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Las competencias en la educación científica. Tensiones desde el pragmatismo epistemológico
Valladares, Liliana;
Perfiles educativos , 2011,
Abstract: actually the focus on education by competences has become a matter of central interest in educational research because of its influence on many of the educational reforms. nevertheless the notion of competence, and particularly in scientific education, is still ambiguous and sets out many questions, not only for psychology, pedagogy and didactics, but also for the epistemology. this paper is a contribution to the understanding of the competences from the epistemological pragmatism. from this philosophical framework the author debates on three tensions within the relation between the competences and the process of knowledge: a) about the idea of knowledge; b) about the structure of competences; and c) about the role of the context. the author argües that in most of the definitions of competences the knowledge are reduced to their merely declarative aspect, instead of understanding it in a comprehensive way as actions.
A gênese da favela carioca. A produ??o anterior às ciências sociais
Valladares, Licia;
Revista Brasileira de Ciências Sociais , 2000, DOI: 10.1590/S0102-69092000000300001
Abstract: the article shows the role occupied by the favela and its residents in political and social debate during the first half of the 20th century. it highlights the production of knowledge generated by journalists, physicians, engineers and social workers in the period preceding the development of social sciences and the university in brazil. it proposes that the process of construction of social representation of the favela, begun at that time, should be analyzed as a periodization beginning at a different moment than the periodization which is traditionally accepted based on the relation of the favela to the state and the type of political regime in power at different historical moments. the author suggests a periodization that has its initial moment marked by a myth of origin, euclides da cunha's vision of the settlement of canudos in his book os sert?es. in this period the favela of rio de janeiro is discovered and described by transposing the duality of coastal versus bush country (sert?es) to the urban scene, through the opposition of city to favela. following the discovery period is a second period when the favela is transformed into a social and urban problem, followed by a third period, when the idea of administrating the problem takes the form of concrete policies and measures. a fourth period includes the production of official data and the transformation of a local phenomenon into a national reality. the article shows that the centenary favela corresponds to an almost centennial social representation, an important legacy that today's social science can not disregard.
La educación científica intercultural y el enfoque de las capacidades
Valladares,Liliana;
Revista iberoamericana de ciencia tecnolog?-a y sociedad , 2011,
Abstract: this paper presents data related to the human development report of the indigenous people's lives and situation in mexico. this report reflects the social exclusion in which they live, particularly in the field of education and science education. the idea behind this paper is proposing the creation of an intercultural science education program as a strategy for expanding the capabilities of people to do and be what they have reason to value. intercultural science education is based on three conditions: 1) a pluralistic perspective of knowledge; 2) a socio-cultural perspective of education based on the achievement of competent performance on socially relevant situations; and 3) the conversion of the plurality of cognitive resources into real opportunities to improve people's lives and capabilities.
La política de Olivares y Portugal
Rafael VALLADARES
Libros de la Corte.es , 2012,
Abstract:
Cambio global, un nuevo reto para la vieja Europa
F. Valladares
Ecosistemas , 2005,
Abstract:
GLOBIMED, una red temática sobre cambio global y biodiversidad en ecosistemas forestales mediterráneos
Fernando Valladares
Ecosistemas , 2003,
Abstract:
La ecología tras el legado de Margalef
F. Valladares
Ecosistemas , 2006,
Abstract:
Las competencias en la educación científica. Tensiones desde el pragmatismo epistemológico
Liliana Valladares
Perfiles educativos , 2011,
Abstract: Actualmente el enfoque de la educación por competencias se ha vuelto un asunto de central interés en la investigación educativa debido a su influencia en muchas de las reformas educativas. Sin embargo, la noción de competencias, particularmente en la educación científica, es aún ambigua y plantea preguntas, no solamente para la psicología, la pedagogía, la didáctica, sino también para la epistemología. En el presente artículo se contribuye a la comprensión de las competencias desde el pragmatismo epistemológico. Desde este marco filosófico se discute alrededor de tres tensiones en la relación entre las competencias y el proceso de conocimiento: a) sobre la idea de conocimiento; b) sobre la estructura de las competencias; y c) sobre el papel del contexto. Se argumenta que en la mayoría de las definiciones de competencias, los conocimientos se reducen a su aspecto meramente declarativo, en lugar de entenderse integralmente como acciones.
Hispanos en Estados Unidos, inmigrantes en Espa a: Amenaza o nueva civilización? y El gigante dormido. El poder hispano en los Estados Unidos
Secundino Valladares
Política y Sociedad , 2008, DOI: -
Abstract: Sin resumen
La educación científica intercultural y el enfoque de las capacidades
Liliana Valladares
Revista iberoamericana de ciencia tecnolog?-a y sociedad , 2011,
Abstract: En este manuscrito se presentan datos del desarrollo humano de los pueblos indígenas en México que reflejan la exclusión social que viven, particularmente en los ámbitos de la educación y de la educación científica. Se propone la conformación de una educación científica intercultural como estrategia para la expansión de las capacidades de las personas para hacer y ser aquello que tienen razones para valorar. La educación científica intercultural se fundamenta en tres condiciones: 1) una perspectiva pluralista de los conocimientos; 2) una perspectiva sociocultural de la educación basada en el logro de desempe os competentes ante situaciones problemáticas socialmente relevantes; y 3) la conversión de la pluralidad de recursos cognitivos en oportunidades reales de vivir (capacidades). This paper presents data related to the human development report of the indigenous people's lives and situation in Mexico. This report reflects the social exclusion in which they live, particularly in the field of education and science education. The idea behind this paper is proposing the creation of an intercultural science education program as a strategy for expanding the capabilities of people to do and be what they have reason to value. Intercultural science education is based on three conditions: 1) a pluralistic perspective of knowledge; 2) a socio-cultural perspective of education based on the achievement of competent performance on socially relevant situations; and 3) the conversion of the plurality of cognitive resources into real opportunities to improve people's lives and capabilities.
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