BSC-LT/ACAData huggingface dataset:
[en] Several current researches state that the mere presence of the Information and Communication Technologies (ICT) in the classroom does not necessarily lead educational innovation. Even some of them emphasize the limited capacity that these technologies seem to have to encourage and promote innovation processes and improving educational practices./nMoreover, others emphasize the role of ICT Coordination as a dynamic factor of innovative processes in school that contribute to change the mentality of teachers and the renovation of the teaching models that facilitate methodological change in the teaching-learning.

[fr] ?Diverses enqu?tes au cours des derni?res ann?es ont trouv? que la simple pr?sence de technologies de l?information et de la communication (TIC) dans la salle de classe ne conduit pas n?cessairement ? l?innovation p?dagogique. M?me certains d?entre eux soulignent la capacit? limit?e de ces technologies qui semblent encourager et de promouvoir les processus d?innovation et l?am?lioration des pratiques ?ducatives./nIl est ?galement soulign? le r?le de la Coordination TIC en tant que ?l?ment dynamique dans les processus innovants dans l??cole qui contribuent ? changer la mentalit? des enseignants et le renouvellement des mod?les ?ducatifs qui facilitent le changement m?thodologique dans l?enseignement-apprentissage.
[en] /nWe believe, on the other hand, that the ongoing training of teachers in our schools is the essential element to ingrain pedagogical conceptions based on the construction of learning by students that adjust better than previous pedagogies to the new social and technological changes that require modern societies.

[fr] /nNous croyons, en outre, que la formation continue des enseignants dans nos ?coles se pr?sente comme l??l?ment fondamental pour qu?ils enracinent les concepts p?dagogiques d?enseignement bas?es sur la construction de l?apprentissage des ?l?ves qui s?adaptent mieux qu?avant aux nouveaux changements sociaux et technologiques que les soci?t?s modernes exigent.
[en] /nThe political, social and economic framework that our country belongs to, forces our education system to be in accordance with modern trends of Continuing Education and development of so-called key competences that every citizen should have the end of compulsory education in which we can find the digital competence.

[fr] /nLe cadre politique, social et ?conomique qui appartient ? notre pays fait que notre syst?me d??ducation doit ?tre en conformit? avec les tendances actuelles de l??ducation et le d?veloppement des Comp?tences Basic que chaque citoyen doit avoir au bout de la scolarit? obligatoire dans laquel on retrouve comme axe transversal la comp?tence digital.
[en] /nIn this article we present a proposal of innovation based on a learning approach to teaching in which the association between the pedagogical-didactic work with Key Competences and Access to Knowledge Technologies is contemplated.

[fr] /nDans cet article, nous pr?sentons une proposition bas?e sur une approche innovante de la formation des enseignants dans lequel l?association entre le travail pedagogique et didactique avec les comp?tences de base et des Technologies d?Acc?s pour la G?n?ration de Connaissances (TAGC).
[en] The education cooperatives (so far very little or not researched at all) are within the Spanish education system a model for a different offer which tries to overe?me the public-private school dichotomy. In this article we will try to show their evolution and the way people perceive them, as shown in a recent research carried out by the authors.

[fr] Les cooperatives espagnoles d'enseignement constituent dans le syst?me ?ducatif espagnol un modele, jusqu'? maintenant tres peu ou pas du tout recherch?, qui donne une perspective diff?rente et surpassante de la dichotomie ?cole publique-priv?e. Cet article essaye de faire connaitre l'?volution et la fac?n dont sont percues ees institucions ?ducatives comme une partie de la recherch? faite r?cemment par les auteurs.
[en] The authors analyze the 16 early writings that W. Benjamin wrote between the ages of 19 and 23, all of which relate to educative matters, and where the decisive influence of G. Wyneken is shown. The issues that the young Walter Benjamin addresses are also studied, such as idealism and youth culture, the necessity of reform in schools and universities and also in moral, aesthetic and religious education as well as in juvenile sexuality. However, the most important thing is that in these works one can find the constants that characterize the rest of his production, such as his individualism, his obsession with his own childhood experiences, his contradictions and thematic transitions, his interest in aesthetics and art, the complexity of his work, his agnosticism and his consideration of Judaism as a cultural element, and above all his critical sense and his vocation for criticism which starts to become evident. Somehow in these articles of educative content one can discover many of the constants of what will be the subsequent work of this author.

[fr] Les auteurs analysent les 16 ?crits de jeunesse que Benjamin a r?dig? entre 19 et 23 ans, rapport?s tous ? des questions de th?me ?ducatif et tr?s indicatifs de l?influence de G. Wyneken. On ?tudie aussi les sujets que le jeune W. B. a abord?: l?id?alisme et la culture juv?nile, la n?cessit? des r?formes scolaires et universitaires, l??ducation morale, esth?tique et religieuse, ainsi que la sexualit? juv?nile. Cependant, le plus important est que, parmi ces travaux, il y a des sujets qui son constants et que vont caract?riser le reste de son oeuvre, tel que, son individualisme, son obsession par sa propre biographie infantile, ses contradictions et changements th?matiques, son int?r?t ? l?esth?tique et ? l?art, ? la complexit? de son oeuvre, son agnosticisme et la consid?ration du juda?sme comme ?l?ment culturel, et surtout, d?j? son sens critique et sa vocation par la critique. Dans ces articles on peut y d?couvrir plusieurs tendences que vont devenir constantes dans l?oeuvre post?rieure de cet auteur.
[en] What place have emotions taken in the definition of human being on which the Spanish Educational Theory has been built? What recognition has been given to the affective system in reflections about what is or must be education? These are both questions that the present article tries to answer. To do so, a review of the work that has been made within the Seminario Interuniversitario de Teor?a de la Educaci?n is presented, considering the important role it has played in shaping the Theory of Education in Spain. The answers to these questions come from the members of the seminar themselves, whose reflections in this regard are presented in a summarized but detailed way, in such way that the own reader is able to follow this development

[fr] Quel lieu ont-ils occup? les ?motions dans la d?finition de l??tre humain sur laquelle on a construit la Th?orie de l??ducation espagnole? Quelle reconnaissance a-t-elle ?t? accord?e ? l?appareil affectif dans la r?flexion ? propos de ce qu?elle est ou doit ?tre l??ducation? Ce sont les deux questions auxquelles l?article pr?sent essaie de r?pondre. Pour cela, on se pr?sente une r?vision du travail developp? au sein du Seminario Interuniversitario de Teor?a de la Educaci?n, compte tenu du r?le ?minent qu?il a jou? dans la configuration de la Th?orie de l??ducation ? l?Espagne. Les r?ponses ? ces questions viennent de la voix des propes membres du SITE, dont les r?flexions ? ce sujet se pr?sentent d?une mani?re r?sum?e mais d?taill?e, pour que le prope lecteur puisse suivre son ?volution
[en] Today, despite the different activities being carried out on equality, still remain in force some gender and social groups? stereotypes. In educative textbooks we found some allusions to the role of woman, man and socials groups that will be assimilated by people who built the tomorrow society. In this paper, we analyses the message that transmit pictures from textbooks of the subject Education for Citizenship, in Primary and Secondary Education, related to Diversity and Intercultural Education and Information and Communication Technology. It?s noted that gender and social groups? stereotypes still remain in pictures.

[fr] De nos jours, malgr? les diff?rentes actions men?es en mati?re d??galit?, les st?r?otypes de genre et d?appartenance aux groupes sociaux continuent de s?appliquer. Les allusions concernant le r?le des femmes, des hommes et des groupes sociaux foisonnent dans les manuels scolaires et sont assimil?s par les jeunes qui vont construire la soci?t? de demain. Dans cet article, nous analysons le message que transmettent les images des manuels dans la mati?re intitul?e ?ducation ? la Citoyennet?, visant l?Enseignement Primaire et Secondaire Obligatoire, pour illustrer la Diversit? et l??ducation Interculturelle et les Technologies de l?Information et de Communication. Nous observons que les st?r?otypes de genre et de minorit?s ethniques continuent ? appara?tre dans ces images.
[en] This article tries to reflect the educational dimension of the work that social entities carry out with women in contexts of prostitution. For this purpose, we did a qualitative investigation across interviews, groups of discussion, participative observation and life histories, from three types of informants: specialists in the matter, professionals who work on the area directly with the women, and women in contexts of prostitution. The analysis of the information allows us to recognize the pedagogical content that underlies in the intervention that develops in this area. From this perspective, the results showed in this paper try to reveal the educational potential that practices and relationship that professionals establish with the women contain.

[fr] Cet article tente de refl?ter la dimension ?ducative de leur travail avec les femmes des organisations sociales dans les contextes de la prostitution. Nous d?veloppons une m?thodologie de recherche qualitative sur la base des interviews, groupes de discussion, l?observation participante et des histoires de vie, ? partir de trois types d?informateurs: des sp?cialistes, des professionnels que travaillent directement avec les femmes, et les femmes dans contextes de la prostitution. L?analyse de l?information nous permet de visualiser le contenu ?ducatif sous-jacent de l?intervention d?velopp? dans ce domaine. De ce point de vue, les r?sultats pr?sent?s dans ce document tentent de r?v?ler le potentiel ?ducative que contiennent les pratiques et les relations que les professionnels d?veloppent avec les femmes.
[en] The Earth Charter is a civil society initiative that aims to strengthen the value of sustainability and interdependence between people and their contexts (Gorbachev,2006). This statement, endorsed by unesco, is considered a valuable educational tool in international projects such as the Decade of Education for Sustainable Development (2005-2014) promoted by United Nations. This work focuses on the study, through a methodology based on the content analysis of various international experiences taking the Earth Charter as a benchmark for innovation in Higher Education. Our results bring us closer to the action taken, the nature of the motivation that makes them possible, the progress made, the degree of commitment of the actors and communities involved, while providing keys to advance the development of new initiatives Higher Education more committed to sustainability.

[fr] La Charte de la Terre est une initiative de la soci?t? civile qui vise ? renforcer la valeur de la durabilit? et de l?interd?pendance entre les personnes et leurs contextes (Gorbachev, 2006). Cette d?claration, adopt?e par l?unesco, est consid?r? comme un outil p?dagogique pr?cieux ? des projets internationaux tels que la D?cennie pour l??ducation en vue du d?veloppement durable (2005-2014) promue par les Nations Unies. Ce travail se concentre sur l??tude, ? travers une m?thodologie bas?e sur l?analyse du contenu des diverses exp?riences internationales prenant la Charte de la Terre comme une r?f?rence pour l?innovation dans l?enseignement sup?rieur. Nos r?sultats nous rapprochent de l?action entreprise, la nature de la motivation qui les rend possibles, les progr?s r?alis?s, le degr? d?engagement des acteurs et des communaut?s concern?es, tout en fournissant des cl?s pour faire avancer le d?veloppement de nouvelles initiatives en l?enseignement sup?rieur plus engag?es envers la durabilit?.
[en] The formation and permanent update is a duty and a right of the forming ones, and a commitment of the administrations and educational institutions. The models and strategies of formation of the forming one have been adapting to situations in which they actuate the forming ones. Among the models that more we have developed with the forming ones we stand out:/n<ol><li>The process of self-knowledge and identity professional from the narrative of the own formative autobiography.</li><li>The construction of to know practically.</li><li>The process of professional development in equipment, with support between colleagues.</li><li>The creation of a culture of collaboration. </li></ol> These wide perspectives complement each other with the transformation of reflexive individualized practice, which facilitates the advance of the professional knowledge and formative maturity of the forming ones. These perspectives join a thoughtful model of collaboration, based on a process of constant investigation and of advance of to know professional in coherence with the implicit theories of the forming ones. The forming one has to find the keys to design his itineraiy of professionalization and it to live in continuous improvement and dialogue with colleagues, opened to the demands of the community and to the sociolabor challenges needed a learning along the life.

[fr] La formation et actualisation permanente est un devoir et un droit des formateurs, et un engagement des administrations et des institutions ?ducatives. Les mod?les et les strat?gies de formation des formateurs s'ont adapt?es aux situations o? travaillent les formateurs. Parmi les mod?les que nous avons d?velopp?s avec les formateurs, nous pouvons citer:/n<ol><li>Le processus de connaissement de soi-m?me et d'identit? professionnelle a partir de la narration justifi?e de la propre autobiographie formatrice.</li><li>La construction du savoir pratique.</li><li>Le processus de d?veloppement professionnel en ?quipe, avec l'aide des coll?gues.</li><li>La cr?ation d'une culture de collaboration. </li></ol> Ces larges perspectives se compl?tent avec la transformation de la pratique reflective individualis?e, qtii facilite l'avance du connaissement professionnel et la maturit? formatrice des formateurs.
[en] The philosophical reflection about art, beauty, good, truth, and their ability to produce pleasure in people comes from Platon in our western culture. Considering that education must be understood as an integral phenomenon, encompassing not only the intellectual dimension but also the sensitive, intuitive and rationing dimensions, and imaginative and creative abilities, ?knowing to be? is linked to ?know? and ?knowing-how?. We think the importance of aesthetics as a motivation factor for learning is unquestionable and, through imagination and creativity, innovation in the construction of alternative roads for a more human and pleasant world can be promoted.

[fr] La r?flexion philosophique sur l?art, le beau, le bon, le vrai et la capacit? de ceux-ci susciter le plaisir dans l?homme remonte, dans la culture de l?ouest, ? Platon. Vu que l??ducation devrait ?tre comprise comme un ph?nom?ne int?gral qui n?embrasse pas seulement les dimensions intellectuelles mais aussi les dimensions sensibles, l?intuition et le raisonnement, les capacit?s imaginatives et cr?atives, ?savoir pour ?tre? en concurrence avec le ?connaitre? et le ?savoir-faire?, nous pensons ?tre incontestable l?importance de l?esth?tique dans le ph?nom?ne p?dagogique. Le but de cette ?tude, c?est celui de d?montrer l?importance de l??ducation esth?tique, comme le facteur de la motivation, pour enrichir les apprentissages mentionn?es et que, par le truchement de l?imagination et de la cr?ativit?, soit possible promouvoir l?innovation dans la construction des voies alternatives pour un monde plus humain et de jouissance.
[en] Observed from the housing factor, Montevideo and its metropolitan area walk in a model that drives development in the city and not the city development. In this process, we find ways to influence the urban residential structure, through public strategies, market and social. Each sector expressed their aspirations and develop capacities to carry out their interests, composing a scene that defies the guidelines of urban integration and cohesion that progressive governments intend to promote. The AMM intensity expresses the dominance of a functional economic relationship on political and social issues.

[fr] Observ?s depuis le facteur du logement, la ville de Montevideo et son district m?tropolitain progressent vers un mod?le qui stimule le d?veloppement dans la ville et non pas le d?veloppement de la ville. Dans ce processus, on trouve les mani?res de mettre l?accent sur la structure urbano-habitationelle ? travers des strat?gies publiques, des strat?gies de march? et des strat?gies sociales. Chaque secteur exprime ses souhaits et d?veloppe des capacit?s pour r?aliser ses int?r?ts en composant un sc?nario qui d?fie les orientations d?int?gration et coh?sion urbaine que les gouvernements progressistes pr?tendent d?velopper. Le district m?tropolitain de Montevideo exprime avec intensit? la sup?riorit? d?une relation fonctionnelle ?conomique et surtout des aspects politiques et sociaux.
[en] The aim of this article is to analyze the cognitive process implied in the written composition that the children of Gypsy ethnos carry out. For this reason, it has been carried out a study of cases, concretely 3 pupils of Primary Education, who have been interviewed (semiestructuring individual interviews of type clinicalcognitive) about different aspects related to the planning, revision, structuring and self-regulation. The theoretical pattern of this investigation is the one elabored from de contribution of Flower y Hayes (1980, 1981). The study shows some deficiencies in processes like: The registration of ideas, the uses of strategies, the sequence of ideas, the general organization of the text and the revision lacks in their texts (spelling and calligraphy).

[fr] L'objectif de cet article est d'analyser les processus cognitifs impliqu?s dans la cr?ation ?crite que produisent les enfants d'origine gitane. Pour eux, nous avons ?labor? une ?tude de different cas, concr?tement de 3 ?l?ves d'?ducation Primaire, qui ont ?t? interview? (entretien individuel, semistructur? de type cliniquecognitif) ? propos des diff?rents aspects en relation avec la planification, la r?vision, la structuration et l'autor?gulation. Le mod?le th?orique de cette recherche est celui qui a ?t? ?labor? ? partir des apports de Flower et Hayes (1980, 1981). Les r?sultats d?voilent certains d?ficits dans des processus tels que: l'assimilation d'id?es, l'utilisation de strat?gies, la s?quenciation d'id?es, l'organisation g?n?rale du texte et le manque de r?vision dans leurs textes (ortographe et caligraphie).
[en] Following the moral policies of Augustus, Virgil presents in his Aeneid two oppossing female prototypes, both related of the hero. First of all, Creusa, who has many of the virtues expected in the Roma wife. And Dido, who, although she had many of these virtues while she was married to the murdered Sichaeus, without a male relative to exercise the necesaary control over her, blind by the passion she feels for Aeneas, pushed by the words of the sister Anna, and dominated by impotentia, abandons the virtus that she tried to exercise as queen and experiences a progressive degradation as she is abandoned to the luxus to the point of choosing death as the only possibility of redemption. Her suicide will be the cause of hate between Rome and Carthage, and consequently, of the destruction of the african city, showing Virgil as well as moral decadence of woman can cause the decline and disappearance of a State.

[fr] Suivant le politique morale d?Auguste, Virgile nous pr?sente dans son ?n?ide deux prototypes f?minins oppos?s, tous deux li?s au h?ros. D'une part, Cre?sa, qui pr?sente de nombreuses vertus attendues de la matrone romaine. De l'autre, Didon, qui bien qu'elle poss?dait beaucoup de ces vertus alors qu'elle ?tait mari?e au Sichaeus assassin?, maintenant, sans parent masculin pour exercer le contr?le n?cessaire sur elle, aveugl?e par la passion qu'elle ?prouve pour En?e, stimul?e par le paroles de sa s?ur Ana et domin?e par l'impuissance, abandonne le virtus qu'elle a essay? d'exercer en tant que r?gle et subit une d?gradation progressive alors qu'elle s'abandonne au luxus qui la m?nera ? la mort comme seule possibilit? de r?demption. Son suicide sera la cause de la haine entre Rome et Carthage, et en cons?quence, la destruction de cette derni?re, montrant ainsi ? Virgile que la d?cadence morale au niveau individuel peut conduire au d?clin et ? la disparition ? long terme d'un ?tat. .
[en] Urban development in S?o Paulo has resulted in extensive degradation of its water resources. Insuf?cient sewage collection and treatment is the main source of surface water pollution. Public policies aimed at the recovery of urban rivers and streams are still tame. These streams could be important providers of ecosystem services. This article analyzes public policies for environmental remediation of urban streams as a new paradigm in the management of water resources.

[fr] L?urbanisation de Sao Paulo a entra?n? la d?gradation des ressources hydriques. La situation donne lieu a des ruisseaux pollu?s sans syst?me d??gouts ni de traitements des eaux us?es. Les politiques publiques qui se dirigent vers la r?cup?ration des cours d?eau urbains sont encore timides. Ces cours d?eau peuvent ?tre d?importantes provisions de services des ?cosyst?mes. Cet article analyse les politiques publiques pour la rem?diation des cours d?eau urbains comme nouveau paradigme dans la gestion des ressources hydriques.
[en] The didactic action is a communicative process with a specific purpose. Obviously, as all communicative action, it requires the mediation of language. In this paper the role of the text, such as it was formulated by the professor Rodriguez Di?guez, is taken as starting point. Such point of view is complemented with a neuropsychological perspective based on the role of language as an important mediator of thinking.

[fr] L'acte didactique est Lin proc?s comiminicatif avec Line finalit? tr?s concr?te. Certainement, comme tout acte communicatif, il a besoin de l'usage dLi langage. Le contenu de cet article prends comme point de partie le r?le du texte fornuil? par le professeur Rodr?gLiez Di?guez, complement? avec Line perspective neuropsychologique appLii?e dans le r?le du langage comme r?gulateur de la pens?e.