Navegando por Autor "ALVAREZ GALLEGO, Alejandro"

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    Cultura, saberes y disciplinas escolares en Iberoamérica
    (2020) ALVAREZ GALLEGO, Alejandro; BELTRÁN, Rafael Rios; MARTÍNEZ VELASCO, Miguel Ángel
    Since the beginning of the 1990s, in the Ibero-American context it is possible to recognize a series of investigations about education. It should be noted that the appearance of this concern for teaching as an object of study coincides with two milestones that have been key for the historiography of education: on the one hand, the publication of monographs 295 and 296 of the Journal of Education of the Ministry of Education. Education of Spain, which made available to the public a set of tools for the study of school subjects as a central issue to understand the relationships between school and culture (Viñao, 2006). In particular, work on the history of school disciplines (Chervel, 1991) and the history of the curriculum (Goodson, 1991) stand out. On the other hand, two years after these monographs, at the closing conference of the fifteenth ISCHE in Lisbon, Portugal, Dominique Julia (2001) raised a set of aspects around the historical study of school culture, in which it was echo of aspects also indicated in the monographs.
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    La gramática del saber escolar
    (2020) ALVAREZ GALLEGO, Alejandro
    The paper describes the author’s research project completed during his sabbatical year from September 2018 to September 2019. It covers the research background that inspired the author to question today’s validity of the School and the need to come up with new tools that allow us to reimagine its contemporary relevance. It touches on the main theoretical referents that were taken into account to construct the School`s Knowledge Grammar: ethnographic studies, the new cultural history, and studies discussing scholar culture, scholar knowledge and pedagogical knowledge. Lastly, it explains what is understood by “Grammar” and the key principles that are used to explain the knowledge produced in today’s contemporary School. Each of these key principles are explained, including: Kinetic time, Open emotions, Intercepted roles, and Excess as a possibility. These conclusions also include the experience the author had as Director of a school for 4 years and the systemization that gave birth to the principles that are proposed to categorize the School knowledge grammar.