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reason, this article aims at offering an understanding that, from political philosophy, allows to problematize how citizenship has been defined in the Citizenship Competences Program (2004-2017). This is a
understand the role of the potential of memory and political socialization, for the reconfiguration of the ways of relating of children for peacebuilding in childcare centers and educational institutions in ... participation and listening make it possible for children to be builders of coexistence and good living. Keywords: school role; peace; political socialization; children; potentials Resumo A escola
, and the socio-political structuring of education, all of which are interrelated and integrated. Those concerns are shared by much work done in ethnomathematics. However, to what extent an ... challenge to ethnomathematics. Keywords: Critical mathematics education; social justice; power and mathematics; students' future possibilities; socio-political structuring of education; ethnomathematics
Based on a social, political and cultural history of education, the following work analyzes the Fourth Pan American Congress of Physical Education held in Colombia in 1965. The investigation focuses
This research paper deals with the treatment of the political violence of recent Argentine history acquired in the school knowledge oriented to secondary education in Argentina since the educational
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the
, and experience reports. Among the findings is the identification of educational processes that, in their aesthetic and political dimensions, manage to produce practices, discourses, knowledge, ways of
and knowledge in the formation of sentipensante and revolutionary pedagogies in the educational-political praxis of indigenous and peasant movements in Latin America. In this direction, by affirming the ... this direction, by affirming the existence of a revolutionary and sentipensante character in the pedagogical praxis of the movements, recover the theoretical-political debate of critical theory in Frantz