Violence and National History Teaching (1948 – 2006): An Institutional Colombian Perspective

It is possible to track multiple state reforms to secondary education in terms of curricula and syllabus throughout the second half of the twentieth century in Colombia. Underlying each reform, one can identify a rationality that surpasses the logic of Education, and is rather intertwined with the political project and ideological requirements of the government in office, or with certain socio-political junctures. The impact of the political world on education is particularly noticeable in school subjects that address National History. Within this perspective it is shown how, after institutional changes have occurred, different memories and visions about citizenship, democracy, conflict and nation are being promoted. This highlights different ways of subordination of the educational project to a wide universe of political dynamics.DOI: http://dx.doi.org/10.11591/ijere.v3i4.679

REFLECTIONS ON ARCHITECTURAL RESEARCH

This communication attempts to defend a research method that has the objective of opening the way within this field, establishing a permanent dialog with teaching and using that which underlies everything architectural as a work strategy, so that the implicit creative and transforming essence remains in architectural research. Thus, as the architectural project is conceived as a research process linked to a creative activity, research in the field of architecture can be understood as a creative process that, as such, is linked to a reflective and speculative activity It is a question, therefore, of committing to a research that finds its independence as much in action as in reflection as opposed to the procedures and methodologies of other disciplines. Consequently, a research method is demanded from the field of architecture, which, as opposed to a mode of knowledge based on logical thought, recognizes that a knowledge based on a poetic thought also exists. In this sense, research in the field of architecture should be understood not as a mere accumulation of data but as a creative activity that, far from linking to a static knowledge, establishes a dialectic process between thought and action. This leads us to transfer, in undertaking all research, that sensation of extreme freedom comparable only with the moment when we face the architectural project with a blank sheet and entails a sensation of uncertainty and insecurity only surmountable through the risk involved in throwing thoughts and ideas onto the desk that, although precise, are supported on most occasions by non-verifiable realities or hardly demonstrable in their totality. Therefore, a research method is demanded that departs from the study of architecture in its singularity and specificity, but which refrains from establishing a systematic and deductive process as the only mode of knowledge, as well as of attempting to find the reliability of ideas and thoughts in a rational and objective model.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

TRAINING STRATEGIES FOR THE INITIATION OF LEARNING THE ARCHITECTURAL PROJECT

The first courses of the Architectural Projects subject have an initiatory character. This learning represents the student's first contact with the knowledge and the architectural creation. This leads in some cases to a new discovery and a break with the concept of architecture that the student had before starting the degree. This learning has all the symbology involved in embarking on a path full of uncertainties and difficulties that can only be overcome with a continued effort. The objective of this communication is to define a series of didactic strategies for the first years of architecture student training. These are intended to make the student develop attitudes and skills that encourage creative thinking. Likewise, it will be objective of these strategies to promote the capacity for criticism, analysis and reflection. For this, we start from a teaching model in which training prevails over information. It is proposed to generate more flexible learning situations and itineraries that facilitate and support subsequent continuous training. Furthermore, a more critical and profound intellectual development is contemplated, which enables the student to generate knowledge, but also to acquire autonomy of thought. As a work methodology, it is proposed to define a series of training strategies. These will be oriented to show an attitude towards the project and to encourage, stimulate and involve students in their learning process. These aim to help students develop their ability to learn to learn. The result will be the definition of a series of specific training strategies for these first years of training. These will aim to familiarize the student with the concepts and methods of the architectural project process. These strategies seek to support a teaching that contemplates the complexity of the architectural fact and promotes deep and significant learning processes.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Does diversity in top management teams contribute to organizational performance? The response of IBEX 35 companies

This study contributes to the spread of theoretical and empirical knowledge regarding the Upper Echelons Theory, considering the training and demographic diversity in the Top Management Team (TMT) as a singular characteristic of each company, in our case those belonging to the IBEX35 index. Taking into account the skills of the members, a greater financial performance is expected. Once we obtained the statistical results, we concluded that the inclusion of women in the TMT increased Net Sales and EBITDA. Features such as age, training and nationality are also examined in this work.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Analytic and bootstrap approximations of prediction errors under a multivariate fay-herriot model

A Multivariate Fay-Herriot model is used to aid the prediction of small area parameters of dependent variables with sample data aggregated to area level. The empirical best linear unbiased predictor of the parameter vector is used, and an approximation of the elements of the mean cross product error matrix is obtained by an extension of the results of Prasad and Rao (1990) to the multiparameter case. Three different bootstrap approximations of those elements are introduced, and a simulation study is developed in order to compare the efficiency of all presented approximations, including a comparison under lack of normality. Further, the number of replications needed for the bootstrap procedures to get stabilized are studied

Psychoeducational Programme to improve the quality of visits during non-kinship foster care Visits: a context for family development

Visits: a context for family development (Bernedo et al., 2020) is the first psychoeducational programme aimed to improve the quality of contact visits between foster children and their birth families through the promotion of parental, educational and emotional competencies of biological and foster families. It is the consolidation of different projects and publications of the Foster Care and Adoption Research Group of the University of Malaga, which had highlighted the lack of such programmes and the need to develop a systematic and structured approach that could help to ensure that all those involved in visits were adequately prepared, thereby increasing the likelihood of a quality encounter between children and their birth family. The programme included two training modules, one for birth families, one for foster families. Each module consists of seven sessions, six of which are individual and the final session is a group encounter for all participants. Both families have been trained in specific communication and educational skills, among other relevant aspects for the quality of the visits. In addition, work was carried out on the collaborative relationship between birth and foster families. Specifically, birth families were trained to transmit appropriate messages to children and received coaching in regard of the types of gifts, snacks and age-appropriate topics of conversation during visits. On their side, foster families were trained to identify more accurately the child’s emotional state before and after the visits. The results on its short-term effectiveness demonstrate that it is a useful resource for the promotion of positive parenting complementing the resources available to child welfare professionals to support the foster care process and, in particular, the contacts that can take place between foster children and their birth family. Furthermore, it is paving the way to become a high-quality, evidence-based family support programme.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Some variables involved in the development of foster care contact visits in Andalusia

It has been argued that contact visits between foster children and birth parents can help maintain attachment bonds and support the child’s development. The main aim of this study is to analyse the characteristics of contact visits between non-kinship foster children and their birth parents in Andalusia. This study was funded by the research project Application of a psychoeducational intervention program to improve visits between foster children and their biological families (EDU2016 77094-P). Participants were 212 non-kinship foster children and their respective birth families. We conducted frequency and non-parametric analysis of features of contact visits collected by the Child File Summary Form designed for this study. The results show that the main visitor is the mother; the frequency of the majority of visits is monthly; and most of them are supervised. Furthermore, there are significant differences between the development of visits and the following variables: attendance regularity, contact visits frequency, supervised contact and number of extended family who visits. By contrast, there are not significant differences with the number of main visitors and if they are from the birth family. Results highlight some variables that could be involved in the quality of contact visits. The implication for the practice of this study is to develop intervention strategies targeted at all those involved (foster child, birth family, foster family and social workers).Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Pedagogical documentation in childhood education: a review of concepts

Documenting is a complex, dynamic process that is still difficult for early childhood educators today. It is more than describing and narrating the events, encompasses the selection, interpretation, reflection, and evaluation of them. It requires a close look from educators on all children and at all learning times, including moments of free exploration, and a reasoned reflection of practice in general. Consider the ideas of Malaguzzi, mentor of the Approach Reggio Emilia, systematically documenting the child learning processes offer memories to educators, children, and their families. It also acts as a starting point for new learning and allows educators to improve their practices through reflection. This study focuses on the in-depth reading of scientific articles by different authors, intending to understand the evolution of the pedagogical documentation concept, as well as knowing different current approaches to evaluation in education. It assumes a qualitative methodology, which aims to access the authors' conceptions through heuristic and hermeneutic processes. In this sense, the investigative process followed the following steps: (i) research and systematization of the relevant literature; (ii) organization of relevant texts on pedagogical documentation, in a diachronic way, to analyze the evolution of the concept in childhood education; (iii) collection of ideas for education, expressed by the authors, framing them historically; (iv) establishing relationships between the different designs. Pedagogical documentation is analyzed as a form of evaluation, with a relationship with the construction of participatory pedagogies. The data that emerged from the analysis revealed the importance of knowing the evolution of the concept of evaluation, to document the processes and integrate the right of participation into the institutions' daily practices. The importance of formative strategies that allow educators to understand their role in the construction of evaluation is reinforced. Strategies are also evidenced, including for children, to make visible the processes of documenting. It should be noted that this form of evaluation is based on a time-consuming but rewarding process, as it allows us to focus on the process and to show progress.This work has been supported by FCT - Fundação para a Ciência e Tecnologia within the Project Scope: UIDB/05777/2020info:eu-repo/semantics/publishedVersio

Strategies for smart and sustainable transport from a gender perspective

Mobility, and especially urban mobility, has changed drastically in recent times. This has been due, on the one hand, to the development and application of new technologies that have led to new modes of transport, fuels and resource sharing. On the other hand, the impact on mobility and logistics of the COVID-19 pandemic crisis, which has led to a decrease in the number of daily trips, changes in the choice and use of transport modes and the accelerated evolution of B2C e-commerce logistics distribution. Gender differences in mobility patterns are well known. Although the geographical, social and cultural context may influence mobility habits, and may make these gender differences more or less pronounced, the literature published over the years has identified common patterns or trends in developed countries. On the other hand, the effects of the COVID-19 crisis in the social and economic sphere have aggravated inequalities between population groups, with women being one of the most affected groups, which may accentuate this gender gap in mobility. Mobility and transport policies should aim at an efficient and sustainable use of transport modes, while ensuring road safety and equal opportunities of use. Through a strategic analysis of urban mobility from a gender perspective, strategies are identified and recommendations are offered for policy decisions in mobility planning towards smarter urban mobility.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech