El diagnóstico en la escuela como proceso de subjetivación

El presente artículo presenta una revisión crítica en torno a los procesos de diagnóstico conductual en contextos escolares, atendiendo a sus dimensiones de complejidad y subjetivación. De esta forma, nuestro foco de interpretación vincula interdisciplinariamente las Ciencias de la Educación en general y la Psicología en particular, en correlato con la proliferación cada vez más extensiva de demandas de diagnóstico clínico al interior de los establecimientos educacionales. Desde esta base, se discuten las bases epistemológicas de estos procesos diagnósticos, contrarrestándolos con elementos críticos de la epistemología de la complejidad, teoría de la comunicación y la noción implícita de sujeto/observador en la práctica discursiva propia del diagnóstico clínico.This article presents a critical review about behavioral diagnosis processes in school settings, according to their complexity and size of subjectivity. Thus, our focus of interdisciplinary interpretation links the Science of Education in general with Psychology in particular, correlating this with increasingly extensive proliferation of clinical diagnosis demands within educational establishments. From this base, the epistemological basis of these diagnostic processes is discussed, confronting them with critical elements of the epistemology of complexity, communication theory and the implicit notion of the subject/observer in the discursive practice of clinical diagnosis.Este artigo apresenta uma revisão crítica sobre os processos de diagnóstico de comportamento em contexto escolar, de acordo com suas dimensões de complexidade e subjetividade. Assim, o nosso foco de interpretação vincula interdisciplinariamente as Ciências da Educação em geral e a psicologia em particular, em relação com a proliferação cada vez mais extensiva de demandas de diagnóstico clínico dentro dos estabelecimentos de ensino. A partir deste alicerce, são discutidas as bases epistemológicas desses processos de diagnóstico, contrapondo-os com elementos críticos da epistemologia da complexidade, teoria da comunicação e da noção implícita do sujeito/observador na prática discursiva própria do diagnóstico clínico

Meaning Processes mediated through a Protagonists’ Collaborative Learning Platform

The use of Information and Communication Technologies (ICT) in the classroom requires the creation of contextualized proposals which foster in students collaboration and the use of resources to hand. This paper shows the results obtained in the analysis of the signification process which teachers and students have built through their participation in a project implementing collaborative didactic designs using ICT, in particular social networking. Focus groups were formed with 102 students and interviews with 21 teachers took place in two stages (pre and post), and they participated in 21 learning experiences developed at 12 schools in southern Chile. Main results reveal a positive assessment of the experience related to the motivational effects of the use of ICT and social networking among students; a considerable change in the didactic interaction inside the classroom; an interest in the possibility of collaborating with students from different contexts and from different regions; a lack of knowledge of the Web 2.0 resources available on the part of teachers, and some negative considerations on the inappropriate use of the Internet. In conclusion, the meaningcreation process of the protagonists enabled this study to gain relevant qualitative information related to didactic, technological and logistic factors in the development of learning experiences through a virtual learning platform

Educación. Contextos sociales y propensión a aprender

Nuestras sociedades están inmersas, desde hace algunos años, en interminables debates y movilizaciones en torno a la educación. Se ha ido configurando una creciente demanda ciudadana exigiendo una educación de calidad e igualdad de oportunidades en el acceso a ella. Por otra parte se han instaurado prácticas recurrentes de medición de los logros educativos, haciendo uso de patrones de carácter universal, que permiten a los distintos actores involucrados cotejar lo que está ocurriendo en sus respectivos países comparándolo con lo que ocurre en otros países