BSC-LT/ACAData huggingface dataset:
[en] The starting point to provide a university education-based custom environments online education to people with functional diversity must focus on ensuring the optimal accessibility to your web content and learning resources. At present, most of the universities now have virtual platforms of education, with an important weight for the correct development of their studies and for the optimization of learning of its students. On the other hand, the virtual environments pose a major access point to the possible enrolment in these university students with disabilities. This paper has two objectives. The first of them is to define which are the optimal conditions for web accessibility in the virtual platforms of education and the web sites of universities for people who have visual impairment or motor disabilities, according to international standards. The second objective of this work aims to deliver a brief approximation on the degree of accessibility of the web sites of the Spanish universities for students with these two disabilities. The work follows a descriptive design based on two elements of analysis. On the one hand, the review of studies of accessibility and functional diversity; and on the other hand, the analysis of web accessibility of the web sites of the 78 Spanish universities. It is concluded that there are difficulties of web accessibility and navigation in the virtual environments of the Spanish universities, a situation that, therefore, leads to limitations in the learning from the collective of students with disabilities.

[fr] Le point de d?part pour offrir une ?ducation universitaire personnalis?e fond?e dans des environnements de l??ducation online ? personnes avec diversit? fonctionnelle doit viser ? assurer l?optimale accessibilit? ? son contenu Web et aux ressources d?apprentissage. Actuellement, la plupart des universit?s disposent de plates-formes virtuelles de l??ducation, avec un poids important pour le bon d?roulement de leurs ?tudes et pour l?optimisation de l?apprentissage des ?l?ves. D?autre part, les environnements virtuels repr?sentent un important point d?acc?s ? l??ventuelle inscription dans ces universit?s des ?l?ves handicap?s. Ce travail a deux objectifs. Le premier d?entre eux est ? d?finir quels sont les conditions optimales d?accessibilit? Web des plates-formes virtuels de l??ducation et des sites Web des universit?s de personnes qui pr?sentent incapacit? visuelle ou d?invalidit? motrice, conform?ment aux normes internationales. Le deuxi?me objectif du travail poursuit offrir un bref rapprochement au degr? d?accessibilit? des sites Web des universit?s espagnoles pour les ?l?ves avec ces deux handicaps. Le travail est une conception descriptive fond?e sur deux ?l?ments d?analyse. D?une part, la r?vision des ?tudes d?accessibilit? et la diversit? fonctionnelle; et d?autre part, l?analyse de l?accessibilit? Web des sites Web des 78 universit?s espagnoles. Il est conclu qu?il existe des difficult?s d?accessibilit? Web et de la navigation dans les environnements virtuels des universit?s espagnoles, situation qui, par cons?quent, sert limitations ? l?apprentissage des collectifs d??tudiants handicap?s.
[en] In this issue we present a teaching innovative experience undertaking on Educational Evaluation course taught in the third year of the Degree in Educational Science of the University of Seville (Spain). The finality of the experience was coming up with cooperative, self-directed, reflexive and transformative teachers throug the educational experience, focused on the evaluation of their own practice through their journals. First, we consider the basic tenets underlying the whole process and expose the main objetives and activities taking during the academic year considered. The work concludes by offering the students perceptions of the sense of the experience, the role of the teachers, their learning and the limitations of the process..

[fr] A travers cet article, nous pr?sentons une experience r?alis?e dans l?nseignement de la Evaluation en Education, discipline de troisi?me ann?e de Licence des Sciences de l'?ducation de l'Univesit? de Seville (Espagne). L'objectif principal de l'exp?rience a ?t? former l'?tudiant coop?ratif, autonome, r?flexif et trnasformatif ? partir de diverses exper?nces educatrices bas?es sur le travail ?valuatif a travers le journal de bord. N?tre point de d?part a ?t? la pr?sentation des suppossitions sur lesquelles se trouve bas? le processus. Nous faissons allusion aux objetives et experiences principales r?alis?es au cour de l'ann?e acad?mique. Cet article se termine sur les perceptions des ?tudiants pour le sens de l'?xperi?nce men?e, le role des proffeseurs, les appretissages men?es et les limitations du processus.
[en] This research aims to analyze the attitudes and perceptions towards inclusive education teacher that practices in special education centers in Andalusia. The paper has used a descriptive methodology, a total of 428 participating teachers and using data collection a semi structured questionnaire developed ad hoc. The results show how teachers of special education centers in Andalusia consider inclusive education as a pillar in education, while defining the mode of schooling in special education institutions as an educational response to students aimed at improving their quality of life and achieve greater personal independence and function in daily life activities. They also consider that the students enrolled in these schools has higher educational needs in the field of health, cognitive and social. It stands out even the existence of statistically significant differences in attitudes and perceptions of teachers as they have developed or no practical training related to the field of inclusive education during their initial training, being more favorable in the case of those without such training. Thus, we want to know the perceptions of these teachers on inclusive education to establish proposals for improvement in teacher education that lead to the development of a process of quality teaching and learning for pupils with severe and permanent disabilities.

[fr] Cette recherche vise ? analyser les attitudes et les perceptions ? l??gard des enseignants d??ducation inclusive qu?elle pratiques dans les centres d??ducation sp?ciale en Andalousie. Le document a utilis? une m?thodologie descriptive, un total de 428 enseignants participants et la collecte de donn?es ? l?aide d?un questionnaire semi-structur? d?velopp? ad hoc. Les r?sultats montrent comment les enseignants des centres d??ducation sp?ciale en Andalousie consid?rent l??ducation inclusive comme un pilier dans l??ducation, tout en d?finissant le mode de scolarisation dans les ?tablissements d??ducation sp?ciale comme une r?ponse ?ducative aux ?l?ves visant ? am?liorer leur qualit? de vie et d?atteindre une plus grande autonomie personnelle et fonction dans la vie quotidienne. Ils consid?rent ?galement que les ?l?ves inscrits dans ces ?coles ont des besoins plus ?lev?s d??ducation dans les domaines de la sant?, cognitif et social. Il se distingue encore l?existence de diff?rences statistiquement significatives dans les attitudes et les perceptions des enseignants qu?ont d?velopp? ou pas de formation pratique li?e au domaine de l??ducation inclusive au cours de leur formation initiale, ?tre plus favorable dans le cas de ceux qui n?ont pas une telle formation. Ainsi, nous voulons conna?tre les perceptions de ces enseignants sur l??ducation inclusive pour ?tablir des propositions d?am?lioration de la formation des enseignants qui conduisent ? l??laboration d?un processus de qualit? de l?enseignement et de l?apprentissage pour les ?l?ves ayant une d?ficience grave et permanente.
[en] The preschool (ages 3-6) is key for the future development the students in the society that surrounds them. It must guarantee an environment of learning based on playful and significant activities that allows the children to grow in preschool appropriate for the development of educational habits that appear in the curriculum. Teacher staff must direct their methodology to consolidate and backing of such educational habits as sports and technology, of reading and writing, moral and behavioral, environment, of hygiene and personal autonomy. In this article we show the results of a work of our research in which gathered, information across a quantitative methodology. The opinions of the teachers of preschool of the area of Sierra de Segura, El Condado y Las Villas, where ?beda is the head of the province of Ja?n with regard to the type of educational habits that are more advisable to apply in the educational practice depending on the directives that preschool curriculum offers to us. The results demonstrate, according to the opinions showed preschool teachers, that the recent teachers need to base their methods in the transmission and development of 3-6 years olds education, generating new approaches, knowledge, skills and indispensable disposition for their future formation.

[fr] L??tape d??ducation Maternelle est d?cisive pour le plein d?veloppement des ?l?ves dans la soci?t? qui les entoure. Elle doit garantir un environnement d?apprentissage bas? sur des activit?s ludiques et significatives qui permetten aux jeunes ?l?ves de grandir dans des conditions appropri?es pour le d?veloppment d?habitudes ?ducatifs qui figurent dans le curriculum d??ducation Maternelle. Le professorat doit diriger sa m?thodologie vers la consolidation et la garantie d?habitudes ?ducatifs tels que sportifs et technologiques, d?une lecture et une ?criture, et moraux et conductuales, environnementaux, une hygi?ne et une autonomie personnelle. Dans cet article nous pr?sentons les r?sultats d?un travail de recherche dans lequel sont recuillis, avec une m?thodologie quantitative, les opinions du professorat d??ducation Maternelle de la zone de Sierra de Segura, El Condado et Las Villas dont la ville principale est ?beda (Ja?n), par rapport ? la typologie d?habitudes ?ducatifs la plus recommandable d?appliquer en pratique ?ducative selon les directrices que le curriculum de l??ducation Maternelle nous offre. ? partir des opinions montr?es par le professorat d??ducation Maternelle, les r?sultats rendrent ?vidents, le besoin naissant de baser la pratique enseignante sur la transmission et le d?veloppement d?habitudes ?ducatifs sur l?ensemble des ?l?ves de trois ? six ans, en g?n?rant de nouveaux d?veloppements, connaissances, habilet?s et attitudes indispensables pour la ?ducation de l?alumnat.
[en] We carried out a review of the best-known questionnaires and catalogues on prejudices regarding immigration that exist in society and we drew up a new questionnaire, with positive and negative scales of prejudices, in order to apply them to secondary school students in the Basque Country. We analysed the responses of almost 1,500 students and thus obtained results for the main prejudices existing amongst the students. Subsequently we examined these, the most consolidated, prejudices and compared them with scientific data, reports and other research, and which have generated debate about these prejudices. As a result of this research, we believe that we have made available to educators, inside and outside the classroom, the basis for drawing up strategies and plans for educational intervention with secondary school students.

[fr] Nous avons fait une collecte des questionnaires et des catalogues connus sur les pr?jug?s qui existent dans la soci?t? en mati?re d?immigration. Nous avons aussi d?velopp? un nouveau questionnaire, avec des ?chelles positives et n?gatives des pr?jug?s, pour demander ? des ?l?ves du secondaire dans le Pays Basque. Nous avons analys? les r?ponses de plus de 1.500 ?tudiants et nous avons r?ussi une liste des pr?jug?s les plus puissants qui existent parmi ces ?tudiants. Apr?s, nous avons analys? ces pr?jug?s plus solides pour ?tablir un contraste avec les donn?es scientifiques, rapports, ?tudes, etc. qui remettent en question le bien-fond? de ces pr?jug?s. ? la suite de ce travail, nous croyons que nous fournissons des ?ducateurs dedans et hors du centre scolaire, la base pour l??laboration de strat?gies d?intervention et d??ducation avec les ?l?ves du secondaire.
[en] One of the main goals of education in the 21st Century is developing students? autonomy and responsibility. The first is to guarantee the shaping of each individual?s identity, which at the same time entails a pledge to one?s self, to others and to the surrounding reality. The second is in response to our ability to make commitments. To this end we must first immerse ourselves in the concepts of individuality and freedom, which are at the heart of the subject?s awakening and the development of his or her identity. Second, we must outline to all people their rights and duties which will act as permanent reference points that are valid for any situation of interaction. This will finally allow us to address the idea of responsibility, a key factor in forming the moral identity of each individual. In short, the idea is to shape people so that they can live in accordance with their own identity and make a commitment to a common future with other people and other issues and realities, in a world where multiple viewpoints are possible.

[fr] L?un des objectifs cl?s de l??ducation du xxie si?cle est la formation dans l?autonomie et la responsabilit?. La premi?re, comme une garantie de la configuration de l?identit? de chaque individu qui entra?ne ? son tour, un engagement face ? soi-m?me. La seconde comme une r?ponse ? notre capacit? de nous engager. Pour cela, il est n?cessaire, en premier lieu, de nous immerger dans les concepts de l?individualit? et de la libert?, axes du r?veil du sujet et du d?veloppement de son identit?. En deuxi?me lieu, ?tablir les droits et devoirs de toute personne dans n?importe quel sc?nario d?interaction, points de r?f?rence permanents, pour aborder, en troisi?me lieu, la responsabilit?, cl? pour la construction de l?identit? morale de chaque individu. En d?finitive, former chacun pour qu?il soit capable de vivre conform?ment ? sa propre identit?, engag? dans un projet vital commun avec les autres et l?autre dans un monde o? plusieurs regards sont possibles.
[en] The purpose of this study was to determine students? attitudes towards ICT. Participants of this study were 486 students from eight elementary and secondary grades. Reliability and validity of the attitude instrument was shown. Overall age cycle and grade level variables affected students? attitudes.

[fr] Le but de cette ?tude ?tait de d?terminer les attitudes des ?l?ves envers les TIC. Les participants ? cette ?tude ?taient 486 ?l?ves de huit classes du primaire et du secondaire. Elle a montr? la fiabilit? et la validit? de l?instrument d?attitudes. En g?n?ral, l?age cycle et le niveau scolaire affectent les attitudes des ?l?ves.
[en] Left and right (or liberal and conservative) are widely used concepts for analyzing parties and other political objects, but they have at least two problems. First, it is unclear whether they are useful outside rich democracies. Second, they are not defined in a single way; there are two broad approaches. On one side an historical-analytical tradition, and on the other side, an approach based on spatial theories of party competition. This paper: a) compares two classifications of Latin American political parties on the left-right scale according to those approaches, finding that they are very different; b) suggests a plausible explanation for those differences based on systematic patterns found in the data, explanation which leads to several testable hypotheses, and c) shows that available evidence and current literature support those hypotheses, hence the explanation itself.

[fr] Gauche et droite (ou lib?raux et conservateurs) sont des concepts utilis?s pour ?tudier les partis politiques et les autres objets politiques mais ils ont, au moins, deux probl?mes. Tout d?abord, il n?est pas clair qu?ils soient utiles hors des d?mocraties prosp?res. Deuxi?mement, on ne les d?finit pas d?une seule mani?re : il y a deux grandes familles d?approche. D?un c?t?, une traduction historico-analytique et de l?autre, une approche bas?e sur les th?ories sp?ciales de la comp?tence entre partis. Cet article compare deux classifications des partis politiques d?Am?rique latine ? l??chelle gauche/droite bas?es sur ces approches et montre qu?ils sont tr?s diff?rents. Ensuite, l?article sugg?re une explication pour ces diff?rences qui se base sur des pistes syst?matiques observ?es dans les donn?es. L?explication conduit ? plusieurs hypoth?ses qui peuvent ?tre v?rifi?es de mani?re empirique. Enfin, l?article montre que l??vidence et la litt?rature disponibles soutiennent ces hypoth?ses et donc l?explication en elle-m?me.
[en] Tolerance as ?everything is valid? is the one of the Post modernity. It supposes a dangerous permissiveness that produces new fanaticisms and a consumist and indifferent society. As opposed to that, we show the necessity of a tolerance as approval and limited by some universal and minimal principles, which rules a dialogue for peace and progress. That positive tolerance contributes to the finding of the true, since a perspectivist idea which considers all of us necessary ways for the true. At last, we study the educative consequences of this tolerance as approval and we find the rational dialogue, inspired by Socrates and described by Popper, the proper pedagogical method.

[fr] La tol?rance comme ?un tout est permis? propre de la postmodernisme, suppose un laisser-aller dangereux qui donne lieu a de nouveaux fanatismes qui d?rive d'une soci?t? de consommation indiff?rente. Face ? cela, nous montrons la n?cessit? d'une tol?rance acceptation et limit?e par quelques principes universels minimums que conduit ? un dialogue consid?r? comme un instrument de paix et de progr?s. Cette tol?rance positive contribue ? rencontrer la v?rit?. ? partir d'une id?e perspective de celle-l?, selon la quelle nous sommes tous indispensables. En fin, nous ?tudions les cons?quences ?ducatives de la dite tol?rance-acceptation et nous rencontrons le dialogue rationnelle, inspir? sur Socrate et d?crit par Popper, la m?thode p?dagogique par excellence.
[en] This article belongs to a vaste project about migration at Lower Danube. The local mobility is an important element of this project. The authors analyse the cases concerning local mobility of persons in Dacia Inferior, following the reasons of this mobility. The specificity of this phenomenon in Dacia Inferior consists in militaries? mobility, for private or official reasons. A special attention is payed to the persons who travelled inside the province, being killed by latrones.

[fr] Cet article fait partie d?un projet plus vaste concernant la migration au Bas-Danube. Dans le cadre de ce projet, la mobilit? interne de la Dacie constitue un ?l?ment important. Les auteurs analysent les cas de la mobilit? locale des personnes en Dacie Inf?rieure, tout en suivant les raisons de cette mobilit?. La sp?cificit? de ce ph?nom?ne dans cette province est fournie par le d?placement des militaires et des anciens militaires, par raisons personnelles ou officielles. Une place particuli?re est accord?e aux personnes qui se sont d?plac?es ? l?int?rieur de la province, ?tant tu?es par les brigands.
[en] In an attempt to provide an in-depth analysis of John Elliott?s prolonged contribution to the field of educational and curricular studies, the following paper starts by locating this pedagogue?s work in the context of key ideological debates of the 20th century, whose consequences shaped the realm of the social and the human sciences. Elliott?s stand at this ideological crossroads is defined as liberal, on account of the way he tied his own educational philosophy to the ethical sphere and to the means of education, in opposition to the learning of objective knowledge. The second part of the paper explores Elliott?s pedagogy from the point of view of the potential it may have to suggest a curricular approach that, contrary to his, defends the objectivity of the social and human sciences and the need for students to fulfil and attain certain content-goals. In contrast to Elliott?s intentions, the paper arrives at the conclusion that the fact that students participate in the same social reality they must come to understand and obtain a knowledge of, poses specific pedagogical (emotional and interactional) obstacles that Elliott?s principles would be particularly well suited to overcome.

[fr] Dans une tentative d?analyser en profondeur la contribution de John Elliott dans le domaine de l??tude du curriculum, l?article replace s??uvre dans le contexte des d?bats id?ologiques fondamentales du XXe?si?cle, les cons?quences d?termin?es les sciences humaines et social. Le positionnement d?Elliott dans ce carrefour id?ologique est d?fini comme ?lib?ral?, en raison de la fa?on dont il a frapp? sa propre philosophie de l??ducation dans le domaine de l??thique et les moyens de l??ducation, par opposition aux perspectives finalistes de l??ducation comme consistant d?objectifs d?acquisition de connaissances. La deuxi?me partie de cet article explore la p?dagogie d?Elliott, du point de vue du potentiel qu?elle pourrait avoir ? proposer une approche curriculaire, contre son propre point de vue, d?fendre l?objectivit? des sciences sociales et humaines, et de la n?cessit? que les ?l?ves apprennent ? certains contenus. Contrairement aux intentions d?Elliott, l?article conclut que le fait que les ?l?ves participent ? la m?me r?alit? sociale qui doit arriver ? comprendre, soul?ve des obstacles p?dagogiques (?motionnel et interaction), en face de d?passement principes d?Elliott r?v?lent particuli?rement efficaces.
[en] The Magna Carta Libertatum of 1215, signed by King John I of England, nicknamed John Lackland, is one of the earliest constitutional legal documents that are preserved today. Only four copies have survived the passage of time, one of them in French: La Grande Charte de Jean sans Terre. Due to its legal importance and the commemoration of its 800th anniversary in 2015, this text continues to be relevant in our days. Consequently, this thesis aims to demonstrate the relevance of this document, to propose a diplomatic transcription and a Spanish translation, as well as to describe the French spelling of the manuscript in order to contribute to its diffusion and to claim the place it deserves among the most importants texts of the History of the French language.

[fr] La Magna Carta Libertatum de 1215, sign?e par le roi Jean I d?Angleterre, dit ? sans Terre ? est l?un des premiers documents juridiques constitutionnels qui sont conserv?s de nos jours. Seulement quatre copies ont surv?cu au passage du temps, l?une d?elles, en fran?ais : la Grande Charte de Jean sans Terre. Du fait de son importance juridique et de la comm?moration de son 800e anniversaire en 2015, ce texte continue ? ?tre d?actualit? aujourd?hui. Par cons?quent, ce M?moire de fin d??tudes a pour but de d?montrer l?actualit? de ce texte, de proposer une transcription diplomatique et une traduction en espagnol, ainsi que de d?crire la graphie du manuscrit, afin de contribuer ? sa diffusion et de revendiquer la place qu?il m?rite parmi les textes les plus importants de l?Histoire de la langue fran?aise.