Paulí Dávila Balsera

Pruebas de selectividad en Matemáticas en la UPV-EHU : resultados y opiniones de los profesores

The entrance test to university exists with this name in Spain from 1975. In this contribution we have put our interest on the relation between teaching methodology and the entrance test to university, and the focus on the two mathematics subjects of the second course of bachelor’ degree. The methodology that we have employed is an study of the individual results of students in the two Mathematics subjects in The Basque Country University during 1994-2008 years and an study of the results that schools have got in the same University during 2004.2008 years. Moreover we have made an opinion research that was carried out in the secondary schools of the Basque Country during the last 2009-2010 course, that contained many questions about teaching methodology and the way used to prepare the entrance test to university. We had an extent answer that was treated with statistical analyses of frequencies, of interrelation/association of variables and reduction of dimension. Some of the results are the following: the average mark of the entrance examination has improved in the period, LOGSE entrance examination produced worse results in Mathematics II, the results in Mathematics Applied to Social Sciences are very low and we have confirmed differences between public schools and state schools. As far as the opinion research is concerned some of the results are the following: predominance of the textbooks of one publishing house, more use of own material in public schools, the test is prepared along the course, in Mathematics II a practical-traditional style is employed and in Mathematics Applied to the Social Sciences there are a larger combination of styles and for both Mathematic the aim of teaching is balanced between learning and preparing the entrance examination. We also establish some characteristics in metdodology for schools according to their results in entrance examinations.

La representación de la infancia en América Latina y el Comité de los Derechos del Niño (1990-2013)

La construccion social de la infancia esta sometida a discursos cientificos, populares, academicos, etc. que han configurado una amalgama de imagenes y representaciones alrededor de los ninos, las ninas y los adolescentes. Entre estos discursos, queremos destacar el elaborado por el Comite de los Derechos del Nino, organo de seguimiento de la Convencion sobre los Derechos del Nino (CDN), de 1989, que, desde la decada de los 90, no ha cesado de emitir observaciones y recomendaciones en las que queda patente un discurso hegemonico, compartido con el Fondo de las Naciones Unidas para la Infancia (Unicef), sobre la infancia. El analisis que hemos abordado parte de una fuente muy rica en matices como son los informes que dicho Comite emite a la hora de evaluar publicamente la situacion de la infancia en los paises del mundo. En concreto, nos centramos en un corpus documental importante con referencia a America Latina, pues analizamos todos los informes comprendidos entre 1990 y 2013 y que recogen informacion suficiente sobre la situacion de la infancia. Entre esas fechas, todos los paises de la region enviaron sucesivos informes sobre la implementacion de los derechos de las ninas, los ninos y los adolescentes al mencionado Comite. El resultado de la investigacion nos ofrece un perfil de la infancia en America Latina caracterizado por unos trazos relativos a la defensa de una infancia libre de violencia, digna y adecuada y una infancia sin discriminacion en los 25 anos de vigencia de la Convencion. Palabras clave: Convencion sobre los Derechos del Nino; America Latina; Representacion de la Infancia; Comite de los Derechos del Nino.

Pedagogical Renewal and Second Vatican Council: the Cases of The Salle Brothers and the Vedrunas in the Basque Country

The Second Vatican Council influenced on the apostolate of most of the religious orders and congregations devoted to education. The need to adequate themselv...