedes; Bakieva, Margarita
The goal of this study is to analyze the relationship between the social value that the families give to education of their sons and daughters, and the family educational styles. For this, we apply 4103 questionnaires of evaluation of Family Educational Styles (EEF) of Bisquert (2017). We used 5 context variables of the same questionnaire because of their conceptual relationship with the evaluation dimensions of Subjective Social Value of Education (VSESubjective) of Jornet, Perales and Sánchez Delgado (2011). The association was estimated by crosstab procedure, and Pearson’s chi-square coefficient. The results reveal the significant association in two of the four dimensions of VSESubjective, but with a low intensity (between 0.103 and 0.155)
Aportes de los Programas Universitarios para Mayores al Valor Social de la Educación a lo largo de la vida. Reflexiones a partir del estudio de un caso
(Universidad de Sevilla, 2018) Quintano Nieto, Judith; Ortega Gaite, Sonia; Tejedor Mardomingo, María
Education is a constant in every human being’s life; throughout the life cycle, many and different learnings are generated, which must have an impact on the educational and social institutions by means of educational itineraries throughout life in any space and time. The work presented here aims to draw attention to the importance of those adult education modalities that are not part of the regulated educational system, but are part of lifelong learning. It specifically focuses on the University Programs for Seniors, and it particularly explores the personal perception of the Social Value of Education (VSE-Subjective) of the participants in this type of programs, through their evaluations reflected in the questionnaires and interviews of the students Guardo, a town in the north of Palencia. This analysis reveals the educational value that is concealed in these experiences, shown in three levels: cultural, personal and social. In addition, it proves the need for these university programs that are highly valued by their participants and which are a sign of the education and culture strength as a tool for personal improvement and social and civic transformation in the key of social justice.
Concepciones de Estudiantes sobre Enseñanza Socialmente Justa. Un Estudio Fenomenográfico
(Universidad de Sevilla, 2018) Murillo, F. Javier; Hidalgo, Nina
School has a fundamental role in the fight against social injustices. In particular, instruction practice and how they develop teaching is a determining element in the achievement of a more just society. The present investigation focuses on knowing the conceptions of students about what a socially just teaching is like. To achieve this, a phenomenological study was carried out with 32 students of Primary Education and Secondary Education of the Community of Madrid. The results show that the students consider that socially just teaching is one that: a) favors the integral development of students, b) works content sensitive to social injustices, c) promotes the participation of students in the process of learning, d) poses a useful and autonomous learning and e) teaches students to think and be critical
La preocupación por la calidad de la educación y su valor social
(Universidad de Sevilla, 2018) Martínez-Rizo, Felipe
The article is based on the observation that in many countries there is widespread concern about the quality of their respective education systems. Next, the support of this concern is analyzed; at least in part, it is based on a superficial interpretation of the results of large-scale performance tests, such as those promoted by the OECD, which are known by the acronym PISA. Then we reflect on the risk that a limited vision of the notion of educational quality can lead to neglect fundamental dimensions of the educational endeavor, and we conclude with considerations about the social value of education
Políticas educativas para el apoyo de trayectorias escolares en el nivel medio en América Latina: la provisión de recursos como estrategia
(Universidad de Sevilla, 2018) García, Pablo Daniel
Despite the significant progress made in the extension of educational systems in Latin America and in particular with regard to the average level, the persistence of societies marked by inequality in which the Right to Education remains a promise for many children and teenagers. The object of study of the research presented in this article has been the educational policies that are developed with impact on secondary schools in Latin America that work in contexts of social vulnerability in order to improve the actual school trajectory of their students. METHOD: The research carried out was based on a qualitative logic based on the use of the Constant Comparative Method for the construction of analytical categories. The implementation of the field work involved a trip through mid-level schools in a number of Latin American countries with brief visits to 38 high school institutions in which semi-structured interviews were conducted specifically with directors and teachers in charge of projects related to the object of investigation. RESULTS: The analysis presented in the article focuses specifically on the different strategies for providing resources that are developed in educational institutions to seek to mitigate the impact of poverty on school activities. CONCLUSIONS: Outlines are outlined that allow to account for compensatory actions of social inequality to contain their impact on students' school trajectory
Las políticas de evaluación educativa en América Latina y el valor social de la educación
(Universidad de Sevilla, 2018) Zacarias, Ivana Griselda
The fact that society has acknowledged the social value of education has implied a higher demand for transparency in educational outcomes. For more than 20 years, the implementation and expansion of learning assessment tools in Latin America has come to be probably the most remarkable educational policy given by governments as a response to this demand for transparency, in tandem with the need to find possible explanations for the results. The expansion of the contents and skills that have been assessed, as well as the population on which these tests have been applied, the adherence to international assessments and the creation of autonomous institutes of educational evaluation can be understood under this process.
Educación exitosa para todos: la tutoría como proceso de acompañamiento escolar desde la mirada de la equidad educativa
(Universidad de Sevilla, 2018) Boroel Cervantes, Brenda Imelda; Sánchez Santamaría, José; Morales Gutiérrez, Karla Denisse; Henríquez Ritchie, Patricio Sebastián
In the Latin American context continues debating the effectiveness in the implementation of educational policies for the development and evaluation of successful educational processes aimed at quality and educational equity. The educational intentions to aspire to a quality education is oriented to strengthen mentoring as a compensatory strategy linked to the process of accompanying school to promote the development of competences, of learning achievement, the taking advantage of opportunities of success for students. The project aimed to describe the perception of young people from high school to the role of the tutor. We used the technique of focus groups a sample cases type formed by students enrolled in the 2018 cycle; the information was analyzed through the inductive analysis of data reduction. Results showed three categories of analysis: a) the teacher tutor roles, b) practices of accompaniment of the teacher tutor as cognitive support and c) approach and trust. The need for training in the non-cognitive dimension (selfcontrol, perseverance and motivation) is evident. Mentoring is recognized as a compensatory strategy that must be implemented to the inside of the school, however, students recognize an incipient atmosphere of trust that prevents the timely follow-up to the needs expressed by the students. It is concluded that programs of mentoring to promote successful education for all as compensatory strategies must link individual student issues with its social and family context

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