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Search Results: 1 - 10 of 28249 matches for " Education – Latin America "
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Desafíos y perspectivas en la investigación sobre el magisterio
Chiroque Chunga, Sigfredo;
Educa??o & Sociedade , 2007, DOI: 10.1590/S0101-73302007000200010
Abstract: in research in general and in research on education and teaching it is worth specifying "what for" and "who for". both decisions should combine in the option of transforming society. this can be done in our countries, in spite of the inequality divide and of the relative control on the development of research. in research on teaching, we should overcome the economical-financial control, with its methodological focus, and the one that - sometimes - hides under the name of making "political incidence". in latin america, we have specified the themes of research on teaching. nevertheless, their focuses have to do with the assumptions of neo-liberalism and qualitative-ethnographic research, on the one hand, and with those of the liberating education and of the social practices of latin-american teaching, on the other. important prospects emerge from this last option, which need to be specified and coordinated.
Las reformas de la educación superior y los problemas del desarrollo en América Latina
Arocena, Rodrigo;
Educa??o & Sociedade , 2004, DOI: 10.1590/S0101-73302004000300013
Abstract: this paper connects the evolution of higher education in latin america to changing development styles and strategies. it discusses the recent trends in educational reforms and exemplifies them through references to national cases. it asserts that the "latin american idea of university" suggests an agenda to transform higher education that may enhance the possibilities of a new development.
Consideraciones sociologicas sobre profesionalización docente
Tenti Fanfani, Emilio;
Educa??o & Sociedade , 2007, DOI: 10.1590/S0101-73302007000200003
Abstract: for some time now, the subject of "teacher's professionalization" has tended to occupy a leading place in the agenda of educational policies not only in latin america, but in other latitudes (europe and the united states, for example), as well. nevertheless, it would be ingenuous to think that the discussion on the sense and content of professionalization holds the technical solution, since what is at stake here is the issue of controlling the autonomy in teacher's work. the sense of professionalization is thus an object of struggle that involves a multitude of interests and collective actors that need to be identified. at the same time, it is impossible to understand the appearance of this issue if one does not bear in mind some transformations in society and in the very educational system. these throw the collective identities of teachers in a crisis, more particularly those that structure their own appearance as an occupational category when the state educational systems formed.
La acreditación en contexto de cambio: el caso de las carreras de ingeniería en la Argentina
Villanueva, Ernesto;
Avalia??o: Revista da Avalia??o da Educa??o Superior (Campinas) , 2008, DOI: 10.1590/S1414-40772008000300009
Abstract: it is common place within academic and political discussions on higher education to affirm its key role in the development of any society. however, this assertion does not solve the question about what kind of education, to what development, for what society. this implies the recognition of the historical and political character of that relationship, since the answer to the question on what education for what society has not been nor can it always be the same; and whatever the answer, it always has to be part of a political project that views the problems of the society as a whole. with those assumptions on the horizon, we propose a reflection on the situation and perspectives of higher education in latin america: it is a view that, first, assesses the changes occurred during the last years, to then consider the present context of higher education in the region and the challenges which must generate new answers in order to be faced. we attempt to make a contribution to the debate that poses in the center the question of what education we can and must promote in order to build a society with an autonomous cultural and productive development; with dialog and participation in the international scenario; and also with equity, integration and solidarity.
La formación en nutrición en Iberoamérica
Wanden-Berghe,C.; Martínez de Victoria,E.; Sanz Valero,J.; Castelló,I.; ,;
Nutrición Hospitalaria , 2010,
Abstract: we have reviewed the iberoamerican learning activities of undergraduate and graduate of nutrition and dietetics as a scientific discipline in health sciences. after a historical overview of of these studies in iberoamerican health professionals, we have reviewed 773 iberoamerican universities that offer studies in health sciences (medicine, pharmacy, and nursing). after a throughout analysis of the implementation and development of these studies we conclude that the nutrition and dietetics has suffer a important development in all the iberoamerican area during the last century. however, there is still much to be done, especially in the empowerment of research and graduate studies in nutrition and dietetics, especially in health sciences.
Contexto y desarrollo de la modalidad educativa blended learning en el sistema universitario iberoamericano
Turpo Gebera, Osbaldo Washington;
Revista mexicana de investigación educativa , 2010,
Abstract: information and communication technologies (ict) are becoming increasingly present in educational processes, diversifying the supply of education. thus universities, especially in latin america, have undertaken diverse educational innovations that use ict; such is the case of blended learning. this modality has acquired varied representations during its development, reflecting a wealth of knowledge that should be widely shared and systematized for reference in other contexts. the experiences analyzed in this study show the modality's feasibility, viability and broad possibilities for application and adjustment to educational scenarios; an indication is made of valuable contributions that must be considered in pedagogical designs. universities are responsible for continuing to (re)create these innovations, according to the perspective of sharing and integrating responses for establishing education more in agreement with the demands of today's world.
Acerca del dominio del código de la escritura en América Latina y su relación con los desafíos actuales: conclusiones de una investigación en siete países de América Latina
Infante, Maria Isabel;
Educa??o & Sociedade , 2002, DOI: 10.1590/S0101-73302002008100005
Abstract: this article approaches the decreases in illiteracy rates in latin america indicating that, even in the countries where such rates are lower, the adult population without complete education still represents a very high percentage. it also exposes some conclusions of the research sponsored by unesco/orealc, that focused on the literacy of adult populations in the capital or main cities of argentina, brazil, colombia, chile, mexico, paraguay and venezuela from both quantitative and qualitative perspectives. the most important result highlighted is that in those countries complete education does not guarantee one masters reading and mathematics skills. the importance of the use of competence, specially at work, and the relevance of such variables as parents' schooling and place of birth, among others, are also stressed. at the same time, the study draws the attention to the importance of considering the youth and adult education in the educational reforms, especially owing to the requirements of our information and knowledge society, under which the adult population is already working.
José Martí e a educa??o popular: um retorno às fontes
Streck, Danilo R.;
Educa??o e Pesquisa , 2008, DOI: 10.1590/S1517-97022008000100002
Abstract: this article presents josé martí as a historical source of popular education in latin america. it starts from the assumption that there can be no true re-foundation without the return to those founding moments, ideas or principles of popular education. after giving a brief account of martí's work and thought, we characterize the concept of popular education as education of the people, in the sense of a universal education. on a different level, we seek to identify in martí's work elements of popular education as a political-pedagogical movement that takes shape especially since the latter half of the 20th century. the premise here is that at some given point people's education and popular education cease to be equivalent terms, and that in josé martí we find elements to think about these two terms dialectically, in a movement of re-creation of a practice that, albeit cleaved by historical contingencies, is whole. four pillars of popular education are identified in his work: valuing the plurality of knowledges; the interpersonal relationship as the milieu for teaching-learning, and basis of social transformation; the knowledge of reality from an emancipative perspective as a political act; and education as self-formative process of society.
HOMOGENEIDAD Y HETEROGENEIDAD: UN ESTUDIO COMPARATIVO SOBRE LA REFORMA EDUCATIVA DE LA DéCADA DEL 90 EN ARGENTINA, BRASIL, CHILE Y MéXICO
Krawczyk,Nora Rut; Vieira,Vera Lúcia;
Estudios pedagógicos (Valdivia) , 2007, DOI: 10.4067/S0718-07052007000200004
Abstract: a compartive study of the impacts of educational reforms in the decade of the 1990s, in argentina, brazil, chile and mexico, base on the análisis od academic production. one hundred and eighty-six (186) publications were analyzed distributed in the following manner: argentina 45, brazil 62, chile 36, and mexico 43. the study focused the reconfiguration of the administration of education from the perspectiva of the new logia of social regulation and the new role of the state and reveals the relationship between social and educational changes and the historicity of each one of those countries. apparent are those aspects that evidence the homogeneity of educational reforms in the region and the national specificities that infere in its realization. it is evident that the historicity that characterizes the educational reality in those countries underwent in mexico a "conservative break", in chile a "conservative continuation", in brazil "a conservative renovation", and in argentina "an interrupted break".
EDUCACION INTERCULTURAL EN AMERICA LATINA: DISTINTAS CONCEPCIONES Y TENSIONES ACTUALES
Ferr?o Candau,Vera Maria;
Estudios pedagógicos (Valdivia) , 2010, DOI: 10.4067/S0718-07052010000200019
Abstract: the interculturality is becoming more relevant in latin america, especially since the 1990?s. the present paper fits into this context and is part of the research we are developing since 2006. the main focus of this article is to present and discuss the tensions experienced in the development of intercultural education in the continent. this paper begins with a small synthesis of the historical evolution of the intercultural education and its main agents. secondly, it focuses on and discusses the main current tensions related to the intercultural education. finally, we will outline some challenges which we consider fundamental so that the intercultural education may contribute to strengthening of the democratic processes in the continent.
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