Revista del IICE

Editorial

Myriam Feldfeber, Daniel Suárez — Mon, 30 Dec 2024 00:00:00 +0000

Presentación

Mariana Maggio, Mercedes Collazo — Mon, 30 Dec 2024 20:01:05 +0000

Technologies, cultural intertwinings and education: a counterhegemonic didactic relationship

Miriam Kap — Mon, 30 Dec 2024 20:04:22 +0000

The purpose of this essay is to analyze how technologies and cultural intertwinings interact in education, focusing on the exploration of disruptive or counter hegemonic processes in teaching. We seek to understand how cultural transformations go through didactic designs and teaching and learning processes, as well as identify the challenges and tensions that arise in classrooms and the educational system. We will approach the topic from an archaeological perspective that recognizes in certain traces the interpretative potential to read the current world. We will approach the notion of cultural transformation as a contemporary and habitable space that concentrates visions of the world and powerful significant acts that dialogue, performatively, with discourses, actions and objects. We will analyze the links between cultural plots and education through teaching practices that maintain permeable and fluid relationships with technologies and in which the categories of solidity or precariousness in relation to their adoption, inclusion or presence, assume heterogeneous forms. Finally, we will give an account of an emerging didactic relationship that makes visible new forms of knowledge construction and contribute to redefining terms and meanings of traditions and the canon in teaching.

Finding ourselves in university teaching practices: post-pandemic guiding categories

Carolina Rodriguez Enriquez — Mon, 30 Dec 2024 20:46:04 +0000

University teachers build teaching practices daily, constantly challenged by the challenges imposed by the updating of knowledge, the context, variations in public and educational policies, social changes and a deep occupation by the subjects who intervene in the educational process. We had been going through a particular alterity, perceiving changes that were accelerated with technologies and determined new necessary conditions and the perception that something was about to change inevitably. And in this journey, a global mutation such as the COVID-19 pandemic, determined that both teachers who visualized it and those who did not, were affected by a disruption, which without the possibility of choosing, made visible the need to recognize the social situations, health, accessibility, that require teaching practices crossed by technologies. A before, a during and an after that determines encounters and disagreements. The present work composes the results of a research process framed in the Doctorate in Education, under the direction of PhD Mariana Maggio in which we interpret teaching experiences in contemporary settings, which allow them to recognize each other, find each other, find clues, based on the constructed categories that we understand work. as post-pandemic guidelines.

Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality

Ivan Penteado Dourado — Mon, 30 Dec 2024 20:06:10 +0000

This article presents a set of educational practices that integrate the academic tripod (teaching-research-extension) that relate the role of digital technologies in teaching Sociology, awarded in the Good Pedagogical Practices Competition held by the University of Passo Fundo, in the year 2022. In the process of recognizing the transformations in the profile of students in the Brazilian higher education space, deepened and radicalized in the pandemic context, new possibilities were identified in the use of digital resources, video classes and digital assessment activities, capable of innovatively enhancing face-to-face interactions and autonomy in a hybrid teaching context. With the general objective of sharing this set of practices and reflecting theoretically on the use of digital technologies in higher education, this exploratory study seeks to inspire other educators to replicate and advance the practices presented here. As main results, we identified the drastic reduction in students' attitudes of disinterest and apathy in face-to-face classes and remote activities, together with the emergence of new dynamics of face-to-face discussion, deepening and more effectively signifying knowledge regarding social phenomena in a proposal counter-hegemonic hybrid.

Post-pandemic and teaching practices that include digital technologies at the National University of the South

Noelia Soledad Prieto — Mon, 30 Dec 2024 20:46:53 +0000

This writing is based on communicating the construction process of a degree thesis that takes the case of the Universidad Nacional del Sur (UNS) in the city of Bahía Blanca. Since the declaration of a health emergency due to COVID-19, in this university, various institutional changes can be seen to make teaching practices possible. The general objective of this research was to interpret the reconfigurations of the programming and organization of teaching practices that include digital technologies at the UNS in the post-pandemic from the perspective of teachers, positioning themselves in the interpretive paradigm and adopting the qualitative approach. The information was collected through interviews with key informants and teachers. At the same time, surveys and documents such as programs and schedules from different Academic Units were analyzed. It was identified that a particular institutional culture is developing at UNS that allows the reconfiguration of teaching practices that include digital technologies and teaching working conditions in the post-pandemic.

The model as interface and technology in the training processes of industrial design Abstract

Andrea Wengrowicz — Mon, 30 Dec 2024 20:07:42 +0000

This article proposes a preview of the research of the PhD thesis in Design at FADU UBA that is in progress and that accounts for the intertwining between the teaching and learning processes of industrial design, neuroeducation and the use of technologies. Currently, in our Faculty, categories are being considered to review educational practices with the use of three-dimensional models. As teachers, we are interested in offering opportunities for growth, development and transformation in our classrooms and proposing teaching strategies that allow us to create better conditions that favor deep learning, understanding, autonomy, and the active and committed participation of students. We consider three-dimensional corporeal models as powerful teaching devices to enrich the educational experience of industrial design. From a qualitative research, where an exploratory and observational modality is used, we focus on analyzing the place that models and prototypes occupy during the training paths, since we are interested in understanding what the interactions and didactic experiences of design are like and we focus on how They change with practices mediated by technologies.

Immersive Digital Pieces for Higher Education

Lucía Gladkoff, Elsa Aubert, Silvia Andreoli, María Eugenia Gonzalez Ocampo — Mon, 30 Dec 2024 21:11:10 +0000

This study examines the design, development and implementation of immersive digital pieces for higher education teaching within the framework of Study Citep at University of Buenos Aires. The research explores how immersive technologies (virtual reality, augmented reality, 360° videos, and 3D models) can transform traditional educational practices and enhance teaching and learning processes.

Using a case study methodology, the research analyses the iterative and interdisciplinary production process identifying five pedagogical foundations: access to professional environments, experiencing real situations, making disciplinary decisions, understanding complex phenomena and contextualizing knowledge. The study reveals how these technologies create learning experiences by providing access to relevant but often inaccessible scenarios in reality. The results highlight the importance of a design that integrates aspects such as appropriate technological selection, recreation of relevant scenarios, levels of interactivity, and narrative and playful components.

Although focused on microbiology, chemistry, topography, safety and hygiene, public health, agricultural bases for animal production and anaesthesiology, the study raises questions about its development in the social sciences and humanities. Significant challenges are identified, including the complexity of interdisciplinary development, the balance between realism and pedagogical objectives, and issues of scalability and institutional implementation.

Multiple literacies in initial teacher training

Mariela Andrea Carassai, Griselda Leguizamón Muiño — Mon, 30 Dec 2024 20:03:02 +0000

Initial and ongoing teacher training, as well as the necessary incorporation of updates regarding knowledge and knowledges that allow a resignification of the contents in actual society, are in permanent transformation. At the same time, if this is combined with technologies and their constant advances, both issues imply a problem that is complex and challenging. This issue linked to the debates around the training content of teachers and the use of technologies is contemporaneously registered with greater impetus with the passing of the COVID-19 pandemic. Forced virtualization led teachers to implement various strategies and tools mediated by digital and connectivity technologies to strengthen pedagogical continuity. In the current post-pandemic stage, together with the modification of the study plans of teachers in the Province of Buenos Aires, adds complexity to the problematization proposed. This work is linked to an ongoing project, but advanced in its development, called “Multiple Literacies in Teacher Training in State Institutes of Region IV Buenos Aires Province in the Post-Pandemic: Curriculum and Purposes for Teaching”, which combines both issues; on the one hand, the challenge of incorporating technologies in teachers in training, which is present in the recent curricular designs of the Province of Buenos Aires; and on the other, the various analyzes and reflections resulting from the forced virtualization that the pandemic implied in order to guarantee pedagogical continuity and the right to education. In this way, the main purpose of this research is to describe the forms that multiple literacies assume in initial teachers in training at the higher level in the state management institutes of region IV of the province of Buenos Aires, in the post-pandemic. As mentioned previously, one of the moments raised in this research involves regulatory frameworks. That is why, in this work, the analyses of the curricular designs that are part of this project will be presented (Mathematics Faculty, 2017; Language and Literature Faculty, 2017 and Geography Faculty, 2022), as well as how teachers interpret from the regulatory framework and also as a practice, these curricular reforms in the designs, prioritizing their deepening in multiple literacies.

Enseñanza y diseño didáctico. Derivas de la experiencia en el aula universitaria en pospandemia: la creación de un texto codiseñado desde la tecnología educativa

Claudia Rosana Kraft, Paula Ramirez — Mon, 30 Dec 2024 20:06:53 +0000

The work is part of a line of research about the use of educational technology during a teaching training with a contemporary look (Agamben, 2011). It is a part of project called “Sense displacement in the didactic field. Towards the creation of didactic designs located during teacher training from the south” at the Comahue National University, Bariloche (UNCoBariloche). The general purpose is the construction of didactic knowledge in singular context. The methodology refers us to didactic research, where all the reflections are derived from by teaching practice to pose questions and move forward with theoretical constructions (Litwin; 1993). We introduce the redesign of General Didactics subject of the University Physical Education teaching career at UNCoBariloche, in the context of the post- pandemic, to focus a classroom activity from Educational Technology (ET). As a purpose of a didactics agenda articulated to the statements of ET, we have recovered the resignification of the class and we pause to analyses the use of digital format for the construction of a codesigned text (Maggio, 2018). Together with recovering the relevance of reading and writing in both the training and life of students and teachers, such an exercise enhances participation and the empowerment of a learning community.

“Multiverse in the classroom”

Paula Samanta Vizio — Mon, 30 Dec 2024 20:01:58 +0000

This article gives an account of the analysis of the practices carried out over two years, in different teachers of Teacher Training Institutes of the Province of Buenos Aires, in which didactic strategies were implemented that put into play the use of different learning environments, as a complement to the traditional physical classroom, to teach how to teach.

The objective of this research refers to the analysis of aspects related to the use of technology and social networks, including Tik Tok, and the conformation of the teaching and learning space as a multispace in which physical and virtual environments coexist. Starting from an inductive logic, an exploratory-descriptive study was carried out that sought the generation of categories of analysis, in order to address and understand the phenomenon, taking into account the manifestations of future teachers, through observation of classes and in-depth interviews. The grounded theory design was used and we worked with the constant comparative method and theoretical sampling. The use of Tik Tok was proposed as the resource that provided the best results in terms of student motivation, concretion of original didactic sequences to be implemented in teaching practices and optimization of results of grades obtained in the space studied (Audiovisual Media, ICTs and Education / Teaching with Technology), adding new contributions to the existing theoretical frameworks on the subject.

Educational Policies for Technological Inclusion in the Post-Pandemic Era: A Comparative Analysis between Jaén (Andalusia, Spain) and Catamarca (Norhwest Argentina)

Cecilia Elizabeth Ibañez, Mercedes Llorent-Vaquero — Mon, 30 Dec 2024 20:45:09 +0000

This work aims to analyze the technological inclusion policies between the province of Jaén (Andalusia region, Spain) and the province of Catamarca (Northwest region, Argentina) in the post-pandemic. The methodology is qualitative and a transcontextual approach relevant to comparative educational research is proposed. The results obtained established that, during the pandemic, both regions were forced to digitalize teaching due to the health crisis, which generated challenges for both teachers and students. The digital divide stood out as the main obstacle, but it had different scope and meaning in both regions. After the pandemic, each of them carried out educational technology innovation and inclusion programs. In Argentina, it focused on the distribution of netbooks and, to a lesser extent, on connectivity in schools. In Andalusia, it focused on the development of digital competencies and skills. However, in both similar cases, strategies for the training and training of teachers in this field are highlighted. It is concluded that, in both regions, ICT inclusion policies are based on four axes (equipment, connectivity, digital skills and teacher training), although each region focuses on one aspect.

Technological vitalities in the becoming of the human: towards an embodied politics of teaching

Ana Carou, Pilar Cobeñas, Valeria Sardi — Mon, 30 Dec 2024 20:10:25 +0000

Based on some developments in the field of feminist studies, we aim to investigate the definitions of bodies, matter and emotions in teaching practices mediated by technology from an ethnographic study from a gender and human rights perspective. To this end, we focus on the analysis of a set of assumptions of teachers and students linked to pedagogical practices articulated to the use of technological resources, and reflect on the ways in which technology, as a materiality, can redefine bodies and the affective links between them. We are interested in developing an exploration about the implications of the use of technology from an attentive look at the embodied dimension of practices and, thus, raise new questions that lead us to rethink what is understood by bodies embodied in technology, and how to sustain, from this thread, pedagogical links crossed by aspects of the sensitive and affective. In short, from our inquiries, we observe how in teaching practices mediated by virtuality, digital resources and technological tools, the very condition of the human is redefined, and how, from this vital embodiment, it would be possible to imagine fair and democratic classrooms.

Recreating research in a conjunctural context. Redesigns and methodological transitions

Mauro German Suarez Torrico — Mon, 30 Dec 2024 20:08:26 +0000

This article presents contributions from a methodological perspective in two distinct studies and moments. On one hand, it focuses on the study for the Master’s thesis in University Teaching at the University of Buenos Aires, conducted between 2020 and 2021 in Buenos Aires, Argentina (Suárez Torrico, 2022). The research was shaped by the COVID-19 pandemic context, and this paper explores the successive recreations of the methodological framework in this situation. It discusses the stages, decisions, and redesigns that were undertaken to continue and complete the research in a time of exceptional circumstances. On the other hand, the article also addresses the transition and methodological design for a study framed within a doctoral thesis in Educational Sciences at the Faculty of Philosophy and Letters of the University of Buenos Aires, which is currently in progress in Buenos Aires, Argentina. This methodological transition positions the current research in a post-pandemic context and redesigns in the teaching proposals within the workshop setting at the Faculty of Architecture, Design, and Urbanism of the University of Buenos Aires. Given the significance of the studies that took place during the pivotal moments recognized here —the pandemic and its aftermath— and their contributions to a hybrid and post-pandemic scenario, this work aims to contribute to the discussion of the transformation of research processes and their designs in increasingly complex and opportunistic settings.

¿Sólo cuidar? La construcción biográfica del rol educativo de la niñera

Carolina Kondratiuk — Mon, 30 Dec 2024 21:22:18 +0000

Los manuales editoriales en el nivel secundario, ¿cómo los usan les docentes reflexivos?

Javier Alcalá — Mon, 30 Dec 2024 21:23:26 +0000

Continuidad y ruptura en la Universidad Argentina de 1983: notas sobre el Departamento de Historia de la Facultad de Filosofía y Letras de la Universidad de Buenos Aires

Pablo Buchbinder — Mon, 30 Dec 2024 21:21:19 +0000

Ellas Hacen: prácticas feministas intergeneracionales en el armado de comunidades sororas de aprendizaje en Brasil y Argentina

Isadora Freitas-Oliveira — Fri, 25 Apr 2025 21:20:03 +0000

Mezclar, predicar, contar cuentos: tres prácticas letradas recurrentes en la formación docente inicial no universitaria

Maximiliano Impróvola — Fri, 25 Apr 2025 20:25:19 +0000

Educación ambiental en escuelas rurales. Un análisis desde la antropología de la educación

Lucía Caisso , Marina Eliana Espoturno — Fri, 25 Apr 2025 20:23:39 +0000

Dono Rubio, Sofía. (2024). Obras maestras. Rosario Vera Peñaloza, Clotilde Guillén de Rezzano, Buenos Aires: Imago Mundi.

Iván Orbuch — Fri, 25 Apr 2025 21:23:41 +0000

Grafein: un taller que dejó marca

Laura Presenti — Fri, 25 Apr 2025 21:25:04 +0000

La investigación social en educación: diferentes caminos epistemológicos, lógicos y metodológicos de producción de conocimiento.

Irene Vasilachis — Mon, 30 Dec 2024 21:15:38 +0000