BSC-LT/ACAData huggingface dataset:
[en] The purpose of this paper is to show how the distribution of megalithic monuments around river Tajo in Extremadura (Central West Spain) is very much concerned with river fords and ports of the mountains that enclose it by North and South. It is suggested that this distribution is relative to its function like landmarkers in a territory without permanent settlements, symbolically replaced by the megaliths, and where the cross of the river is difficult except in very few places. The presence of foreign objets in the tombs suggests that they could have functioned like primitive gateway communities.

[fr] RESUM?: Le propos de cet article c'est mettre en ?vidence que la distribution des monuments megalitiques plac?s autour les rives du Tajo en Extremadure (dans le Centre-ouest de l'Espagne) est vraiment reli? avec les zonnes de passage du fleuve et les ports des montagnes qui lui renferment au Nord et au Sud. On sugg?re que cette distribution responde ? la function des megalites comme "landmarkers" dans un territoire sans habitats permanents et caract?ris? par la difficult? de travers? la fleuve. Donc, les habitats sont simboliquement remplac?s par les megalites. Pour cela, et ? partir des objets ?trangers trouv?s dans les megalites, on peut affirmer qu'ils ont function? comme des primitives "gateway communities".
[en] One of the key principles set forth in the bologna process is to focus teaching on students, by getting involved actively and independently in their learning process and in developing their skills. This requires the use of teaching and learning methods together with materials and resources to motivate and guide them. In this paper, we present three of them, from our experience in adapting the subject of ?New Technologies Applied to education? to the ecTs system, which we have found useful for guiding and evaluating the learning process and promote the intended learning. These materials and resources are: ?learning guides?, the portfolio and the rubric.

[fr] L?un des ?tats cl?s dans le processus de bologne est de se concentrer sur l?enseignement des ?tudiants, s?impliquer activement et de fa?on autonome dans leur processus d?apprentissage et de d?velopper leurs comp?tences. Cela n?cessite l?utilisation de m?thodes d?apprentissage ainsi que des moyens et des ressources pour motiver et guider. Nous pr?sentons trois d?entre eux, de notre exp?rience dans l?adaptation ? l?ecTs sujet des nouvelles technologies appliqu?es ? l??ducation, nous ont prouv? leur utilit? pour guider et ?valuer le processus d?apprentissage et de promouvoir l?apprentissage pr?vu. Ce sont des ?guides d?apprentissage?, le portfolio et la rubrique.
[en] Sustainable Human Development (hereafter SHD) is taking shape as a proposal for progress in the face of a crisis in civilization so complex and far-reaching that it is considered quite difficult to solve. The aim of this article is to offer a reasoned justification of the evolution of the concept of development and of the need for an educational commitment to be able to make progress towards it. Although it is still polemical and the object of criticism, SHD has become consolidated as a strongly ethical proposal to lead the change in the course of development, transversally affecting its multiple dimensions and advocating interdisciplinary and intercultural cooperation and dialogue. The article analyses the challenges posed by SHD to today?s global society, as well as some ways to respond to them from the field of educational action and research. It concludes with a reasoned structuring of the contents of the monograph and an analytical description of the contents of the different contributions.

[fr] Le d?veloppement humain durable (d?sormais dhs) s?esquisse comme une proposition d?am?lioration face ? une crise de civilisation d?une complexit? et d?une importance difficiles de r?soudre. Cet article pr?tend offrir une justification raisonn?e de l??volution du concept de d?veloppement ainsi que de la n?cessit? d?un compromis ?ducatif permettant l?avancement vers le DHS. Bien qu?il soit encore l?objet de critiques et de pol?miques, le DHS s?est consolid? comme une proposition d?une grande force ?thique pour guider le changement du cours du d?veloppement, intervenant de mani?re transversale dans ses multiples dimensions et plaidant en faveur de la coop?ration et du dialogue interdisciplinaires et interculturels. Ce travail analyse les d?fis pos?s par la soci?t? globale actuelle ainsi que les r?ponses possibles ? partir de l?action et de la recherche ?ducatives. Il conclut avec une structuration raisonn?e du contenu dus monographique et une description analytique du contenu des diff?rents apports.
[en] The purpose of this paper is to articulate a philosophical reflection on a pedagogy of presence. To be present to what happens in an educational setting, as teachers or learners, as professors or students, or as researchers, is to bring into play our attention and produce our own visibility in what we do and what we think. Faced with a dominant tradition in philosophy of education, one which defines this activity as a mere rational construction of the educational reality in which rational testing establishes a critical distance between a subject and an object of knowledge, it is suggested here that an ancient philosophical tradition that defines the work of research, philosophical or not, as a way of life and as a process that transforms the subject of experience through the establishment of a poetic distance with reality, be recuperated. The notion of a ?pedagogy of presence? is intended to account for the establishment of a proper distance in which the learning subject produces his or her own presence in their learning experience. The paper ends with a critical analysis of a certain pedagogical impostering, which annuls the presence referred to, common in the dominant educational discourse today.

[fr] Le but de cet article est l?articulation d?une r?flexion philosophique autour d?une p?dagogie de la pr?sence. ?tre pr?sent sur la sc?ne ?ducative, en tant que ma?tres et disciples, enseignantes ou ?tudiants, ou chercheurs, suppose une mise en jeu de l?attention et une production de notre propre visibilit? ? ce que nous faisons et ce que nous pensons. Contre la tradition philosophique dominante dans la recherche p?dagogique, qui d?finit cette activit? comme une simple construction rationnelle de la r?alit? ?ducative, et qui la soumet ? exploration apr?s avoir ?tabli une distance critique par rapport ? son objet de connaissance, ce qui est ici sugg?r? est la r?cup?ration de l?ancienne tradition philosophique qui d?finit tout travail de recherche, philosophique ou non, comme mani?re de vivre ou comme processus de transformation du sujet de l?exp?rience par le biais de la cr?ation d?une distance po?tique ou ad?quate par rapport ? la r?alit?. La notion de ?p?dagogie de la pr?sence? pr?tend mise en place de la ?bonne? distance, gr?ce ? laquelle le sujet (qui apprend) produit sa propre pr?sence dans l?exp?rience de son apprentissage. L?article aboutit ? une analyse critique de l?imposture p?dagogique du discours sur l??ducation actuellement dominant, dans lequel la pr?sence est annul?e.
[en] This paper presents some of the most relevant results from a study carried out in the Department of Didactics and School Organisation of the University of Santiago de Compostela analysing the perception of Primary School teachers regarding the printed curricular materials developed to aid in their teaching activities in the context of the educational reform. With this in mind we carried out a descriptive study in the province of A Coru?a. An opini?n survey was applied with a sample of 383 teachers from public schools, pr?vate schools, concertado (schools with public financing) and escuelas unitarias (small schools often having only one teacher and located in rural ?reas)./n The dimensions studied were the following: level of awareness regarding normative documents, adequacy of the new printed curricular materials: characteristics and use of the printed curricular materials; teacher training regarding these curricular materials and activities carried out in schools regarding curricular materials.

[fr] Dans cet article nous pr?sentons quelques des result?is les plus remarquables d'une recherche r?alis?e dans le D?partement de Didactique et d'Organisation Scolaire de l'Universit? de Saint-Jacques-de-Compostelle pour explorer la perception des enseignants d'?ducation Primaire sur le mat?riel curriculaire imprim? et elabor? dans le cadre de la reforme de l'enseignement, af?n de faciliter le d?veloppement de sa pratique professionnel. A ce but nous avons effectu? un ?tude descriptif dans la province de La Corogne par l'application d'un questionnaire d'opinion a un ?chantillonnage de 383 professeurs de l'?ducation Primaire appartenant a des centres publiques, prives, concert?s et des ?coles unitaires./n Les dimensions faisant l'objet de l'analyse r?f?rent ?: le degr? de connaissance des documents normatifs; la suffisance de tout le nouveau mat?riel curriculaire imprim?; les caract?ristiques et l'usage de ce mat?riel; la formation des professeurs et les activit?s d?velopp?es dans le centre d'enseignement concernant le mat?riel curriculaire.
[en] /n This study also includes recommendations regarding measures which we believe should be taken by the institutions and professionals involved in the process of design, selection and utilisation of curricular materials. These recommendations are based on the assessments, analyses, and considerations expressed by the teachers in our study.

[fr] /n La recherche a compris aussi toute une serie de recommandations sur les mesure a ?tre adopt?es par les institutions et les professionnels impliques dans le dessin, la s?lection et l'utilisation du mat?riel curriculaire, mesures bas?es sur les analyses et les ?valuations mises en ?vidence par les enseignants de notre ?tude.
[en] /n Before discussing the results of our research, we will briefly present some of what we consider to be the main aspects characterising the relationship of teachers with curricular materials, which together with teacher training is among the most important support measures available to carry out the educational reform. The reason for our doing so is to reveal some of the reasons behind the decisi?n to study -through teachers' opinions- the role of curricular materials in the development of the educational reform.

[fr] /n Avant passer ? faire des commentaires sur les r?sultats de la recherche, nous ferons un court resume de quelques des aspects principaux qui, ? notre avis, caract?risent les rapports des professeurs avec le mat?riel curriculaire, consider? comme l'une des deux mesures d'appui les plus importantes pour le d?veloppement de la reforme de l'enseignement. Notre intention est celle de r?v?ler aux lecteurs quelques des raisons ayant motiv? la decisi?n de connaitre ?? travers les opinions des enseignants- le role du mat?riel curriculaire dans le devenir de la reforme de l'enseignement.
[en] In the present one it was of the knowledge the new technologies emerge to facil?tate the access to the information and the learning of knowledge through platforms of formation like WebCT. In order to obtain an education of quality in the remote education through the technologies we must cont?mplate different technological and didactic factors that they take us to the attainment of a significant learning. Among them we honored the organization, structuring and presentation of the information through a good design of coherent contents with the objectives that we considered within the used model of education and combining different supports from presentation (audio, conceptual maps, animations, etc.) in order to facil?tate a multisensorial education and successes in the learning of the student. Also we must consider the importance of the communication in surroundings of learning through Internet like factor of development of social abilities, didactic interaction and the generation of information that facil?tate an educative communication and the investigation on the part of the professors to eval?ate and to redesign the contents. The objective of this article is at a distance to define and to develop to the characteristics of the contents and the tools of communication as well as their incidence in the processes of education-learning and the educative investigation through the putting in practice of some examples developed in the National Distance Education University (UNED).

[fr] Dans l'actuelle ere du connaissance les nouvelles technologies ?mergent pour fournir l'acc?s a l'information et a travers des plates-formes de formation comme WebCT. Pour obtenir un enseignement de qualit? dans l'enseignement par correspondance ? travers les technologies nous devons consid?rer diff?rents facteurs technologiques et didactiques qui nous emm?nent a la r?alisation d'un apprentissage significatif. Entre eux nous soulignons l'organisation, la structuration et la presentation de l'information ? travers une bonne conception de contenus coherente avec les objectifs que nous nous posons dans le modele d'enseignement utilis? et en combinant diff?rents supports de presentation (audios, cartes conceptuelles, animations, etc.) pour faciliter un enseignement multicapteur et des succ?s dans l'apprentissage de l'?l?ve. Nous devons aussi te?ir compte de rimportance de la communication dans des environnements d'apprentissage ? travers Internet comme facteur de d?veloppement des habilites sociales, interaction didactique et de la g?n?ration d'information qui aident une communication ?ducative et la recherche par les professeurs pour ?valuer et ? reconcevoir les contenus. L'objectif de cet article est de definir et de d?velopper les caract?ristiques des contenus et les outils de communication ainsi que son incidence dans les processus d'enseignement-apprentissage et dans la recherche ?ducative a travers la mise en pratique de quelques exemples d?velopp?s a l'Universit? Nationale d'Enseignement ? Correspondance.
[en] This work aims to highlight the relevance of Africa and the colonized Moroccan population in the building of the Africanist identity and imaginary. To achieve this goal, the authors explore the image that the Africanists had of their enemy; an always contradictory image that combined the expected hatred with some doses of admiration. It also raises the possibility that the colonial officers experienced a discursive assimilation of Africanity, partly as a result of their prolonged contact with the Maghreb population and also of their Darwinian and decadent reading of the national reality. Thanks to the study of multiple testimonies of the protagonists and based on the premises of the military historiography more focused on the cultural dimension of war, it is assumed, in accordance to current historiographical proposals, first, that the colonized, the Moroccan population, suffered a process of acculturation. Secondly, and more specifically, we will explore the particularities of the Africanist imaginary and, above all, the feeling of admiration that these officers experienced towards their enemies.

[fr] 901 / 5000Ce travail vise ? mettre en ?vidence la pertinence de l'Afrique et de la population du Riff dans la gestation de l'identit? et de l'imaginaire des africanistes. Elle soul?ve ?galement la possibilit? que les officiers coloniaux aient connu un ph?nom?ne d'assimilation - discursif - de l'africanit? du fait, en partie, de leur contact prolong? avec les maghr?bins et, en partie, de leur lecture darwinienne et d?cadente de la r?alit? nationale. Gr?ce ? l'?tude de multiples t?moignages des protagonistes des conflits et ? partir des pr?misses de l'historiographie militaire plus ax?e sur la dimension culturelle de la guerre, on suppose, tout d'abord, que le colonis?, le Riff, a subi un processus de acculturation. Deuxi?mement, il explore surtout les particularit?s de l'imaginaire africaniste et, aussi, le sentiment d'admiration que ces officiers ?prouvaient envers leurs ennemis.
[en] The study is part of an extensive research conducted in Galician education centres with the aim of analysing the variables involved (concerning family, school and individual) that have an influence on pupils? school performance. Due to the large number of variables that we have handled, this paper is focused on examining the relationship between parents? educational level and their children?s school performance, an issue that has gained great importance on the international scene (in this sense, it is worth mentioning the famous PISA Report). More specifically, we have analysed the academic performance of native and immigrant pupils in Galician schools, considering their grades in four subjects. The results show the existence of differences between the two groups, but these are not statistically significant. Moreover, we have also noted the impact that parents? educational level has on pupils? performance, although this effect is more obvious among native children.

[fr] L??tude fait partie d?une investigation plus ?tendue r?alis?e dans les centres d?enseignement de Galicie avec l?objectif d?analyser les variables (de la famille, de l??cole et individuelles) qui influent sur les performances scolaires des ?l?ves ? l??cole. ? cause des nombreuses variables utilis?es, ce qu?on fait dans cet article c?est d?examiner la relation entre le niveau ?ducatif des parents et les performances scolaires de ses fils ou filles ? l??cole; c?est une question qui a pris beaucoup d?importance sur le plan international (on prend comme exemple le fameux Rapport PISA). Concr?tement, on analyse le rendement acad?mique des ?l?ves autochtones et immigr?s dans les ?coles galiciennes, sur la base des notes re?ues dans quatre mati?res. Les r?sultats montrent une diff?rence entre les deux groupes, mais elle n?est pas significative du point de vue statistique. De la m?me fa?on, on a pu constater l?incidence du niveau ?ducatif du p?re ou de la m?re sur les performances scolaires de l??l?ve, toutefois que cet effet se montre plus fortement entre les ?l?ves autochtones.
[en] Man today is sensitive to what we could cali a world culture, and it is within this "new" context that multicultural education aspires, at least conceptually, to synthesize the diverse racial, ethnic and cultural problems that occur in the different countries with their diverse groups. In this study we set forth a conceptual reflection on this topic based on a series of different questions, which lead us to the common, most accepted objective, which is the achievement, by means of educational action, of a state pleasing to all societies. From a scientific and critical knowledge of the problems of marginalization, concrete educational proposals are made, which require a different approach and treatment, and where we set forth the ?rea related to academic performance as a determining factor of a cyclic-encircling nature which mediatizes the life of the person, and which, in any case, "feeds" his/her own situation of marginality.

[fr] L'homme d'aujourd'hui est sensible ? ce que nous pouvons appeler une culture de l'universalit? et c'est dans ce "noveau" contexte que l'?ducation multiculturrelle aspire a synth?tiser ?au moins conceptuellement? les divers probl?mes raciaux, ethniques et cultur?is pr?sents dans les diff?rents pays avec ses nombreux collectifs. Dans ce travail, nous proposons une reflexi?n conceptuelle sur ce sujet ? partir d'une serie de diverses questions qui nous font converger sur l'objectif commun, accept? par tous, d'atteindre un ?tat souhaitable pour toutes les soci?t?s au moyen de l'action ?ducative. A partir de la connaissance scientifique et critique de la probl?matique de la margination, on fait des propositions ?ducatives concretes qui demandent de diff?rentes approches et traitements, o? Ton pr?sente le domaine concernant la performance acad?mique comme un ph?nom?ne d?terminant de caract?re cyclique-enveloppant qui m?diatese la vie de l'individu et qui, en tout cas, "nourrit" sa propre situation de marginalit?
[en] /nJ. Piaget so as to demonstrate a relative unity and continuity between categories forged to deal with theological/ethical issues and bio-psycho-pedagogical categories, by yielding special emphasis to immanence-transcendence and cooperation-conflict dialectics. Indeed, if the formative relevance of Piaget?s early biological explorations has been carefully studied, one observes a certain neglect concerning his religious or theological inquiries in the 1910-20?s. However, we hold that the elucidation of his immanentist Protestant ethics provides us with a valuable hermeneutic key to understand the logical necessity of Piaget?s transition towards psychological experimentation, and thereby to Piaget?s construction of explanatory concepts within Genetic Epistemology, favoring the acknowledgment of the value of New Education movement, promoted by the J.-J. Rousseau Institute.

[fr] La pens?e de Piaget s?appuie sur une matrice fondationnelle hybride dans laquelle fusionnent multiples lignes th?oriques. Ainsi, la pr?sente ?tude vise ? rendre explicite l?ancrage m?taphysique et th?ologique du questionnement intellectuel du jeune J. Piaget afin de d?montrer l?unit? relative et la continuit? entre les cat?gories forg?es pour traiter des questions th?ologiques et ?thiques et les cat?gories biopsychop?dagogiques, en accordant une attention particuli?re ? la dialectique immanence-transcendance et conflit-coop?ration. En effet, si l?importance formative des explorations biologiques pr?coces de Piaget fut d?j? soigneusement ?tudi?e, on remarque une certaine n?gligence concernant ses recherches religieuses ou th?ologiques des ann?es 1910-1920. Cependant, nous soutenons que l??lucidation de son ?thique protestante immanentiste fournit une cl? herm?neutique pr?cieuse pour comprendre la n?cessit? logique de la transition de Piaget vers l?exp?rimentation psychologique et, par l? m?me, vers la construction de concepts explicatifs au sein de son ?pist?mologie g?n?tique.
[en] In this paper we start with the approach of the new LOMCE in order to go back to the philosophical justification of each ethical value that we believe should be addressed in education as its backbones. First, we focus on some contradictions in the new LOMCE. Later, we explore the philosophical foundation of ethical values in education. We propose the hermeneutical approach to unravel the ethical values. In the third and most extensive section we delve into the philosophical basis of different ethical values on which we believe education should be based resulting in civic education and the full development of the human personality, according to the Spanish Constitution and Human Rights Declaration.

[fr] Dans cet article, nous nous basons sur l?approche de la nouvelle LOMCE pour revenir au sens et ? la justification philosophique de chacune des valeurs ?thiques qui, selon nous, doivent ?tre trait?es dans l??ducation comme ?l?ments unificateurs de celle-ci. Dans un premier temps, nous nous concentrons sur les contradictions dans la nouvelle LOMCE. Ensuite, nous explorons le fondement philosophique des valeurs ?thiques dans l??ducation. A cet effet, nous proposons l?approche herm?neutique pour distinguer les valeurs ?thiques. Finalement, dans un troisi?me temps, nous traitons amplement de la base philosophique des diff?rentes valeurs ?thiques sur lesquelles devrait ?tre fond?e, ? notre sens, une ?ducation qui pr?conise la formation civique et le plein ?panouissement de la personnalit? humaine, conform?ment ? la Constitution espagnole et ? la D?claration des droits de l?homme./n?