Teorizando en educación: entre erudición, poesía y opinionitis


Book Description

Podríamos convenir que en el cruce de la erudición, la ficción y la tertulia se vantejiendo las creencias y los supuestos a partir de los que cada cual forma su teoría educativa. Nos tememos que unas pueden tener más peso que otras: quizás las últimas, con su potencia mediática, sean más suculentas y de consumo rápido; seguramente las literarias tienen un alto poder explicativo y resultan siempre muy atractivas; sin duda, las eruditas suelen ser más aburridas y se alejan del gran público. En cualquier caso, lo que resulta notorio es que el bosquejo de la educación no es exclusivo de ninguna de estas aproximaciones teóricas: ni el sabio ni el artista ni el opinador amateur o profesional pueden atribuirse la exclusividad sobre la verdad en educación. Este libro debe leerse como una defensa corporativa de la pedagogía y está dedicado a sus practicantes, pedagogos y pedagogas –de ambos sexos, como exige la corrección política–, que se esfuerzan, también desde la buena fe, por intentar entender mejor la cosa educativa, quizás los más inofensivos, o por sugerir alivios para los males que la aquejan, los más atrevidos, fabricando las pócimas y los remedios más variados, no siempre del todo inocuos




¡Humanos Del Mundo, Uníos!


Book Description

Gabriel A. Figueroa Ciudadano peruano-norteamericano. Actor de teatro, cine y televisión. Autor de obras de teatro y escritor de novelas y ensayos de carácter político. Resume sus objetivos de vida útil precisando que es artista porque ama la belleza; que valora la ciencia porque ama la verdad, y que hace política porque ama la justicia social. Ha sido presidente de la Asociación Nacional de Trabajadores del Arte, Vicepresidente de la Federación Nacional de Trabajadores de la Universidad Peruana y Secretario General del Sindicato de Actores del Perú.




Como formar personalidades libres


Book Description

En este libro, el autor aborda uno de los temas más urgentes de nuestro tiempo, la necesidad de crear un sistema educativo que permita formar a los hijos como personalidades auténticas, es decir, personas que maduren en todos los aspectos de su vida y sean plenamente libres y fecundas. Editorial Patris nació en 1982, hace 25 años. A lo largo de este tiempo ha publicado más de dos centenares de libros. Su línea editorial contempla todo lo relacionado con el desarrollo integral de la persona y la plasmación de una cultura marcada por la dignidad del hombre y los valores del Evangelio. Gran parte de sus publicaciones proceden del P. José Kentenich, fundador del Movimiento de Schoenstatt o de autores inspirados en su pensamiento. Por cierto, también cuenta con publicaciones de otros autores que han encontrado acogida en esta Editorial. De esta forma Editorial Patris no sólo ha querido poner a disposición de los miembros de la Obra de Schoenstatt un valioso aporte, sino que, al mismo tiempo, ha querido entregar a la Iglesia y a todos aquellos que buscan la verdad, una orientación válida en medio del cambio de época que vive la sociedad actual.





Book Description




La AcreditacióN de la EducacióN Superior en IberoaméRica


Book Description

Desde una perspectiva general, la acreditación de programas educativos representa un mecanismo para orientar las tareas educativas de la formación profesional, con prácticas y resultados que se reconocen desde un horizonte nacional e internacional, convirtiéndose en la estrategia que han asumido las universidades e instituciones de educación superior, para impulsar el mejoramiento permanente y el logro de calidad educativa. Algunas preguntas que orientan el debate sobre el tema de la acreditación de programas educativos son, entre otras: ¿qué beneficios estructurales han tenido los procesos de acreditación de programas educativos en el sistema de educación superior en América Latina y España?, ¿cuáles son los cambios de carácter académico que en los últimos 15 años se han generado en el sistema de educación superior, en comparación con los sistemas de países con los que tenemos acuerdos bilaterales?, ¿los indicadores y estándares de calidad reportados por el Consejo para la Acreditación de la Educación Superior, qué significado tienen en el contexto nacional e internacional?, ¿cuál es la visión de la acreditación y certificación de la educación superior en España y América Latina? En esta obra de dos volúmenes se rescatan algunas respuestas a las interrogantes planteadas, mediante la recuperación de experiencias institucionales y productos de investigación sobre el tema. Finalmente, se caracterizan y explican las tensiones, desencuentros, conflictos y resultados de la acreditación de la educación superior y de la gestión de la calidad de los programas educativos en la Región Iberoamericana.




Carlota of the Rancho


Book Description

“My head is in the United States and my feet are in Mexico!” cried Carlos sprawling at ease upon the sun-warmed grass. Whereupon Carlota, not to be outdone in anything, promptly rolled her plump little person over the sward until its length lay along a lime-line running due east and west across the plain. Her yellow curls touched her twin’s yet her body formed a right angle to his. Then she remarked: “Pooh! I’m better than that! My heart is in my own country and my—my— What is it that’s on the other side of you from your heart, brother?” “I don’t know. Maybe gizzard.” Carlota sat up, amazed and indignant. “Girls don’t have gizzards, Carlos Manuel. Only chickens and geeses and things like those. You haven’t paid attention when my father teached you.” Carlos laughed; so merrily and noisily that old Marta came to the door of the adobe house to see what was the fun. Nobody knew the housekeeper’s real age, it was so very great. None could remember things so far back as she, but she had ceased to count the years long, long ago, why not? What matter, if she still had the heart of a child, yes? Certainly, neither Carlos nor Carlota cared. To them she had never changed, either in appearance or kindness, and they found no birthdays worth remembering except their own. These only, probably, because of the gifts andfiestas then made upon the whole rancho. “Perhaps, I didn’t, little sister, but neither did you, or you’d never have said ‘geeses’ nor ‘teached’.” “Both of us was wrong, weren’t we?” returned the girl, with as fine a disregard of grammar as of ill temper. “We’ll be more ’tentive when our father comes home, won’t we? When will that be, Carlos?” It was a perplexing question, and the boy put it aside, as he put all difficulties, until a more convenient season. Crossing his arms above his head, he gazed unblinkingly upward into the brilliant sky, proposing: “Let’s find things in the clouds, Carlota. I see a ship, I do, truly. It’s just like the pictures in the books. All its sails are set and flying. Oh! can’t you see? Right there? There! It’s moving northward fast—fast! It might be the ship in which our father will come home.” He meant to comfort her, but Carlota would not look up. She could not. The sunbeams made prisms of the teardrops on her lashes and blinded her. She buried her face in the grass to escape these tiny “rainbows,” and all at once fell to sobbing bitterly. Carlos hated that. He hated anything dark or unhappy. He sat up and patted his sister’s shoulder, soothingly, entreating: “There, don’t! Don’t, girlie. Our father wouldn’t like it if he should come home now, this minute, and find you crying.” The words were magic. Carlota sprang to her feet and earnestly peered into the distance, crying: “Is he? Do you see him, brother? Do you?” Carlos, also, leaped up and threw his arm about her waist: “I didn’t say that, did I? I only said ‘if.’” “I don’t like ‘ifs,’” sobbed Carlota. “Oh, Carlota, don’t cry. You shall not. If you do I will go away myself, to the northwest, to find my father.” “Oh! let’s!” “I said ‘I.’ Not you. Girls never go anywhere, because they always cry. If it hadn’t been for that my father might have taken me with him. You see, he couldn’t take you, on account of it; and he couldn’t leave you at home with only Marta and the men, for then—that would make more tears. So I had to stay to take care of you, and I do think, if I were a girl, the very first thing I would do—I wouldn’t cry. Criers never have real good times, I guess.” This was logic, and from Carlos, whom Carlota idolized only less than their absent father, most convincing. She winked very fast and drew her sleeve across her eyes, to dry the drops which would not be shaken off.




Lives in Education


Book Description

This volume presents the history of Western education through the biographies of some 70 individuals, past and present, who exemplify the education of their times or have made important contributions to the development of educational theory or practice. In so doing, it links major issues and ideas in education to key historical personalities. Each chapter includes substantive background information, a summary, and chapter notes.




Audacious Education Purposes


Book Description

This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.




Affirming Methodologies


Book Description

Affirming Methodologies: Research and Education in the Caribbean centres local and indigenous ways of knowing in research and education praxis in the Caribbean. The research methodologies and pedagogies are presented in this book within an Affirming Methodologies framework. They bring forward localized epistemologies whereby Caribbean ways of being and knowing are affirmed, and the expected western hierarchies between researcher and researched are removed. The chapters present approaches to knowledge construction and knowledge sharing based on practices, lived experiences, traditions, language patterns, and rituals of Caribbean communities. The importance of an Affirming Methodologies approach is demonstrated, and the characteristics of culturally affirming research methodologies and pedagogies in diverse environments including Cuba, Trinidad and Tobago, Jamaica and the Caribbean diaspora in Aotearoa New Zealand and Canada are explored and presented. Grounded on an understanding of the authors’ Caribbean positionality, ontological distinctions within the Caribbean research context are considered. This book moves forward from a decolonizing methodology approach, and, as such, the chapters are written, not in opposition to, or tested against Eurocentric approaches to research, but deeply rooted in a Caribbean ethos. This book will engage researchers (both qualitative and quantitative), postgraduate students, academics, practitioners, policymakers, community workers, and lay persons who seek to employ culturally relevant local and indigenous research approaches in their work. Each chapter offers practical suggestions on the 'how' of research practice, making them accessible, relevant, and flexible for novice and seasoned researchers alike.




Ensuring All Children Learn


Book Description

Ensuring All Children Learn: Lessons from the South on What Works in Equity and Inclusion brings together a rich tapestry of cases from three southern continents focusing on issues germane to the access, learning, and retention in basic education in the context of Education for All (EFA). It is a narrative of both the disappointment that the implementation of EFA did not go as envisaged and of policy alternatives and hopes for a brighter future. The focus on Africa, Asia, and Latin America permits the reader to appreciate both the diversity of issues central to EFA and the physical spread of the challenges. The book confirms that whereas southern countries have adopted EFA as an overall policy goal, empirical evidence from the case studies uncovers critical lapses in policies and strategies. Four key issues inform the thematic analysis in the book: the overall experience in implementing EFA, the specific challenges faced, the lessons learned, and prospects for the future. The solutions to these challenges provide avenues for the attainment of basic education for all school-eligible children in tandem with the UN Sustainable Development Goal 4 on education.