Acciones educativas para colectivos en situación de vulnerabilidad social en Aragón : alumnos inmigrantes con diversidad lingüística. ¿Cuál sigue siendo el problema de fondo?

La heterogeneidad del alumnado alcanza mayores cotas cuando la población escolar refleja la multiculturalidad de una sociedad que, como la aragonesa, acoge a un notable número de inmigrantes, muchos de ellos desconocedores de la lengua oficial de la escuela. Sus hijos son, por ello, vulnerables en las aulas y en la sociedad. La legislación educativa, tanto la nacional como la autonómica, ha establecido diversas acciones docentes ante los riesgos de fracaso y abandono escolar y de exclusión social de estos alumnos. En el presente artículo, se revisan estas acciones docentes en el contexto aragonés, para, posteriormente, desarrollar una reflexión crítica sobre el trasfondo escolar y social que obstaculizan o incluso neutralizan su alcance. Obviamente, las interpelaciones críticas formuladas no son atribuibles en exclusividad al sistema educativo aragonés.L'heterogeneïtat de l'alumnat és encara més gran i complexa quan la població escolar reflecteix la multiculturalitat d'una societat que, com l'aragonesa, acull un nombre notable d'immigrants, molts dels quals són desconeixedors de la llegua vehicular de l'escola i, per aquest motiu, els seus fills són vulnerables a les aules i a la societat. La legislació educativa, tant la nacional com l'autonòmica, ha establert diverses accions docents davant el risc de fracàs i abandó escolar, així com d'exclusió social d'aquests alumnes. En el present article, s'hi revisen aquestes accions educatives en el context d'Aragó, i també s'hi fa una reflexió crítica vers les implicacions escolars i socials que dificulten i fins i tot en neutralitzen l'abast. Lògicament, aquestes crítiques no poden ser atribuïdes exclusivament al sistema educatiu aragonès.The students' heterogeneity reaches higher levels when the school population reflects the multiculturalism of a society which, like the Aragonese, hosts a remarkable number of immigrants, many of them unaware the official school language; their children are, therefore, vulnerable in their classrooms and in society. The Education Act, national and regional, has established various education actions considering the risks of school failure and dropout and social exclusion of these students. In this article these education actions in the Aragonese context are reviewed, to subsequently develop a critical thinking on the school and social background that hinder or even neutralize its scope; obviously, the posed critical questions are not exclusively attributable to the Aragonese education system

Las Tecnologías de la Información y la Comunicación en la atención a la diversidad : una investigación evaluativa

La legislación educativa vigente, Ley Orgánica 2/2006 de 3 de mayo de Educación, ha impulsado más recursos humanos y materiales para conceder a los alumnos con necesidad específica de apoyo educativo la atención que necesitan. Aunque no siempre es posible desarrollar en el aula actividades motivadoras que despierten su interés, sí que es cierto que la inclusión de las Tecnologías de la Información y la Comunicación favorece los procesos de enseñanza-aprendizaje. Este artículo recoge los resultados de una investigación descriptiva realizada en un Instituto de Educación Secundaria de Zaragoza y desarrollada en el marco del proyecto "Funcionalidad de las Tecnologías de la Información y la Comunicación en los procesos de enseñanza-aprendizaje en la etapa de Educación Secundaria Obligatoria" -concedido en la Orden de 1 de marzo de 2011, de la Consejera del Departamento de Educación, Cultura y Deporte, del Gobierno de Aragón-. El objetivo central de esta investigación fue analizar y evaluar el grado de inclusión y funcionalidad de dichas tecnologías educativas en la atención a la diversidad (mejoras que estas tecnologías generan en el rendimiento académico de estos alumnos, grado de motivación, uso como reforzadores didácticos, etc.)The current educational legislation, Organic Act 2/2006 of 3rd May of Education, has prompted for more human and material resources to be given to students with specific needs, in order to provide them with the appropriate support and attention which they require. Although it is not always possible, the use of Information and Communication Technologies can help greatly in the teaching-learning processes as it motivates students and encourages them to maintain their attention and keep focused on task. This article contains the results of a descriptive research carried out in a High School in Zaragoza and has been developed in the project "Functionality of the Information and Communication Technologies in the teaching-learning processes at the stage of compulsory Secondary Education" -granted in the Order of March 1st 2011, of the Counselor of the Department of Education, Culture and Sport, by the Government of Aragón-. The main aim of this study was to analyse and assess the degree of inclusion and the functionality of such educational technologies in the attention to diversity (improvements that these technologies generate in these students' achievements, degree of motivation, use as teaching reinforcers, etc.)

The Information and Communication Technologies in the attention to diversity : an evaluative research

La legislación educativa vigente, Ley Orgánica 2/2006 de 3 de mayo de Educación, ha impulsado más recursos humanos y materiales para conceder a los alumnos con necesidad específica de apoyo educativo la atención que necesitan. Aunque no siempre es posible desarrollar en el aula actividades motivadoras que despierten su interés, sí que es cierto que la inclusión de las Tecnologías de la Información y la Comunicación favorece los procesos de enseñanza-aprendizaje. Este artículo recoge los resultados de una investigación descriptiva realizada en un Instituto de Educación Secundaria de Zaragoza y desarrollada en el marco del proyecto “Funcionalidad de las Tecnologías de la Información y la Comunicación en los procesos de enseñanza-aprendizaje en la etapa de Educación Secundaria Obligatoria” -concedido en la Orden de 1 de marzo de 2011, de la Consejera del Departamento de Educación, Cultura y Deporte, del Gobierno de Aragón-. El objetivo central de esta investigación fue analizar y evaluar el grado de inclusión y funcionalidad de dichas tecnologías educativas en la atención a la diversidad (mejoras que estas tecnologías generan en el rendimiento académico de estos alumnos, grado de motivación, uso como reforzadores didácticos, etc. ).The current educational legislation, Organic Act 2/2006 of 3rd May of Education, has prompted for more human and material resources to be given to students with specific needs, in order to provide them with the appropriate support and attention which they require. Although it is not always possible, the use of Information and Communication Technologies can help greatly in the teaching-learning processes as it motivates students and encourages them to maintain their attention and keep focused on task. This article contains the results of a descriptive research carried out in a High School in Zaragoza and has been developed in the project "Functionality of the Information and Communication Technologies in the teaching-learning processes at the stage of compulsory Secondary Education" -granted in the Order of March 1st 2011, of the Counselor of the Department of Education, Culture and Sport, by the Government of Aragón-. The main aim of this study was to analyse and assess the degree of inclusion and the functionality of such educational technologies in the attention to diversity (improvements that these technologies generate in these students' achievements, degree of motivation, use as teaching reinforcers, etc. )

¿Es el lenguaje de los docentes creativo?: análisis de sus expresiones más frecuentes

La preocupación por el análisis del lenguaje de la Pedagogía no ha recibido ninguna atención especial. El campo de la educación se ha extendido y, en consecuencia, su lenguaje se ha hecho universal: se crean nuevos términos, algunos han desviado su significado respecto al que tienen en la lengua común con características restrictivas en el contexto de la educación, otros tienen múltiples sentidos especializados en las bases de datos, etc. Esto se debe a los procesos de cambios constantes que se producen tanto en el trabajo como en el Espacio Europeo de Educación Superior, siendo la introducción de nueva terminología una de las implementaciones más importantes. Adquiere especial énfasis en la conciliación de la educación superior con las necesidades profesionales de trabajo. Nos enfrentamos a un nuevo contexto de educación que altamente requiere herramientas específicas para promover un profundo proceso de cambio con respecto a la planificación, estrategias y plan de estudios en educación. Estos cambios tendrán efectos posteriores en la terminología de educación, instituciones, escuelas y universidades. Este artículo muestra un análisis de los términos del lenguaje de la Pedagogía dado que son un vehículo de transmisión de conocimiento en las situaciones de enseñanza-aprendizaje. Por otro lado, es un lenguaje especializado creativo, sin función críptica, en el que el valor y significado de sus expresiones depende de los usos, lo que ofrece un gran poder connotativo en el lenguaje del docente. Se analiza su exclusividad temática y social tendentes a favorecer la creativida

Political discourse as a framework of asymmetrical power relations

Nuestra sociedad se caracteriza por una tendencia persuasiva en la emisión de mensajes. Los discursos políticos inundan los medios de comunicación para satisfacer no solo objetivos del partido político, sino ganar la "captatio benevolentiae" del público receptor. Para ello, hacen uso de marcadores discursivos y otros elementos lingüísticos para convencer con las palabras. La "teoría de la argumentación" o "teoría de los topoi" constituye el marco teórico que permite analizar el grado de manipulación de los discursos políticos. La expresión política “correcta”, según la lógica dominante, es la democracia parlamentaria, basada en el juego de los partidos.Our society is characterized by a trend in the issuance of persuasive messages. Political discourse flood mass media to satisfy not only political aims of the political party, but also to win the audience "benevolentiae captatio". To do that, politics make use of discourse markers and linguistic tools to convince them with words. The "Theory of Argumentation" or "theory of the topoi" conforms the theoretical framework for analyzing the degree of manipulation in political speeches. The “correct” political expression, as the dominant logic establishes, is the parliamentary democracy, based on the play of political parties.peerReviewe

Empowering inclusive education: principles for excellence in teaching and lifelong learners

A long time ago educational policies started to develop different measures to offer students with educational needs the support required. However, society is each time more diverse and requires additional strategies to provide a real inclusive education. Most of the times institutions face up problems due to the lack of resources. For this reason, along this research an approach to empower inclusive education is examined. Principles for excellence in teaching and lifelong learners are promoted in a way to enhance all possible strategies to offer the attention students’ diversity demands. The results show how stakeholder’s prescriptions contribute to offer educational support and how inclusive education can be deeply developed in institutions. The new socio educative demands need specific principles, teaching methods and techniques that allow diversity abilities and skills in the classroom

Dealing with disability from a holistic approach: strategies and procedures in school inclusion

When stakeholders implement new measures in education Acts, they also involve changes at the school’s organizational level. In the field of Didactics and School Organization, these changes allow improvements to offer quality in Education. Focusing on school inclusion, the treatment of students with specific need of educative support can be assumed through the praxis of specific methodological principles, promoting an individualized attention and human, social and material resources. To examine the role of stakeholders when dealing with disability, this chapter focuses on the analysis of how school inclusion is developed in a High School in the Spanish region of Aragón. Thus, this case study (Marcelo & Parrilla, 1991, Yin, 1994, Stake, 1998) has been conducted with an eminently qualitative and descriptive methodology (Cohen & Manion, 1990). The techniques applied have focused on group discussions (Krueger, 1991, Suárez, 2005). The results show there exists a lack of connection between the macro-political and the micro-political level

COMPREHENSIVE ASSESSMENT GUIDELINES FOR QUALITY ASSURANCEIN THE EUROPEAN HIGHER EDUCATION AREA

Roughly speaking, the scientific literature seems to associate assessment with the score a student gets. However, assessment goes beyond that and is only real if students acquire learning. This can be achieved with feedback (formative evaluation). In the 2010- 2011 academic year we created a space in "moodle" for students to participate actively in solving activities and case analysis for the subject "The school as an educational space" in the Degree in Teaching for Primary Education in the Faculty of Education (University of Zaragoza). This space allows students to acquire a complementary learning on the basis of self-regulation and according to the feedback they receive. It is also important to consider teaching styles and learning strategies. For this reason, along this paper we will examine how assessment with new tools and techniques can assure quality in the comprehensive assessment through the establishment of some guidelines and didactic strategies. To perform the evaluation of this course, students developed an e-portfolio, uploading it in "moodle" so the rest of students could observe the work other students had made, thus increasing their individual requirement level. The key issue was the authenticity, relevancy and appropriateness of the activities we raised. Undoubtedly, the development of the teachinglearning processes and their assessment can be highly enhanced by the introduction of appropriate tools in the classroom to encourage active student participation and their learning feedback

A case study for the design and development of pedagogical awareness in the Teacher Training Master's Degree: didactic strategies and methodology

Roughly speaking, the European Higher Education Area introduced substantial changes in the structure and development of new curricula. Particularly, when assuming the teaching-learning processes in the Master’s Degree, special attention needs to be carried out to the students’ achievements. Since 2010, the Faculty of Education in the University of Zaragoza implemented the Master in Teacher Training for High School Teachers. One of the main aims is to provide students with the necessary pedagogical knowledge, strategies and procedures to be able to develop professionally. We want to accompany in students’ development, the acquisition of teaching techniques and methodologies, including methodology specific for age of youth, the teachers will be working with. This issue was showed in presented text. The authors pictured, among others, the methods, activities and objectives designed to help students achieve the learning outcomes in the Master’s compulsory Module entitled “Context of the Teaching Task”

Using modern technologies in educational counselling in high schools in Spain: web application e-portfolio

No doubt, the students’ diversity in each compulsory educational stage requires specific measures to be implemented. Due to the dissemination of Information and Communication Technologies (ICT) and the Virtual Learning Environments (VLE) worldwide, teachers and counsellors can use these technological resources to help students’ learning disabilities. Technological achievements may be useful in psychological counselling. Training coordinators, who carry out counselling, can make use of these technological resources to offer students support in their life-long learning process. In this article the authors try to examine how ICT & VLE can help when developing counselling in Secondary Education in Spain. This paper shows the results obtained through a multiple case study conducted in 10 High Schools, assuming quantitative and qualitative methodology. The results indicate the e-portfolio has proof to be an effective tool allowing the assessment of the students’ teaching-learning processes, helping in the process of guidance and school counselling