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Aula inteligente y educación colaborativa
(Universidad de Chile, 2014-10)
La educación en Chile tiene varios desafíos por delante, por esto días está pasando por un proceso de transformación y las estrategias que se llevan a cabo no están siendo suficientes para dar respuestas a una sociedad que se perfila como diferente...
Gratuidad universal en la educación: hacia una política democrática del conocimiento
(Universidad de Chile, 2017)
lo impulsado
por la Comisión de Planeamiento Integral de la Educación, trabajaba bajo la observancia
de lo que impulsaba la Alianza para el Progreso:
“El planeamiento integral asumía la ideología del desarrollismo capitalista a
cuyo servicio se...
UNIVERSIDAD DE CHILE FACULTAD DE FILOSOFÍA Y HUMANIDADES DEPARTAMENTO DE PREGRADO GRATUIDAD UNIVERSAL EN LA EDUCACION, HACIA UNA POLITICA DEMOCRATICA DEL CONOCIMIENTO Informe final del Seminario de...
UNIVERSIDAD DE CHILE FACULTAD DE FILOSOFÍA Y HUMANIDADES DEPARTAMENTO DE PREGRADO GRATUIDAD UNIVERSAL EN LA EDUCACION, HACIA UNA POLITICA DEMOCRATICA DEL CONOCIMIENTO Informe final del Seminario de...
Relaciones entre arte, política y educación desde la educación estética integral de Herbert Read
(Universidad de Chile, 2017)
UNIVERSIDAD DE CHILE
FACULTAD DE ARTES
MAGISTER EN ARTES CON MENCION EN
TEORIA E HISTORIA DEL ARTE
RELACIONES ENTRE ARTE, POLÍTICA Y EDUCACIÓN DESDE LA EDUCACIÓN
ESTÉTICA INTEGRAL DE HERBERT READ.
Tesis...
Comunicativa Del Arte……………………….44 Bases De La “Educación Estética Integral” De Herbert Read…………………..48 CAPÍTULO 3………………………………………………………………………….56 Reseña De Parámetros Históricos De La Inclusión De La Enseñanza Del Arte Y El Conocimiento Estético En El...
Comunicativa Del Arte……………………….44 Bases De La “Educación Estética Integral” De Herbert Read…………………..48 CAPÍTULO 3………………………………………………………………………….56 Reseña De Parámetros Históricos De La Inclusión De La Enseñanza Del Arte Y El Conocimiento Estético En El...
Educación preescolar en Chile : sin repetir ni equivocarse
(Universidad de Chile, 2018-01)
FACULTAD DE ECONOMI´A Y NEGOCIOS.
UNIVERSIDAD DE CHILE
EDUCACIO´N PREESCOLAR EN CHILE:
SIN REPETIR NI EQUIVOCARSE
Seminario para optar a tı´tulo de Ingeniero Comercial Mencio´n Economı´a
Autores: Isidora Barros, David...
Henrı´quez y Lica´n Vidal Profesor guı´a: Fabia´n Duarte Enero 2018 Contenidos 1. Introduccio´n 2 2. Marco teo´rico 5 2.1. Polı´ticas pu´blicas en educacio´n temprana: Un barrido histo´rico . . . . . . 5 2.2. Diagno´stico de la repitencia escolar en...
Henrı´quez y Lica´n Vidal Profesor guı´a: Fabia´n Duarte Enero 2018 Contenidos 1. Introduccio´n 2 2. Marco teo´rico 5 2.1. Polı´ticas pu´blicas en educacio´n temprana: Un barrido histo´rico . . . . . . 5 2.2. Diagno´stico de la repitencia escolar en...
Voces anónimas de la Educación: Usos y desafíos del concepto de calidad.
(Universidad de Chile, 2011)
necesidad de exigir una “Educación gratuita y de calidad”, devolviendo al Estado las facultades para administrar y otorgar a todas y todos el derecho a la Educación, quebrando y denunciando el estrecho vínculo que hoy existe entre ésta, la banca y la...
Diseño de un modelo de negocios de un centro de educación para alumnos de enseñanza básica y media envueltos en la problemática del fracaso escolar
(Universidad de ChileCyberDocs, 2009)
La importancia de promover la movilidad a nivel de pregrado para la creación de un espacio de cooperación efectiva. El caso de la Plataforma de Movilidad de Alianza del Pacífico (2014-2019)
(2021-10-21)
En el actual mundo globalizado, la internacionalización de la educación superior ha buscado favorecer el intercambio de ideas y capital humano a través de la disolución tácita de las fronteras. En este sentido, la globalización ha permitido...
In a globalized world, the internationalization of higher education has sought to foster the exchange of ideas and human capital through the tacit dissolution of borders. In this sense, globalization has made it possible to homogenize educational, research, and service endeavors by interconnecting ideologies, cultures, and societies. Internationalization —including student mobility— has been considered as one of the major forces of positive impact, and as the cause of restructuring higher education to meet the challenges imposed by the new economic and social needs of the 21st century. Thus, in the Latin American scenario, international cooperation, as well as new modalities of regional integration and academic collaboration, contribute to reducing the inequality gap by increasing the transfer of knowledge and experience across borders. The processes of cooperation and internationalization have been important in the development and training of competent professionals, as well as in the social and cultural strengthening of Latin American countries. The evolution of internationalization has forged new and broad forms of cooperation with a sense of horizontality, co-responsibility, and solidarity, promoting endogenous and homogeneous development beyond the competitiveness of professional, academic and/or technical profiles. The Latin American and Caribbean lag in research, innovation, and technological development, in addition to a deficit in academic teaching and learning methodologies required a change in their exogenous and endogenous nature, through the establishment and reinforcement of new and old cooperation networks (Villalba, as cited in Rincón, 1998). According to the Economy and Development Report (RED) published by CAF-Development Bank of Latin America (2016), the deficit of quality human capital has prevented the region from growing to its full potential, limiting the aspirations of social mobility of its population, and therefore seeking to raise awareness of the importance of human capital training institutions and the challenges faced by globalization in terms of internationalization. Economic and social development is strongly influenced by the integration of higher education, in which student flows play a crucial role as drivers of regional identity, builders of knowledge, trainers of human capital, as well as cultural and labor integrators. According to the World Bank (2013), student exchange improves academic skills, contributes to a better understanding of cultural diversity, and increases the employability of graduates and personal development. In short, academic mobility plays a crucial role in promoting regional integration and a sense of global awareness, as well as providing students with benefits such as acquiring new language skills, cultural sensitivity, and greater intellectual complexity (Köhler, 2002). This research aims to provide an approximation to the factors that characterize and condition international mobility in higher education institutions which have an inter-institutional agreement with the Pacific Alliance. The Pacific Alliance (PA), created in April 2011 by Chile, Colombia, Mexico and Peru, is a regional integration mechanism established through the PA Framework Agreement (2012) with three strategic objectives: to build an area of deep integration with free movement of goods, services, capital and people; to promote the growth, development and competitiveness of its economies to achieve greater welfare, overcome socioeconomic inequality, and promote the social inclusion of its inhabitants; and to become a platform for political articulation, economic and trade integration, and projection to the world, with an emphasis on the Asia-Pacific region2. It is worth noting as a specific characteristic of the PA, the relationship established between its three objectives, i.e., to build an area of integration that considers not only economic and trade aspects, but also inclusion and equity, assuming education and capacity-building as an integral part of the development of competitiveness and growth of its Member States, stimulating undergraduate student mobility. In this context, the objective of this study is to analyze how the process of building the PA as a model of integration has evolved after 10 years of existence, particularly in terms of its contribution to reducing inequality gaps in higher education, its capacity-building as an integral part of the development of competitiveness and the growth of its Member States, and the encouragement of international mobility at the undergraduate level in order to create a space for effective cooperation through the undergraduate scholarship program awarded by the Platform of Student and Academic Mobility of the Pacific Alliance (PSAM-PA). In this respect, from the institutional point of view, this research aims to identify the fundamental causes for the choice of undergraduate scholarships granted by the PSAM-PA, as well as to identify its main attributes, providing both the Technical Cooperation Group (GTC) of the regional bloc and the Technical Education Group (GTE) with the necessary tools to face a new scenario given the increased interest in this mobility mechanism at the undergraduate level. Similarly, from the student point of view, it is aimed at determining the barriers to international mobility of undergraduate Spanish-speaking students, analyzing the challenges faced by the PA in the implementation of an international education policy. The theoretical and practical foundation of this study was based on the existing literature in the internationalization of higher education and international mobility, as well as on the official documentation available from the PA, which includes the four member nations. In order to carry out this research, the experience of 40 students who completed an international mobility program through the Platform of Student and Academic Mobility between 2014 and 2019 inclusive was analyzed. Based on the analysis and observation of the results obtained through interviews and digital questionnaires, as well as on the information contained in the management reports issued by the PA during the 2014-2020 period and the Impact Study on Human Capital Formation and Cultural Exchange conducted by AGCID and OEAP, and on other studies of international mobility at the undergraduate level in the region, proposals and suggestions were developed to improve and/or facilitate the use of the Platform as an instrument to promote human capital mobility, regional integration and effective cooperation....
In a globalized world, the internationalization of higher education has sought to foster the exchange of ideas and human capital through the tacit dissolution of borders. In this sense, globalization has made it possible to homogenize educational, research, and service endeavors by interconnecting ideologies, cultures, and societies. Internationalization —including student mobility— has been considered as one of the major forces of positive impact, and as the cause of restructuring higher education to meet the challenges imposed by the new economic and social needs of the 21st century. Thus, in the Latin American scenario, international cooperation, as well as new modalities of regional integration and academic collaboration, contribute to reducing the inequality gap by increasing the transfer of knowledge and experience across borders. The processes of cooperation and internationalization have been important in the development and training of competent professionals, as well as in the social and cultural strengthening of Latin American countries. The evolution of internationalization has forged new and broad forms of cooperation with a sense of horizontality, co-responsibility, and solidarity, promoting endogenous and homogeneous development beyond the competitiveness of professional, academic and/or technical profiles. The Latin American and Caribbean lag in research, innovation, and technological development, in addition to a deficit in academic teaching and learning methodologies required a change in their exogenous and endogenous nature, through the establishment and reinforcement of new and old cooperation networks (Villalba, as cited in Rincón, 1998). According to the Economy and Development Report (RED) published by CAF-Development Bank of Latin America (2016), the deficit of quality human capital has prevented the region from growing to its full potential, limiting the aspirations of social mobility of its population, and therefore seeking to raise awareness of the importance of human capital training institutions and the challenges faced by globalization in terms of internationalization. Economic and social development is strongly influenced by the integration of higher education, in which student flows play a crucial role as drivers of regional identity, builders of knowledge, trainers of human capital, as well as cultural and labor integrators. According to the World Bank (2013), student exchange improves academic skills, contributes to a better understanding of cultural diversity, and increases the employability of graduates and personal development. In short, academic mobility plays a crucial role in promoting regional integration and a sense of global awareness, as well as providing students with benefits such as acquiring new language skills, cultural sensitivity, and greater intellectual complexity (Köhler, 2002). This research aims to provide an approximation to the factors that characterize and condition international mobility in higher education institutions which have an inter-institutional agreement with the Pacific Alliance. The Pacific Alliance (PA), created in April 2011 by Chile, Colombia, Mexico and Peru, is a regional integration mechanism established through the PA Framework Agreement (2012) with three strategic objectives: to build an area of deep integration with free movement of goods, services, capital and people; to promote the growth, development and competitiveness of its economies to achieve greater welfare, overcome socioeconomic inequality, and promote the social inclusion of its inhabitants; and to become a platform for political articulation, economic and trade integration, and projection to the world, with an emphasis on the Asia-Pacific region2. It is worth noting as a specific characteristic of the PA, the relationship established between its three objectives, i.e., to build an area of integration that considers not only economic and trade aspects, but also inclusion and equity, assuming education and capacity-building as an integral part of the development of competitiveness and growth of its Member States, stimulating undergraduate student mobility. In this context, the objective of this study is to analyze how the process of building the PA as a model of integration has evolved after 10 years of existence, particularly in terms of its contribution to reducing inequality gaps in higher education, its capacity-building as an integral part of the development of competitiveness and the growth of its Member States, and the encouragement of international mobility at the undergraduate level in order to create a space for effective cooperation through the undergraduate scholarship program awarded by the Platform of Student and Academic Mobility of the Pacific Alliance (PSAM-PA). In this respect, from the institutional point of view, this research aims to identify the fundamental causes for the choice of undergraduate scholarships granted by the PSAM-PA, as well as to identify its main attributes, providing both the Technical Cooperation Group (GTC) of the regional bloc and the Technical Education Group (GTE) with the necessary tools to face a new scenario given the increased interest in this mobility mechanism at the undergraduate level. Similarly, from the student point of view, it is aimed at determining the barriers to international mobility of undergraduate Spanish-speaking students, analyzing the challenges faced by the PA in the implementation of an international education policy. The theoretical and practical foundation of this study was based on the existing literature in the internationalization of higher education and international mobility, as well as on the official documentation available from the PA, which includes the four member nations. In order to carry out this research, the experience of 40 students who completed an international mobility program through the Platform of Student and Academic Mobility between 2014 and 2019 inclusive was analyzed. Based on the analysis and observation of the results obtained through interviews and digital questionnaires, as well as on the information contained in the management reports issued by the PA during the 2014-2020 period and the Impact Study on Human Capital Formation and Cultural Exchange conducted by AGCID and OEAP, and on other studies of international mobility at the undergraduate level in the region, proposals and suggestions were developed to improve and/or facilitate the use of the Platform as an instrument to promote human capital mobility, regional integration and effective cooperation....
Finalidad de la educación: Convivir con otros, una aproximación del aporte de la Psicología Prosocial a la Convivencia Escolar en Chile
(Universidad de Chile, 2015)
aporte potencial para alcanzar los objetivos de la finalidad de la educación y de las políticas de convivencia...
Directores efectivos: Prácticas necesarias para una educación parvularia de calidad
(Universidad de Chile, 2019)
como nacional no se cuenta con una definición sobre cómo es o cómo debe ser una educación parvularia de calidad. Las investigaciones se han centrado en desarrollar iniciativas para mejorar la calidad desde una perspectiva integral, argumentando que la...
Colegio de artes musicales en Conchalí
(Universidad de Chile, 2005)
se encuentra inmerso, y a su vez, que en forma integral y realista, responda a las innovaciones pedagógicas y curriculares de la Reforma Educacional....