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.
