Carta a una mestra: Published in 1967 by Libreria Editrice Fiorentina (Italy), Letter to a teacher represents a criticism of the educational system carried out by means of a collective work written by the students of Scuola di Barbiana, in the province of Florence, and by Professor Don Lorenzo Milani.
Devaluación continua: This work realistically and reasonably explores the current situation of secondary education in schools and institutes in Spain, without resorting to topics. Based on his own experience as a professor of Spanish language and literature, Andreu Navarra openly exposes the scenarios – often dramatic and not rarely violent – that most teachers in our country face every day: demotivation, growing indiscipline, reform plans absurdities and a serious social and vital precariousness of a large part of the students. All this associated with a great collective disorientation and an unfair abandonment of youth. But beyond the complaint and regret, even sometimes from irony and humor, the author investigates the reasons for the enormous institutional helplessness in which teachers and students find themselves before the transcendental task of educating and educating. The functional illiteracy of future citizens, the absence of critical thinking about the abuses of the system and the empty narcissism of social networks are emerging as a worrying political horizon against which Andreu Navarra proposes a series of sensible and controversial responses, in a I try to start outlining a reaction consistent with our democratic health.
Educación inclusiva. El sueño de una noche de verano: The ambition to move towards a more inclusive school education has been established as one of the great educational goals for the 21st century, as reflected in the fourth of the Sustainable Development Goals (SDGs) proposed by the United Nations. Although some may not realize it, this is the most challenging of the objectives facing any educational system in the world today, since these have been built in the past and maintained so far as exclusive systems and on the premise of a vision dichotomous of the school population: the one that defines some students as normal and the rest as special, rare or different from the majority (…)
Educando para otro mundo posible. Por una escuela comprometida: We support the education that gives prominence to the student, which we can accompany so that he can genuinely exercise self-criticism and act accordingly. In short, an education for citizens committed to global rights and justice, in formal, non-formal and informal contexts; at school, at home and in the rest of the relational fields. This book offers a conceptual system aimed at that other possible world that its authors are talking about and displays a repertoire of practical proposals to facilitate its implementation in schools and the different educational scenarios of the community.
El futuro del currículm. La educación y el conocimiento en la era digital: This work analyzes in depth the main curricular innovations that are taking place as a result of the development of new ideas about digital media and learning. Although these new ideas have become an important area for educational research, little attention has been paid to the practical and conceptual implications for the school curriculum. Thus, Ben Williamson examines here a series of contemporary curricular innovations in the United States, United Kingdom and Australia that reflect the social and technological changes of the digital age. Each of these innovations represents a certain way of understanding the past and at the same time promotes a particular vision of the future. These curricular initiatives are examples of what Williamson calls “centrifugal schooling,” which expresses a vision of education and learning that is decentralized, distributed and dispersed, and that puts the emphasis on networks and connections (…)
El matiz: In El Matiz, Michael Fullan shows in an impressive way the best of himself: the ability to clearly show leaders what their role is and how to perform it. The contexts of people, the moment and the place are fundamental factors of change management and, in the book, Fullan reveals the subtlety of nuance, an unavoidable bed companion of the trial and without which every leader is bound to disaster. Any sensible leader should obtain a copy of the book for each of the leaders of his educational center and one for himself.
El niño filósofo y el arte: El niño filosofo y el arte is the second installment of the library of philosophy for children of Jordi Nomen. On this occasion, he draws the bridges between philosophy and art with the aim of promoting the development of creative thinking and aesthetic sensibility in childhood. The book, useful both at home and at school, is divided into a first theoretical part and a second practical part that contains activities based on musical, plastic, literary and photographic resources to carry out with children. The pedagogical work of Jordi Nomen has been recognized with several awards, and his book, El niño filosofo y el arte, already translated into several languages, has established him as a reference in the field of philosophy for children.
Esperando no se sabe qué. Sobre el oficio del profesor: A tribute to the professors and the professors who, against all odds, continue to do their job well and build dikes in schools, institutes and public universities so that the world does not fall apart and the soil on which children and young people do not grow Be entirely hostile. Hoping it is not known what a book that loves, dignifies and defends the noble and millenary profession of teacher and, therefore, is written against the current of the transformation of the school into a company; of the conversion of teachers into emotional managers and classroom animators; of the educational program of cognitive capitalism, that which is based on learning to learn, in competencies and in multiple intelligences (…)
La gestión del aula: This book reinforces teacher training in aspects often forgotten, and discovered in daily practice. Starting from real situations, lived daily in the classrooms, each chapter contributes to reinforcing the personal and professional satisfaction and well-being of those who dedicate themselves to this task of education. How? Discovering that the classroom climate is not given, and that it must be built by the students and teachers; checking the key and fundamental role of interpersonal relationships in the teaching-learning process; taking into account the importance of inclusive and participatory norms; experiencing the strength and presence of emotions and everything that determines the motivation of students (…)
La infancia que queremos: “Poverty in Spain has a child’s face”, many journalists have titled since the publication of a report in 2008 that revealed the high rates of child poverty in our country. This fact, therefore, is not new. The economic crisis has aggravated the vulnerability of children in Spain, but the anomalous situation of our country has been denounced for more than a decade by international reports, social entities and specialists in the investigation of inequality. The poverty risk rate, the indicator most used in measuring this problem, was 28.3% in 2017, one of the highest figures in the European Union, only below Bulgaria (29.2%) and Romania (32.2%). For many years, this has been an invisible evidence; and not precisely because of the lack of figures to show the contours and the magnitude of the problem (…)
La moda reaccionaria en educación: In the middle of the twenty-first century after Christ, there are those who would like to reimplant corporal punishment in schools, or for girls to go to schools for girls only and boys to schools for boys only; There are also those who believe (or say they believe) that if all the schoolboys were in class dressed in uniform, social classes would end; others defend, as crusaders, that the grade obtained in school “catechesis” is worth the same as those of subjects such as mathematics, language or natural sciences. It seems a lie, but it is true. Of these and other pedagogical antiguallas, defended by the usual carcundia but lately also by even famous people and powerful groups, critically treats this book.
La organización del trabajo, clave de toda pedagogía diferenciada: There is much talk about reducing inequalities but nothing convincing is done about it. When the privileged are grouped in some schools and the disadvantaged in others, it is necessary to articulate the differentiated pedagogy in the class and the logic of support for an entire school, or even a “priority education area”. Differentiated pedagogy implies a profound evolution of the educational system, a new work organization that, in turn, requires another way of exercising against the profession and, therefore, a more specialized training of teachers in didactics, in evaluation, in heterogeneity management, but also a development of collective skills at the level of teams and schools.
Las paradojas de la innovación educativa: The school is transformed because society is transformed. If the school changes, it is because the students change and their way of learning. Everything happens in such a fast way that, very often, education goes behind. For some time now we have lived not in a time of change, but in a change of time. In the world of education, changing the school to respond to new challenges becomes an imperative. In recent years, educational innovation has emerged strongly in speeches and collective imaginary. There are also a series of contradictions and interests around innovation and school, which are not always explicit and must be disclosed. To make it possible, the first step is to avoid simplification. The paradoxes of educational innovation make a necessary contribution to innovation, from knowledge and rigorous analysis, with an international vision and with the intention of enriching both its debate and understanding and its relationship with the improvement of educational practice.
Manual de guerrilla urbana: Dear girls and dear boys: «My first objective is to make your rights known to you, especially those that make you citizens. The second, help you to protest: for example, when we do not listen to your proposals, when we do not leave you free time to play, when we do not allow you to leave home alone to go to school or to play with your friends; or also to do it before the city authorities, when they care more about cars and traffic than about children and their rights ». Dear adult colleagues: I am convinced that if adults recognize our mistakes and help our children and students to protest, their esteem and their love for us will increase.
Otras formas de aprender: “Why do we put children in a classroom and make them stay in it for twelve years talking to a person when that will not happen again in their entire lives? It does not make any sense”. This is one of the many testimonies that the author gathers that, after a not very satisfactory teaching experience, he undertook a trip around the world to explore what works in education and what does not – this is the subtitle of the book – talking with people linked to the world of science, business, economics, technology, medicine and, of course, education, confirming the divorce that exists between the progress of the world and the entrenchment of the school in obsolete traditional models.
Políticas educativas en un mundo global: Social justice in education is being questioned by global policies that have considered the management of experts and economic utility over social ends and common welfare. In a neoliberal context, educational systems become competing companies in which knowledge involves an economic investment and preparation for the world of work. Are the educational models exhausted? Is it still possible for a school to worry about achieving equity, critical thinking and freedom of conscience? This book faces the approaches of global educational policies and reforms whose objective is the profitability, effectiveness and control of education with a collective and democratic project to educate citizens from a republican conception, with political and civic equality.
Quiéreme cuando menos me lo merezca… porque es cuando más lo necesito: This book tells us about the main educational uncertainties that we usually have both parents and teachers regarding overprotection, the role of school, emotional balance and understanding of society. Try to summarize criteria and reflect to help us live actively and positively with our teenagers. A book that, without wanting to teach, inspires us and allows us to hear its true voice.