Congresos 2012

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Browsing Congresos 2012 by Department/Institute "Psikologia eta Pedagogia"

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    1er Seminario de Innovación Educativa
    (Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa. Seminario de Innovación Educativa, 2012) Berruezo Albéniz, Reyes; Soto Alfaro, Francisco; Psicología y Pedagogía; Psikologia eta Pedagogia
    El Seminario tuvo como objetivo presentar a los estudiantes de magisterio de últimos cursos algunas de las experiencias de innovación educativa que se están desarrollando en nuestra Comunidad, y poder contrastar con sus protagonistas los objetivos, resultados y dificultades que los procesos de innovación conllevan.
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    Investigar con jóvenes: ¿Qué sabemos de los jóvenes como productores de cultura visual?
    (Pamiela - Edarte, 2013) Grupo de Investigación Edarte (Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa); Psicología y Pedagogía; Psikologia eta Pedagogia
    Este libro contiene la recopilación de los trabajos presentados en las II Jornadas “Investigar con los jóvenes: ¿Qué sabemos de los jóvenes como productores de cultura visual?”, celebradas los días 10 y 11 de febrero del 2012 en Pamplona. El contexto de esta publicación es doble. Por un lado es un hito más en el desarrollo del proyecto de investigación “Jóvenes productores de cultura visual: competencias y saberes artísticos en educación secundaria” (EDU 2009-13712), que llevamos a cabo desde el grupo Edarte, de la Universidad Pública de Navarra, con financiación del Ministerio de Ciencia e Innovación. Por otro, tanto el referido encuentro como la presente publicación quieren dar continuidad al debate que tuvo lugar en Barcelona a comienzos del 2011, durante las jornadas “Investigar con los jóvenes: cuestiones temáticas, metodológicas, éticas y educativas” Si bien en aquel caso, el foco de interés recayó sobre las cuestiones inherentes a la diferencia entre investigar “con” e investigar “sobre” los jóvenes, esta vez la elección del tema responde a la necesidad de profundizar y poner en relación los resultados que nuestro grupo Edarte va obteniendo en la referida investigación, con los conocimientos, experiencias y posiciones de otros estudiosos de la actividad de los jóvenes en su calidad de productores de cultura visual.
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    PublicationOpen Access
    ¿Jóvenes productor*s de cultura visual? Reflexiones en torno a los resultados de un cuestionario
    (Pamiela - Edarte, 2012) Agirre Arriaga, Imanol; Arriaga Azkarate, Amaia; Marcellán Baraze, Idoia; Olaiz Soto, Ilargi; Calvelhe Panizo, Lander; Psicología y Pedagogía; Psikologia eta Pedagogia
    This article presents the first analysed data from the research project “Youth as Visual Culture Producers: Artistic Skills and Savoir in Secondary Education” financed by the Spanish Innovation and Science Ministry (EDU2009-13712). The data has been gathered using a questionnaire that was answered by 786 teenagers, ages 15 to 19, from schools all around Spain. The questions were designed to get information about three different aspects: - Which is the general picture of the Youth as Visual Culture producer? - Which are the circumstances in which their Visual Culture production takes place and how do they value them? - Which is the connection between school learning and their Visual Culture production? We have found that an overwhelming majority of the inquired teenagers uses photography and very few are into graffiti, comic or web designing despite these have been commonly understood to be youth’s interests. Most of them inform that the origin of their images relays always or very often on their imagination and very few on media images. This is surprising as photography is the main activity of the majority and is used as a way of sharing and keeping record of their everyday lives. In addition we found that non-formal contexts are mostly where they start producing images, usually among friends but unaware of collaborative learning. The main hypothesis underneath the project was also confirmed: secondary education does not take into account how teenagers are connecting with savoirs in and outside school, particularly those involving artistic skills and aesthetic experiences (Birbili, 2005; Hargreaves, Earl and Ryan, 1998). And a new insight has been added: teenagers do not expect any encouragement or interest from their teachers and some of them think it is better that way.
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    Primeras reflexiones y conjeturas sobre la relación de l@s jóvenes no heterosexuales con la cultura visual y su papel como productor@s: el caso de GaPablo
    (Pamiela - Edarte, 2012) Calvelhe Panizo, Lander; Psicología y Pedagogía; Psikologia eta Pedagogia
    This article is a first contribution from the Ph.D. project “Young People as Visual Culture Producers Among Affective, Sexual and Gender Diversity: Saviors, Experiences and Identity Politics”. The main aim of the research is to explore how young people, who are questioning heteronormativity (Warner, 1991) by their sexual orientation and/or gender identity, are consuming and producing Visual Culture (Dikovitskaya, 2005; Hernández, 2004) and which roles this activities are playing in coping with their everyday lives, particularly in school. In this framework, the following pages provide a significant group of abductions (Sebeok & y Umiker-Sebeok, 1987) gathered up a long a pilot experience of collaboration with GaPablo –nick name–, a 16 years old teenager self-identified as gay. After having launched a social club for LGTB teenagers and friends last October 2011 in the Youth Center of Pamplona (rainbowtaldea.blogspot.com), Internet interaction with him started and eventually an interview was set up. This first meeting drawed out valuable issues on GaPablo’s family views on homosexuality, the importance of his blog/vlog and some insights of what Lady Gaga means to him. He agreed with the key ideas of this article concerning him and also to meet again for a second part of this in-depth and creative interview (Douglas, 1985). From a constructivist standpoint (Guba & Lincoln, 1994) and very close to post-structural feminism (Haraway, 1995; hooks, 2003), this research project aims to become useful to school professionals and other learning communities alike. Therefore, this article concludes with three suggestions to develop a Cultural Pedagogy (Steingberg, 2011) which would acknowledge affective, sexual and gender diversity: adjudging which and how sexuality and gender are been taught in schools mostly by the hidden curriculum, opening school culture to this diversities which students already know about probably by the media, and addressing from a critical perspective the LGTB people represented in mainstream culture by focusing on how students are challenging these stereotypes. This Ph.D. project is possible thanks to a scholarship and its relationship with the research project “Youth as Visual Culture Producers: Artistic Skills and Savoir in Secondary Education” (EDU2009-13712) financed by the Spanish Innovation and Science Ministry.