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Individuo, naturaleza y sociedad en las obras de arte de los libros de texto (España, 1980-2000)
(Tirant lo Blanch, 2025) Hernández Laina, M. Yovana; Mahamud Angulo, Kira
EUROGEO: An International Leader in Geographical Education
(Springer LInk, 2024-11-23) De Miguel González, Rafael; Donert, Karl; Lázaro Torres, María Luisa de; Zwartjes, Luc
EUROGEO was first established as a non-profit organization in 1979. At the beginning, the principal aims were to advise and to promote the European dimension in geographical education and teaching about the countries of Europe as a contribution towards the development of a European citizenship. Forty-five years later, EUROGEO has evolved into a significant global organization, providing advanced insights, innovations, theories, methodologies, and educational resources in the field of geography, particularly those based on geospatial information, thus promoting geographical competencies for lifelong learning to address the future of geographical education in Europe and beyond.
SDG 7. Improving eco-social literacy using Spanish media coverage of the EU's clean energy strategy
(Springer Nature, 2023-02-24) Lázaro Torres, María Luisa de; Puertas-Aguilar, Miguel Ángel; Álvarez-Otero, Javier; Agencia Estatal de Investigación (España)
Sustainable Development Goals represent a collective effort to achieve a better future for the world. Specifically, a clean energy transition requires eco-social literacy to improve in relation to Sustainable Development Goal 7: to ensure access to affordable, reliable, sustainable and modern energy for all. Thus, it seems appropriate to clearly identify the key con-cepts that everyone should know in order to efficiently make the clean energy transition. The method employed in this study to introduce citizens to the topic has drawn on Spanish press coverage on clean energy over the last two years. MyNews data base, a digital archive of modern printed press in Spain, has provided us with access to 66 different jour-nals to identify ‘clean energy key words’, and the information obtained has been cross-referenced with BBC web page information, the New York Post, Washington Post and various European Union and International Energy Agency reports, among others. Thus, it has been possible to observe how the European Union’s (EU) is leader on environmental, techno-logical, investment and employment actions on clean energy transition. The two key questions to collect main concepts from the press have been: has the socio-economic effort been sufficient? And: what are the main challenges for a clean energy transition? The response has included reference to the latest EU regulations and the relevant emerging debates and controversies. The main themes that the press have addressed have included the problem of renewable energy stor-age, how to obtain energy from what used to be waste (such as poultry manure or brine from the desalination of sea-water), how to favor the circular economy, and other experimental initiatives, such as biopropane production and decar-bonization in the tertiary sector (tourism and transport). This paper also asks whether clean energy can be a good option for decarbonization in the context of growing energy poverty. Taken together, this information made it possible to pin down the main concepts required to train citizens in eco-social literacy and to weigh up its pros and cons in an informed way.
Education for Sustainability Using Cloud-based Geographic Information Systems at University
(Springer Nature, 2023-09-30) Lázaro Torres, María Luisa de; Puertas-Aguilar, Miguel Ángel; Álvarez-Otero, Javier
The eco-social crisis has led to changes in education to address sustainability. Specifically, learning scenarios or case studies have been created using Digital Story Maps and Geographic Information Systems in the cloud. These tools allow sustainability issues to be visualized, which enables students to go beyond the theoretical knowledge of the Sustainable Development Goals’ indicators, to transformative action based on critical thinking. This approach was used to create and apply innovative learning processes in teacher training, as part of a geography master’s degree for secondary school teachers, as a compulsory topic for the first semester in the academic years 2020/21 and 2021/22. Student evaluations were carried out using blind peer review with the University of Glasgow’s tool, Aropä, and a satisfaction questionnaire, which produced a mean of 4.6 over 5. It has also been possible to compare outcomes from the traditional way of preparing a lesson and the use of Web GIS by using an adapted version of Rosenshine’s Principles. Thus, Web GIS and Digital Story Maps have been found to be particularly useful tools as they can help in the teaching process, assess learning, and enable participants to share concerns about sustainability issues.
Social assistance in Franco’s fascist Spain (1939– 75): a history of social control, family segregation and stolen babies
(Bristol University Press, 2023-05-14) Martínez Herrero, María Inés
The founding of the first Spanish school of social work in 1932, in Barcelona, is a well-known and celebrated milestone in the development of the social work profession in Spain. The school was financially supported by Raül Roviralta and was linked to a Belgian Catholic school of social work. The activity of this first school of social work was short lived, as it came to a halt with the outbreak of the Spanish Civil War in 1936. But very little is known or discussed about some dark ramifications of the school´s work and the pro-fascist political trajectory followed by its patron, Roviralta, during and after the war. This is just one small reflection of a significant area of political blindness affecting most historical accounts of the evolution of social work in Spain: a lack of explicit acknowledgement of its history of complicity and collaboration with the social control, oppression and indoctrination methods of the far-right dictatorship which was established at the end of the civil war in 1939 and lasted until 1975. Extreme implications of this complicity include instances of involvement in human rights abuses such as forced removal and stealing of babies from political prisoners and other families deemed unworthy or incapable to raise their children, according to the Spanish religious and cultural values which the dictatorship vowed to protect and enforce. Little is known, either, about histories of social workers´ individual and collective resistance to such abuses.
Interrogating the Colonial Past: The Conflicting History of Social Work as a Human Rights Profession
(Springer, 2023-07-13) Martínez Herrero, María Inés; Tedam, Prospera
The evolution of social work as a human right profession is rooted in a legacy of struggle against a supremacist ideology that legitimized colonialism with its fascist and racist character. Social work is often understood as promoting social change, the emancipation and liberation of people. Indeed, this chapter will highlight how many early framers of human rights in social work were anti-colonialists who asserted humanistic values that upheld the dignity and equality of all people. Whilst this is true, there appears to be resistance to acknowledging and remembering the professions' complicity with processes, practices and systems which destroyed people, places and prospects through colonisation, oppression and subjugation. The chapter addresses this part of social work history, too.
Personajes femeninos exocanónicos en la obra de Clarice Gouzy Tartufari
(Tirant Humanidades, 2020) Moreno Celeghin, María Gracia
Clarice Gouzy Tartufari (1868-1933) fue una escritora, poeta, dramaturga y maestra italiana que vivió a caballo entre los siglos XIX y XX en una Italia que acababa de nacer como nación y que, por lo tanto, sufriría profundos cambios no solo políticos e históricos, sino también sociales y culturales. Como narradora, Gouzy Tartufari desarrolló una gran capacidad para construir relatos enmarcados en la vida rural y de provincias: en ellos retrató con extraordinaria agudeza a sus personajes femeninos, ahondando en su personalidad, la cual, a menudo, evoluciona desde la serenidad de una apacible vida enmarcada dentro de los cánones sociales de la época hasta la exclusión social y la marginación vivida tras sufrir el abuso, moral y/o físico, por parte de los poderes fácticos de la sociedad decimonónica: es decir, los hombres que ejercen el poder tanto en el ámbito doméstico (el padre, el hermano, el hijo varón) como en el público (el alcalde, el párroco), entre otros. En este articulo se profundizará en el retrato de las protagonistas femeninas de dos de sus obras más paradigmáticas, Roveto ardente (1901) e Il Miracolo (1909), y serán analizadas como figuras que se rebelan contra los cánones establecidos al arriesgarse a vivir siguiendo sus propios dictados, aunque caerían finalmente rendidas y derrotadas. Es en esos momentos de rebelión en los que surge la fuerza arrolladora de ambos personajes.
Maria Montessori, donna e femminista
(Dykinson, 2021) Moreno Celeghin, María Gracia
La figura di Maria Montessori presenta svariati aspetti che abbracciano tutti gli interessi della nota pedagogista, non solo nel campo dell’educazione, la disciplina con cui acquistò fama in tutto il mondo con il suo Metodo nel 1909 (Il metodo della pedagogia scientifica applicato all'educazione infantile nelle Case dei Bambini), ma anche nel campo della medicina, la psichiatria, la filosofia e l’antropologia, ambiti a cui dedicò i suoi studi nei primi anni della sua formazione superiore. Nel 150º anniversario della sua nascita, è giusto ricordare e diffondere il suo lavoro immane, svolto lungo più di sessant’anni, senza dimenticare che, prima di dedicarsi interamente ai bambini e alla loro educazione, fu innanzitutto una donna combattiva, moderna e progressista, che partecipò come attivista in diverse associazioni e movimenti femministi a favore dei diritti delle donne e che dovette superare non poche difficoltà per farsi strada nell’Italia di fine Ottocento.
WhatsApp, a Mobile Application for Social Learning of the Italian Language through Micro-Tasks
(Comares, 2023) Moreno Celeghin, María Gracia; Vilhelm, Mónica
Studies in mobile learning (m-Learning) have demonstrated that WhatsApp mobile messaging applications can be harnessed effectively for didactic purposes by taking advantage of over two billion users worldwide. The highly social nature of the application favors the socio-constructivist approach to language learning in small virtual learning environments managed by teachers. Extensive use and familiarity among users make it possible to be exploited by teachers and students outside the physical and temporal limits of the classroom, anytime, anywhere, promoting mobile and ubiquitous learning. The technical characteristics (keyboard and screen size) and its fast and immediate use are ideal for the implementation of cooperative and collaborative micro-tasks. During the teaching process, its sustained utilization reinforces the feeling of belonging to the group fostering motivation and involvement. In this paper, we present the results of an experimental study on the didactic effectiveness of the WhatsApp application for the development of the communicative competence in the Italian language through the proposal of written and oral micro-tasks to A1-level students in non-formal learning environments. Considering the results, it is possible to affirm that WhatsApp contributes to the sharing in foreign language of significant experiences in students' lives inside and outside the classroom; therefore, its implementation highly favors informal learning.
La protección de datos en la Unión Europea: cuestiones de derecho internacional privado
(Colex, 2025) Febles Pozo, Nayiber
Redes sociales para el aprendizaje del italiano y el inglés como lenguas extranjeras: estudios de casos en la enseñanza postobligatoria y universitaria
(Dykinson, 2025) Giordano Paredes, María Angélica; Galián Peñalver, Manuel
El aprendizaje de lenguas en nuestra sociedad actual, en pleno siglo XXI, ya no representa una asignatura más en el currículum académico sino una necesidad comunicativa. Las Redes Sociales irrumpen en nuestros entornos cotidianos para eliminar distancias y barreras tanto sociales como educativas, y en este último sector, desempeñan una función muy importante como facilitadoras del aprendizaje; y, específicamente, en el ámbito lingüístico, contribuyen positivamente al desarrollo de competencias y habilidades. Por lo tanto, se hacen necesarias para construir nuevos modelos de enseñanza que superen los esquemas tradicionales y propongan un nuevo paradigma que esté a la altura de las expectativas de las nuevas generaciones de aprendientes, con metodologías basadas en el constructivismo, y que utilicen el trabajo colaborativo, informal y colectivo, como base de aprendizaje horizontal más que vertical.
Educar para la sostenibilidad desde la universidad empleando Story maps
(Colex, 2023) Lázaro Torres, María Luisa de; Morales Yago, Francisco José
El pensamiento crítico en la educación ante los desafíos de la desinformación
(Dykinson, 2023) Puertas Aguilar, Miguel Ángel; Álvarez Otero, Javier; Lázaro Torres, María Luisa de
Geographic education and global change. Towards a new curriculum paradigm
(Centro Nacional de Información Geográfica : Asociación Española de Geografía, 2024) Miguel González, Rafael De; Lázaro Torres, María Luisa de
The limited incorporation in recent school curricula in Spain of geography-related content such as sustainable development, land use planning, globalization, geospatial information technologies, geopolitics, and even the climate emergency demonstrates that there are still significant gaps in geographic content and themes. These include those related to postmodern and cultural geography, urban and territorial agendas, the emergence of neo-geographies, the conceptual relevance of the Anthropocene, or the link between geographic discipline and global change. This need has driven the design and experimentation of curricular frameworks and innovative practices, as highlighted in the recent GeoDem reference declaration by the European Association of Geographers (EUROGEO). This new paradigm is applied, among others, in two European projects focused on global change: Teaching the Future and V-Global, both are involved in teaching geography and training teachers.
Percibir el paisaje y educar para la sostenibilidad empleando mapas web y story maps
(Asociación Española de Geografía y Grupo de Didáctica de la Geografía, 2024) Lázaro Torres, María Luisa de; Morales Yago, Francisco José; Agencia Estatal de Investigación (España)
La enseñanza de la geografía se muestra como una oportunidad para educar en sostenibilidad e impulsar una acción transformadora que favorezca la consecución de la agenda 2030. Se ha aunado este objetivo con el empleo de los Sistemas de Información Geográfica en la nube o SIG web en la plataforma de ArcGIS Online y los StoryMaps de ESRI, cuya pertinencia se ha demostrado en trabajos anteriores. En la Prueba de Evaluación Continua (PEC) de la asignatura de Geografía Humana (Grado de Antropología Social y Cultural, UNED) el estudiante debía elegir un paisaje cultural a estudiar evidenciando su percepción con relación a elementos de sostenibilidad y cambio global, y en este último curso debía además plasmarlo en un story map. Se recogen así los avances del trabajo colaborativo en la nube realizado en los cursos anteriores. Los resultados muestran un alto nivel de satisfacción con el trabajo realizado por parte de los estudiantes. Podemos concluir, en consonancia con otros autores, que el empleo de los Sistemas de Información Geográfica en la nube o SIG Webs desarrollan la comprensión geográfica del espacio y el lugar, con enfoques y preocupaciones locales y globales, también en sostenibilidad. Sin embargo, el simple acceso a estos recursos no es suficiente para transformar las prácticas educativas y generar conocimiento, sino que es necesario seguir investigando en su aplicación para mejorar su eficacia.
Apuntes sobre el micénico sa-pi-de
(Universidad de Sevilla, 2021) Piquero Rodríguez, Juan
El presente trabajo revisa los testimonios del término micénico sa-pi-de y ofrece una explicación más verosímil del posible significado del vocablo. Para ello se presenta un doble análisis en el que se estudian tanto las posibilidades de reconstrucción etimológica como los contextos donde el vocablo se testimonia.
Científicas y progreso: experiencia intergeneracional sobre las mujeres en el ámbito STEM
(Dykinson, 2024) Martí Signes, Raquel; Pérez Sánchez, Lorena; Moncho Roselló, Mar; Monserrat Crespo, José Salvador
La actitud de la adolescencia hacia el enamoramiento y la construcción de relaciones de pareja
(Dykinson, 2023) Martí Signes, Raquel; Pérez Sánchez, Lorena; Moncho Roselló, Mar
Evaluación de un programa coeducativo en Educación Infantil Coe y Duca: compartiendo los juguetes
(Dykinson, 2023) Martí Signes, Raquel; Pérez Sánchez, Lorena; Monserrat Crespo, José Salvador; Casasempere Satorres, Antoni
Identificando y deconstruyendo estereotipos de génerouna experiencia en las aulas de Primaria
(Dykinson, 2022) Martí Signes, Raquel; Pérez Sánchez, Lorena; Monserrat Crespo, José Salvador; Casasempere Satorres, Antoni

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