Rightist Education and Godly Technology: Cultural Politics, Gender, and the Work of Home Schooling: Educación derechista y tecnología piadosa: Política cultural, género y el trabajo de educar en casa

The secularity of the state is seen by 'authoritarian populist' religious conservatives as imposing a world-view that is out of touch with the deep religious commitments that guide their lives. In the process, authoritarian populists have taken on subaltern identities and claimed that they are the last truly dispossessed groups. To demonstrate their increasing power in educational and social policy, I situate a specific set of technologies-the Internet-within the social context of its use in this community. I focus on the growing home-schooling movement and suggest that to understand the societal meaning and uses of these technologies, we need to examine the social movement that provides the context for their use. I also argue that we need to analyze critically the kind of labor that is required in home schooling, who is engaged in such labor, and how such labor is interpreted by the actors who perform it

Aprendizagem Dialógica: Base para Educação e a Transformação Social no Brasil

The present paper aims to introduce the Nucleus of Investigation and Social and Educational Action (NIASE), which is an academic nucleus in Brazil whose practices are based on the concept of dialogic learning as well as on the communicative action theory by Jürgen Habermas and on the concept of dialogicity by Paulo Freire. Dialogic learning is the result of dialogue directed to the overcoming of social and educational challenges which can be achieved through seven articulated principles: egalitarian dialogue, cultural intelligence, transformation, instrumental dimension, creation of meaning, sympathy and equality of differences. NIASE, which was founded in Brazil in 2002 with the purpose of working with education, research and extension, has found in dialogic learning the support for the democratic organization of schooling and on schooling educational environments, whose participants decide on seeking learning qualification and the social respect from the involved groups. As a result of such actions, the concept of dialogic learning has made an impact on education and academic production in Brazil, therefore contributing to consolidate the social commitment and the dialogue between the scientific community and the broader context in which it is involved.Este trabalho visa apresentar o Núcleo de Investigação e Ação Social e Educativa (NIASE), núcleo acadêmico do Brasil, cujas práticas se apoiam no conceito de aprendizagem dialógica (Flecha, 1997), com fundamentação na teoria da ação comunicativa, de Jürgen Habermas e no conceito de dialogicidade de Paulo Freire. A aprendizagem dialógica é produto do diálogo orientado à superação de desafios sociais e educativos, cuja concretização está proposta a partir de sete princípios articulados: diálogo igualitário, inteligência cultural, transformação, dimensão instrumental, criação de sentido, solidariedade e igualdade de diferenças. Criado no Brasil, em 2002, para atuar em ensino, pesquisa e extensão, o NIASE recorre ao conceito de aprendizagem dialógica para apoiar a organização democrática de espaços formativos escolares e não escolares, cujos participantes decidem buscar a qualificação da aprendizagem e o respeito social dos coletivos envolvidos. Como resultados dessas ações, o conceito de aprendizagem dialógica apresenta impactos sobre a escolarização e a produção acadêmica do Brasil, contribuindopara consolidar o compromisso social e o diálogo entre a comunidade científica e o contexto mais amplo que a envolve

Bringing Funds of Family Knowledge to School. The Living Morocco Project - برغملاشيع

The purpose of the study, grounded in sociocultural theory, is to describe the funds of knowledge of a Moroccan family living in Catalonia (Spain) in order to document how teachers can use these funds of knowledge to make direct links between students' lives and classroom teaching. The funds of knowledge approach is based on a simple premise: regardless of any socio-economical and sociocultural "deficit" that people may or may not have all families accumulate bodies of beliefs, ideas, skills and abilities based on their experiences (in areas such as their occupation or their religion). The challenge consists in connecting these bodies of educational resources with teaching practice in order to connect the curriculum with students' lives. In doing so, qualitative research can be carried out using several techniques such as self portraits, self-definition tasks, assessment of family artefacts, documenting routines through photographs, or the analysis of a person's significant circle. The results in terms of teaching practices illustrate the variety of ways teachers can make connections between home and school in ways that assist learners in their academic development. In this article, we propose using the term funds of identity to complement the concept of funds of knowledge

La Revolución Científica y Democrática en Educación

The main issue dealt with in this theoretical paper is the explanation of the starting scientific and democratic revolution both in the educative field and in the educative research. In addition, evidence-based arguments are included to provide validity of some affirmations. The first section argues that the social sciences are the daughters and an essential part of democracy. A few historical arguments about the way in which the dominant classes have slowed down the scientific progress and the development of people that make it possible. In the second section, it is analyzed the opposition of feudal universities to this unstoppable beginning of what could be called the scientific and democratic revolution. At the same time, we deal with its ambivalent character requiring to be supported and to be criticized so that it can be improved. In the third section, we expound the way in which this progress has provide some conditions that makes it possible to overcome the strong gender-based violence happening in our institutions of higher education and makes it also possible that women who were persecuted are now transforming our universities. Influences and criticism to our university feudalism, made by social movements such as the named 'Spanish Revolution', appear in the fourth section. In the fifth and last section, we offer a proposal to promote the scientific, democratic, and revolutionary approach of the university.La idea central desarrollada en este artículo teórico se basa en la explicación de cómo se ha iniciado una revolución científica y democrática tanto en el ámbito de la educación como en el de la investigación educativa. Se incluyen además, argumentos respaldados por evidencias empíricas que clarifican la validez de algunas de las afirmaciones. El primer apartado argumenta que las propias ciencias sociales son hijas y parte imprescindible de la democracia. Se aportan argumentos históricos acerca del freno que las clases dominantes han supuesto para el avance científico y para muchas de las personas que lo desarrollan. En segundo lugar, se analiza la oposición de las universidades feudales a este imparable inicio de lo que podemos llamar como revolución científica y democrática. A su vez se profundiza en el carácter ambivalente, que exige al mismo tiempo, que se la apoye y se la critique para mejorarla. Se expone en tercer lugar como este avance ha creado condiciones para superar la enorme violencia de género que hay en nuestras instituciones de educación superior, logrando, que quienes antes eran perseguidas en el sistema feudal, estén ahora transformando nuestras universidades. La cuarta sección recoge la influencia y la crítica a nuestro feudalismo universitario manifestada por los últimos movimientos sociales, ejemplificados en la denominada "Spanish Revolution. En quinto y último lugar, se ofrece una propuesta que promueve el enfoque científico, democrático y revolucionario de la universidad