Temas de Educación

Hooking and Unhooking: A study about the Complexity of Dropping out in Argentinians High Schools

Analia Otero — 2024-12-31

Facing the complexities, which are present in the problems of dropping out, nowadays, there appear multiples terms/concepts to study it, such as, for example, linkage and disengagement, hooking, unhooking, premature dropping out, fluctuating school enrollment, intermittent schooling, among others; which add to its complex comprehension.

In this line, the present article reflects and debates on them, analyzing for this purpose, part of the results of research, which is still in progress, whose title is School Dropping out: a study about the networks of events and experiences, in the processes of school interruptions with young ones of high school. The findings, from an initial sample of 1165 students, show up to the moment, the presence of fluctuating enrollment, discontinuities and periods of unhooking of different duration among young ones that attend/ attended high schools of different jurisdictions in Argentina. Nevertheless, at the same time it is evidenced that the return to schools contin ues to be an election of the youth in their lives.

Spectators of Cyberbulling: Answers of Adolescents Facing the Phenomenon and Explanatory Variables

Belén García Fernández — 2024-12-31

Cyberbulling is a psychosocial phenomenon in which, the behavior of the spectators, is crucial in the dynamic; however, it is known little about how and why these respond to the phenomenon.

The study pretends to identify the answers of the spectators in front of cyberbulling; analyze the differences between witnesses and non-witnesses, of episodes of cyberbulling; and to explore if the need of popularity, perceived self-sufficiency and the social standards predict the answers. 835 adolescents between 11 to 18 years old partici
pated.

The results showed that the defending answer was the most common, although with differences among the ones that had witnessed cyberbulling episode (predominantly passive) and who did not (mainly defensive). These answers were explained by the variables already mentioned: passive (self–sufficiency and standards of friends); defenders (self–efficacy, standards of teachers and the need of popularity; reinforcers (standards of friends, family and teachers and, the need of popularity).

The findings are relevant for the development of psychoeducational prevention programs.

The Incidence of the Discourses of Coloniality in sex and Environmental Education

Brenda Stolze — 2024-12-31

This article presents the conclusions of a research centered in the predominant teaching approaches in sexual education and in the environmental education, in three elementary schools of Villa Regina, Río Negro, Argentina and; in the analysis of the modes in which the discourses of coloniality discourses have an impact in the different levels of curricular specification.

Methodologically, national, provincial and institutional curricular documents were reviewed and, semi-structured interviews were applied to the different teachers of
the different school cycles, the same as to the members of the directive teams of the three schools considered.

The conclusions make clear the predominance of didactic approaches, both in sexual and environmental education that hinder the materialization of transversal
ity and integrity, which educational policies promote in this matter; at the same time, it was evident that the pedagogical practicums framed in these approaches, in the school environ ment, are part of the coloniality of the being, the knowledge, of life and nature.

Dramatic expression Club «O Putos» («The Kids») and the ExEDRASEn Project

Fernando José Sadio Ramos — 2024-12-31

A sociocultural intervention project is presented here through the aesthetics practice of the Dramatic Expression with elder people: the Dramatic Intervention Club «Os Putos» («The Kids») and its extension in the Research and Development Project Based on the Practice, entitled Dramatic Expression Seniors.

The fundamental principles of the project of pedagogical innovation are noted here, which is called Curricular Sustainability and Service Learning under the frame of which there appeared the Club of the Superior School of Education from the Polytechnic Institute of Coimbra, Portugal.

The Project is based in the narrative–biographical research and for its implementation, mainly two instruments were used: a) the Reflexive–Narrative Notebook «Ser um d’ “Os Putos”» developed by the participants and, b) a folder implemented by the researchers.

As a result, we collected the opinions expressed by the members of the Club of Dramatic Expression, to analyze later the social and personal development of the members of the Club, through the aesthetics practice of Dramatic Ex
pression.

Inclusive Education: An Aesthetics of Dissent

Aldo Ocampo González — 2024-12-31

A critically disruptive question must inform us how images are constructed in inclusive education, particularly if we considered them in their analytical potential. The problem is
that images in use are empty of any ontological, political, and material register, and rather they are overdetermined by hegemonic expressions, which do not allow access to the core of their image-visual records. An excess of the same images is thus confirmed —many of them mutilated in their ontological intentions, trivialized in their sociopolitical aspects— to describe the purposes of the field.

It is concluded that inclusive education needs to find its
own regime of perception, which has been co–opted by the perception regime of especial education. Precisely, the question about the regime of visibility of inclusive education is what would allow its practitioners, and to any person interested in it, recognize it in its own terms, this is, recognize inclusion as inclusion.

Integral Environmental Education: Think Teaching about the «Problem of Garbage» from a Sociocritical Perspective

Luciano Iribarren — 2024-12-31

This work is placed in one of the contexts of implementation of the Law of Environmental Integral Education (EIE) N.° 27.621: of the state system of continuing teacher training of the Province of Buenos Aires, Argentina. Based on the experience of pedagogical coordination of a teacher training team in EEI, keeping permanent reflection instances about the practicum, focus on environmental issues most present in the school practices of all the educational levels: the problem of garbage. Resorting to the theoretical input of Pedagogy of Environmental Conflict a historization of the environmental conflict caused by garbage in Argentina is carried out. The struggle and contributions of EIE of the movement of card board collectors are made visible; to then characterize two educational perspectives that arein tension: the technique, that dominates the school teaching in this topic and, the sociocriticism, that produces environmental knowledge from the environmental conflicts and the educational experiences based on the dialog of knowledge.