Comunicaciones y ponencias de congresos DCHE - GHZS Biltzarretako komunikazioak eta txostenak

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  • PublicationOpen Access
    Rostros de lo cotidiano a través de los objetos robados en el asalto a la judería de Estella de 1328
    (Departamento de Cultura, Deporte y Juventud, Gobierno de Navarra, 2019) Mugueta Moreno, Íñigo; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    El trabajo que aquí sigue responde al encargo del Comité Científico de la Semana de Estudios Medievales de Estella, y se relaciona con un documento concreto que resulta del asalto a la judería de Estella de 1328. Se trata de un inventario de bienes teóricamente robados a judíos, que poco a poco fueron devueltos a través de la justicia real. Mi cometido, por tanto, ha sido el de analizar el contenido de este documento para conocer más sobre la vida cotidiana de la época a través de la cultura material que refleja el documento (ajuar doméstico, vestimenta, vajilla, herramientas...). En virtud de mi condición de historiador de los aspectos económicos de las sociedades medievales, he creído que una manera interesante de hacerlo sería la de situarme en toda una línea de trabajos preocupados por el consumo de bienes manufacturados en las sociedades históricas. Para todo ello, he podido aprovechar los trabajos que a lo largo de varias décadas ha liderado el profesor Juan Carrasco en la Universidad Pública de Navarra sobre las juderías navarras medievales.
  • PublicationOpen Access
    Cognitive models in Spanish metalinguistic phraseology
    (ALS, 2006) Aznárez Mauleón, Mónica; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    This study analyses cognitive models underlying a number of phraseological expressions in Spanish. The expressions which will be discussed were selected from a collection of more than 250 units taken from the most recent Spanish dictionaries and phraseological repertoires. All of these units are fixed expressions which are used in present-day Spanish (mostly in the European variety) to refer to people’s ways of speaking – by a verb of speech such as hablar (speak, talk), decir (say, tell) etc. The meaning of these expressions, together with the presence of verbs of speech, allows us to label them “metalinguistic”. Indeed, these phraseological expressions belong to what Rey-Debove described as “natural metalanguage”, more specifically, to the nonscientific metalanguage used in everyday discourse. Such expressions, which are found in different languages, are particularly significant as a reflection of how linguistic communication is conceptualized. Based mainly on Lakoff and Johnson’s theoretical frame, this study uncovers the ‘folk’ understanding of Spanish speakers about language reflected in the data, and shows how this particular speech community perceives and interprets this field of reality.
  • PublicationOpen Access
    La literatura infantil y juvenil en el Grado de Maestro en Educación Primaria: una propuesta didáctica
    (Euskal Herriko Unibertsitateko Argitalpen Zerbitzua/Servicio Editorial de la Universidad del País Vasco, 2023) Sbriziolo, Carola; Arellano Yanguas, Villar; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Partiendo del presupuesto de que investigación y docencia deben ir de la mano y que en educación es necesario reflexionar sobre la propia práctica docente, se presenta aquí una propuesta didáctica llevada a cabo dentro de la asignatura "Didáctica de la Literatura Infantil y Juvenil" en los grados de Maestro de la Universidad Pública de Navarra. A partir de la experiencia lectora del alumnado y tomando como base las principales carencias detectadas en las aulas, se propone solventarlas a través de experiencias de lectura estética, con un enfoque práctico y vivencial. Asimismo, se priorizan estrategias de lectura donde el libro es protagonista y se vincula la lectura a su contexto, tanto dentro de la institución escolar, como en su entorno sociocultural. Se trata, en definitiva, de un proceso de meta-aprendizaje que el alumnado podrá replicar en sus futuras aulas. Es una tarea abierta que requiere un continuo trabajo de revisión y ajuste.
  • PublicationOpen Access
    Estudio sobre el impacto del COVID-19 en las competencias ciudadanas del profesorado en formación
    (Asociación Multidisciplinar de Investigación Educativa, 2021) Génez Cantero, Pamela; Scotton, Paolo; Pérez de Villarreal Zufiaurre, Maider; Flores, Unax; Corsini, Bruno; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
  • PublicationOpen Access
    Well-being in school organizations: aspects to consider
    (Future Academy, 2019) Alonso Martirena, Yolanda; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    When entering school life and dealing with schools, the need for attention to well-being emerges, since a climate of safety, acceptance and cooperation is a necessary condition of any teaching and learning process. School is important for social interaction and to develop social and emotional values. But school practices never stand-alone. They are embedded within, and linked to, other infrastructural aspects. So, all of this can be seen in school organizations where the organizational climate promotes well-being. Therefore, educational objectives must undertake to commit to individual well-being and must give us the guarantee of individual well-being (balance, harmony), satisfaction and positive emotions. Well-being mediated by teachers, management teams and other school agents. But can we think of a pedagogical organizational system to deal with nested systems? Motivation, expectations and sharing experiences with positive meaning are variables that narrow down the significance of the school climate; all in an organizational culture. Thus, these key aspects in a positive organization require an explicit commitment of all agents, as well as requirements appropriate to the capabilities, a meaning that motivates and is consistent with the values, and an organization that ensures positive social relationships. We are forced to unite, together, for 'well-being' in a positive school atmosphere, to push the 'quality' of education.
  • PublicationOpen Access
    Holistic architecture for music education: a proposal for empirical research in educational situations
    (Universitat Politècnica de València, 2018) Ángel Alvarado, Rolando Alfredo; Wilhelmi, Miguel R.; Belletich Ruiz, Olga; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika
    Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
  • PublicationOpen Access
    An engagement-based school experience as a premise of wellbeing
    (Elsevier, 2017) Alonso Martirena, Yolanda; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    In the challenge of providing a quality education to all students, one of the main driving forces of change is the teacher and his/her attitudes; the need to address inclusion and participation of everyone therefore affects the teaching and the organization of the School. In response to this –within the context of the formation of the European POSitivitiES project and based on the perception that students were more receptive after a session of yoga performed at a Navarre school– we evaluated the impact of practicing mindfulness on some key processes in schools: from activities inherent to the curriculum content to personal development. It originates in the dissemination of results between the teachers, at the classroom micro-system level and at the school micro-system level. We concluded that individual wellbeing, of the students and the teachers, improves relationships between components of the Educational Institution, improves commitment and engagement and allows pedagogical practices from the flow.