BSC-LT/ACAData huggingface dataset:
[en] This article reflects the main theoretical proposals about the relations between theory and practice that are have been formulated in the field of teacher training. The problem that is at the bottom of the theory-practice relationship: professional alienation of teachers in education. To overcome this mostly two responses have been: focus on the theory: convert to the teacher in an intellectual, and the proposal focus on the practice: assess the importance of the personal practical knowledge of teachers. Halfway between both perspectives it is possible to raise three current and relevant lines of research for studies to illuminate the relations between theory-practice in teacher training: (1) teacher?s thought and implicit theories, (2) the reflective teacher and (3) the formulation of principles of procedure and action research and theories experienced. This review haves the objective of reveal the complexity of linked thought, research and teaching action; but it also allows us move forward in building a comprehensive framework covering various forms of approach to a subject which lies at the base of any discussion on the teaching profession and advance in the challenge of achieving a practical domain and a critical awareness in the teaching.

[fr] Cet article ?nonce les principales propositions th?oriques concernant les relations entre la th?orie et la pratique formul?es dans le domaine de la formation des enseignants. Le probl?me fondamental qui sous-tend la relation th?orie-pratique, l?ali?nation des enseignants, a obtenu deux r?ponses en particulier: la premi?re, centr?e sur la th?orie, consiste ? faire de l?enseignant un intellectuel, et la deuxi?me, ax?e sur la pratique, vise ? ?valuer l?importance de la connaissance pratique des enseignants. ? mi-chemin entre les deux points de vue, il est possible de distinguer trois axes de recherche actuelle et pertinente pour mettre en ?vidence les relations th?orie-pratique dans la formation des enseignants: (1) la pens?e du professeur et les th?ories implicites, (2) le professeur r?fl?chissant et la formulation des principes de la proc?dure et (3) la recherche-action et la th?orie du ressenti. Cet aper?u a pour objectif de souligner la difficult? d?associer pens?e, recherche et l?enseignement. De plus, elle nous permet de progresser dans la construction d?un cadre complet couvrant les diff?rentes formes d?approche d?un sujet lors d?un d?bat sur la profession d?enseignant, d?am?liorer la ma?trise pratique et d??veiller la conscience critique chez l?enseignant.
[en] This article discusses how Spanish Educational Theory has been configured in the last four decades. To this end the authors use as a metaphor the concept of ?equation? and present a series of interviews with three persons who have played a fundamental role in the development of theoretical knowledge of education: Gaston Mialaret, Paul H. Hirst and Wilfred Carr. The ?equation? is composed of two known values and an unknown quantity, where the former are, on the one hand, the French component of educational sciences and, on the other, the UK factor of the disciplines applied to education; the unknown quantity to resolve is Theory of Education. The article argues that Theory of Education developed in our context has tried to unite heterogeneous elements isolated from their original traditions, and, however, what is needed today to understand the equation of education is a theory more focused on investigating education itself.

[fr] Cet article explique comment le cours des quatre derni?res d?cennies a fa?onn? la Th?orie de l??ducation en Espagne. Pour cela, les auteurs usent comme une m?taphore la notion ?d??quation? et ils pr?sentent une s?rie d?entretiens avec trois personnes qui ont jou? un r?le d?terminant dans le d?veloppement de la r?flexion th?orique de l??ducation: Gaston Mialaret, Paul H. Hirst et Wilfred Carr. ?L??quation? est compos? de deux valeurs connues et d?un inconnue, o? les premiers sont, d?une part, la r?f?rence fran?aise des sciences de l??ducation et, d?autre part, la r?f?rence britannique des disciplines appliqu?es ? l??ducation; l?inconnue ? d?gager est la Th?orie de l??ducation. L?article soutient que la Th?orie de l??ducation d?velopp?e dans notre contexte, a tent? de r?unir des ?l?ments h?t?rog?nes isol?es de leurs traditions originales, et que, toutefois, pour comprendre l??quation de l??ducation, ce qui est n?cessaire aujourd?hui c?est une th?orie plus occup?e ? examiner l??ducation elle-m?me.
[en] In this article we show the influence of mathematical accuracy and its procedures through different periods of Mathematical History and the role played demonstrations and problem solving in the development of Mathematics. We will complete this theoretical dissertation with some experimental data obtained in the classroom. We will compare the results obtained by a class group following a teaching methodology based upon mathematical accuracy, reasoning and demonstration versus a class group using a more traditional teaching approach. The comparison of the two groups shows how the first group obtained better results in tests of mathematical problem solving.

[fr] Dans ce article nous montrons l?influence que a eu la rigueur math?matique et les processus associes au raisonnement dans les diff?rents moments de l?Histoire de la math?matique. Nous monstrons comment certaines d?monstrations et probl?mes ont jou? un r?le tr?s important dans le devenir de la Science Math?matique. Nous compl?terons cette explication th?or?tique avec les r?sultats d?une exp?rience de classe. Nous v?rifierons que un groupe o? il ?tait appli une m?thodologie bas? sur l?utilisation de las d?monstrations et le raisonnement a obtenu des meilleiurs r?sultats dans les preuves de r?solutions des probl?mes qu?ils ont r?alis?. La comparaison des deux groupes montre clairement la diff?rence./n?
[en] This article does not focus on the philosophical-anthropological aspect of the Pedagogy of Alterity, which is based on the ideas of L?vinas, Horkheimer, Adorno and Pedro Ortega. Nor does it aim to add theoretical elements to said construct. It presents a categorial model built using the ideas that form the construct as a foundation. The importance of this contribution lies on the fact that the categorial model allows making operational the discourse elements, so that they can be used in the construction of instruments in empirical studies. The model is formed by a meta-category or main variable, which is the pedagogy of alterity, and four categories: professor profile, student profile, function of the school and function of the family, with their characteristics and indicators, which are the elements used to design data collection instruments.

[fr] Cet article n?est pas destin? ? l??tude philosophique-anthropologique de la P?dagogie de l?Alt?rit?, dont le fondement th?orique remonte aux id?es de L?vinas, Horkheimer, Adorno et Pedro Ortega. Son but n?est pas de payer cette construction des ?l?ments th?oriques, mais d?apporter un mod?le cat?gorique construit sur la base des id?es qui forment cette construction. L?importance de cette contribution est que le mod?le cat?gorique permet l?exploitation des ?l?ments du discours, ? utiliser dans la construction d?instruments dans les ?tudes empiriques. Le mod?le est compos? d?un meta-categorie ou variable principal: p?dagogie de l?alt?rit?, et quatre cat?gories: profil du professeur, profil de l??l?ve, la fonction de l??cole et le r?le de la famille, avec ses caract?ristiques et ses indicateurs, qui sont l?entr?e pour le conception d?instruments de collecte de donn?es.
[en] This research deals with the perception of values, antivalues and feelings incarnated and manifested in images, words and sounds self introduced or mediated. If in the past media and their messages have been studied, the current concern of the majority would be to investigate what happens inside the individual, how he or she reacts, what are his /her feelings. There is no doubt that the reflection about values an own feelings that listening, looking or reading news create, is a very attractive and prommising field. But as the ethical principles which media should serve can vary and even contradict each other, the modern teacher schould be aware of it in order not to assing roles and functions that do not fit whit the media. However it is always his/her concern from his/her educative function to anlyze and penetrate into the messages that circulate in society through the omnipresent mass media. Tis study stands out with level and scientific rigueur what is generally and commonly known. All the calls made by Government, authorities, institutions, and people for a better quality'vs media where it would not be be propagation or apology of antivalues such as paradigms of behavior, should make the responsible of media think over to study and deeply change according to the new funktions in a new society where philosophy and medias programming.

[fr] Cette investigation ? trait a la perception des valeurs, antivaleurs, et sentiments incarn?s et manifestes dans des images, des paroles et des sons autopresent?s ou medi?s. Si dans le pass? on a pr?f?rablement ?tudi? les moyens et leur mesages, la preocupation actuelle majoritaire serait d'enqu?ter ce qui se passe dedans le sujet, comment est-ce q'uil r?agit, quelles sont ses sentimentes. Il n'y a pas de doute que la reflexion sur les valeurs et les propres sentiments qui suscitent T?coutet, le vision? ou la lecture des nouvelles est un domaine tr?s attrayant et prometteur. Mais comme les principes etiques ? qui les moyens de communication doivent servir peuvent varier et m?me se contredite, le moderne enseignant doit ?tre conscient de ?a pour ne pas otroyer des r?lles et des functions ?ducatrice analyser et p?n?trer dans les messages qui circulent dans la soci?t? ? travers les omnipr?sents moyens de communication. Cette ?tude fait appara?tre au niveau et avec le rigueur scientifique ce qui est bien connu et pressenti das les grandes lignes au nuveau de la rue. Tous les appels de la part des Gouvernements, autorit?s, institutions et personnes en faveur des moyens d'eune meilleure qualit? et o? on se fasse pas l'apologie des antivaleurs comme paradigme de comportement, doivent faire r?fl?chier ux responsables des moyens de communication ? ?tudier et changer ? fond d?ccord des moyens.
[en] The article focuses on the way in which voice operates within the current discourse of democracy, citizenship, and learning. Based on an analysis of ?learning devices? and ?citizenship devices? we will show that the individual is asked to articulate him or herself in particular ways as evidence of engagement, of inclusion, and of participatory democracy. It is someone?s ?personhood? ?issues related to identity, preferences, feelings of ownership? that comes to count as evidence of civic engagement and political involvement. This process of personalization ?the inscription of the individual as a person that turns him or her into a European citizen? will be described as an important aspect of the current mode of governmental subjectivation. To address this we explore, in line with Jacques Ranci?re, the notion of ?political subjectivation?. While governmental subjectivation involves a process of identification with the order of society, political subjectivation is a paradoxical process of deidentification with the social order. It is about the articulation of one?s voice as equal within a social order in which one has no voice according to the ruling organisation of positions.

[fr] Dans cet article nous discutons comment la voix op?re dans le discours contemporain de la d?mocratie, du citoyen et de l??ducation. Bas? sur une analyse des ?dispositifs d?apprentissage? et ?dispositifs de citoyennet?? nous montrons que l?individu est demand? de s?articuler dans des mani?res sp?cifiques; notamment comme ?vidence d?engagement, d?inclusion, et d?une d?mocratie participative. C?est ?l??tre personne? de quelqu?un ?les questions qui se rapportent aux identit?s, les pr?f?rences, les sentiments de possession? qui devienne l??vidence d?engagement civique et politique. Ce processus de personnalisation ?cette inscription de l?individu comme une personne qui fait de lui un citoyen europ?en? sera d?crit comme un aspect important de l?apparition de la subjectivation gouvernementale d?aujourd?hui. Pour confronter cette mati?re nous explorerons, en accord avec Jacques Ranci?re, la notion de ?subjectivation politique?. Bien que la subjectivation gouvernementale implique un proc?s d?identification avec l?ordre de la soci?t?, la subjectivation politique est un proc?s paradoxal de d?-identification avec l?ordre social; mais dans laquelle il y a aussi une possibilit? d?articuler sa voix, n?anmoins que selon l?organisation de positions on n?a pas de voix dans cet ordre.
[en] Today, as never before, the youngest generations are being able to easily access the current technological innovations. Nevertheless, young people surf the Internet with no intervention from adult generations, namely their parents, educators, or school. Cyberspace and technologies of information and communication are considered a sensitive area where vulnerable groups, mainly children and teenagers, are in need of protection. This paper attempts to provide an hermeneutical approach to legal and political doctrine developed by the European institutions ? namely the European Commission, as well as a philosophical and educational analysis of the so-called ?European model for the on line protection of children?, its specificity and limitations, in order to achieve a more comprehensive and integrated approach to the issue.

[fr] Tout au long de l?histoire, les jeunes g?n?rations n?ont jamais eu la possibilit? d?acceder aussi rapidement aux innovations technologiques de leur temps comme aujourd?hui. En plus, cet acc?s se produit sans presque aucune m?diation des g?n?rations adultes (c?est-?-dire des parents, des ?ducateurs, de l??cole, etc.). Le cyberespace et les technologies de l?information et la communication s?av?rent comme un domaine particuli?rement sensible pour la protection des groupes vuln?rables. Cet article a comme objectif d?offrir une approche hermeneutique ? la doctrine juridiquepolitique ?labor?e par les institutions europ?enes (notamment la Commision), ainsi qu?une analyse philosophique-?ducative de ce que l?on appelle ?le mod?le europ?ene pour la protection de l?enfance en ligne?, son especificit? et ses limitations au nom d?avancer vers une approche plus globale et int?gratrice, et, par cons?quence, plus p?dagogique.
[en] This article deals with the pedagogy of the body and the ethical relationship known as accompaniment. These are presented as elements of the educational practice with the aim of effecting a critical vision which helps the pedagogues analize their methods and their interventions. We come to the conclusion that it is necessary to place Pedagogy at an intersection doubly mediated: mediated by the body, as domain of education that creates, and mediated by the accompaniment, so that it can become an element of intervention. This double mediation enables Pedagogy to develop adecuate competences and equips it with a knowledge of education which entitles it to establish principles of intervention at the service of action and, therefore, provides it with mechanisms to face up to epistemic challenges that minimize the reservations raised in the latest years.

[fr] L?article s?occupe de la p?dagogie du corps et de la relation ?thique connue comme accompagnement. Ils se pr?sentent comme ?l?ments de la pratique ?ducative avec l?objectif de d?terminer une vision critique qui sert au pedagogo/-a ? analyser ses m?thodes et ses actes d?intervention. Il se rend ? la conclusion de ce qu?il devient n?cessaire de se trouver ? la P?dagogie dans une intersection doublement ? moiti? pleine, ? moiti? vide: arriv?e ? la moiti? avec le corps, comme le domaine de l??ducation qu?il construit, et arriv?e ? la moiti? par l?accompagnement, pour qu?il puisse devenir un ?l?ment d?intervention. Cette double m?diation habilite ? la P?dagogie pour d?velopper des comp?tences ad?quates et la dote d?une connaissance de l??ducation qui lui permet de fixer des principes d?intervention au service du domaine de l?action et, par cons?quent, elle lui fournit des m?canismes.
[en] The study is in the framework of Education for Sustainability and, specifically, in the curriculum greening processes. In the first place, a conceptualization about curriculum greening is briefly presented following the ACES model. In the second instance, the research is exposed. It is concretized in the analysis of the degree of curriculum greening in a training program aimed at education professionals. This training programme has been elaborated from the perspective of complexity and based on the proposal of Vector Idea and its spheres (conceptual, methodological, creative, and investigative). The research carried out has an interpretative approach and the participants were teachers who followed the training programme. The results allow obtain guidelines for the development of a training process in curriculum greening, coherent with the ACES model, and with real impact on the participants. These orientations are based on the following ideas: credibility, cosmovision, conceptualization and action./n?

[fr] L??tude s?inscrit dans le cadre de l??ducation pour le d?veloppement durable et plus particuli?rement dans l??cologisation des programmes d??tudes. En premier lieu, nous exposons bri?vement une conceptualisation autour de l??cologisation des programmes d??tudes, selon le mod?le ACES. Nous pr?sentons ensuite la recherche, qui porte sur l?analyse du degr? d??cologisation d?un programme de formation destin? aux professionnels de l??ducation. Ce programme a ?t? ?labor? ? partir de la perspective de la complexit? et il est fond? sur la proposition d?Id?e Vecteur et de ses sph?res (conceptuelle, m?thodologique, cr?ative, de recherche). Il s?agit d?une recherche interpr?tative, les participants ?tant les professeurs ayant re?u la formation. Les r?sultats permettent d?obtenir des orientations pour le d?veloppement d?un processus de formation en ?cologisation des programmes d??tudes, coh?rent avec le mod?le ACES, et avec un impact r?el sur les participants. Ces orientations se fondent sur les id?es suivantes: cr?dibilit?, cosmovision, conceptualisation et action./n?
[en] This article exposes the potential of reading and literary education in multicultural and multilingual contexts, as well as, recommend its importance not only on the acquisition and development in stable reading habits, but as an essential foundation for the construction of much more equal and democratic societies. Directly opposed to a great numbers of pessimistic voices that alert about the dangers in the increasing migratory movements, and their consequences as migrating students in all the different levels at Spanish schools in the country. Researchers stand for the possibilities of literature and reading didactics in the development and consolidation of reading, literary and intercultural competences, and therefore, in this sense, reveal the magnitude of the literary text from an educative and inclusive perspective that allows the construction of the citizenship.?

[fr] Les auteurs pr?sentent le potentiel de la lecture et de l??ducation litt?raire et son r?le dans des contextes multiculturels et multilingues, en plaidant son importance non seulement dans l?acquisition et le d?veloppement des habitudes de lecture stables, mais aussi comme un pilier essentiel de l?engagement pour la construction de soci?t?s plus d?mocratiques et ?galitaires. S?opposant directement au grand nombre de voix mena?antes qui avertissent des dangers de l?augmentation de la migration et de ses cons?quences sous la forme d??l?ves immigrants dans les salles de classe des diverses niveaux d?enseignement de l??tat espagnol, les chercheurs pr?conisent les possibilit?s de l?enseignement de la litt?rature et de la lecture dans la d?couverte et la consolidation des comp?tences de lecture, litt?raires et inter culturelles. Par cons?quent, dans ce sens, ils r?v?lent l?amplitude du texte litt?raire d?s une perspective ?ducative et inclusive dans la construction de la citoyennet?.
[en] Based on an in-depth reflection on the role of utopias in political projects that intervene in international relations, this article aims to analyse the change of direction of Brazil's foreign policy in the period 2003-2022. This involves observing the transformation of the country's international action, from a position of defender of the Global South to one of champion of the West. To this end, this proposal will make use of the information offered by primary sources ?official documents and speeches of the presidency and the Ministry of Foreign Affairs? and secondary sources ?analysis of academic publications?. With this in mind, it will provide an extensive theoretical introduction, through which it will genealogically address utopian thinking in the discipline of International Relations and the field of Foreign Policy Analysis. Subsequently, it will define two discursive strategies that allude to antagonistic projects of international insertion based on opposing utopian imaginaries, and which have guided the Brazilian worldview of international reality in the first two decades of the twenty-first century: the Brazil of the Global South and the Brazil of the West. By way of conclusion, the paper will offer some final reflections, highlighting the role played by both representations in Brazil's domestic and international projection for the government's term of office that started in 2023. It is understood that both worldviews have their origins in Brazil's tradition of international thought, but also incorporate variables that refer to transnational utopian projects.

[fr] Bas? sur une r?flexion approfondie sur le r?le des utopies dans les projets politiques dans les relations internationales, cet article vise ? analyser le changement de cap de la politique ?trang?re du Br?sil dans la p?riode 2003-2022, dans la transformation du pays de d?fenseur du Sud global ? champion de l'Occident. ? cette fin, cette proposition s'appuiera sur une analyse critique des discours officiels de la pr?sidence et du minist?re des affaires ?trang?res. Dans cette optique, elle fournira une introduction th?orique approfondie, ? travers laquelle elle abordera de mani?re g?n?alogique la pens?e utopique dans la discipline des relations internationales et dans le domaine de l'analyse de la politique ?trang?re. Ensuite, il d?finira deux strat?gies discursives qui font allusion ? des projets antagonistes d'insertion internationale fond?s sur des imaginaires utopiques oppos?s, et qui ont guid? la vision br?silienne de la r?alit? internationale au cours des deux premi?res d?cennies du XXIe si?cle : le Br?sil du Sud global et le Br?sil de l'Ouest. En guise de conclusion, l'article proposera quelques r?flexions finales, soulignant le r?le jou? par les deux repr?sentations dans la projection int?rieure et internationale du Br?sil ? l'approche des ?lections d'octobre 2022 et dans la p?riode qui suivra. Il est entendu que les deux visions du monde trouvent leurs origines dans la tradition de pens?e internationale du Br?sil, mais qu'elles int?grent ?galement des variables qui renvoient ? des projets utopiques transnationaux.