Valores educativos comunes y específicosanálisis descriptivo de su integración pedagógica en las materias escolares a partir de la percepción de los docentes sobre su actividad

  1. Silvana Longueira Matos 1
  2. Antonio Rodríguez Martínez 1
  3. José Manuel Touriñán López 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Boletín Redipe

ISSN: 2256-1536

Ano de publicación: 2019

Volume: 8

Número: 6

Páxinas: 23-49

Tipo: Artigo

DOI: 10.36260/RBR.V8I6.755 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Boletín Redipe

Indicadores

Citas recibidas

  • Citas en Dialnet Métricas: 3 (26-01-2023)

CIRC

  • Ciencias Sociais: C

Resumo

The content of this article is a brief descriptive analysis of the data obtained in the project PIIR 004, “The Construction of education fields, Educating with the cultural area, Educere Area (specific ​​and common education values ​​derived from educating with a cultural area; keys of their pedagogic integration for the education design of the field)” promoted by the International Network of Mesoaxiological Pedagogy (RIPEME), which is integrated in the Ibero-American Network of Pedagogy (REDIPE). The Educere area project is part of the research line “Mesoaxiological Pedagogy and the construction of fields of education” which is developed by Third Generation Research Group (TeXe) in the University of Santiago de Compostela. So far now the project has collected data from more than 210 teachers by means of two questionnaires. This paper points and sets the preliminary results of the first of both. It consists of four sections that they let us determine the adjustment of the instructional subject matter to the meaning of education, educational design, common educational values ​​and specific educational values. The first results approach us to the selection of markedly intellectual values, which have an educative or formative character and a connection with the social and the community. At the opposite extreme, the least selected values ​​are those linked to the individual, those related to organization and management, and the ones concerned to the control and generation of standards. 

Referencias bibliográficas

  • Pedagogía mesoaxiológica, Ámbitos de educación, Valores educativos, Diseño educativo, Conocimiento de la educación, Intervención pedagógica