Juana M. Sancho-Gil | Universitat de Barcelona (original) (raw)

Papers by Juana M. Sancho-Gil

En el articulo se da a conocer un nuevo proyecto de investigacion sobre la utilizacion pedagogica... more En el articulo se da a conocer un nuevo proyecto de investigacion sobre la utilizacion pedagogica de las nuevas tecnologlas de la informacion y la comunicacion: Reseau d'Enseignement Multimedia (REM), en el que participa la Universidad de Barcelona junto con otras diez universidades europeas. El objetivo principal del mismo es la creacion de una base de datos multimedia para desarrollar cursos telematicos interuniversitarios recreando la filosofia de los programas Erasmus y Comenius.

Routledge eBooks, Dec 28, 2020

Culture And Education, Oct 2, 2021

ABSTRACT Given the different migratory flows, studies point to the need to research the living co... more ABSTRACT Given the different migratory flows, studies point to the need to research the living conditions of immigrant children and youths and the procedures used by educational systems to integrate/include them. These proposals highlight the urgency of asking new questions around the approaches and strategies that policies and schools suggest to deal with issues related to the education of students with immigrant backgrounds in order to detect and meet their needs, bring out the tensions and suggest alternatives. Bearing this need in mind, this text introduces the logic guiding a monograph which contains 10 articles from the perspectives of researchers from seven countries which focus on meta-analyses of the studies conducted, the vision of the young migrants, the relationship between educational policies and practices and the evaluation of the educational experiences. These contributions are a chance to situate ourselves, open up new problems, pose challenges and contribute not only to revealing situations but also to changing educational systems’ policies and modes of interaction with immigrants.

Frontiers in Psychology, Nov 8, 2021

Ethnography and Education, May 29, 2016

Educational governance research, Oct 21, 2017

In the last 40 years, Spain became from a country of emigrants to a destination for immigrants. T... more In the last 40 years, Spain became from a country of emigrants to a destination for immigrants. The 0.46% of immigrants of 1975 (165,000 of 36,012,682 people) went up to 12% (5,598,691 of 46,063,511) in 2009. The sudden demographic, economic, social, cultural, political and educational consequences of this move have been considerable. In this chapter, after offering an impressionist picture of this new scenario, we focus on the implications of this phenomenon in the educational system during two periods of the recent Spanish history, before and after the social and economic crisis. In these two periods, the arrival of immigrants was considered as a problem and maybe now could be an opportunity to rethinking schooling and develop a more comprehensive curriculum. Immigrants have arrived to school to remain, and that opens the possibility of promoting a more inclusive education for all in a more open and fair society.

Educação Unisinos, Aug 24, 2016

Revista e-curriculum, Sep 28, 2020

Proceedings of the 2021 AERA Annual Meeting, 2021

Routledge eBooks, Dec 28, 2020

International journal for research on extended education, Nov 9, 2015

Culture And Education, Apr 3, 2021

ABSTRACT The topics in this special issue and my own experience as a university teacher and resea... more ABSTRACT The topics in this special issue and my own experience as a university teacher and researcher, now emerita, have led me to revisit a series of questions which have interested me for some time on the role, meaning and challenges of the university in today’s society. In the past 40 years, the unprecedented development of digital information and communication technologies, globalization and the increasing power of large corporations have disrupted value scales that were believed to be solidly entrenched. The way we create, store, access and assess information and knowledge; the world of work and knowledge; the competences and skills needed to access and remain in the university; and the ways we research and the very meaning of research have all been transformed. And the question is: What role does the university play today? Because the issues related to the ways academic responsibility and quality are assessed, the mechanisms of hiring and promoting teaching and research staff, support for innovation and scientific advancement and the role of scholarly publications in academic promotion may have very different answers depending on the institution’s mission, vision and ambition. In this text, I examine the four challenges of today’s university which I consider the most important, related to ‘excessive’ numbers of students, the exponential growth in information, the influence of business management and the bureaucratization of university work.

Emphasis is moving toward creating researchers with transferable, advanced skills gained via ongo... more Emphasis is moving toward creating researchers with transferable, advanced skills gained via ongoing training.

Frontiers in Education

This paper builds on the European project MiCREATE, which aimed to explore and stimulate migrant ... more This paper builds on the European project MiCREATE, which aimed to explore and stimulate migrant children and youth reception and inclusion in educational and social systems by adopting a child-centred approach at educational practice and policy levels. We focus on the role of the students’ local and immigrant families in this often-challenging process. We have evidence of the vital role of families in children and youth education. However, research mainly focuses on teachers when discussing issues related to the reception and inclusion of migrant students in schools, often forgetting that families and children/youth are also critical elements in these processes. In this project, we have explored the roles expected and developed by local and foreign families in facilitating and accompanying schools and students on these not-always-easy paths using various methods and activities. This paper focuses on aspects of the MiCREATE project related to the crucial role of families in their ch...

Seminar.net, 2015

The DIYLab project (Do it yourself in Education: expanding digital competence to foster student a... more The DIYLab project (Do it yourself in Education: expanding digital competence to foster student agency and collaborative learning. European Commission) seeks to explore the changes (and its educational effects) occurring in the last decade regarding digital competencies, especially in relation to the emergence of a culture of collaboration, that connects youth learning, technology and DIY (Kafai & Peppler, 2011). To achieve the project's objective, we are following a methodology based on the principles of collaborative action research (CAR). This paper focuses on the first step of the CAR process and shows the main challenges identified by teachers, students and parents in order to implement the project’s learning philosophy in the current curricula and schools organisation. We carried out a series of focus groups with teachers, students and parents from primary and secondary schools and the university to discuss what DIY learning looks like in the participants’ educational cont...

Culture and Education, 2021

ABSTRACT This article is part of the European project MiCREATE, whose purpose is to investigate t... more ABSTRACT This article is part of the European project MiCREATE, whose purpose is to investigate the reception of immigrant minors in educational systems and society from a child-centred approach. This text builds on one of the phases in the project in which three case studies were conducted in three primary schools in Barcelona. It focuses on the activities of 75 children aged 11–12 at these schools, who were questioned about the notion of ‘voice’ and ‘giving voice’ as the epistemic and ethical referents of this perspective, adopting a decolonizing position. Using the participants’ contributions through artistic methods, they reveal their knowledge and experiences on three particularly significant dimensions in their lives inside and outside school: socialization, care and interaction, and play. These contributions are compared to other studies, suggesting the need for perspectives that avoid imposing views on children in research and education.

Routledge eBooks, Dec 28, 2020

Culture And Education, Oct 2, 2021

Frontiers in Psychology, Nov 8, 2021

Ethnography and Education, May 29, 2016

Educational governance research, Oct 21, 2017

Educação Unisinos, Aug 24, 2016

Revista e-curriculum, Sep 28, 2020

Proceedings of the 2021 AERA Annual Meeting, 2021

Routledge eBooks, Dec 28, 2020

International journal for research on extended education, Nov 9, 2015

Culture And Education, Apr 3, 2021

Frontiers in Education

Seminar.net, 2015

Culture and Education, 2021

During the last years the University has evolved from an institution which focused on the study o... more During the last years the University has
evolved from an institution which focused
on the study of different natural
and social phenomena to becoming the
focus of research. Th is paper shows part
of the results of a research on the effects
of social changes in the work and professional
life of university teachers. Th e professional
life history has been the strategy
chosen to approach the changes in the
lives of teachers and researchers. As a result
of studying and comparing 24 life
histories, there appears a group of different
topics which have different meanings
for the participants in this research. Their
analyses show there is an increase in stress
and pressure on teachers who are forced
to carry out three completely different activities:
teaching, researching and having
managerial positions. Th is text presents
the situations teachers have to face in a
working context which is becoming more
and more demanding.

Este artículo da cuenta de una investigación colaborativa realizada con y sobre los jóvenes. En e... more Este artículo da cuenta de una investigación colaborativa realizada con y sobre los jóvenes. En este trabajo, cinco grupos de estudiantes de cuarto de Educación Secundaria Obligatoria (ESO), de otros tantos centros de Cataluña, han realizado cinco estudios etnográficos de forma colaborativa entre ellos, algunos de sus docentes y miembros de nuestro equipo de investigación, con la finalidad de explorar cómo y con qué los jóvenes se comunican, expresan y aprenden dentro y fuera de las instituciones educativas. Comienza discutiendo las dimensiones de la colaboración en la educación, teniendo en cuenta las aportaciones del aprendizaje colaborativo y cooperativo y las potencialidades de los recursos digitales, y situando los antecedentes y las particularidades del trabajo llevado a cabo. Sigue con la caracterización de cómo y en qué ha consistido la investigación con los jóvenes a los que invitamos a ejercer como investigadores. Los resultados se centran en la descripción y conceptualización de las formas de colaboración a las que ha dado lugar la producción de estos cinco estudios etnográficos en cada uno de los centros utilizando tecnologías digitales. Finalmente, se discuten las implicaciones del trabajo realizado y se señalan sus limitaciones lo que se configura como la principal aportación para quienes se propongan investigar con y sobre los jóvenes colaborando, educando y utilizando recursos digitales.

En este artículo explicitamos, en primer lugar, nuestro posicionamiento en torno a la Tecnología ... more En este artículo explicitamos, en primer lugar, nuestro posicionamiento en torno a la Tecnología Educativa (TE) como ámbito de estudio y aplicación, desde una noción que nos puede ayudar tanto a entender la dificultad de introducir cambios sustantivos en la educación, como a situar el origen de algunos mitos sobre la formación del profesorado. A continuación explicitamos nuestras concepciones sobre el sentido de esta formación. En segundo lugar se sitúan los objetivos del artículo y la metodología utilizada para su desarrollo basada en evidencias recogidas en proyectos de investigación y en nuestros procesos de análisis, reflexión y práctica docente. En tercer lugar realizamos una aproximación a la formación inicial del profesorado de educación infantil, primaria, secundaria y universitaria centrada en la noción de TE que reciben. Como conclusión argumentamos que en la formación inicial que recibe el profesorado en relación a la TE se da una superposición generalizada del concepto, con el de las Tecnologías de la Información y la Comunicación, que no ofrece una visión de conjunto amplia e integrada de la acción educativa como un todo. Del mismo modo que permite vislumbrar la evolución de algunos mitos sobre la formación y la tecnología.

In this paper we firstly explain our positioning regarding Educational Technology (ET) as a field of study and application, from a notion that can help us both understand the difficulty of introducing substantive changes in education, and place the origin of some myths about teachers’ professional development and technology. We then explain our views on the meaning of teacher training. Secondly, we locate the objectives of the paper and the methodology used for its development based on evidence gathered in research and in our processes of analysis, reflection and teaching practice. Thirdly, we make an approach to the initial professional development of nursery, primary, secondary and university teachers centred on the notion of the Educational Technology they receive. Finally, we argue that in the initial teacher training programmes there is widespread overlapping between the concept of ET and the Information and Communication Technology that does not offer a comprehensive and integrated vision of the educational action as a whole, just as it offers a glimpse of the evolution of some myths about teacher training and technology.

Educar, 2022

This article is based on the research project APREN-DO aimed at exploring how secondary school te... more This article is based on the research project APREN-DO aimed at exploring how secondary school teachers learn. Using an inclusive research approach and visual and narrative methods, we conducted the study with teachers rather than focusing on teachers. Twenty-eight secondary school teachers in the province of Barcelona (Spain) created their learning cartographies, showing what, how, where, with whom, and with what they learn. They then narrated their cartographies and discussed the notions of learning and educational practice in the 21st century. This paper summarizes the results and conclusions about teachers' learning environments, specificities and considerations regarding their learning, and their thoughts about educational practices. Finally, we present and discuss teachers' reflections and proposals for redesigning educational practice taking into account the need to contemplate the different literacies and competences that exist in today's society, encouraging student participation based on their interests and particularities, providing a space for affections and emotions, and prioritizing the personalization of students' learning and the skill of learning to learn.

Culture and Education Cultura y Educación, 2021

This article is part of the European project MiCREATE, whose purpose is to investigate the recept... more This article is part of the European project MiCREATE, whose purpose is to investigate the reception of immigrant minors in educational systems and society from a child-centred approach. This text builds on one of the phases in the project in which three case studies were conducted in three primary schools in Barcelona. It focuses on the activities of 75 children aged 11–12 at these schools, who were questioned about the notion of ‘voice’ and ‘giving voice’ as the epistemic and ethical referents
of this perspective, adopting a decolonizing position. Using the participants’ contributions through artistic methods, they reveal
their knowledge and experiences on three particularly significant dimensions in their lives inside and outside school: socialization, care and interaction, and play. These contributions are compared to other studies, suggesting the need for perspectives that avoid imposing views on children in research and education.

Profesorado. Revista de Currículum y Formación de Profesorado, 2020

Este artículo se basa en un proyecto de investigación coordinado sobre cómo aprenden los docentes... more Este artículo se basa en un proyecto de investigación coordinado sobre cómo aprenden los docentes, sus implicaciones educativas y los retos para afrontar el cambio social. Desde un posicionamiento basado en la investigación inclusiva y la utilización de métodos visuales se crearon 65 cartografías sobre los escenarios o contextos de aprendizaje de docentes de educación infantil, primaria, secundaria y superior (en este caso los investigadores del proyecto). También se compartieron las explicaciones y reflexiones sobre las cartografías realizadas dando cuenta de los tránsitos y experiencias de aprendizaje. En este artículo, presentamos los resultados y las conclusiones sobre cómo aprendemos los docentes de educación superior, centrados en los autores de este texto. Destacamos las posibilidades de la experiencia cartográfica para la investigación educativa y la consideración de que el aprendizaje del profesorado no solo tiene lugar en contextos formales e institucionales, sino a lo largo y ancho de la vida. Elaboramos conclusiones sobre las características del aprendizaje del profesorado actual y sobre la importancia de tener en cuenta su carácter contextual, biográfico, corporeizado y socioafectivo en la formación inicial y permanente de los docentes. También avanzamos algunas implicaciones para repensar la formación docente al considerar las relaciones entre las experiencias de vida y el aprendizaje, la importancia de conectar las instituciones educativas con la sociedad, la reflexión sobre la práctica educativa y los principales desafíos educativos. Todo ello con la finalidad de promover la transformación de los centros educativos en instituciones de aprendizaje con sentido.

Learning Media & Technology, 2019

The development of Information and Communication Technology has created waves of excitement about... more The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of 'technology' and 'digital technology'. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level 'failure' and/or 'success' of these approaches, we point to limited underpinning 'information and knowledge society' logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.

Educación XX1, 2019

This article focuses in part of the results of the implementation of the European project DIYLab ... more This article focuses in part of the results of the implementation of the European project DIYLab in five bachelor’s degrees at the University of Barcelona (Primary Education, Early Childhood Education, Social Education, Education and Fine Art). The project was carried out in six elementary and secondary schools and two Universities of Spain, Finland and the Czech Republic. The main focus was to incorporate learning modalities related to the Do it Yourself (DIY) culture, fostering creativity, collaboration, self-regulation, authorship and a critical use of digital technology. Following a methodology based on the principles of participatory action-research (PAR), we first organized discussion groups with teachers, students and, in the case of elementary and secondary schools, families. Then, we defined the implementation, based on the characteristics of each institution and the formative actions organized with the teachers. During the teacher’s professional development, the participants proposed that students create audio-visual productions collaboratively about their learning and the processes that propitiated it. Simultaneously, we created the open digital platform DIYLabHub with the aim of sharing the productions created by students. During the implementation at the University of Barcelona, 471 students collaboratively created and shared 76 audio-visual objects in the Hub and the researchers carried out observations, recordings, field notes and discussion groups. In this article, we present the results of the analysis and the conclusions of how teaching and learning practices were transformed, how teachers’ and students’ attitudes and roles were reconfigured, and the possibilities of sustainability of the DIY culture in Higher Education.

Revista de investigación educativa, 2018

Este artículo da cuenta del proyecto europeo DIYLab y de su implementación en una escuela de educ... more Este artículo da cuenta del proyecto europeo DIYLab y de su implementación en una escuela de educación primaria de España. El proyecto se desarrolló en centros de educación primaria, secundaria y superior de España, Finlandia y Chequia. El foco era incorporar, en las instituciones implicadas, modalidades de aprender relacionadas con la cultura Do it Yourself (DIY). Siguiendo una metodología basada en los principios de la investigación-acción colaborativa, organizamos grupos de discusión con familias, profesorado y alumnado. También, definimos su implementación partiendo de las características de cada centro y de las acciones formativas en el profesorado. Durante la formación, se planteó que los estudiantes realizaran de forma colaborativa una producción audiovisual sobre sus aprendizajes y los procesos que los habían propiciado. A su vez, se decidió en qué proyecto de indagación del centro se implementaría DIYLab para desarrollar características de la cultura DIY tales como la creatividad, la colaboración, la autorregulación, la autoría, la compartición y el uso de tecnologías. Simultáneamente, proporcionamos la plataforma abierta DIYLabHub creada para este proyecto donde se podían compartir las producciones audiovisuales de los estudiantes. Durante la implementación, los investigadores realizamos observaciones, grabaciones y notas de campo. A partir de estas fuentes, centramos los resultados y conclusiones en las producciones audiovisuales que estudiantes de educación primaria de España crearon colaborativamente y compartieron en el Hub así como en las fortalezas y debilidades del proyecto en torno a las relaciones pedagógicas, la competencia digital y la sostenibilidad del proyecto.

Digital Education Review, 2018

This paper is part of a research project, in which secondary teachers were invited to generate ca... more This paper is part of a research project, in which secondary teachers were invited to generate cartographies, and participate in conversations about the scenarios and where they learn and the movements they make, inside and outside school. They were also invited to think about what they valued of this performative act as a source of knowledge and experience. By generating cartographies, as a visual and textual epistemological and methodological move, we inquire those interstices, displacements, instable journeys, ways of knowing, assemblages and entanglement through which teachers explore and perform their nomadic learning paths. The main aim of this research process it is no longer about getting results but generating and putting into action concepts such as rhizome, intensity, affect, gesture, displacement, metaphor. Concepts that are helping us to think about how learning gets through teachers' movements and trajectories. Specifically, in this paper, we reflect on how nomadism localizes learning not as an outcome but as an activity staged within a processual, relational and performative ontology of becoming. In addition, we consider how all these processes affect us, as teachers and researchers.

International Journal of Educational Leadership and management, 2017

Today more than ever, educational institutions need educational leaders who are able to promote p... more Today more than ever, educational institutions need educational leaders who are able to promote profound, substantive and sustainable change. This paper is based on the efforts and results of the first stage of a European project implemented in universities and primary and secondary schools in Spain, Finland and the Czech Republic. The project seeks to explore the changes (and its educational effects) that have occurred in the last decade regarding digital competencies, especially in relation to the emergence of a culture of collaboration that connects youth learning, technology and a Do-it-Yourself (DIY) ethos. To achieve the project's objective, we followed a methodology based on the principles of collaborative action research (CAR). We have analysed the curricula and study plans of the participating institutions in order to explore how and where the project could be applied. We conducted a series of focus groups with teachers, students and parents to discuss notions of DIY learning among the educational communities. Based on these discussions, we began to analyse how each context envisions DIY learning and how it relates to the notion of virtual space. We finished the first stage with the professional development of the teachers, which was aimed at shaping the DIYLabs implementation plan.

European Journal of Teacher Education, 2017

This paper builds on two research projects on initial and in-service education of teachers, their... more This paper builds on two research projects on initial and in-service education of teachers, their professional experience, and the pathways they travelled to become teachers. The policy documents analysed and the teachers' professional histories, the micro-ethnographies and the discussion groups developed, allowed us to draw a broad picture of the development of the initial teacher education in Spain. Three fundamental stages were identified: (a) developmentalism and the last stage of Franco's dictatorship; (b) constructing democracy and (c) the implementation of the European Higher Education Area. Our research shows that the reform implemented in each period represented a clear intention to professionalise teachers' work and to move beyond the view of initial education as vocational training by transferring it to the university. Meant a move towards improving the relationship between theory, educational research and practice; and left a set of unfulfilled challenges.

Resumen: Este artículo explora la reconstrucción del proceso de aprendizaje de la(s) masculinidad... more Resumen: Este artículo explora la reconstrucción del proceso de aprendizaje de la(s) masculinidad(es) de un grupo de chicos jóvenes, focalizando en el papel que el deporte y la actividad física tienen en la constitución-regulación de sus cuerpos. Las experiencias de los 18 jóvenes entrevistados en esta investigac ión aportan una mirada s obre las múltiples contradicciones, complejidades y negociaciones de las identidades masculinas en relación con los discursos sobre el género y la sexualidad dominantes que acompañan el deporte. Palabras clave: Masculinidad. Deportes. Identidad de género. Sexualidad.

This article shows part of the results of a research project: The Impact of Social Change in High... more This article shows part of the results of a research project: The Impact of Social Change in Higher Education Staff Professional Life and Work (Spanish Ministry of Science and Innovation, SEJ2006-01876). The main aim of this project was to explore and understand how scholars establish a dialogue, resist, adapt themselves or adopt changes, in the process of constructing their professional identities. As the members of the research team were scholars ourselves, teaching and carrying out research in Spanish universities, we started this research by writing our own autoethnographies. As a result, we developed nine autoethnographies which give a complex and in-depth account of senior and junior scholars' journeys into their process of constructing their professional identity and working lives in a rapidly changing world. This article starts by giving a context to the research project and arguing the need for conducting autoethnographies. It goes on to discuss the process itself of writing autoethnographies in the context of a given research project. We then refer to the topics which have a bearing on how we have learnt to become scholars: our experience as university students, the beginning of the academic career, relationships with others, and the consequences of the mark of gender. We conclude with the lessons learnt around the dilemmas on writing autoethnographies.

Resumen: El estudio acerca de la construcción de la identidad del profesor en los últimos 20 años... more Resumen: El estudio acerca de la construcción de la identidad del profesor en los últimos 20 años ha mostrado la importancia de la formación y de las primeras experiencias docentes para el proceso de aprender a ser profesor. Las evidencias recogidas mediante el análisis de 23 microetnografías y 13 grupos focales, en que han participado un total de 88 profesores, siete de ellos especialistas en Educación Física, nos ha permitido explorar los componentes macro, meso y microsistemas en que los profesores interactúan y dan sentido a su aprender a enseñar. La discusión y contextualización de las experiencias de los docentes en relación a: (a) el ingreso a la formación, (b) la experiencia de la formación inicial y permanente, (c) el concepto de conocimiento y aprendizaje y (d) cómo han aprendido a enseñar, pone de manifiesto la complejidad de ser docente en los días actuales y nos posibilita elaborar recomendaciones para la mejora de la formación y de la inserción en las escuelas. Abstract: Studies on the construction of teacher identity in the past 20 years showed the importance of professional development and early teaching experiences for the process of learning how to be a teacher. Evidence was collected by conducting 23 micro-ethnographies and 13 focus groups, in which a total of 88 teachers participated, seven of whom were specialists in Physical Education. It allowed us to explore the components of the 'macro', 'meso' and 'micro' systems in which teachers interact and ascribe meaning to their learning of how to become teachers, and to how they have been constructed as teachers. The complexity involved in learning to be a teacher today was shown by discussion and contextualization of teachers' experiences regarding: (a) starting their development; (b) experience with initial and continued training; (c) the notion of knowledge and learning; and (d) how they have been learning to teach, allowing us to make recommendations to improve teachers' training and their placement in schools. Resumo: O estudo sobre a construção da identidade do professor nos últimos vinte anos destacou a importância da formação e das primeiras experiências docentes para o processo de aprender a ser professor. As evidências identificadas por meio da análise de 23 microetnografías e de 13 grupos focais, nos quais participaram um total de 88 professores, sete deles especialistas em Educação Física, nos permitiram explorar os componentes dos macro, meso e microsistemas em que os professores interagem e atribuem sentido ao seu aprender a ensinar e a como eles têm se constituído como professores. A discussão e a contextualização das experiências dos professores em relação a: (a) a entrada em formação, (b) a experiência da formação inicial e continuada, (c) o conceito de conhecimento e aprendizagem e (d) como eles têm aprendido a ensinar colocam em evidência a complexidade que implica ser docente hoje e nos possibilita elaborar recomendações para a melhoraria da formação e da inserção nas escolas.

Entre pasillos y clases. , 1986

Conocimiento para la equidad social. Pensando Chile globalmente, 2017

El presente libro recoge más de 50 artículos, que incluyen desde reflexiones teóricas hasta resul... more El presente libro recoge más de 50 artículos, que incluyen desde reflexiones teóricas hasta resultados de investigaciones. Todo con vista a analizar el impacto que puede alcanzar la producción científica en la promoción de equidad social en las sociedades contemporáneas y particularmente en la chilena.
Entre los principales autores y autoras, destacan: Alain Touraine (Premio Principe de Asturias, 2010), Ei-ichi Negishi (Premio Nobel de Química, 2010), Irene Montero (actual Diputada del parlamento español), Carmen Vela (Secretaria de Estado de Investigación, Desarrollo e Innovación en el gobierno español), Gerardo Pisarello (Teniente alcalde del Ayuntamiento de Barcelona), Gabriel Palma (Catedrático de Economía en U. Cambridge), Giorgio Jackson (Diputado del parlamento chileno), Gabriel Boric (Diputado del parlamento chileno), Karla Rubilar (Diputada del parlamento chileno), Cristobal Cobo (Investigador, Oxford Internet Institute), Neil Selwyn (Professor, Monash University), César Coll (Catedrático Universidad de Barcelona), Jordi Alberch (Rector (f) Universidad de Barcelona), Marina Subirats (Catedrática Universidad Autónoma de Barcelona), Claudia Serrano (Embajadora de Chile en la OCDE), Pablo Valenzuela (Científico chileno), Cecilia Hidalgo (Científica chilena), Juana M. Sancho (Catedrática Universidad de Barcelona), Xavier Bonal (Profesor e investigador de la Universidad Autónoma de Barcelona), José Joaquín Brunner (Profesor e investigador de la Universidad Diego Portales de Chile), entre otros/as.
El libro es también un producto de las reflexiones y debates llevados a cabo durante la realización de la Décima Conferencia Internacional, Encuentros Barcelona 2016. Desarrollada en la Universidad de Barcelona, los días 26, 27 y 28 de octubre del año 2016. (redencuentros.org)