Escolas democráticas e coerência institucional

La tesis que defendemos en este artículo es la siguiente: una escuela democrática tiene que ser, esencialmente, justa. La justicia escolar implica, entre otras cosas, una ética de la crítica, que supone la eliminación de las barreras que dificultan el aprendizaje a todo el alumnado y, especialmente, al alumnado más desfavorecido. Para eliminar esas barreras, la escuela tiene que avanzar constantemente en la construcción democrática de su propia coherencia institucional. Y en el contexto de esa coherencia institucional, debe de prestar especial atención a la coherencia curricularThe thesis we defend in this article is: a democratic school has to be essentially fair. School justice involves, among others, an ethics of criticism, which includes the removal of barriers to learning for all students, and especially for most disadvantaged students. To remove these barriers, the school has to constantly advance the democratic construction of its own institutional coherence. And, in the context of institutional coherence, school should pay special attention to the curriculum coherenceA tese que defendemos neste artigo é: a escola democrática tem que ser essencialmente justa. A justiça escola envolve, entre outras coisas, uma ética da crítica, que envolve a remoção de barreiras para a aprendizagem a todos os alunos, e especialmente os alunos mais desfavorecidos. Para remover essas barreiras, a escola tem de avançar constantemente a construção democrática da sua própria coerência institucional. E no contexto da coerência institucional, deve prestar especial atenção à coerência currícul

Learning from Your Own Interests. An Analysis of the VTS Methodology in Terms of Educational Theory and Learning Processes

The question of whether to explain or know the artistic codes in the educational contexts to the art museums has reopened and is once again at the center of a lively debate The teaching of art in the Visual arts museums in Catalonia have been shaken in recent years by currents of reflection analysis and renewal that have advanced in parallel with those of the world of education Some learning and reflection methodologies around the work of art such as Visual Thinking Strategies they are re-examined for their educational potential in this new context This article is about they contrast with various seminal texts on how we learn at the neuronal level and in environments museological to analyze its potentia

El Rus com a lingua franca als estats postsoviètics

Després de la caiguda del règim soviètic, les antigues repúbliques de l'URSS van emprendre un procés de nation-building que, en la majoria dels casos, encara s'està desenvolupant. Els canvis que ha suposat i que continua exigint aquest procés en matèria d'ensenyament i de política lingüística i cultural són tan diversos com els estats sorgits de la desintegració de l'URSS. Un dels punts d'estudi dins d'aquest procés és la posició actual de la llengua russa en aquests estats: quin paper té a l'ensenyament, a l'administració i en les relacions entre els diferents estats postsoviètics. Aquest treball analitza, doncs, els factors que han conduït a la situació actual i se centra en el paper del rus com a lingua franca en el territori de l'antiga Unió Soviètica i en la importància de l'actual (re)construcció identitària russa en les relacions amb els veïns exsoviètics.After the fall of the Soviet Union, the former republics of the USSR undertook a nationbuilding process that in most cases is still underway today. The changes involved in this process, which take in both education and cultural and language policies, are as diverse as the states that have emerged from the dissolution of the USSR. One issue of study within this process is the current status of the Russian language in these states: the role it plays in education, administration and relations among post-Soviet states. Hence, this article analyses the factors that gave rise to the current situation and focuses on the role of Russian as a lingua franca in the territory of the former Soviet Union, while evaluating the importance of the present (re)construction of the Russian identity vis-à-vis the country’s relations with its former Soviet neighbours

Ties that Bind: Women and Friendship in Early Modern Italy

This dissertation is a comparative study of literary texts authored by sixteenth-century Italian women that treat female friendship across the genres of epistolary writing, lyric poetry, and heroic poetry. The primary works under consideration include the correspondence between Elisabetta Gonzaga (1471–1526) and Isabella d’Este (1474–1539), the lyric poems authored by women in Lodovico Domenichi’s anthology Rime diverse d’alcune nobilissime et virtuosissime donne (1559), and Margherita Sarrocchi’s heroic poem the Scanderbeide (1623). In addition to the long-standing classical and Christian notions of friendship that held strong in Renaissance Italy, the genres of epistolary writing, lyric poetry, and heroic poetry each had a distinct and mostly male literary tradition of friendship. The literary works in this study reveal the various ways early modern Italian women contributed to their respective genres, and moreover, to larger cultural discourses on friendship by inserting the female perspective and experience. Their writings not only illuminate their understandings and interpretations of female bonds but also demonstrate their use of writing to initiate and maintain friendships with other women. Chapter 1 looks at women’s epistolary prose through the correspondence between two princesses who were sisters-in-law, Elisabetta Gonzaga, the duchess of Urbino, and Isabella d’Este, marchesa of Mantua. Focusing primarily on letters exchanged during the beginning years of their friendship, I show how the two noblewomen relied on letter writing to express and reciprocate sentiments of intimacy. Chapter 2 on the Rime diverse d’alcune nobilissime et virtuosissime donne, the first all-female lyric anthology edited by Lodovico Domenichi, analyzes the friendship poems—sonnet exchanges between women to celebrate and form literary friendships and single-authored lyric that depict women’s bonds—present in the collection. Looking at these two types of lyric in tandem, I argue that Petrarchism authorized women’s expressions and representations of female friendship. Chapter 3 focuses on the heroic poem of Margherita Sarrocchi (1560–1617). Drawing from her classical and Renaissance predecessors who in their heroic poems depict and highlight friendships between male warriors, Sarrocchi revises the tradition by portraying and celebrating the bond that develops between two of the poem’s female protagonists, Rosmonda and Silveria.While much has been explored with respect to male friendship in Italian Renaissance literature, the topic of female friendship has remained mostly untouched. With this study, I therefore address this need to uncover women’s discourses on friendship by providing alternative perspectives and new insights on a subject that was traditionally understood in male terms

Is Russian Decomodifying in Catalonia?

The data collected in an ethnographic study conducted between 2014 and 2016 in tourist areas in Catalonia, Spain shows that the mastery of Russian has become a profitable commodity in Spanish tourism industry. The purpose of this paper is to show where and how Russian is used in the service industry and trace the commodification of the language over time. Against the background of fluctuating numbers of Russian-speaking visitors, this analysis will contribute to a better understanding of processes of language commodification and decommodification and the relationship between wider political and economic con-texts and valorisation of particular languages and speakers

Impact of Moroccan diaspora’s funding on leveraging for entrepreneurship in Morocco

Màster en Diplomàcia i Organitzacions Internacionals, Centre d'Estudis Internacionals. Universitat de Barcelona. Curs: 2019-2020. Tutora: Marta AbegónDiaspora members have been for a long time participating along with communities of their country of origin to tap the local intellectual and social capital. Traditionally, diaspora members have been sending remittances to family and friends, but gradually they have been making direct investments into their countries of origin, actively promoting the local professional environment. In global terms, diaspora members have engaged with their countries of origin as a catalyst for development of talent using all the tools available to them: providing mentoring and know-how, launching networking platforms, associating with universities and financing innovative business with funds established abroad. Conversely, diaspora members have been generating awareness in their business communities abroad of the skills of the citizens and the business environment in their countries of origin. Diaspora’s role has gone beyond upgrading the entrepreneurial environment in their country of origin to reinforce trade ties, guide future investments and internationalise the local talent; hence enabling the social and economic development and generating growth in both countries..

El apoyo externo a los centros educativos : necesario e incomprendido

En este artículo se da cuenta de uno de los estudios realizados en la Comunidad Canaria en torno a los principales servicios de apoyo externo a los centros educativos, en concreto el referido a los CEP. Se pretendían dos objetivos: la obtención de conocimiento para comprender mejor la naturaleza, funciones, modelos de actuación y condiciones en que se desempeña la labor de asesoramiento; y, la detección de los problemas y necesidades más importantes, ofreciendo recomendaciones para su mejora. Se recogió información, mediante cuestionarios, tanto de los asesores como del profesorado. Las principales conclusiones apuntan a la existencia de un doble divorcio: 1) entre lo que los asesores piensan que deben hacer (funciones más relacionadas con los procesos de desarrollo y mejora de los centros y con la capacitación de las escuelas y el desarrollo profesional del profesorado) que con lo que hasta la fecha han hecho (cubrir las necesidades derivadas del proceso de implantación de la LOGSE, especialmente en el diseño y desarrollo de cursos y en la divulgación de la normativa); 2) entre lo que los asesores creen que hacen y lo que el profesorado percibe de ellos. Se sugiere que los CEP deben retomar su idea original de instituciones al servicio del profesorado y los centros, adquiriendo una mayor autonomía de la Administración.En aquest article s'informa d'un dels estudis realitzats a la Comunitat Canària al voltant dels principals serveis de suport extern als centres educatius, en concret el referit als Centres de Professors (CEP). Es pretenien dos objectius: l'obtenció de coneixement per a comprendre millor la naturalesa, funcions, models d'actuació i condicions en les que es porta a terme la tasca d'assessorament; i, la detecció de les problemàtiques i necessitats més importants, oferint recomanacions per a la seva millora. Es va recollir informació, mitjançant qüestionaris, dels assessors i dels professors. Les principals conclusions apunten a l'existència d'un doble divorci: 1) entre el que els assessors pensen que han de fer (funcions més relacionades amb els processos de desenvolupament i millora dels centres i amb la capacitació de les escoles i el desenvolupament professional del professorat) amb el que fins a la data han fet (cobrir les necessitats derivades del procés d'implantació de la LOGSE, especialment en el disseny i desenvolupament de cursos i en la divulgació de la normativa); 2) entre el que els assessors creuen que fan i el que el professorat percebeix d'ells. Se suggereix que els CEP han de reprendre la seva idea original d'institucions al servei del professorat i dels centres, adquirint una més gran autonomia de l'Administració.In this article we present the results of one of the studies developed about the external support systems to the schools in Canary Islands, especially the one refered to the Teachers' Centers. The study aimed to the following main purposes: to gather information about Teachers' Centers in order to reach a better understanding of the nature, functions, performance models and work conditions of school consultants, and to identify the main needs and problems thei are facing, offering at the time some suggestions for improvement. The main conclusions point to a double divorce 1) between what the school consultants think they should be doing (this is, functions related to school development and improvement, and to teachers' empowement and professional development) and what they are doing to the date (meeting needs related to the process of implementation of the 1990 Educational Act, mainly working in the designing and development of trainning courses for teachers and the dissemination of legal regulations related to the Educational Act); and 2) between what the school consultants think they are doing and what the techaers perceived abouy it. It is suggested that Teachers' Centers should recover the original idea becoming institutions at the service of teachers and schools, geeting more autonomy in their functioning from the Regional Educational Authorities

CREATING FUTURES: Transformative Involvement Experiences For Immigrant Latino Parents.

Despite more than half a century of debate about parental involvement in the education of children, it still remains an evolving and elusive topic. While much is written about Latino immigrants and U.S. schooling, much less is known from the parents´ perspectives. This qualitative case study explores the experiences and perspectives of immigrant parents in an early childhood Latino parent education program and the impact of this non-formal educational program on their role as parents. Theoretical lenses for this study are transformative learning (Mezirow, 1978) and popular education (Freire, 1970). Findings demonstrate that: (a) a context of isolation impacts parents´ roles and learning experience; (b) a nurturing and safe space for learning is critical for transformative learning; and (c) transformation is evident in parents as they move from self-doubt and fear to self-confidence, understanding and determination. The role of context, emotions, and the spiral nature of the process are key factors of transformative learning. Educators and organizations are to provide systematic support to sustain the transformative processes engaged by parents. Policy makers and private funders need to facilitate funds

Estudio sobre la micoflora atmosférica de Barcelona. II Género "Penicillium"

Se estudia la incidencia del género Penicillium en la atmósfera de Barcelona, en el período comprendido desde noviembre de 1976 hasta febrero de 1978. Se expusieron 8.029 placas de Petri identificándose 32.965 propágulos pertenecientes a dicho género. Se comparan los resultados obtenidos con los aportados por otros autores en diversas ciudades del mundo, relacionándolos con las condiciones climatológicas.An investigation about the genus Penicillium in the atmosphere of Barcelona in the period from november 1976 until february 1978. 8.029 Petri plates were exposed, and 32.965 propagules pertaining the said genus, the obtained results are compared with the results secured other investigators in several cities of the world and related to the climatic conditions