The Dialogic Turn in Educational Psychology

The increasing presence of and claim for dialogue in today's society has already had an impact on the theory and practice of learning. Whereas in the past individual and cognitive elements were seen as crucial to learning, since about two decades ago, scientific literature indicates that culture, interaction and dialogue are the key factors. In addition, the research project of highest scientific rank and with most resources dedicated to the study of school education in the Framework Program of the European Union: INCLUD-ED shows that the practices of successful schools around Europe are in line with the dialogic approach to learning. This article presents the dialogic turn in educational psychology, consisting of moving from symbolic conceptions of mind and internalist perspectives that focus on mental schemata of previous knowledge, to theories that see intersubjectivity and communication as the primary factors in learning. The paper deepens on the second approach

Lectura dialógica y transformación en las Comunidades de Aprendizaje

Meaning, understanding and learning are reinforced in dialogic reading through the interaction among different participants –students, teachers, families and other members of the community– with a text. The present paper focuses on the development of dialogic reading in learning communities, especially through dialogic literary gatherings with families, with teachers and with students, and through guided libraries and other practices of shared reading with families and other community agents. Furthermore, the transformations that these practices bring about both at a personal level and in the group and the community are also analysed.En la lectura dialógica, el significado, la comprensión y el aprendizaje se intensifican a través de las interacciones que establecen personas diferentes en relación con un texto. Este artículo se centra en el desarrollo de la lectura dialógica en las comunidades de aprendizaje, especialmente a través de las tertulias literarias dialógicas con familiares, con profesorado y con alumnado, y de las bibliotecas tutorizadas y otras prácticas de lectura compartida con familiares, con otros y otras agentes de la comunidad. Además, se analizan las transformaciones que se producen tanto personalmente como de manera colectiva y comunitaria

Dialogic Learning Environments that Enhance Instrumental Learning and Inclusion of Students with Special Needs in Secondary Education

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school

Recommendations for the Implementation of Article 37 of the Spanish Science, Technology and Innovation Act: Open Access Dissemination

Handbook defines the main aspects of the national policy of open access and specifies what new roles to be taken by the groups involved in the production and market management of scientific information. Contains a chapter of specific recommendations for managers of public support for R + D + i, one for universities and research centers, one for researchers and other institutions subscribing to scientific journals. This document has been coordinated by FECYT under RECOLECTA activities whose actions are part of the collaboration agreement with REBIUN

Recomendaciones para la implementación del Artículo 37 Difusión en Acceso Abierto de la Ley de la Ciencia, la Tecnología y la Innovación

Guía práctica que define los aspectos principales de la política nacional de acceso abierto y especifica cuáles son los nuevos roles que habrán de adoptar los colectivos implicados en la producción y gestión del mercado de la información científica. Contiene un capítulo de recomendaciones específicas para gestores de ayudas públicas a la I+D+i, otro para las universidades y centros de investigación, otro para los investigadores y otro para las entidades suscriptoras de revistas científicas. Este documento ha sido coordinado por FECYT en el marco de las actividades de RECOLECTA, cuyas actuaciones se enmarcan en el convenio de colaboración con REBIUN

Attractiveness Male models in adolescence

Hegemonic masculinity persists in our societies through different mechanisms. Gender violence is one such example and it is manifested in various areas of daily life. Several contributions to the study of masculinities and sexual relationships are deterministic and not go depth into the social causes of this violence. In this article we will show some evidences of how attractiveness male models have a social nature. In that sense, these socialization processes that link desire to aggressiveness and violence explain the persistence of this social problem. Co-educational approaches should take these kinds of evidences from this research line into account in order to provide proposals that overcome the negative effects of hegemonic masculinity.La masculinidad hegemónica persiste en nuestra sociedad a través de diferentes mecanismos. La violencia de género es un ejemplo de ello y se manifiesta en distintos ámbitos de la vida cotidiana. Algunas aportaciones sobre el estudio de las masculinidades y las relaciones afectivas y sexuales son deterministas y no profundizan en las causas sociales de esta violencia. En el presente artículo se mostraran evidencias de como los modelos de atractivo masculinos tienen una vertiente social. La socialización que vincula deseo con agresividad y violencia explican el porqué de la persistencia de esta problemática social. Los planteamientos coeducativos que tengan en cuenta las evidencias de esta línea de investigación podrán aportar propuestas de superación de los efectivos negativos del modelo de masculinidad hegemónica