BSC-LT/ACAData huggingface dataset:
[en] Exponential increase in the screens number in audiovisual age is a major concern of contemporary citizenship. The content and information transmitted exert a significant influence and impact especially on young even to change their scale of values and therefore their behaviour. Literature review and analysis of information from a pragmatic study conducted in 2003 and repeated in 2011 with adolescents in Lugo, justify the development of competition as a form of media literacy of citizens, especially adolescents. Establishing the information like a base that justifies the slight advance in the media education field, it urges the development to prospective studies focusing on the design of training strategies, using as reference the identified gaps; it can be implemented as a spring to the improvement and autonomous and critical persons? development.

[fr] L?augmentation exponentielle du nombre de t?l?visions ? l??poque de l?audiovisuel est une pr?occupation majeure de la soci?t? contemporaine. Cette augmentation s?explique par l?influence exerc?e par le contenu et les informations, en particulier sur les jeunes, au point de modifier leur ?chelle de valeurs et, par cons?quent, leur comportement. Le passage en revue de la litt?rature et l?analyse des r?sultats obtenus ? la suite d?une ?tude pragmatique men?e en 2003 et r?p?t?e en 2011 aupr?s d?adolescents de Lugo, justifient le d?veloppement de la concurrence dans les m?dias comme une forme d??ducation du peuple, en particulier des mineurs. Si l?on se base sur les donn?es attestant d?une l?g?re progression dans le domaine de l??ducation par les m?dias, on constate l?urgence de l??laboration prospective d??tudes ax?es sur la conception de strat?gies de formation qui, en utilisant comme r?f?rence les lacunes identifi?es, peuvent ?tre mises en oeuvre afin d?am?liorer le d?veloppement de personnes autonomes et critiques.
[en] This article reflects on the interrelationships that exist between two educational projects of today: service-learning (ApS) and learning communities (CdA). The ApS is an educational methodology applied worldwide where a single project combines a learning based on experience with the implementation of a service to the community. CdA is a school transformation project to achieve that the information society does not exclude any person, constituting a reality in more than one hundred and ninety schools in Spain and Latin America. Between the two, it is possible to show differences, especially in what refers to its theoretical substrates, but in actual teaching practice in schools there is some harmony, particularly in the so closely that they cultivate both projects with the school community. Therefore, we conclude that service-learning and learning communities can occur as two innovative and relevant today projects which can be mutually enriching: because for both the approach school-community-environment and volunteering is essential.

[fr] Cet article refl?te sur les interrelations qui existent entre les deux projets ?ducatifs d?aujourd?hui: apprentissage par le service (ApS) et les communaut?s d?apprentissage (CdA). L?ApS est une m?thodologie p?dagogique appliqu?e partout dans le monde o? un projet unique combine un apprentissage bas? sur l?exp?rience de la mise en ?uvre d?un service ? la communaut?. CdA est un projet de transformation de l??cole pour obtenir que la soci?t? de l?information n?exclut pas une personne, qui constitue une r?alit? dans les ?coles de plus de cent quatre-vingt-dix en Espagne et en Am?rique latine. Entre les deux, il est possible de montrer les diff?rences, en particulier en ce qui se r?f?re ? ses substrats th?oriques et les intentions sociales et p?dagogiques, mais dans les pratiques r?elles dans l?enseignement dans les ?coles il y a une harmonie, particuli?rement dans le si ?troitement qu?ils cultivent les deux projets avec la communaut? scolaire. Par cons?quent, nous concluons que l?apprentissage par le service et les communaut?s d?apprentissage, peuvent se produire comme deux projets innovants et pertinents aujourd?hui qui peuvent s?enrichir mutuellement: parce que la d?marche de l??cole-est essentielle pour l?environnement et le b?n?volat.
[en] The history and evolution of writing centers and programs in higher education has been a widely discussed topic, and much of the literature in this respect reveals its most common practices. However, little mention has been made of reading comprehension as an integral part of the issues that concern these spaces, although a few years ago there has begun to be a hint of interest. In order to do so, this text intends to reflect on the importance of these places to include in their practices and services the development of reading competence, conceiving this as indispensable in the construction of an adequate communicative competence and support for academic literacy. In addition, letting in evidence that, taking advantage of the characteristics of these places, from the implementation of a reading comprehension will promote autonomy within the academic formation in discursive genres.

[fr] L?histoire et l??volution des centres et programmes d??criture dans l?enseignement sup?rieur ont ?t? un sujet largement discut? et une grande partie de la litt?rature ? cet ?gard r?v?le ses pratiques les plus courantes. Cependant, il a ?t? fait peu de mention de la compr?hension de la lecture comme partie int?grante des probl?mes qui concernent ces espaces, bien qu?il y a quelques ann?es, cela a commenc? ? susciter un int?r?t. Pour ce faire, ce texte a l?intention de r?fl?chir ? l?importance des centres d??criture pour inclure dans leurs pratiques et services le d?veloppement de la comp?tence en lecture, en concevant cela comme indispensable dans la construction d?une comp?tence communicative ad?quate et soutien ? l?alphab?tisation scolaire. De plus, en montrant que, en profitant des caract?ristiques de ces lieux, l?impl?mentation d?une compr?hension de la lecture favorisera l?autonomie au sein de la formation acad?mique dans les genres discursifs.
[en] This paper analyzes scholar standardized testing as a dispositif of educational biopolitics. It describes a theoretical review of biopolitics, an analytic of power of the economic agencies that legitimize global education policies and a socio- technical mapping of teacher control technologies. The dispositif of educational biopolitics causes the legitimizing of disciplinary logic in students, along with the perpetuation of dividing lines (normality/abnormality) and the hegemony of standardization as regularization of population sets. The effects brought about in teachers are presented with in-depth interviews of empirical research, including two qualities: ?comparability?, of which the characteristics are computing/center and relationship with everything, and ?dividuality? where the properties are competitiveness and subjection.

[fr] Ce texte analyse les tests standardis?s en tant que dispositif biopolitique. Nous pr?senterons un bref examen th?orique de la biopolitique, une analyse des organismes ?conomiques qui l?gitiment les politiques d??ducation globale et une cartographie socio-technique de technologie de contr?le des professeurs. Le dispositif de biopolitique cause la l?gitimation de la logique disciplinaire chez les ?tudiants, la perp?tuation des lignes (normale/anormale) et l?h?g?monie de la standardisation et de la r?gularisation. Les effets g?n?r?s par les enseignants sont repr?sent?s par des entrevues d?taill?es de la recherche empirique, contenant deux caract?ristiques: ?comparabilit??, dont les caract?ristiques sont le calcul/centre et la relation ? l?ensemble, et ?dividualit?? dont les propri?t?s sont la comp?titivit? et la suj?tion.
[en] At the mining area of El Centenillo (Ba?os de la Encina, Ja?n) during several archaeological superficial studies and surveys a great amount of ancient fossilized miners works remains have been found inside the ?socavones? (mines entrances) and ?rafas?. Nevertheless, the insider part of the mine has not been studied yet. Therefore, in September 2010 we decided to carry out the first archaeological exploration. The main goal of this exploration was to document and identify those ancient subterranean works in order to identify them from the most modern and contemporary that could have been still intact. This first campaign was done at the same time as the archaeological excavation of the Bronze Age site of Pe?alosa. Such work has been focussed in the exploration and the examination of the ancient mining works at the double vein of Mirador-Pelaguindas as well as in the South and its respective Northern veins and the results of it can be found in this paper.

[fr] Dans le secteur minier d?El Centenillo (Ba?os de la Encina, Ja?n), de nombreux vestiges de travaux miniers anciens sont visibles en surface, tels que des travers-bancs et des tranch?es. Par le pass?, ils ont fait l?objet de diverses ?tudes et de prospections arch?ologiques de surface mais n?avaient jusqu?? aujourd?hui jamais ?t? explor?s. C?est la raison pour laquelle nous avons propos? la r?alisation d?une premi?re exploration arch?ologique en septembre 2010, durant la campagne de fouille du site de l??ge du Bronze de Pe?alosa, afin de tenter de caract?riser ces anciens travaux souterrains. Cette intervention s?est concentr?e sur l?exploration et la reconnaissance des travaux miniers localis?s dans les filons croiseurs Mirador-Pelaguindas et dans le filon Sud et ses norteados, dont nous pr?sentons les premiers r?sultats dans cet article.
[en] The ecological paradigm lets us understand the apprenticeship of reading out of not only linguistic and cognitive points of view, but also out of a cultural points of view. So, the reading teaching will have to deal with the understanding and decoding of written messages and, at the same time, with the deciphering of the meaning that the messages have for the pupils, and with the way these pupils explain them, All this involves a commitment with the cultural knowledge of the puplil, a commitment with the igualities of opportunities, a commitment with interplay and with social interaction... All these terms lead us to interculturality. The present work brings a didactic design for the teaching of reading from the intercultural perspective, trying to improve the reading processes and making easier the apprenticeship of contents, behaviours and intercultural values. The dessign of a didactic intervention according to both the interactive model (which explains the reading process) and the elements of the curriculum (which are conducive to the intercultural apprenticeship) may be interesting for those who study and those who practice teaching: for those who pose questions such as What to teach, how to teach and how to evaluate to obtain interculturality.

[fr] Le paradigme ?cologique permit comprendre l'acquisition de la lecture des variables non seulement linguistiques ou cognitives, mais aussi culturelles. Par consequence, l'enseignement de la lecture aura besoin de faire attention tant ? le d?codage et compr?hension des messages ?crits que ? le expliquent ces significations. Ceci implique un compromis avec le bagage culturel de l'?l?ve, un compromis avec l'?galit? d'occasions et un compromis avec l'interaction et l'?change social... De telle sorte que ces id?es nos conduisent ? l'interculturalit?. Le travail p?sent nous donne un dessin didactique pour l'enseignement de la lecture du point de vue de la perspective interculturelle, en essayant d'am?liorer les proc?s de lecture et en favorisant l'apprentissage de teneurs, conduites et valeurs interculturels. Le dessin d'une intervetion didactique qui combine le model interactive (qui explique les prec?s de lecture) avec les ?l?ments du curriculum (qui rend propice l'apprentissage interculturel) peut ?tre illustrant our ceux qui ?tudient et ceux qui practiquent l'enseignement; et pour ceux qui se d?mandent questions telles comme: quoi enseigner, comment enseigner et comment ?valuer pour l'interculturalit?.
[en] The goal of this work was to identify some different cathegories of mental retarded people, depending on their gross motor functioning. A group of mental retarded people was selected from a special education school. None of theese students presented any associated motor deficiency. The gross motor subtests from the Bruininks-Ozeretsky test were administered in order to evaluate the motor eficiency of these mental retarded people. The resulting four cathegories showed different motor development profiles. From theese results it's recommended to design curricula-based intended to amiliorate the specific gross motor deficits of each group and making didactical schedules taking into account the motor profiles studied.

[fr] RESUME: Le propos de cette ?tude est identifier possibles subtypes d'?l?ves avec d?ficience mental basses en fonctions motrices grosses. On a selection? un groupe d'?l?ves dans un centre especifique d'insuffisance mental qui ne pr?sentent pas insuffisance motoriques associ?s, on les a pass? les subtests de motricit? grosse du test Bruininks-Ozeretsky pour mesurer l'efficacit? motrice. Les quattre subtypes resultants montrent des diff?rents profils du developement moteur. D?pr?s les r?sultats obtenus on reccomande designer des programmes especifiques qui essaient des palliers les bouleversements motrices grosses analyses pour chacun des subtypes trouv?s et preparer les adaptations courricoulaires en tenant compte les profils motrices ?tudi?s.
[en] The work aims to know the perspective maintained by families and teachers in relation to different elements of the transition process between Childhood Education and Primary Education: its importance or transcendence, the changes that occur and the challenges faced by the children, as well as the mechanisms and actions implemented by the centers to encourage it. 460 families and professors participated in the study completing a questionnaire. The results show the existence of a significant gap in thinking about the importance and transcendence given to the transitions that are experienced in early childhood between families and teachers despite also finding other aspects converging. Considering these findings, the generation of educational transition programs adapted to the needs and demands of each school which encourage the participation of all the people involved in this important process.

[fr] L?objectif de ce travail est de conna?tre le point de vue qu?ont les familles et les enseignants sur les diff?rents ?l?ments du processus de transition ?ducative entre l??cole maternelle et l??cole ?l?mentaire: son importance ou transcendance, les changements qui se produisent et les d?fis rencontr?s par les enfants, ainsi que les m?canismes et actions d?velopp? par les centres pour le favoriser. 460 familles et enseignants ont particip? ? l??tude en remplissant un questionnaire. Les r?sultats confirment l?existence d?un important foss? de pens?e entre les familles et les enseignants par rapport ? l?importance et ? la transcendance accord?es aux transitions qui sont v?cues, bien qu?il existe ?galement d?autres aspects convergents. Sur la base de ces r?sultats, nous encourageons la cr?ation de programmes de transition ?ducative adapt?s aux besoins et aux exigences de chaque ?cole, qui favorisent la participation de toutes les personnes impliqu?es dans ce processus important.
[en] The article examines the most used educational materials on CDRom layout for written language teaching, looking for the theoretical approaches in which they are based. So that, an instrument "was elaborated with different categories which reflect more important theories about written language learning./n Seven CD-Rom were evaluated, the most used in Castile-Leon. The results show that these materials only works abilities related with code teaching.

[fr] L'article examine les CD-Rom les plus utilis?es pour l'enseignement de la langue ?crite. L'objectif a ?t? ?valuer si quelques th?ories ont ?t? refl?t?es dans cettes mat?riels. On a elabor? un instrument o? sont expos?es diff?rentes cat?gories, que d?crirent les th?ories les plus remarquables./n On ?value sept CD-Rom. Les plus utilis?s en Castilla y Le?n. Les r?sultats ont tir? au clair que ceux mat?riels seulement permetrent travailler d'enseignement du code.
[en] The politics, the legislation and the institutions which emerged after the 1991 Constitution in Colombia were notoriously influenced by a new agenda. In the academic arena, language and culture began to play a central role in the new epistemologies and theoretical productions. As far as social practices are concerned, the cultural dimension was not only contemplated but demanded, as a fundamental and essential component of national, regional or local development plans. Certainly, most of the contemporary education studies and public education systems have come to engage this new culturalist tendency. With the aim of constructing a more detailed criticism with respect to the concept and practice of certain cultural categories within public education in Colombia, an analysis can be done from the four previously mentioned perspectives: juridical-legal, political, institutional and academic. For a country like Colombia, the philosophical, theoretical, political and pedagogical reflection on the subject of education and culture is an immediate imperative to improve the public education system and the stabilization of society.

[fr] Politique, l?gislation et institutions qui a ?merg? apr?s la Constitution de 1991 en Colombie ont ?t? fortement influenc?e par un nouvel ordre du jour. Dans le milieu universitaire, de la langue et de la culture a commenc? ? jouer un r?le central dans les nouvelles ?pist?mologies et des productions th?oriques. En ce qui concerne les pratiques sociales, la dimension culturelle non seulement envisag?e mais il est tenu comme un ?l?ment fondamental et essentiel des plans de d?veloppement nationaux, r?gionaux ou locaux. Certes, la plupart des ?tudes contemporaines et des syst?mes ?ducatifs de sensibilisation du public en sont venus ? commettre cette nouvelle tendance culturaliste. Afin de construire une critique plus d?taill?e sur le concept et la pratique de certaines cat?gories culturelles au sein de l?enseignement public en Colombie, une analyse sous quatre angles: juridique, politique, institutionnel et acad?mique. Pour un pays comme la Colombie, de la philosophie, th?orique, politique et ?ducatif sur le th?me de l??ducation et de la culture est un imp?ratif imm?diat pour am?liorer le syst?me d??ducation du public et la stabilisation de la soci?t?.
[en] A review of the University?s Social Responsibility is introduced, an implementation of corporate social responsibility to the specifics of the institutions of higher education. Once the advisability and content of this concept is defined, 4 key areas in higher education are reviewed: training, research, management and social participation, based on performance indicators. With a descriptive study, the inclusion of USR in the training offering of Spanish universities is analyzed, its scientific output in this field, and its integration to university management. The conclusion is that, despite the relevance and initial interest from the government teams of these institutions, this is yet a not consolidated topic, although a constant improvement maintained over the years is perceived, with significant differences between the areas of the USR.?Implementing it in our universities, along with an evaluation model, will become a key factor for the universities, as a sign of its capacity to respond to society./n?

[fr] On pr?sente une ?tude du concept de Responsabilit? Sociale de l?Universit? (RSU), et de sa situation actuelle dans les universit?s espagnoles. D?limit? la pertinence et le contenu de la RSU, on effectue l?analyse dans 4 domaines cl?s de l?enseignement sup?rieur: la formation, la recherche, la gestion et la participation sociale, sur la base des indicateurs de performance. Avec une ?tude exploratoire, on ?tudie l?inclusion de la RSU dans la formation offerte par les universit?s espagnoles, sa production scientifique dans ce domaine, et l?incorporation dans la gestion des universit?s. Il est conclu que, malgr? la pertinence et l?int?r?t initial des ?quipes gouvernementales de ces institutions, nous sommes encore face ? une question non consolid?e, m?me si on observe une progression constant au fil des ans, avec des diff?rences significatives entre les cadres de concr?tion de la RSU. L?implanter dans nos universit?s, avec un mod?le d??valuation, deviendra en ?l?ment clef pour les universit?s, la preuve de sa capacit? de r?ponse ? la soci?t?./n?
[en] The european convergence process demands and promotes a transformation of the teaching-learning processes in favour of a centred-on-competences model that gives our students a higher profile in the action. The competences for the treatment of information, learning and digital integration are an important task in the training processes of future teachers if we really want that our schools walk at the same time as society. From the standpoints of other researches and the thoughtful opinions of students, we go deeply into these tasks, assessing necessities, chances and restrictions that promote these actions.

[fr] Le processus de convergence europ?ene r?clame et promotionne une transformation des processus d?enseignement-apprentissage en faveur d?un mod?le de comp?tence qui autorise le protagonisme dans l?action de l??tudiant(e). Les comp?tences pour le traitement de l?information, l?apprentissage, et l?int?gration digitale sont des taches qui rel?vent des processus de formation des futures enseignants, si on veut que les centres ?ducatifs suivent le chemin de la soci?t?. Sous les perspectives d?autres ?tudes et l?opinion r?flexive directe de l??tudiant, nous approfondissons dans cette tache en valorisant des n?cessit?s, des opportunit?s et des restrictions qui promotionnent les actions cit?es.
[en] This paper deals with a review of research on self-efficacy beliefs in writing. Different issues in this research review were analyzed: 1) methods that were applied in research; 2) variables related to self-efficacy in writing, such as age, gender, instructional level and learning disabilities; 3) the relationship of self-efficacy in writing with motivation, results expectancy and attribution beliefs; 4) relevant results obtained in research; 5) some issues, not yet explained, which must be approached in forthcoming research.

[fr] Dans cet article, une revisi?n des recherches sur la perception que les eleves ont de leur r?ussite a l'?crit est pr?sent?e. Divers aspects on ?t? analys?s: 1) la m?thodologie de la recherche; 2) les variables dont la perception de la r?ussite depende: age, genre, niveau d'instruction et difficult?s d'apprentissage; 3) la relation entre la perception de la r?ussite et la motivation, l'expectative de r?sultats et les jugements d'attribution; 4) les r?sultats les plus remarquables ayant ?t? obtenus dans la recherche; 5) les aspects non clarines devant ?tre abordes dans des recherches futures.