Montserrat Alguacil de Nicolás

La cultura de paz en la educación para la ciudadanía y los derechos humanos en los libros de texto de educación primaria

En este articulo examinamos la contribucion de la educacion a la construccion de la cultura de paz en 11 libros de texto de educacion para la ciudadania de primaria editados en la Comunidad Autonoma de Cataluna en 2009, por tratarse del area mas explicitamente vinculada a la paz. Se efectuo un estudio documental mediante metodologia comparada y analisis de contenido con un instrumento previamente disenado y validado que han aplicado evaluadores independientes. Los resultados senalan ciertas lagunas: ausencia del vocablo “paz” en el 63 por ciento de los libros, falta de atencion al pasado y al futuro (ausente en un 38.5 y un 72.7 por ciento, respectivamente), carencia de practicas participativas y democraticas (55 por ciento), olvido de los conflictos sociales y sus actores (54.5 por ciento) o ignorancia de la relacion local-global (48.7 por ciento), entre las mas senaladas.

Family Involvement as a Priority Element for an Educational Action Based on Dialogic Learning

In our society, there is a need for a critical reflection on education and the tasks to be developed by every agent. The family and school are the two main socializing settings of children and adolescents and, therefore, their joint responsibility in their education is a commitment that should be established in an atmosphere of confidence and harmony in order to tend towards a learning community model based on dialogic learning.

Integrated Design of Basic Training, Practicum and End-of-Course Assignment Modules in the Teacher Training Degree: Perception of University Teachers, Students, and School Teachers

Teacher training at the Blanquerna Faculty of Psychology and Educational and Sports Sciences (FPCEE), in Barcelona, has a long pedagogical tradition based on teaching innovation. Its educational style is characterised by methods focused on the students’ involvement and on close collaboration with teaching practice centres. Within a core subject in the Teacher Training diploma course, students were asked to assess different methodological proposals aimed at promoting the development of their personal, social, and professional competences. In the assessment surveys, from a sample of 145 students, scores for variables very satisfactory or satisfactory ranged from 95.8 % to 83.4 % for the entire set of methodological actions under analysis. Data obtained in this first research phase were very useful to design basic training modules for the new Teacher Training Degree. In the second phase (in process), active teachers are asked for their perception on the orientation of the practicum, its connection with the end-of-course assignment, and the in-service student’s incidence on innovation processes at school.