Confluencia de Saberes. Revista de Educación y Psicología
La Facultad de Ciencias de la Educación y Psicología de la Universidad Nacional del Comahue, a través de la Secretaría de Investigación, presenta Confluencia de Saberes. Revista de Educación y Psicología. Con la misma, se pretende generar un espacio donde producciones académicas de estos dos campos disciplinares, a nivel local, nacional e internacional, encuentren un ámbito de comunicación y debate de ideas. La confluencia es un rasgo identitario de esta región y, si se quiere, una metáfora del origen mismo de nuestra universidad. La Revista emerge en un escenario de creciente complejidad donde la territorialidad y sus problemáticas generan efectos y situaciones atravesadas por la desigualdad, la injusticia y la precariedad. Ante esto, el campo científico no puede quedar ajeno. Las reflexiones, intervenciones e investigaciones que aquí se publiquen aportarán miradas al tratamiento de los temas que nos preocupan. Se trata de una revista digital semestral, que se publicará en los meses de marzo y septiembre de cada año. ISSN electrónico: 2683-989X
Universidad Nacional del Comahue. Facultad de Ciencias de la Educación y Psicología. Secretaría de Investigación
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En el año 2023 se crea el área temática Psicología Educacional en la Sociedad Argentina de Investigación en Educación (SAIE). La participación de este área en el V Coloquio de Investigación Educativa, realizado en Rosario en agosto de 2024, y en el Simposio desarrollado en noviembre del mismo año, en el marco del III Encuentro Internacional de Educación en la Universidad Nacional del Centro (UNICEN), dieron lugar a las reflexiones y debates que originan el presente Dossier.
Construcción del Cuestionario de Percepción Estudiantil del Estilo de Docencia (CPEED) para su administración en el contexto universitario
This study describes the construction and validation process of the Student Perception of Teaching Style Questionnaire (CPEED). By an instrumental design, it was designed a questionnaire to explore the teaching styles of university professors from the perspective of their students, based on scales of student perception of university teaching. The instrument was constructed considering its content validity, face validity according to experts as well as the validity linked to instrument comprehension. Furthermore, the reliability of the CPEED was calculated by its administration to a sample of 112 university students from the city of Rosario, Argentina, in 2022. The data were processed using Perfect Statistical Professional Presented (PSPP) software to perform descriptive statistics and reliability calculations. The results yielded high Cronbach's alpha and McDonald's omega coefficients, both on the overall scale and on its dimensions. Based on the analysis, it is concluded that the CPEED has a considerable internal consistency and it can contribute to a deeper analysis of university teaching practices by incorporating the student perspective.
Subjectivating Readings: The Clinical Function of the Tale in Children's Symbolic Production at School
This study examines the effects of a psychoanalytically oriented clinical-narrative device implemented within a school setting, as a strategy for the prevention of school failure in children with symbolic restrictions. The main objective was to explore how the reading of children's stories by an adult mediator, within a clinical group framework, can facilitate processes of symbolization, subjective appropriation of language, and meaning-making—core conditions for access to learning. The research adopts a clinical-qualitative methodology, employing an instrumental case study. The analysis focused on a longitudinal monitoring of a weekly clinical-narrative workshop involving a group of children who presented persistent difficulties in reading, symbolization, and school learning. Verbal interventions were recorded and analyzed across nine sessions, allowing for the construction of emergent categories and a typology of textual production that distinguished between defensive texts (creative or non-creative), instituting texts (with or without appropriation of authorship), and non-production of text. The processual analysis identified three clinically distinguishable phases: literal defense, ambivalent symbolic emergence, and subjective appropriation of the narrative. This symbolization trajectory revealed substantial transformations in the children’s relationship with language, storytelling, and knowledge. The findings suggest that, under specific clinical conditions – including transference, symbolic offering, and framing - the clinical-narrative device facilitates processes of symbolization and subjectivation that bear a direct impact on the subject's engagement with learning. In this way, the device operates as an early intervention with preventive potential in relation to school failure.
Shared reading with young children: exploring the construction of expository discourse from a multimodal perspective.
Early interactions are shaped as spaces of implicit teaching where individuals learn different forms of extended discourse. Previous research has shown the relevance of expository/explanatory discourse for children's linguistic and cognitive development, as well as for literacy and schooling. Given that its early acquisition has been little studied, the aim of this article is to analyze the co-construction of explanations during shared reading situations of different types of texts at home. The analyzed corpus consists of 14 video-recorded reading situations involving storybooks and expository texts in the homes of 30-month-old children from middle-class families in Buenos Aires. From a multimodal perspective, the analysis combined qualitative and quantitative procedures, including descriptive and inferential statistical analysis. A total of 246 explanatory discourse units were identified: 102 during storybook reading and 142 during expository text reading, representing 42% and 53% of total speech, respectively. During storybook reading, participants produced cognitively more demanding explanations, distanced from the immediate physical context. In contrast, during the reading of expository texts, less complex explanations predominated, enabling a more active role for the child in their construction. In 69% of the units, participants used gestures that contributed to the co-construction of explanations. These findings highlight the potential of shared reading interactions at home for the development of expository/explanatory discourse, as well as the importance of analyzing them by attending to the simultaneous production of gesture and speech.
What do adolescents say about bullying and cyberbullying?: Empirical contributions based on the emic approach
Los modos en que los/as estudiantes experimentan sus formas de relacionarse necesitan ser interpretados acorde a cómo se entraman los vínculos entre pares más allá de las prácticas discursivas. En este artículo se comparten los hallazgos de la primera etapa de un estudio en el que se plantean dos objetivos: indagar las conceptualizaciones especializadas acerca del bullying /ciberbullying y conocer las representaciones de los/as adolescentes acerca de estas conductas. Se realizó un estudio de tipo cualitativo. Se constituyó una muestra de 43 adolescentes de escuelas de educación secundaria de gestión estatal y privada de la ciudad de Córdoba. En el estudio se utilizó el instrumento The Cartoons Task de Smith y se implementaron grupos focales con el fin de identificar los conceptos que para los/as estudiantes definen ambas conductas. Los hallazgos de este trabajo permitieron la construcción de mapas de calor lo que posibilitó una aproximación a los significados que otorgan a los constructos, así como a los términos que asocian a los mismos. Entendemos que la conceptualización posee un componente cultural que se presenta como imprescindible para poder comprender el fenómeno en los distintos contextos socioculturales. Reconocer este aspecto, nos orienta a la formulación de estrategias preventivas que nos acerca de un modo más fiable a la verdadera naturaleza de estas conductas.
The contingency of teacher emissions in different exchange configurations of maternal garden and three-year-old classrooms
This paper addresses the configuration of exchanges between teachers and children - the teacher's utterances are addressed to a large group of children, a small group or individual children - and their relationship with the contingency of teacher speech during conversational interactions that take place in the kindergarten and the 3-year-old room. Using a qualitative approach, the study analyzed a corpus composed of twenty-two situations from different activities (6 hours of video recordings) carried out in 1, 2, and 3-year-old classrooms in two daycares and kindergartens institutions in the City of Buenos Aires (Rosemberg, Stein, Migdalek, 2003–2014). The results showed that the interplay between the configuration of exchanges and the contingency of teacher utterances unfolds in particular ways depending on the dynamics of each situation. This allows for shifts among different exchange configurations, depending on the characteristics of the activity and the teacher's pedagogical goals. The findings of this study may inform the design of pedagogical strategies that shape daycares and kindergartens settings as environments that promote children's language development.
Technology in early childhood education: Teachers’ perceptions and their impact on pedagogical practices
In a context where public education policy encourages the use of technology in early childhood education, there remains a gap between its incorporation and its appropriation and pedagogical use by teachers. This study examines teachers’ views on the pedagogical use of technology in early childhood education from a socio-cultural perspective. A questionnaire was administered to 55 teachers from Santa Fe County covering three dimensions: availability and access to technology resources, children's use of technology, and teachers’ perceptions of technology use. The results show that while there is a general tendency to be positive about the benefits of technology use, there are still difficulties, mainly related to the lack of training and limited dissemination of specific information.
Articulación Universidad y Formación Docente para una investigación acción. Prácticas de los formadores con el uso de herramientas digitales
The advancement of Information and Communication Technologies (ICT) has transformed social life, impacting communication, access to information, social interaction, and education. One of the main challenges identified in education is the quality of teacher training, which has become a key focus in strategic policies. In Paraguay, various training programs have addressed both subject-specific knowledge and ICT use, yet their pedagogical integration remains a challenge. In this context, the Aula Pyahu project was developed, led by the National University of Asunción and the Ministry of Education and Sciences, with support from the European Union and 11 higher education institutions, including the National University of the East. Its goal is to strengthen teacher training through ten key actions. As part of Action 10, the Graduate School of the National University of the East signed an agreement with a teacher training institution to investigate the use of technological tools in pedagogical practice. Using an action-research methodology, two phases were carried out: diagnosis and intervention. The findings indicate that while teachers recognize the importance of technology and have a positive perception of its use in didactic processes, they struggle to integrate it into their lesson planning. The results highlight the need for strategies that reinforce training and promote the theory-practice connection to ensure the effective use of ICT in the classroom.
Campo intelectual de la educación y campo del currículo en América Latina
Teaching positions and child abuse. Actions and strategies
This paper arises from the framework resulting from inquiries and reflections in the framework of ongoing and completed research, of interventions that are carried out from extension projects and in an institutional project, all psychopedagogical spaces of the Centro Universitario Regional Zona Atlántica (CURZA) of the Universidad Nacional del Comahue (UNCo). The research work focused on teaching positions in child victims of child abuse in primary schools in the city of Viedma, Río Negro. In this article, three positions that are not closed or definitive are addressed and identified, the possibility of thinking about them allows us to reconstruct trajectories, reflect and narrate one's own experience and identify the different teaching positions that were assumed and are assumed in the present and that will also have an influence on future educational practices. It was also inquired about the ways of acting from the teaching positions, specifically the action strategies that they specify to accompany students who suffer or suffered situations of abuse. The exploratory qualitative research, from an inductive, flexible and unstructured procedure, made it possible, in the fieldwork, to carry out open and in-depth interviews with primary school teachers in the city who worked with child victims of abuse. In addition, non-participatory classroom observations were made and, in the analysis, the data obtained from both research strategies were triangulated.
Limits and Possibilities of Innovation in Professional Practices.
The pandemic significantly impacted Technical and Vocational Education in Argentina, particularly in technical schools, which faced major challenges in continuing professional practices, a fundamental component of technical training (Garino & Fernández, 2023). In this context, the "Knowledge Exchange" program emerged, implemented in the province of Río Negro during 2022 and 2023 under the coordination of the Directorate of Technical Education and Vocational Training, as part of the Jurisdictional Improvement Project. The program aimed to foster technical knowledge learning through exchanges between students and institutions, emphasizing the value of collaborative experiences. This qualitative study included an analysis of documentary sources to reconstruct the initiative's origins and the implementation of various exchanges in specific technical fields. Interviews were also conducted with the provincial coordinator and teachers from schools that participated in the experience. The results show that the program allowed students to engage with training spaces linked to practice and their connections to the socio-productive sector, highlighting their professional and transversal competencies. However, the implementation faced challenges such as inadequate planning, lack of resources, and the absence of an evaluation strategy to assess its impact on learning. While the program presents innovative aspects, we raise questions about its effects on students nearing graduation and its connection to the world of work.
Personal Learning Environments, a path towards research competence
This article stems from a doctoral thesis on the way Personal Learning Environments are configured for the development of research skills in the training of university students as a pathway towards research competence. The aim was to analyze the meanings and senses of personal learning environments in the research training of undergraduate students in Communication. Methodologically, the study was qualitative, with a phenomenological approach, involving three universities in the State of Veracruz, southeast Mexico. Group interviews, semi-structured interviews, and participant observation were conducted. For the purposes of this work, only the results of the qualitative interviews are reported. Among the main findings, it is recognized that, in the research training of university students, PLEs are multifunctional learning spaces that utilize both educational resources in digital formats and human beings from whom to learn. The potential of PLEs to foster the development of research skills in undergraduate studies, leading to the later development of research competence at the graduate level, is identified. It was evident that university students do not necessarily reflect on their habits and practices for research learning and develop diverse forms of technological appropriation, depending on their knowledge and digital skills as well as the type of task or assignment they face, based on teaching mediation processes in the classroom.
Discusiones didácticas y políticas sobre la enseñanza de las ciencias naturales en los primeros años de la universidad
Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
¿Uber-visión? Subversión de hilos formativos y complicidad comunal
An English curriculum for diversity and equity throuh the skills-integrated approach
The strategies developed by the Ministry of National Education (MEN) to strengthen English as a foreign language (ILE) at the basic and secondary education levels during the last decade seek to ensure that students from public schools in Colombia use that language as a vehicle of communication, interaction, learning, generation of opportunities and development. The problematized object revolves around the concepts of diversity and equity as ways to strengthen the identity of the students through the English curriculum. This study explores how to strengthen the communicative competence and motivation of tenth grade students in learning English in an Official Educational Institution (IEO) through the design of the English curriculum. The study adopted qualitative research under an action research design with a classroom research perspective. The reliability of the information was obtained by cross-referencing information. The use of language was evidenced through products such as surveys, flyers, videos, and graphic organizers. The students communicated their interests, opinions, and emotions through the foreign language. Likewise, the English curriculum was updated.
Early Care: psychopedagogical considerations for Intervention in the Neurodevelopment
Early Care is the set of interventions, aimed at the child population from 0 to 6 years old, the family and the environment, which aim to respond as soon as possible to the temporary or permanent needs presented by children with disorders in their development or who are at risk of suffering from them. For this reason, interventions and the application of intervention programs and treatments of physiotherapy, cognitive, language, family and all types of resources and services are proposed in order to promote the achievement of the objectives of individual development, school participation. , social and community of the case. This work seeks to promote educational reflection in professionals and families of children with specific needs in that period, in addition to addressing psychopedagogical intervention in Early Care, expressing arguments for a reflection on the aspects of evaluation and diagnosis, classification, as well as general elements of the intervention, continuing with some neuropsychological considerations of that intervention and its planning. It ends with some suggestions for psychopedagogical action that seek reflection – educational action in children with neurodevelopmental disorders or risk of suffering from them, between 0 and 6 years old.
Early Care; Disability; Psychopedagogical intervention; Specific educational needs.
Rural school space. The proposals of Luis Iglesias in a dialogue with the present
This work is part of the results of the Research project in the area of History of Education that addressed regional educational problems through the written press (newspapers with regional and local circulation, union press, among others) in the province of Río Negro, during the period 1957-2001. In particular, the educational reform proposal in the province of Río Negro that was attempted to be implemented with the Kumelkan Project will be analyzed in this instance, focusing on the meanings about teaching work that were disseminated in the local press. The various communications that the written press created about the reforms to the Teaching Statute that were proposed in the context of the economic crisis of the province and the Educational Reform in the 90 are analyzed. In the development, the written press is considered as a political actor, and, from that place, as one of the instruments that form social representations and legitimize political-social discourses.
Procesos psíquicos que dinamizan el deseo por el aprendizaje durante la infancia
Understanding the school space as both a pedagogical and architectural concern, in this writing, voices of rural school teachers are reviewed. It explores the uses and appropriations of rural school space by investigating the stories of Luis Iglesias (20th century) and those of teachers from the first decades of the 21st century, in relation to the school complex in general (building, galleries, patios), to the teaching spaces in particular (classroom layout, furniture, uses of the outside, other environments), and to the links between school, territory and rurality. This exercise of exploration in the writings of a recognized historical reference of Argentine rural education and in the voices of rural teachers of the present, is based on the hypothesis that there are characteristics of the rural school space that function as invariants at different times and territories. To do this, we analyze, on the one hand, the stories of Luis Iglesias available in the diaries and texts that he himself wrote and published (“La escuela rural unitaria” of 1957, “Diario de Ruta, los trabajos y los días de un maestro rural” of 1963, “Pedagogía creadora” of 1973, “Confieso que he enseñado” of 2004) and, on the other, the voices of teachers from rural schools of the present. The recurrences between one story and another constitute elements that allow us to develop a characterization of the rural school space in Argentina.
Píldoras de innovación educativa, un camino hacia la transformación de la educación universitaria
Some challenges and difficulties when using ICT to study at university during the COVID 19 pandemic
Results of a degree thesis, Bachelor of Educational Sciences, are presented, referring to the use of Information and Communication Technologies (ICT) in the study process in advanced university students, of the Teaching Staff in Educational Sciences and the Bachelor's degree. In Combined Arts, from the Faculties of Humanities and Arts, Design and Cultural Sciences, of the National University of the Northeast (UNNE). It focuses on students close to graduating. The methodology is qualitative and the technique addressed here, the interview. Originally, the field work would be carried out only in 2019, first with focus groups by race and then with interviews with key informants. Due to the pandemic, that data was outdated, and assuming that study practices were affected by the context, we returned to the field in 2021 with two new interviews. An attempt was made to account, at least in part, for this forced experience of distance study. The objective is to know what were some challenges and difficulties they faced when using them to study during the pandemic. They were identified in two main aspects: home connectivity and selfmanagement of the study process at home as an exclusive space. What was specifically obtained in the last field trip is presented. Understanding the topic can contribute to the review of proposals to be offered in the post-pandemic and open reflections of institutional interest. Finally, a range of topics are offered to continue investigating. It is considered to contribute to Educational Technology and Didactics.
Tres áreas de trabajo de la asesoría pedagógica en el nivel secundario
Este escrito analiza tres áreas de trabajo de la asesoría pedagógica en el nivel secundario: el acompañamiento y sostenimiento de las trayectorias escolares, la cuestión del curriculum y el trabajo sobre el régimen académico de la escuela secundaria. No son las únicas áreas de trabajo, desde luego. Si bien el escrito se centra en el rol del/de la asesor/a pedagógico/a, se espera que los aportes resulten significativos para otras figuras, tanto dentro de los establecimientos educativos como en los equipos externos de trabajo
Pensar el trabajo de asesoramiento institucional en una clave epocal
This article aims to provide an analysis that allows us to think about Educational Consulting from the concept of school spaces, in articulation with the ways in which schools process different conflicts associated with school life. This research is framed in a qualitative approach, based on the comparative study of cases which addressed in two projects that were carried out in parallel (PISAC II and PIC 152). The analysis is based on interviews carried out in three public secondary schools in the city of Neuquén. Our study sought to identify tensions and relations between the materiality of the space - taking into account the location and the characteristics of the Educational Consultor office in each of the schools studied -, and the school life. The methodological and conceptual approach recovers the contributions of the spatial turn, from which the notion of space as a container of social practices and as a given element is discussed. The analysis aims to show some aspects of the link between the school space and school life, understanding that some of them are revealed in the definition that schools make about what they consider conflictive, and the mechanisms they put into operation to process it. These dimensions are fundamental to think about the configuration of the school order in relation to spaces, both in its materiality and in its symbolic construction