BSC-LT/ACAData huggingface dataset:
[en] This article brings together the main results of an empirical study dedicated to analysing the relations between videogames and education in the Basque Country. The research had two major aims. First, it set out to produce an initial quantitative estimate of the use of digital games among Basque adolescents. The second goal was to design workshops to test and analyse the possible educational uses of videogames. The data show that the majority define themselves as videogames users and that there does not appear to be any significant difference between players and non-players. In the second part of the study, we tested four workshops or experiments. The sessions have shown that the electronic games can be interesting support material at the schools, and that the motivation of the students is very high in this kind of proposals.

[fr] Cet article recueille les principaux r?sultats d?une recherche empirique sur l?analyse du rapport ?videojeux-education? parmi les adolescents basques. La recherche a les suivants objectifs: 1, Mise en oeuvre d?une premi?re approche quantitative sur l?utilisation des jeux digitaux parmi les adolescentes basques; 2, dessiner et tester des ateliers pour analyser la possible utilisation ?ducative des jeux ?lectroniques. Les donn?s de l?enqu?te nous montrent que la plupart des adolescents se reconna?t comme usagers des jeux digitaux et qu?il en semble pas avoir des diff?rences significatives entre joueurs et non-joueurs. Dans la deuxi?me partie de la recherche, on a mis en oeuvre quatre ateliers ou exp?rimentes. Les sessions ont montr? que les jeux ?lectroniques peuvent ?tre des int?ressants mat?riaux d?appui ? l??cole et que la motivation des ?l?ves est tr?s haute face ? ce tipe de propositions.
[en] Undoubtedly power is present in the organizative dynamics at very relevant range. Understanding this fact is unavoidable to achieve knowledge of the education organization in depth. Thus, this ethnographic research looks for an understanding of the micro-politics and power network that we find in any educative centre, since they are part of the organization itself and in order to improve it we need to consider it as a transcendental factor.

[fr] C?st evident que le pouvoir est pr?sent dans la dynamique organisatrice en occupant un espace relevant. Sa compr?hension r?sulte d?terminante pour la connaissance en profondeur de la organisation ?ducative. A cet effet, cette investigation ethnographique pr?tend comprendre les sinuosit?s micropolitiques ainsi que le pouvoir existant dans un centre ?dLicatif, submerge au sein de la propre organisation et pour am?liorer cette derni?re, il est n?cessaire un entendement global ou le pouvoir se pr?sente comme fondamental.
[en] The educational environment contains multiple reasons to make use of the new possibilities that Information and Communication Technologies (ICT) as an educational resource offer. The educational experience presented here has been realized in the subject of New Technologies applied to Education, which forms part of the study plans for primary school teachers in the University of Burgos (UBU), and which has as its main goal to facilitate the acquisition of generic competences of ICT to work online. To reach this proposed goal, we have cultivated active learning of the students, from individual to collective learning. At first, they were given a text to work individually, to read and review. After that, groups were created to work on the document cooperatively, online, through the use of the office tool Google Docs. After sharing and editing the document, every group made a multimedia presentation in which all of their contributions are bundled. Finally, all of the presentations made by every one of the groups were made public. When the practical part of the course was done, the students answered a short questionnaire in which they were asked about their initial knowledge, and the level of dominion and didactic usefulness of the tool Google Docs. It is worth noting that 75% of the class did not know the application before the course and that, after using it, 92% say they would use it in the educational and professional future. This educational experience has been very satisfactory for students and professors alike.

[fr] L?environnement ?ducatif offre de multiples opportunit?s d?utiliser les nouvelles Technologies de l?Information et de la Communication (TIC) comme ressource didactique. L?exp?rience ?ducative pr?sent?e ici a ?t? r?alis?e dans le cadre du cours de Nouvelles Technologies appliqu?es ? l??ducation au programme de licence de l?universit? de Burgos. L?objectif principal de ce cours est de faciliter l?acquisition des comp?tences g?n?riques en TIC afin de travailler sur Internet. Pour atteindre notre objectif, nous avons favoris? l?apprentissage actif des ?l?ves, via un apprentissage individuel pr?c?dant un apprentissage collectif. Dans un premier temps, nous avons donn? un texte ? travailler individuellement sur lequel une lecture et une recension ont ?t? r?alis?es. Dans un deuxi?me temps, plusieurs groupes ont ?t? constitu?s afin de travailler le document en ligne de fa?on coop?rative, gr?ce ? l?outil informatique Google Docs. Apr?s avoir partag? et ?dit? le document, chaque groupe a r?alis? une pr?sentation multim?dia dans laquelle figuraient tous leurs apports. Une mise en commun des pr?sentations a ensuite ?t? r?alis?e par chaque groupe. Une fois le travail pratique effectu?, les ?l?ves ont r?pondu ? un petit questionnaire sur les connaissances pr?alables et sur le degr? de ma?trise et l?utilit? didactique de l?outil Google Docs. Il faut souligner que pr?s de 75% des ?l?ves n?avaient jamais travaill? sur cet outil, et que 92% concluaient apr?s utilisation qu?ils pourraient y avoir recours ? titre ?ducatif et professionnel. Cette exp?rience ?ducative a ?t? tr?s satisfaisant aussi bien pour les ?l?ves que pour les professeurs.
[en] The article analyzes the formation and change of presidential cabinets in Uruguay during the period 1985-2010. In the first section we present the institutional and political features of the process of appointment and resignation of the ministers. The second section describes the cabinets formed in this period and shows that presidents have exchanged seats in cabinet by legislative support. The third section analyzes the political attributes of the ministers appointed (party affiliation, previous experience) and the type of linkage that they keep with the president. The fourth analyze the relationship between the time survival of the individuals in office, the political responsibility in front of congress and the existence of a legislative majority that support the president. The last section describes the Uruguayan pattern of ministerial designation based in (i) the establishment of an order of importance of portfolios, (ii) the nomination of individuals with party affiliation (weather insider or adherent politicians) and (iii) the influence of the legislative support in defining the ministerial team.

[fr] L?article analyse la formation et le changement des cabinets pr?sidentiels en Uruguay pendant la p?riode 1985-2010. La premi?re section pr?sente les traits institutionnels et politiques du processus de nomination et d?abandon des ministres. La seconde d?crit les cabinets form?s dans la p?riode ?tudi?e en montrant qu?en g?n?ral, les pr?sidents c?dent des postes de ministres en ?change de soutien l?gislatif. La troisi?me analyse les attributs politiques des ministres d?sign?s (filiation partisane, exp?rience pr?alable) et le type de lien qu?ils ont avec le pr?sident. La quatri?me analyse la relation entre la survie des ministres en poste, la responsabilit? politique face au Congr?s et l?existence de majorit?s l?gislatives favorables au gouvernement. Dans la derni?re section, nous avons d?crit l?existence en Uruguay d?un mod?le de nomination du cabinet dont les attributs principaux seraient l??tablissement d?un ordre hi?rarchique des ministres (I), la nomination d?individus avec une filiation partisane (politiques insiders ou adh?rents) (II) et l?influence des soutiens l?gislatifs dans la d?finition de la distribution minist?rielle (III).
[en] For decades the mass media have centred the interest of numerous studies. Nevertheless, the processes of globalization and generalization of the technologies of the information and the communication, and the relation of the itc with the mass comes up, have provoked that this interest increases between different international institutions. The education does not remain foreign to this subject-matter, on the contrary, it is worried for the influence of the mass media in the processes of education and learning of the pupils. But: until point the curriculum shows this worry? In this article we analyze the presence of the media competence, according to the dimensions established by Ferr?s (2007), in the objectives of stage and area of the autonomous regions of global form. The results show the presence of this competence in the educational intentions, but it is necessary to systematize and to show explicitly the relation between the education and the mass media.

[fr] Depuis des d?cennies les m?dias ont accapar? l?int?r?t de nombreuses ?tudes. Cependant, les processus de globalisation et de g?n?ralisation des technologies de l?information et la communication, et la relation du itc avec les m?dias sert d?interm?diaire, a provoqu? que cet int?r?t s?accro?t entre diff?rentes institutions internationales. L??ducation ne reste pas ?trang?re ? ce th?me, au contraire, elle se trouve pr?occup?e par l?influence des m?dias sur les processus d?enseignement et l?apprentissage de l?ensemble des ?l?ves. Cependant: jusqu?? ce qu?un point le curriculum scolaire recueille-t-il ce souci ? Dans cet article nous analysons la pr?sence de la concurrence medi?tica, selon les dimensions ?tablies par Ferr?s (2007), dans les objectifs d??tape et d?aire des communaut?s autonomes de forme globale. Les r?sultats montrent la pr?sence de cette concurrence dans les intentions ?ducatives, mais c?est un sistematizar n?cessaire et montrer explicitement la relation entre l??ducation et les m?dias.
[en] In Spain few research teams can be found whose main aim is to assess the quality of university postgraduate programs and, more specifically, Master's Degree Programs. Due to the growing diffusion and complexity of these studies in all fields and through the whole national territory, it would be advisable to evaluate the results and repercussions they are achieving. For this reason, we decided to conduct an evaluation based on a study of 93 alumni who concluded a master's degree program between 1996 and 1997 at the University of Seville. Its main aim was to know the impact of their studies in the job market and to identify the strengths and weaknesses that these students found while attending them. Data was obtained by means of a posted survey that included a variety of items. Answers have been analyzed using not only statistical descriptive techniques but also lexicometric ones. The results obtained point to the low practical orientation of these programs and their limitations as far as the job-market insertion is concerned.

[fr] En Espagne, rares sont les travaux entrepris dans le but d'?valuer la qualit? des ?tudes sup?rieures et, plus concr?tement, des dipl?mes attribu?s par les Universit?s. Etant donn?es la diffusion et la complexit? croissantes des dipl?mes d'?tudes Sup?rieures Sp?cialis?es sur l'ensemble du territoire espagnol, et dans les domaines de connaissance les plus divers, il convient, donc, d'en mesurer la r?percussion et les r?sultats obtenus. C'est pour cette raison que nous avons men? ? bien une ?valuation bas?e sur l'?tude de 93 anciens ?l?ves ayant obtenu un dipl?me d'?tudes Sup?rieures Sp?cialis?es de l'Universit? de Seville en 1996 et 1997, ceci afin d'en mesurer l'impact sur le march? du travail ainsi que les principaux points positifs et difficult?s rencontr?s pendant leurs ?tudes. Les donn?es ont ?t? obtenues au moyen d'une enqu?te comportant diff?rentes rubriques, envoy?e par courrier postal. Les r?ponses ont ?t? ensuite analys?es au moyen de m?thodes statistiques descriptives et de m?thodes lexicom?triques dont les r?sultats mettent en ?vidence un manque de vision pratique et les limites de ces ?tudes quand il s'agit d'ins?rer les ?tudiants sur le march? du travail.
[en] The world is changing dramatically, but education at university remains in many ways in an inert stability. For that reason, nowadays, there is an emergent will to delineate a tertiary education that gives an answer to the new problems. In this sense, this work, by means of the analysis of the epistemology of the educational research, investigates in the conceptual perspectives and the authors that can contribute to the design of a new model of teaching professionalization in the university scene, with the consequent constitution of a committed teaching professional identity. Besides, the analysis of tendencies carried out demonstrates how it can contribute to the arduous problem of valuating the quality of education at universities.

[fr] Le monde change dramatiquement, mais l'?ducation ? l'universit?, sous plusieurs formes, demeure d'une stabilit? inerte. Pour cela, de nos jours, il y a une volont? ?mergente de redessiner une ?ducation tertiaire qui r?ponde aux nouveaux probl?mes. Dans ce sens, cette recherche, ? travers l'analyse de l'?pist?mologie de la recherche ?ducative, approfondie dans les perspectives conceptuelles et sur les auteurs qui peuvent contribuer ? un nouveau mod?le de professionnalisation de l'enseignant sur la sc?ne universitaire, avec la constitution d'une identit? professionnelle enseignante compromise. De m?me, l'analyse des tendances r?alis?e d?montre l'apport de contributions au probl?me de valorisation de la qualit? de l'?ducation dans les universit?s.
[en] Today, it is widely accepted that emotional and social competencies play a major role in the labour performance, as well as in the incorporation to the labour market. The specific technical competencies have already left the unique factor taken into account in labour insertion, while the interest in emotional and social competences has increased due to their relevance for a proper labour performance. The aim of the present study is to contrast if there is a relation between the emotional and social competencies perceived by unemployed women and both academic and complementary education. The results showed a relation between academic degree and the emotional and social competencies, whereas a relation between these competencies and the complementary education has not been found. These results reveal the need of a specific education in emotional and social competencies as a key for an effective labour insertion.

[fr] Actuellement est tr?s reconnue l?importance des competences socio?motionnelles dans l?exercice du travail ainsi que dans l?incorporation au march? du travail. Les competences tecniques sp?cifiques ont cess? d??tre le seul facteur consider? pour l?insertion du travail, en conc?dant une grande importance aux competences socio-?motionnelles adapt?es au exercice du travail correct. On pr?sente un ?tude o? on essaie de d?couvrir la relation entre les competences socio?motionnelles per?ues par les femmes au ch?mage et leur formation, aussi r?gl?e que compl?mentarie, ce qui met relation entre celles-ci et la formation sp?cifique au domaine des competences socio-?motionnelles comme facteur principal pour l?effective insertion du travail.
[en] The document highlights the importance of the emotional system for the operation of the mind in its entirety. It shows how this significance becomes evident in the practices of different cultures and occupies a prominent place in the narratives where both the experience and the symbolic system are given expression and in fact, it has been one of the habitual practices in the cultural history of the humanity. It argues that it is possible to teach sensibility. The methodology includes for the study of the emotional system both hermeneutics of communication and the study of the underlying physiologic mechanisms.

[fr] Le document met en relief l'importance du syst?me ?motionel pour le fonctionnement mental global. Il montre comment cette importance se fait ?vidente dans les pratiques des diferentes cultures. Le syst?me ?motionel occupe une place importante dans les ?crits, dans le v?cu personel et dans le symbolique. Il aporte une s?rie d'arguments convergeants d?montrant que la formation de la sensibilit? est possible et, en fait, elle ? ?t? une pratique habituelle dans l'histoire culturel de l'humanit?. Il prend comme m?thodologie de l'?tude du syst?me ?motionel, tant l'herm?neutique de la comunication, que l'investigation des m?canismes corporels sous-jacents.
[en] The paper examines the problem which is put by the twice appearing list of seven disciplinae which first time are given as subdivisions of ?physics? and other time as parts of ?philosophy? in the Isidorian corpus. It proposes to identify the main source the author was inspired by with a locus of Hieronymus? Dialogues against Pelagians. It examines how Isidorus afterwards made changes to this pattern. It points out the fact that the sentence, such as it appears in the Book of Numbers, is afterwards written again by Aldhelm, and suggests some consequences which have to be drawn from noticing this fact.

[fr] L?article examine le probl?me pos? par la double occurrence d?une liste de sept disciplinae qui sont donn?es une fois comme les subdivisions de la ?physique? et une autre fois comme les parties de la ?philosophie ? dans le corpus isidorien. Il propose de voir la source principale dont s?est inspir? l?auteur dans un passage des Dialogues contre les P?lagiens de J?r?me. Il examine la mani?re dont Isidore a ensuite apport? des modifications ? ce mod?le. Il signale le fait que la phrase telle qu?elle appara?t dans le Livre des Nombres est ensuite reprise par Aldhelm et sugg?re certaines cons?quences qu?il faut tirer de cette remarque.
[en] This article analizes the current theoretical perspectives underlying educational proposals aimed at promoting the positive development of the people. Firstly we show the most important characteristics of the positive approach. Then, we focus on the positive concept of the inner and its relation to eudaimonia, self-care and emotional selfgovernance. Thirdly, with reference to the contributions of Positive Psychology and Prevention Science we examine the two points of view ?hedonic and eudaemonic? from which different pedagogical approaches are based and focus towards education for the welfare, social-emotional development and educational character. We conclude that, despite the lack of practical knowledge about happiness and the art of living, a positive education oriented to the human construction processes must promote both emotional and social skills such as feelings and moral responsibilities for the optimal development of human being.

[fr] Cet article examine les perspectives th?oriques actuelles qui sous-tendent les propositions ?ducatives visant ? promouvoir le d?veloppement positif des gens. On rapporte d?abord, les caract?ristiques les plus importantes de l?approche positive. Puis nous nous concentrons sur le concept de soi-m?me positive et de sa relation avec l?eudaimonia, le souci de soi et la gestion du soi-m?me. Troisi?mement, nous nous bassons dans les contributions de la Psychologie Positive et la Science de la Pr?vention et on pr?sente deux larges approches ?h?donique et eudaemonic? ? partir de lesquelles diff?rentes approches p?dagogiques dirig?es vers l??ducation pour le bien?tre, le d?veloppement socio-affectif et la formation du caract?re sont bas?s. Nous concluons que, malgr? le manque de connaissances pratiques sur le bonheur et l?art de vivre, une ?ducation positive orient?e vers le processus de construction humaine doit promouvoir des comp?tences ?motionnelles et sociales autant que des sentiments et comp?tences morales pour le d?veloppement optimal des ?tres humains.
[en] One of he most relevance success during the last years linked to the Didactic field has been the inclusi?n of the curriculum matter this discipline. News ways of managed the scholars' phenomena, the incorporation of new conceptual frames and new researches that enriches the scholar and learning panorama, have been making possible by that. We think the curriculum theories are able to rejuvenate the Didactics tree./n Actually both didactic and curriculum are used in professional fields in the same way and, but that case don't let us conceptualize both matters as a synonymous words or as a fields trending to an evolution process. We think the conflictive between both matters is a very typical thing happening in the current days and that is generating new visions about both concepts, and also we think that the researchers will continu? working in the fields limited by the didactic and curriculum theories.

[fr] Un des ?v?nements les plus importants de ees derni?res ann?es dans le domaine de la Didactique a ?t? l'incorporation du curriculum a son domaine d'?tude. Ceci permet de nouvelles formes de comprendre les ph?nom?nes ?ducatifs, l'incorporation et nouvelles recherches qui enrichissent la perspective de l'?ducation. Nous croyons que les nouvelles theories sur le curriculum sont indispensables pour la Didactique./n Le fait que didactique et curriculum s'emploient dans des domaines professionnels comme concepts ?quivalents ne nous permet pas de les conceptualiser comme synonimes ou ?quivalents dans un processus ?volutif. Ainsi, nous pensons que la conflictivit? entre ees deux termes donnera lieu a de nouvelles visions de ees deux concepts et que, nous, les chercheurs, continuerons a travailler dans la ligne des diferentes d?marcations et clarifications.
[en] This article proposes to recover the debate on the postmodern pedagogy with a double aim. On the one hand, contribute to clarify and make more coherent the conceptual order on pedagogy in relation to Postmodernism. On the other, clearing the way for the real possibilities of what might be or are being, educational theories and practices constitutive of a postmodern pedagogy. The research was conducted through the hermeneutic of philosophical and pedagogical texts. First, the postmodern is presented in the epistemological level and clarifying his relation to different types of relativism. Second, we discuss and defend the possibility and the existence of a postmodern pedagogy taking into a special account the question of the normativity. Thirdly, we develop the arguments that, from a hermeneutic and pragmatist view, relativism offered as educational trend. In this part we offer an integration of postfoundationalism and other postmodern principles in educational thinking and suggests some lines to develop in the future. Finally, we conclude with a synthesis of the outcomes and their implications for pedagogy and educational theory.

[fr] Cet article revient sur le d?bat sur la p?dagogie postmoderne avec un double objectif. D?une part, aider ? clarifier et rendre plus coh?rente l?ordre conceptuel sur la p?dagogie par rapport au postmodernisme. De l?autre, ouvrant la voie ? des possibilit?s r?elles de ce qui pourrait ?tre ou sont en cours les th?ories et les pratiques ?ducatives qui constituent une p?dagogie postmoderne. La recherche a ?t? men?e gr?ce ? l?herm?neutique des textes philosophiques et les m?thodes d?enseignement. Premi?rement, nous pr?sentons le postmoderne sur le plan philosophique en relation avec diff?rents types de relativisme. Deuxi?mement, nous discutons et d?fendons la possibilit? et l?existence d?une p?dagogie postmoderne en tenant compte en particulier de son aspect normatif. Troisi?mement, nous exposons les arguments ? partir d?un point de vue herm?neutique et pragmatiste que le relativisme nous offre comme tendance p?dagogique. Dans cette partie, nous proposons une int?gration de postfondationnalisme et d?autres principes de la pens?e postmoderne en ?ducation, et nous sugg?rons quelques lignes ? d?velopper ? l?avenir. Enfin nous terminons avec un r?sum? des conclusions et de leurs implications pour la p?dagogie et la th?orie de l??ducation.