This study contributes, through a qualitative methodology, to the knowledge and understanding of the perceptions of Early Childhood and Primary Education Teachers in the Region of Murcia (Spain) regarding their use of the semantics employed in relation to historically established neologisms used to refer to people with low functional performance. Specifically, the qualitative variables collected in the validated EPREPADI-1 scale (Primary and Early Childhood Education Teachers' Perception Scale on their Training and Professional Practice in relation to Students with Disabilities - Díaz & Molina, 2021b) were analyzed. The results obtained from the analysis and coding performed using ATLAS.ti software are presented. Subsequently, the information extracted through the evaluation of conceptual networks is presented, revealing that the use of language can influence the creation of discriminatory situations.
This article proposes a situated and critical reflection on educational bonds. From a complex (Morin, 2021), ethical and emancipatory (Freire, 1970) perspective, it analyzes how relational dynamics shape pedagogical meanings, enable or hinder teaching and learning processes, and construct subjectivities, school atmospheres, and horizons of educational justice. Drawing on Maldonado (2021) and Fornasari (2016), it proposes a perspective centered on care, reciprocity, and the co-construction of the educational bond. Based on findings from the authors' master's theses (Franco, 2024; Delgado, 2018), it identifies experiences that highlight the centrality of educational relationships and fair treatment in training processes. These dimensions are analyzed as conditions for learning and as ethical and political foundations of educational practice.
In this article, we analyse how school argumentation in science education is conceptualised in the Spanish-speaking world, and highlight the lack of consensus on its characterisation. Although this debate has been going on for decades in the English-speaking world, there does not seem to be a similar discussion in Spanish. Based on a literature review, we identify five different elucidations of "argumentation", four of which are incompatible with the expert consensus in epistemology and logic. We discuss some potential consequences of their use for science teaching, and argue for the need to establish a definition that is consistent and compatible with contemporary epistemological frameworks, and that is also in line with the specificity of school science argumentation.
This academic reflection article analyzes the impact of personal convictions and beliefs on the teaching practice, understanding them as nuclei of meaning that shape professional identity and guide praxis. The main objective is to examine how these subjective structures condition decision-making and the search for situated educational solutions, especially in contexts of disability. Methodologically, the work is based on a qualitative-narrative approach through a single case study: the school trajectory of a student with deaf-blindness in Córdoba, Argentina. The results suggest that the transition from technical rationality toward a reflective practice allows for transcending normative limitations. It concludes with the recommendation to incorporate spaces for reflexivity on one's own practice, understood as a process where subjectivity and personal convictions guide pedagogical decision-making to guarantee an education oriented toward social justice.
This article examines the pedagogical role of the high-school moderator in regulating school climate in contexts of high socio-educational vulnerability, based on a qualitative case study, conducted in an AFTE program, at an urban public secondary school. Using an interpretive approach grounded in records, field notes, and document analysis, the study analyzes pedagogical interventions implemented over a five-week period. The analysis is guided by three key questions: What types of educational community-based intervention are carried out in an AFTE? How are pedagogical mediation processes configured in solving conflicts? What transformations can be observed in group dynamics over the course of the intervention? Special attention is given to two mechanisms ("word box" and positive recognition practices). The results show gradual changes in the ways of interaction, continuity, and conflict resolution. Limits are associated with the centrality of the adult figure and a strong contextualization of the experience.
Teachers´ conceptions do not develop in isolation; their teaching methods depend on their academic, social, and economic contexts. The objective is to analyze the knowledge generated on teacher conceptions in higher education from 2013 to 2023, published in Dialnet and EBSCO. Twenty-five studies were selected and analyzed, and it was found that most used qualitative methodologies. The main conclusions were the following: (1) teachers´ conceptions refer to a complex construct, as they have diverse interpretations; (2) conceptions have been most studied in the field of exact and natural sciences; (3) several objects or teachers' conceptions were identified, the most researched being teaching, and (4) implicit theories are the most widely theoretical approach used.
This article explores the trajectories of participation constructed by volunteers in a greenhouse in relation to the learning and environmental practices they carry out. A qualitative study was carried out following the guidelines of case studies. During 2024, we worked with young people who carried out volunteer activities in a greenhouse in the province of Córdoba (Argentina). Narrative interviews were conducted for data collection. The main findings of the study allow us to recognize the way in which the academic, work, and participation trajectories of volunteers in different contexts shape the construction of commitment to environmental learning and practices. Among the contributions of the study, the potential of the greenhouse as an extra-academic context that provides instances of youth participation for the construction of learning, commitment, and environmental empathy and the configuration of identities stand out.
This article analyzes the FinEs II Plan at a site in the Province of Buenos Aires, Argentina, during 2019, from a perspective that brings together the sociology of education and didactics. It explores the tensions between the official curriculum and the curriculum in action, identifying the emergence of an integrated knowledge code and pedagogical practices committed to the development of critical thinking. Through the analysis of teaching practices, it reflects on the political meanings of the curriculum, the conditions of schooling, and the possibilities for a fairer education in contexts of inequality.
The educational experiences of young and adult students are uneven, as society is affected by socio-educational segregation and fragmentation. Within this framework, the study presented examines the specific characteristics of professional training in this mode and how inequality impacts it. To this end, the proposed objective was to analyze professional training in the young and adult education mode in Argentina between 2013 and 2023. Methodologically, the study used a database from the Educational Assessment and Information of the National Ministry of Education. From this, data were collected about: the socio-educational context, age, gender, and geographical area. The conclusions systematize the multiple inequalities found across recent professional training in the young and adult education program in Argentina in recent years.
This work presents a preliminary inquiry to management teams of high-level adult education centers in the province of Buenos Aires, to provide feedback on the writing of the new curricular proposal for this level of the modality. Since 2021, data was collected from a consultation device that included 400 management teams. These inputs were obtained from exploratory dialogues in territorial technical assistance with supervisors, principals, and teachers and, later, after administering a survey, those results were reviewed in regional meetings. The work allows us to observe the perceptions of the management teams about the curricular change, the working conditions of the teaching staff, their pedagogical concerns, the new attendance conditions, and the experiences to be recovered from years prior to its implementation, among other aspects. The conclusion highlights the importance of participatory processes in curricular implementation.
Even though there are perspectives that allow us to integrate the notion of old age and aging into a multidimensional, multidirectional, and multicausal view, we can find stereotypes toward older people in society that influence the healthcare professionals responsible for their care.The article is based on data from a previously conducted research project (Guzmán et al., 2021), which had a non-experimental, exploratory, cross-sectional, quantitative design and investigated the relationship between interest in working with older people among students of Psychomotricity and Psychopedagogy of the Provincial University of Córdoba (UPC). The results show a relationship between negative stereotypes and the students' prior intergenerational contact. This finding confirms previous research and presents interaction with older people as a valid tool for modifying these perspectives toward aging in future healthcare professionals.
This article outlines some reflections on two questions: a) what is educational research? and b) what distinguishes pedagogy from the educational sciences? This work does not attempt to answer these questions; instead, it hopes to clarify some epistemological and methodological assumptions that must be addressed in order to outline some kind of response to the questions that guide this work.This article aims to reveal the implications of the assumptions surrounding these questions, from a pragmatic perspective on science and research. In this sense, it is considered that some reflections by Richard Rorty, Thomas Kuhn, and Roberto Follari can contribute to understanding the different ways of conducting educational research or the type of decision involved in considering such research as pedagogical or scientific.
As part of a larger research project, the teaching practice of a teacher in the Permanent Education program for Young People and Adults at the primary level during the COVID-19 pandemic was analyzed. Using a qualitative approach that included documentary analysis and in-depth interviews, the tensions arising between state proposals for pedagogical continuity, institutional decisions, and the strategies the teacher implemented, considering the available technological resources and their adoption by both students and herself, are presented. The data shows that WhatsApp was the preferred medium for maintaining communication and developing educational content. This result demonstrates that, in local contexts, state policies are transformed by individuals and are influenced by their contexts, trajectories, and practices.
This paper presents the findings from the doctoral project The Appropriation of Digital Technologies in Basic Youth and Adult Education through Emergency Modalities During COVID-19. We analyze the technological imaginaries that shaped the educational practices of students in the Programa de Alfabetización y Educación Básica de Jóvenes y Adultos/as (PAEBJA) [Young and Adult Literacy and Basic Education Program], in Villa María, Argentina, during pandemic-era pedagogical continuity. Adopting a socio-anthropological approach, we examine the relationship between digital technology appropriation and student practices, within the production of educational policy. We argue that these imaginaries functioned as interpretive and translational frameworks for policy implementation.
This document analyzes Chile's current higher education policy for students with special educational needs (SEN), addressing key concepts and the related legislative framework. It recognizes that formal educational processes are essential for social and cultural integration, and that state policies are crucial for ensuring support and equity. From a theoretical perspective, authors of diverse nationalities and Chilean laws, identifying gaps and opportunities for improvement. The methodology is based on documentary analysis, examining support, accessibility, and continuity strategies from the perspective of educational guidance, citizenship education, and the curriculum in higher education. The purpose is to offer tools, analyses, and proposals that strengthen access, continuity, and job placement for students with special educational needs (SEN), contributing to their personal development and the progress of society as a whole.
The article analyzes the Mercosur Youth Parliament (PJM) as a student participation initiative within youth and adult education in the province of Buenos Aires. Drawing on the author's experience as program coordinator, it reconstructs its background -from the creation of the MERCOSUR Education Sector to the implementation of the first Parliament specifically for this educational modality in 2021. It examines the stages of participation and the debates on educational inclusion, gender, comprehensive sex education, work, and human rights, understood as experiences of civic education. The analysis is based on a qualitative approach, including the review of institutional documents, materials from participating institutions, and interviews conducted in 2022. The article reflects on the impact of the PJM as a democratic practice and a space for collective construction, highlighting the challenge of translating students' demands into concrete actions that strengthen participatory, situated, and transformative education.
This work is part of a doctoral thesis that studies educational institutions in primary education for young people and adults. It focuses on the study, in its socio-historical context of production, of the jurisdictional curricular design as a regulator of practices in schools, analysing the ways in which it represents education in the modality and the people to whom it is addressed. We find a discourse that articulates elements of neoliberalism and conservative moral positions, in which the population of Santiago del Estero is essentialised and the population demanding the modality is racialised and minoritised, proposing a compensatory type of education. There is an association between these forms of social classification and the interventions proposed to teachers. Thus, from these margins of the Argentinean educational policy, it is possible to re-evaluate the political-pedagogical-didactic and situated reflection on teaching.
We present the results of a research project on the "Secondary Education with Trades Program," implemented in the province of Buenos Aires. It was a public policy from the Adult Education Directorate since 2017, which proposed secondary school completion at FinEs Plan locations or Secondary Education Centers, along with vocational training in trades, in conjunction with Professional Training Centers. We adopted a qualitative approach, and conducted interviews with various program representatives in two districts of the province of Buenos Aires. In this article, we examine the political and pedagogical implications of the proposal, the curricular adaptations implemented, the characteristics of the pedagogical pairing, and the connection between knowledge from the labor field and general education subjects. We situate this approach within the framework of the debates and challenges that the field of adult education in Argentina has historically faced.
Current events place us in contexts of change, the global stage, in a mega-cognitive, technological, digital, multicultural, and plural society, characterized by uncertainty, conflicts, dilemmas, doubts, divergences, and mutability. The growing gap between education and society calls for reflection, especially, in the context of the major changes promoted in Uruguay, since 2023, through a curricular transformation. This curricular change is oriented toward a learning-centered paradigm, based on the development of competencies, seeking a closer connection between contemporary social demands and educational practices.This paper aims to conduct a documentary survey that allows for reflection on the need for curricular change in the initial teacher training educational model. This innovation is manifested in new pedagogical formats, the emergence of new teaching and learning contexts, and an indispensable redefinition of the role of students for the achievement of authentic centrality.
This article presents the findings of a research project that began in 2018 and is currently ongoing. Its objective is to study the political pedagogical conceptions and meanings of education present in the practices developed in Secondary Education Centers (CENS) of the Continuing Education of Young People and Adults (EPJA), located in the Metropolitan Area of Buenos Aires (AMBA). The article presents an analysis of a set of conceptions embedded in the secondary level of this modality, which presupposes the presence of educational meanings, discourses, and practices aimed at materializing educational rights and moving toward more egalitarian horizons. Within this framework, the article's purpose is to systematize, make visible, and communicate this set of democratizing pedagogical conceptions deployed in these educational institutions, which are inhabited mainly by working-class populations.
