Articles publicats en revistes (Mètodes d'Investigació i Diagnòstic en Educació)

URI permanent per a aquesta col·leccióhttps://hdl.handle.net/2445/20053

Estadístiques

Examinar

Mostrant 1 - 20 de 470

Recursos para la inclusión educativa del alumnado con enfermedades minoritarias
(Servicio de Publicaciones, Universidad de Murcia, 2023-10-31) Méndez Ulrich, Jorge Luis; Parra Ramajo, Belén; Padilla Petry, Paulo; Negre Benàssar, Francisca
En este trabajo se presenta un estudio cuyo objetivo fue caracterizar los recursos formativos, humanos, físicos y comunitarios que configuran las buenas prácticaseducativas para la inclusión escolar del alumnado que padece alguna enfermedad poco frecuente, así como detectar las necesidades sentidas por profesionales yfamilias en cuanto a estos recursos. Para ello, se desarrolló un estudio transversal y cualitativo en el que participaron profesionales educativos y sanitarios, familiasy estudiantes con este tipo de patologías.Los resultados sugieren que los recursos considerados clave son los formativos, humanos y comunitarios y que su orientación debería focalizarse en dotar a losdocentes de estrategias de intervención más que en informar sobre estas enfermedades. Además, los recursos humanos y físicos existentes se valoran positivamente, aunque se señala la necesidad de ampliarlos, especialmente mediante la figura de auxiliares técnicos educativos. Los recursos y materiales físicos se consideran suficientes y se destaca el papel de losrecursos tradicionales como complemento de las Tecnologías de la información y las comunicaciones (TIC). Otro elemento central que destacaron los participantes fue la coordinación y la interdisciplinariedad en el abordaje de las necesidades de este alumnado. Finalmente se discuten las implicaciones de estos resultados para el desarrollo de prácticas inclusivas, se presentan las principales limitaciones del estudio, así como se esbozan líneas futuras de intervención y de investigación para seguir avanzando en la inclusión educativa y social de estos estudiantes.
Motemo-outdoor: ensuring learning and health security during the Covid‑19 pandemic through outdoor and online environments in higher education
(Springer Nature, 2023-02-09) Mateo Canedo, Corel; Crespo Puig, Neus; Cladellas, Ramon; Méndez Ulrich, Jorge Luis; Sanz, Antoni
The restriction measures put in place during the COVID-19 pandemic posed notable challenges for formal teaching-learning processes because they had to be adapted to ensure health security. An active learning programme applied to three environments (indoors, outdoors, and online) was tested with 273 undergraduate university students in a within-subjects experimental study. Each student was assigned to two indoor and two outdoor seminars, with a subsample (n = 30) also participating in online seminars implemented in response to the university's lockdown protocols. The learning experience and learning conditions were evaluated through six dimensions: learning, evaluative impact, hedonic experience, technical conditions, environmental conditions, and health security. Outdoor seminars were more effective than indoor seminars in terms of the learning experience, with greater differences in hedonic experience, while the indoor seminars were rated more highly than the outdoor seminars in terms of learning conditions, with a larger difference in the environmental conditions. No differences were found between online and face-to-face environments in terms of the learning experience, even though the online environment yielded better scores in the learning conditions. Apparently, this adaptation to both outdoor and online contexts through active methodologies allows overcoming of technical, environmental, and teaching limitations and improves health security, while ensuring a good learning experience and added flexibility to teaching-learning processes.
Navigating relationships and tensions: how professionals who treat substance use disorders view their role in preventing child abuse and neglect
(Elsevier, 2025-04-23) Padilla Petry, Paulo; Fuentes-Peláez, Núria; Fantova-Romero, Anna
Background. The potential negative effects of caregivers’ substance use disorders (SUDs) on their parenting are well documented, but the intervention of healthcare professionals treating these disorders in cases of child abuse and neglect (CAN) is constrained by ethical dilemmas and mistrust of child welfare services (CWS). Many studies have explored the synergies between SUD treatments and developing parenting skills, but few studies have explored these professionals' diverse perceptions and experiences – ranging from doubts and challenges to constructive ideas and practices that address parenting and treatment needs. Objective. This study aimed to explore healthcare professionals' perceptions and experiences regarding the tensions, obstacles, opportunities and good practices related to detecting potential CAN and promoting changes in their patients’ parenting. Participants and setting. Twenty healthcare professionals from various services within the Catalan Drug Abuse Care Centre Network (Spain) participated in the study. Methods. Two focus groups discussed the issues and good practices surrounding the detection and intervention in possible cases of CAN. The transcriptions underwent reflexive thematic analysis building 7 themes. Findings. The participants cited reasons for not intervening in their patients' parenting. They discussed the importance and fragility of the therapeutic bond, structural deficiencies in their services, and the challenges of working with CWS. They also described conditions and practices that help improve caregivers’ parenting such as restoring damaged bonds. Conclusion. The full range of healthcare professionals' experiences and perceptions regarding their patients’ parenting and child welfare must be contemplated in programs aimed at integrating family support with the treatment of SUDs.
Examining the Integration of SDGs in a First-Year Methodology Course: A Case Study in Social Education by Admission Pathway
(Emerald Publishing, 2024-11-28) Vancea, Mihaela; Contreras Higuera, Williams
Purpose – This study analyses how Sustainable Development Goals (SDGs) are incorporated intoa first-year Social Education methodology course at a Spanish public university. It assesses theimpact on students' understanding of sustainability and its relevance to socio-educationalresearch and future careers, considering different admission pathways.Design/methodology/approach - A case study on integrating the SDGs into a methodologycourse, which involved 110 students. Students' knowledge and perceptions were measuredbefore and after the teaching experience using an online questionnaire. Differences based onadmission pathways (CFGS and PAU) were explored.Findings - Initially, students had a low understanding of sustainability and SDGs, with thoseentering through PAU having an even lower understanding. However, both groups showedsignificant improvement after the teaching experience. Interestingly, the pattern ofdifferentiation was inverse, with PAU students showing a higher level of SDG knowledgecompared to CFGS students by the end of the course. While students recognised the importanceof SDGs in their careers, their personal involvement with them in daily life appeared moderate.Research limitations/implications - The assessment tool, based on validated surveys, aims forbetter accuracy in measuring university students' knowledge and perceptions of sustainability.Future research may broaden its scope to assess effectiveness in different courses and amongdiverse student groups.Practical implications – The variations in student knowledge and perception about sustainabilityand the SDGs, before and after the teaching experience, and across different admissionpathways, highlight the important role of higher education institutions in achieving equity andshaping future change agents’ perspectives.Originality/value – These findings reveal how innovative educational experiences promotesustainability and social responsibility among university students, emphasising the crucial roleof ongoing assessment in ensuring effective sustainability and equity education.
Educación Social para la Justicia Global
(Universidade Lusófona, 2023-11) Muñoz Saavedra, Judith; Alonso Martínez, Héctor
La Educación para la Justicia Global es un enfoque educativo que busca desarrollar una comprensión crítica de los problemas globales, como la pobreza, las desigualdades norte-sur o la crisis climática, y fomentar la participación activa de la ciudadanía en la búsqueda de soluciones a estos problemas. Es una propuesta teórica/práctica que ha adquirido relevancia en la educación superior, ya que promueve el desarrollo de la competencia global y fomenta el desarrollo de habilidades como la reflexión, la empatía, la resolución de conflictos y la conciencia de la interdependencia global de los seres humanos. Aunque la Educación Social y la Educación para la Justicia Global comparten objetivos, hay pocas experiencias que integren este enfoque en la formación de futuros/as Educadores/as Sociales. Este artículo revisa de manera sistematizada una asignatura del grado de Educación Social de la Universidad Barcelona que introduce el enfoque de la Educación para Justicia Global. Con este fin, se llevó a cabo un estudio de caso sobre la asignatura y los trabajos reflexivos y prácticos del estudiantado, analizando 99 unidades didácticas realizadas durante el periodo 2016-2022. Las conclusiones indican que el estudiantado logra una apropiación creativa y contextualizada de los objetivos de la Educación para la Justicia Global, mientras que el enfoque presenta un gran potencial transformador y emancipador para la práctica de la Educación Social.
False promises and distinct minority mobility paths: Trajectories and costs of the education-driven social mobility of racialised ethnic groups
(Taylor & Francis, 2024-03-11) Durst, Judit; Bereményi, Bálint Ábel
This Special Issue (SI) enquires into the trajectories and consequences of education-driven social mobility among members of racialised and minoritised ethnic groups in a variety of geographical settings. It explores commonalities in the socalled distinctive minority mobility path that are typical for many racialised minorities in different social contexts – from Asia through post-socialist Eastern European countries to Western Europe and North America. Through analyses of the personal experiences of (potential) social advancement via education, the authors of this SI explore what schooling and educational mobility involves for those who belong to discriminated against and minoritised groups. What costs, both hidden and more apparent, does their education-driven mobility impose on them? Is education indeed a vehicle for social mobility for them? Finally, what are the social implications of their ‘individual success at the cost of collective failure’ (Reay 2018)?
Are our Future Socio-Educational Agents Duly Prepared to Foster Intercultural and Interreligious Dialogue in their Professional Practice?
(Routledge. Taylor & Francis Group, 2020-05-25) Vilà Baños, Ruth; Rubio Hurtado, María José; Escofet Roig, Anna
Despite the strong influence of religion in today’s world, religious education at university is rather sparse. Universities must be proactive in overcoming negative prejudices and combating symbolic and religious illiteracy that curbs appreciation of other cultural realities. This paper carries out a diagnosis of future social and educational agents in order to discover their attitudes to the challenge that they will have to face in the fostering of intercultural and interreligious dialogue. The results would lead us to believe that initial and continuous education should be introduced in order to foment a profound understanding of the religious dimension.
Health Sciences Students: Witnesses of Discrimination in the Care of Foreign Patients in Chile
(Editorial Universidad de Antioquía, 2025-01-28) Álvarez-Cruces, Debbie Jeinnisse; Aneas, Assumpta; Nocetti de la Barra, Alejandra; Mansilla Sepúlveda, Juan
Objective: This work sought to inquire on the perception of Health Sciences students about the health care provided to patients of foreign origin in clinical environments. Methods: Phenomenological approach with multiple case study design. Health Sciences students from three Chilean universities participated with intensity sampling. Semi-structured interviews were conducted via Zoom after the consent was signed. Data analysis included open and axial coding axial with the aid of the ATLAS.ti 24 software. Results: The study had the participation of 106 students, who identified different types of discrimination, besides diverse exclusion manifestations that take place during the care process, such as: apathy, prejudice/stereotyping, derogatory comments, evading, underestimating, normalizing discrimination, infantilizing, and scoffing. Some of the participants normalized these behaviors due to the overload health system. Conclusion: The Health Sciences students witnessed several types of discrimination and exclusion manifestations occurring during the care process, highlighting apathy and evading as characteristic of the clinical environment, which could favor negative vicarious learning that perpetuates discriminatory conducts against foreign patients.
Evaluation of Intercultural and Interreligious Dialogue Competencies. Identification of factors related with its performance among Adolescents in the City of Barcelona
(Routledge. Taylor & Francis Group, 2023) Aneas, Assumpta; Vilà Baños, Ruth
A survey study was carried out among 942 students in Barcelona. The study demonstrated that the questionnaire applied ensured validity and reliability for detecting and evaluating interreligious dialogue competencies. The most significant results were that a regression analysis identified five predictor variables of intercultural and interreligious competencies: (1) overcoming prejudice; (2) disregarding a person's religion when establishing friendship; (3) the ability to cope with conflicts; and (4) not avoiding a relationship with someone due to their cultural background. Lastly, results also showed the importance of working in secondary schools in order to advance toward a culture of peace.
What factors promote participation at school among adolescents in secondary education?
(Universitatea Alexandru Ioan Cuza din Iași, 2019-09) Folgueiras Bertomeu, Pilar; Vilà Baños, Ruth; Aneas, Assumpta
This study presents an analysis of the factors favouring participation among adolescents in compulsory secondary education in the city of L'Hospitalet de Llobregat (Catalonia, Spain). The sample was composed of 297 young people with an average age of 15. We investigated the adolescents' concept of participation, enquiring into what principles, behaviours and feelings they identified with it. Also, we questioned them on their purposes for participating and the consequences deriving from their practice. Finally, we enquired into the different spheres in which they thought they could participate. One outstanding finding was that respondents saw participation in much broader terms than simply voting in elections, instead associating it with feelings of belonging, expression and learning. For the adolescents participation brought personal benefits linked to self-esteem, but above all social benefi ts oriented towards community development. The different spheres in which they participated were mostly their families and schools. A regression analysis was carried out, calculating the predictive weight of all the variables relating to participation. Results indicated that adolescents with a broader concept of participation, i.e. those for whom participating brought a wider range of benefits, participated more. Also, higher levels of participation in the family and neighbourhood were related to greater participation at school.
High School Students' Attitudes towards Migrant Youth
(Universitatea Alexandru Ioan Cuza din Iași, 2022-09-15) Vilà Baños, Ruth; Aneas, Assumpta; Sánchez Martí, Angelina; Freixa Niella, Montserrat
The appearance of unaccompanied migrant minors in our communities and the impact they have had on Spanish society, and vice-versa, is a phenomenon of outstanding educational importance, as it has brought into public awareness issues such as child vulnerability and focused our attention on the legal, social and educational policies and resources that are meant to materialise an inclusive, democratic and just society. Around these young people, mainly from the Maghreb and therefore identified with Islam, society has created an image that serves to bolster many Islamophobic, xenophobic and racist discourses emanating from the media and the ideologies of Spanish far-right political parties. This is achieved by generalising the criminal conduct of some migrant youths, by depersonalising them as human beings and by linking news about them to vicarious emotions such as mistrust and the feeling of menace. Recognising the importance of this phenomenon, in this article we present the results of a study aiming to identify and analyse the main stereotypes, attitudes and prejudices that Barcelona secondary-school students have towards unaccompanied migrant minors (MENA in their Spanish initials). To this end a questionnaire based on the Overcoming Prejudice Scale (Etxeberria, Murua, Arrieta, Garmendia & Etxeberria, 2012) was administered. Our findings showed that high-school students hold certain prejudices and stereotypes that should be tackled in order to promote the integration and inclusion of unaccompanied migrant minors and to ensure a culture of peace among young people.
Análisis de la satisfacción y la motivación en la educación secundaria de personas adultas
(Universitat de València, 2025-12-30) Llanes, Juan; Daza Pérez, Lidia; Ayuste, Ana; Sánchez Guerrero, Isabel; Mallows, David
Uno de los problemas más acuciantes del sistema educativo es la elevada tasa de abandono temprano. Una parte de este colectivo retorna al sistema a través de su matrícula en los Centros de Formación de Personas Adultas (CFA), con el propósito de obtener el Graduado en Educación Secundaria Obligatoria (GESO) y continuar sus estudios. Sin embargo, la tasa de superación en estos centros sigue siendo reducida. Esta investigación tiene como objetivo analizar el perfil sociodemográfico del alumnado matriculado en el GESO de los CFA de Cataluña, así como examinar la motivación y la satisfacción académica como elementos clave para explicar sus trayectorias educativas. Se empleó una metodología cuantitativa mediante un cuestionario administrado a una muestra de 488 estudiantes matriculados en los CFA de Cataluña durante el curso 2024-2025. A través de análisis factoriales se identificaron los componentes que estructuran la satisfacción y la motivación en este contexto formativo, comparándolos con los de la Educación Secundaria Obligatoria (ESO). Ambos factores se consideran determinantes para comprender los procesos de persistencia y continuidad educativa. Los resultados permiten obtener un conocimiento más profundo de un colectivo aún poco estudiado y aportar evidencias útiles para mejorar sus trayectorias formativas. Los componentes de la satisfacción y la motivación difieren entre contextos, respondiendo a factores diversos entre los que destacan los elementos pedagógicos, especialmente el papel del profesorado, así como la influencia de la edad en el alumnado adulto que cursa el GESO. Este análisis contribuye a orientar estrategias educativas más ajustadas a sus necesidades reales.
Towards smart learning spaces in Catalan schools: teachers' perceptions of change
(Springer Nature, 2022-04) Bautista, Guillermo; Rubio Hurtado, María José; Sánchez Martí, Angelina
Moving towards Smart Learning Spaces (SLS) requires reconsideration of the school environment using a multi-dimensional approach that considers pedagogical, environmental and technological aspects. However, learning spaces have not changed that much. New designs and remodelling of educational contexts rarely are evidence-based and rarely incorporate teachers’ insights, knowledge and perceptions of environments in which learning occurs. This paper explores the perceptions of and attitudes towards change of teachers working in preschool, primary and compulsory secondary education in Catalonia regarding SLS. To achieve this, a survey was carried out with 847 students. After checking the instrument’s validity and reliability, univariate and bivariate analysis were followed by two-step cluster analysis. Teachers had a limited perception of their classrooms’ actual suitability as SLS, which impedes further pedagogical reflection about change. Irrespective of actual classrooms conditions, three groups of teachers with different degrees of favourableness towards SLS were identified. These profiles bring to light contradictory perceptions regarding both constructivist, student-centred pedagogical assemblages involving environmental changes and certain conceptions and control practices that are more typical of traditional teaching styles. Recommendations can inform the decision-making of management teams and teachers about re-conceptualizing the learning space and their interventions in schools.
Balanç de deu anys del pràcticum de pedagogia a la Universitat de Barcelona
(Societat Catalana de Pedagogia, 2021-04-20) Rajadell, Núria; Aneas, Assumpta; Méndez Ulrich, Jorge Luis; Ferré Tobaruela, Mónica
Aquest article exposa una revisió narrativa de la producció científica generada al llarg dels darrers deu anys per part de la coordinació del pràcticum del grau de pedagogia de la Universitat de Barcelona, a través del Grup d’Innovació Docent Consolidat PRAXIS. A partir d’un enfocament bibliomètric, es van detectar un total de catorze articles i nombroses participacions a congressos i capítols de llibre des del 2010 fins al 2020, que es presenten en ordre cronològic i que permeten una reflexió crítica al voltant de tres eixos d’anàlisi constant del grup PRAXIS: el currículum, la metodologia i l’avaluació. Aquests aspectes, que són els que han conduït el model de les pràctiques externes actual, s’han abordat de manera transversal i continuada en les diferents publicacions derivades de l’activitat del grup. Tanmateix, mitjançant la revisió s’han detectat tres etapes històriques en les quals el focus s’ha centrat en un d’aquests eixos temàtics al llarg del temps, i seguidament es presenta el desenvolupament històric de la recerca desenvolupada en relació amb cada un d’aquests tres eixos. Amb l’evidència extreta de la recerca, validem la funcionalitat del model de pràctiques i la seva possible transferència a altres universitats. Finalment, des de la coordinació del pràcticum, contemplant la situació d’excepcionalitat provocada per la COVID-19 i els nous reptes educatius que se’n deriven, s’estan plantejant en aquests moments orientacions de canvi i millora, i s’identifiquen possibles noves línies d’investigació que orientaran la recerca del pràcticum, tant a curt termini, per assolir els reptes que planteja la situació actual, com a llarg termini.
Students’ Perception of their Level of Competence in the Practicum Subjects. Longitudinal Study in the Degree of Pedagogy at the University of Barcelona
(Servicio de Publicaciones, Universidad de Murcia, 2025-01-07) Vilà Baños, Ruth; Aneas, Assumpta; Rajadell, Núria
The degree in Pedagogy incorporates the Practicum as a compulsory module consisting of three subjects, which aims to apply and complement the knowledge acquired in the academic training, and to promote the development of skills that prepare students for the exercise of professional activities. This article presents the evolution of the self-perception of students in the Pedagogy Practicum at the University of Barcelona on the extent to which the learning outcomes achieved throughout the degree provide evidence of the level of development of the competencies established in the degree. A descriptive study has been developed, based on a survey research with the cohort of students who started the degree of Pedagogy during the academic year 2016-2017 and finished their studies in 2019-2020, in a longitudinal design in which 128 students have participated. The instrument used is the CADC, Competence Performance Appreciation Questionnaire, which also includes evaluations on the external practices, the final score in the self-evaluation of the subject and its link with the Final Degree Project. The main results obtained indicate that, throughout the pedagogy degree, significant improvements are observed in both general and specific competencies. However, it is the specific competencies that are perceived to be more developed, especially after having completed the external internships. The methodological difficulties of having a valid and reliable competency evaluation instrument and a desirable gender-specific analysis stand out as limitations. The study has led to conclude the positive perception of the students on the level of competence development, which increases significantly throughout the course, especially in the subject of External Practices and the goodness of the educational design of the three subject curricula involved in the Practicum of the degree of Pedagogy.
Educating for Diversity: Intercultural and Inter-Religious Sensitivity in Early Childhood and Primary School Teachers in Training at the University of Barcelona
(MDPI, 2025-02-14) Quirós Domínguez, Carolina; Ormaechea-Otalora, Ana Valeria de; Ferré Tobaruela, Mónica; Lorenzo Ramírez, Núria
This study analyses the development of intercultural and interreligious sensitivity in pre-service teachers on the Early Childhood and Primary Education degrees at the University of Barcelona. Using a mixed approach, the research combines the collection and analysis of quantitative data on a validated self-perception scale and the qualitative perspective of a reflective activity inspired by Deardorff’s storytelling circles. In its quantitative phase, the study involved 290 students, and the results showed medium to elevated levels of self-perceived sensitivity, influenced by factors such as gender and previous intercultural experiences. The qualitative phase involved 84 pre-service teachers and consisted of the shared analysis of a short film on discrimination, highlighting the participants’ capacity for critical reflection and their ability to engage in meaningful dialogue about diversity and inclusion. These results emphasize the importance of integrating intercultural and interreligious training into teaching programmes to prepare future educators for the challenges of increasingly diverse classrooms. The study highlights the transformative role of educators as agents of change in promoting inclusive school environments and highlights the need for innovative pedagogical approaches to develop these competencies.
La enseñanza y aprendizaje del Holocausto y la persecución nazi a través de la Herramienta en línea “Storiesthatmove” como base para fomentar la lucha contra la discriminación actual. Caso práctico en una clase de secundaria
(Universidad Católica de Valencia 'San Vicente Mártir', 2023-07) Ferré Tobaruela, Mónica; Sánchez Castelló, Arcadio
La aparición del COVID-19 durante el curso 2019-2020 provocó cambios sustanciales en la metodología de enseñanza y aprendizaje empleada hasta ese momento. La no presencialidad del alumnado en las aulas obligó al profesorado a utilizar recursos que facilitaran el proceso de aprendizaje en entornos digitales, recursos educativos online. El presente monográfico presenta una experiencia pedagógica realizada con alumnado de 4º curso de Educación Secundaria Obligatoria del colegio Sant Bertomeu de la población de Godella, en la provincia de Valencia. Mediante el uso de la herramienta didáctica en línea Stories that Move, el alumnado ha podido trabajar en el aula y aprender en torno al Holocausto y la persecución nazi. La utilización de un aprendizaje combinado, el recurso narrativo Storytelling y las rutinas de pensamiento propias de la metodología Visible Thinking que conforman la herramienta, han permitido al alumnado indagar en sus propios prejuicios y en la lucha contra la discriminación por motivo de raíz identitaria. Tanto la valoración por parte del alumnado como el producto final de la experiencia educativa han sido muy positivas, y han puesto de manifiesto la importancia de propiciar la participación activa del alumnado y crear espacios de conversación, debate y diálogo entre iguales.
Educar des de la commoció i les narratives per promoure la comprensió, l’autonomia i el compromís
(Diputació de València, 2023) Lorenzo Ramírez, Núria; Ferré Tobaruela, Mónica
Es planteja l'abordatge d'un "wicked problem" com la discriminació i el racisme per raons identitàries mitjançant l'eina educativa "Stories that Move". A través de "storytelling", "blended learning" i "visible thinking", es busca fomentar la comprensió, l'autonomia, la tolerància, la consciència social, el pensament crític, la participació activa i valors democràtics. Les conclusions obren un debat sobre com el capitalisme afecta a la democràcia i les cures, i com afrontar aquest problema educativament. Es qüestiona si l'activisme és viable des de l'acadèmia i es reflexiona sobre les seves implicacions.
Relación entre Prejuicios, Competencia Emocional y Estrategias de Afrontamiento en estudiantes de Educación Social. Estudio exploratorio en tres universidades españolas
(Universidade Lusófona, 2023-11-07) Aneas, Assumpta; Carmona Rodríguez, Carmen; Lorenzo Ramírez, Núria; Ferré Tobaruela, Mónica
Estudio exploratorio de carácter cuantitativo en el que se analizan prejuicios, competencia emocional y estrategias de afrontamiento del alumnado de Educación Social de tres universidades (Universidad de Barcelona, Universidad de Valencia y Universidad de Granada) a fin de mejorar la formación inicial y su desarrollo profesional, destacando las potencialidades y los retos de nuestros estudiantes. La recogida de datos se realiza mediante un cuestionario de autopercepción compuesto por cuatro componentes: a) Datos sociodemográficos y de identificación, b) Escala de prejuicios hacia colectivos minorizados, c) Escala de desarrollo emocional en adultos y d) Escala de afrontamiento de conflictos en contexto de diversidad y aplicado a una muestra es de 135 estudiantes universitarios. Los resultados muestran que no hay diferencias significativas entre géneros, si bien las mujeres tienen menos prejuicios. Se constata que las personas que tienen más desarrollada su competencia emocional afrontan mejor sus conflictos y que las personas más jóvenes tienen mejor competencia emocional y mejores estrategias de afrontamiento. Sigue llamando la atención el antisemitismo, anticristianismo y anti LGTBI en el colectivo de estudiantes. Por tanto, una educación transformadora desde la universidad es necesaria para poder llevar a cabo futuras acciones educativas y profesionales que impacten de forma global
Stories that Move with Pedagogy students at the University of Barcelona: experience and research regarding self-education, coeducation and alter-education
(Societat Catalana de Pedagogia, 2024) Aneas, Assumpta; Lorenzo Ramírez, Núria; Ferré Tobaruela, Mónica; Aroca Sero, Anna Maria
This article presents the experience with the implementation of the project Stories that Move (StM) in the Pedagogy degree course of the University of Barcelona (UB) together with the research that was consequently carried out. The aim is to introduce and to explore the tool involved and to collect narrative information in order to assess whether the proposal is ecopedagogical. Students analyse the tool and produce a narrated study. The student narratives are analysed qualitatively with the NVivo program. The analysis shows that StM allows us to work on issues related to self-education, coeducation and alter education. The students’ narratives, the theoretical framework underpinning ecopedagogy and the tool itself aimed to fight discrimination show that work is urgently needed on this matter to achieve the Sustainable Development Goals and to train critical, empowered youth committed to society and to the land they live in. According to our results, the narratives show that StM adopts an ecopedagogical approach. The building of educational proposals focused on self-education, co-education and alter education is effective in addressing identity issues and in harmonizing the individual, social and natural dimensions. The limitations on study imposed by the short time available and the structure of higher education are also discussed.

Examinar

Enviaments recents