Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
10 resultados encontrados
Una reflexión sobre la importancia de la enseñanza de la shoá en Argentina This paper intends to share some dilemmas encountered when drafting a bill for the incorporation of the Holocaust - Shoah in the content of school curricula in the province of Buenos Aires. (By the author) Currículos escolares y sus orientaciones sobre historia, sociedad y política: significados para la cohesión social en Latinoamérica Año de publicación: 2009 Autor: Cristián Cox | Robinson Lira | Renato Gazmuri Autor corporativo: Uqbar Editores | Elsevier The purpose of this work is to analyse the results of the curricula reform that took place from 1999 to 2000 in regards to the role of schools in providing a model for social integration or cohesion among all groups and social strata. The analysis and critical reflection is based on the assessment done on the curricula for citizenship formation in primary and secondary education in seven countries: Argentina, Brazil, Colombia, Chile, Guatemala, Mexico, and Peru. The main question being answered whether the patterns observed in the different curricula contribute to social cohesion. National curricular guidelines and citizenship education in schools in Latin American countries Año de publicación: 2013 Autor: Martín Bascopé | Macarena Bonhomme | Cristián Cox | Juan Carlos Castillo | Daniel Miranda Autor corporativo: Centro de Estudios de Políticas y Prácticas en Educación (CEPPE) The aim of this study is to contrast two different sources of information regarding citizenship education in Latin America: curricular guidelines, and students’ civic attitudes and practices. When analyzing curricular guidelines, we consider the official national documents of the respective Ministries of Education, whereas regarding civic practices and attitudes, we analyze the results of the 2009 ICCS study. By using quantitative methods, we contrast the curricular emphasis and students’ results for each of the six countries considered. Our findings show that several curricular absences are associated with students’ low achievement in civic and citizenship knowledge and attitudes. Therefore, these results provide some guidelines for improving the official curricular documents and developing more empirical research on less-covered civic topics. Finally we encourage further research on classroom practices, especially on the topics highlighted in this research, such as authoritarianism, peaceful coexistence, national and regional identity, and accountability. Inside classroom research is very important to have a complete view of civic/citizenship curricular guidelines and practices, considering the limitations implied by looking at the intended curriculum (official documents) rather than the one implemented. 
Educación para la ciudadanía mundial: temas y objetivos de aprendizaje Año de publicación: 2015 Autor corporativo: UNESCO La educación para la ciudadanía mundial aspira a ser un factor de transformación, inculcando los conocimientos, las habilidades, los valores y las actitudes que los educandos necesitan para poder contribuir a un mundo más inclusivo, justo y pacífico.La presente publicación, titulada Educación para la ciudadanía mundial: Temas y objetivos de aprendizaje, es la primera guía de la UNESCO al respecto. Se presentan sugerencias para plasmar los conceptos de la educación para la ciudadanía mundial en temas y objetivos de aprendizaje específicos para cada grupo de edad de un modo que facilita su adaptación a las circunstancias locales. Es un recurso para los educadores, los responsables de la elaboración de programas de estudios, los instructores y los encargados de la formulación de políticas, pero también será de utilidad para otros copartícipes en la educación que trabajan en contextos no formales e informales. Educación ciudadana en América Latina: prioridades de los currículos escolares (IBE working papers on curriculum issues no. 14) Año de publicación: 2014 Autor: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme Autor corporativo: UNESCO International Bureau of Education (IBE) This work focuses on the curricula of six Latin American countries – Colombia, Chile, the Dominican Republic, Guatemala, Mexico and Paraguay – which at the close of the past decade agreed to be part of the project Regional System of Evaluation and Development of Citizenship Competencies (SREDECC). With the support of the Inter-American Development Bank, SREDECC developed the Latin American module of the International Civic and Citizenship Study (ICCS- 2009) undertaken by the International Association for the Evaluation of Educational Achievement (IEA), in addition to encouraging the participation of the countries in that study (Cox 2010; Schulz, Ainley, Friedman and Lietz 2011).This document comprises four parts. The first section takes stock of the state of democratic belief in the region, drawing upon the most significant opinion studies of the past decade, so as to offer broader meaning bases for curriculum analysis and, more generally, for educational work in the field of citizenship. The second section describes the organizational (or structural) characteristics of the curricula of the six countries and presents a framework of categories for their comparative analysis. The subsequent section describes and analyses the contents of the six curricula examined and how they deal with the values, institutions and citizenship relations in their civic (political) and civil (coexistence) dimensions. On the basis of the most significant findings, the closing section includes some reflections regarding curriculum development with regard to citizenship. 
Educación Ciudadana en América Latina: Prioridades de los Currículos Escolares Año de publicación: 2014 Autor: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme Autor corporativo: UNESCO International Bureau of Education (IBE) El documento se organiza en cuatro partes. En la primera se da cuenta del estado de la creencia democrática en la región, recurriendo a evidencia de los estudios de opinión más importantes de la última década, de modo de ofrecer contexto y bases de significado amplios al análisis curricular, así como, más en general, al trabajo educativo en el área de ciudadanía. En la segunda sección se describe las características organizativas (o de estructura) de los currículos de los seis países y se presenta un esquema de categorías para el análisis comparado de los mismos. La sección siguiente describe y analiza los contenidos de los seis currículos examinados y su tratamiento de los valores, las instituciones y las relaciones de ciudadanía, en su dimensión cívica (política) y civil (convivencia). A partir de los hallazgos más importantes, la sección de cierre ofrece unas reflexiones orientadas al desarrollo curricular en el área. Informe de referente regional 2010: oportunidades de aprendizaje escolar de la ciudadanía en América Latina: currículos comparados Año de publicación: 2010 Autor: Cristián Cox Donoso Autor corporativo: Sistema Regional de Evaluacion y Desarrollo de Competencias Ciudadanas (SREDECC) This report has three purposes, the first, to describe the contexts and challenges of education for citizenship education in Latin America; secondly, to describe the process of implementation and creation of the Latin American version of the International Civic and Citizenship Education Study (ICCS) test and compare the categories of both evaluation tools; lastly, to characterize, in a comparative way, the citizenship education curricula of Colombia, Chile, Guatemala, Mexico, Paraguay, and the Dominican Republic. The results of the report rise from the analysis of secondary sources on the socio-educational contexts in which citizenship education is based upon in Latin America, as well as a comparative analysis of the original educational curricula of the six countries of this project. The structure of the chapters and the sections of this document are arranged according to the referred purposes. The first chapter focuses on the sociocultural context of the educational system that is in charge of shaping citizens. Recent evidence on beliefs and democratic practices in the region will be examined. Later, the evolution of the school systems in the last decade and a half will be described. Finally, in order to establish a “base line” on the role of citizenship education in education policy, first the curricula, pedagogies, and teacher formation and evaluation will be examined. The second chapter focuses on the process of generation of the Latin American evaluative method, part of the ICCS test. Then, in a detailed manner, a comparative analysis of the categories or evaluation criteria of both tests will be presented in order to show the predominant opinion of citizenship education in the 6 countries. Trying to identify certain patterns, the report concludes with a chapter that makes interpretations and projections about the tendencies observed in current curricula and propose new criteria for the development of new education curricula. Respuestas del sector de educación frente al bullying homofóbico Año de publicación: 2013 Autor corporativo: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. 
Educación para la ciudadanía mundial: temas y objetivos de aprendizaje Año de publicación: 2015 Autor corporativo: UNESCO This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. 
Educación para la ciudadanía en el Caribe: estudio sobre política curricular y de formación docente en Cuba, Haití y República Dominicana Año de publicación: 2005 Autor: Cheila Valera Acosta Autor corporativo: UNESCO International Bureau of Education (IBE) | Facultad Latinoamericana de Ciencias Sociales (FLACSO) Este documento describe la política curricular de los niveles primarios y secundarios así como la formación docente relacionada con educación para la ciudadanía en Cuba, Haití y República Dominicana con el propósito de realizar recomendaciones prácticas que puedan mejorar la calidad en el diseño e implementación de estas iniciativas en los tres países seleccionados.