Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Abstract/Notes: Esta investigación tuvo como propósito comprender la dinámica de los imaginarios de paz y conflicto en los estudiantes de la Escuela Normal Superior María Escolástica de Salamina, Caldas. Para tal propósito se tuvo en cuenta como fuente principal de información los estudiantes activos de la institución. El camino investigativo a tener en cuenta fue el enfoque de la complementariedad (Murcia y Jaramillo 2008; Murcia (2020) dada la complejidad del fenómeno a estudiar y la posibilidad que presenta el enfoque, al valerse de los métodos necesarios con el máximo propósito de atender ¿Cuál es la dinámica de los imaginarios de paz y conflicto en los estudiantes de la Escuela Normal Superior María Escolástica?. Se complementaron los métodos fenomenológico social (Schutz, 2003) acudiendo a los motivos por y para, que permitió dar razón de la dinámica de los imaginarios sociales; la teoría fundamentada (Strauss y Corbin, 2002) para soportar algunos aspectos del análisis de información, como la comparación constante entre categorías y el procesamiento desde la codificación simple, axial y selectiva; desde la teoría del discurso de Wodak y Meyer, 2003, Iñaquez(2006) y los modelos de análisis realizados por Murcia (2010), se consideró la función referencial, expresiva y pragmática del discurso para recoger y procesar e interpretar la información, en consideración a que ellas representan una opción para el acceso a las formas de ser/hacer, decir/representar, que constituyen las bases donde tienen presencia los imaginarios sociales (Murcia, 2010). Finalmente, en síntesis, la movilidad de las coordenadas sociales definidas como centrales, muestra que hay una movilidad importante en la forma de asumir las acciones e interacciones respecto de los coflictos y la paz en la comunidad estudiada. Si bien, se evidencia que la forma hegemónica de transformar los conflictos han sido acciones mediadas por formas violentas ancladas quizá en las viejas prácticas sociales, estas no generan la tranquilidad de un buen arreglo, que podría catalogarse como un estado de paz interna, sino que por el contrario, generan tristeza, enojo e inseguridad, aspectos que definitivamente proyectan otras formas novedosas de transformar los conflictos como: evitar las confrontaciones, buscar un intermediario para que ayude a dinamizarlos, acudir al diálogo, a la reflexión antes de generar una respuesta agresiva. Lo anterior refleja la orientación siempre dinámica de unos imaginarios radical-instituyentes, orientados a trasformar el conflicto hacia arreglos concertados, en los cuales se generen oportunidades pacíficas de cambio, que asuman el re-conocimiento, el perdón como posibilidad, esto, en consideración a que estas formas radicales de transformación, traen consigo tranquilidad y felicidad; aspectos centrales en la consideración básica de la práctica social como expresión de la humanidad (Murcia, Jaimes y Gómez, 2016). / The purpose of this research was to understand the dynamics of the imaginaries of peace and conflict in the students of the Escuela Normal Superior María Escolástica de Salamina, Caldas. For this purpose, the active students of the institution were taken into account as the main source of information. The investigative path to take into account was the complementarity approach (Murcia and Jaramillo 2008; Murcia (2020) given the complexity of the phenomenon to be studied and the possibility that the approach presents, by using the necessary methods with the maximum purpose of attending What is the dynamics of the imaginaries of peace and conflict in the students of the Escuela Normal Superior María Escolástica?. The social phenomenological methods (Schutz, 2003) were complemented by resorting to the reasons for and for, which allowed us to explain the dynamics of social imaginaries; grounded theory (Strauss & Corbin, 2002) to support some aspects of information analysis, such as the constant comparison between categories and processing from simple, axial and selective coding; from Wodak's theory of discourse and Meyer, 2003, Iñaquez (2006) and the analysis models carried out by Murcia (2010), the referential, expressive and pragmatic function of the discourse was considered to collect, process and interpret information, considering that they represent an option for access to ways of being/doing, saying/representing, which constitute the bases where social imaginaries are present (Murcia, 2010). Finally, in summary, the mobility of the social coordinates defined as central shows that there is an important mobility in the way of assuming actions and interactions regarding conflicts and peace in the studied community. Although it is evident that the hegemonic way of transforming conflicts has been actions mediated by violent forms perhaps anchored in old social practices, these do not generate the tranquility of a good settlement, which could be classified as a state of internal peace, but instead On the contrary, they generate sadness, anger and insecurity, aspects that definitely project other novel ways of transforming conflicts such as: avoiding confrontations, looking for an intermediary to help energize them, resorting to dialogue, to reflection before generating an aggressive response. The foregoing reflects the always dynamic orientation of some radical-instituting imaginaries, aimed at transforming the conflict towards concerted arrangements, in which peaceful opportunities for change are generated, which assume recognition, forgiveness as a possibility, this, in consideration of that these radical forms of transformation bring tranquility and happiness; central aspects in the basic consideration of social practice as an expression of humanity (Murcia, Jaimes and Gómez, 2016).

Language: Spanish

Published: Manizales, Colombia, 2023

Abstract/Notes: Les jardins d’enfants qui se développent en Europe au XIXe siècle selon les principes froëbeliens s’implantent plus difficilement en France où les salles d’asile, puis l’école maternelle instituée par Pauline Kergomard1, développent un accueil spécifique pour les enfants d’âge préscolaire. Néanmoins, ils bénéficient dès les années 1910 de l’essor mondial du montessorisme, et l’on constate la création de nombreux jardins d’enfants et d’écoles nouvelles jusqu’à l’orée de la seconde guerre mondiale. Les jardinières reçoivent une formation spécifique, centrée sur les méthodes actives prônées par les psychologues s’intéressant au développement de l’enfant, et délivrée dès le début du XXe siècle par des institutions privées. Cette formation est prise en charge par l’État entre les années 1921 et 1931, alors que Mlle Amieux, professeur au collège Sévigné, crée un cours pédagogique au lycée de jeunes filles de l’École normale de Sèvres. Les jardinières munies du certificat d’État sont ensuite embauchées dans les jardins d’enfants et les classes enfantines des lycées bourgeois. Cette expérience s’arrête en 1931 lorsque les lycées ne sont plus autorisés à ouvrir des classes enfantines, mettant ainsi un terme à l’existence des jardins d’enfants dans l’enceinte de l’enseignement secondaire. Nous verrons dans ce chapitre en quoi cette formation a été à la résultante, pas toujours harmonieuse, de l’institution scolaire et du mouvement en faveur de l’éducation des jeunes enfants, et en quoi elle a été un enjeu qui reste actuel. Quelle était cette formation spécifique, quelles raisons conduisent à son arrêt en 1931 et qu’advient-il de la formation des jardinières après cette date ? Voici les questions que nous envisageons d’explorer à travers le prisme d’une éducation préscolaire envisagée dans et hors l’école, à partir de sources provenant de fonds d’archives publics2 et privés3, complétés par des ouvrages et revues pédagogiques telles La Nouvelle Éducation, la Revue universitaire, l’Éducation enfantine ou encore la Revue de l’enseignement secondaire des jeunes filles. [Kindergartens that developed in Europe in the nineteenth century according to Froëbelian principles were more difficult to establish in France where the asylum rooms, then the nursery school instituted by Pauline Kergomard, developed a specific reception for the children of preschool age. Nonetheless, they benefited from the worldwide boom in montessorism from the 1910s onwards, and many kindergartens and new schools were established until the onset of the Second World War. The gardeners receive specific training, focused on the active methods advocated by psychologists interested in the development of the child, and delivered from the beginning of the 20th century by private institutions. This training was paid for by the State between the years 1921 and 1931, when Miss Amieux, a teacher at the Sévigné college, created an educational course at the high school for young girls of the Normal School of Sèvres. The gardeners with the state certificate are then employed in the kindergartens and nursery classes of middle-class high schools. This experiment ended in 1931 when high schools were no longer allowed to open nursery classes, thus putting an end to the existence of kindergartens within the walls of secondary education. We will see in this chapter how this training was the result, not always harmonious, of the school institution and the movement in favor of the education of young children, and how it was an issue that remains current. What was this specific training, what are the reasons for its discontinuation in 1931 and what happens to the training of gardeners after that date? Here are the questions that we plan to explore through the prism of preschool education envisaged in and outside school, using sources from public2 and private3 archival funds, supplemented by educational books and reviews such as La Nouvelle Education, the University Review, Childhood Education or the Journal of secondary education for young girls.]

Language: French

Published: Rennes, France: Presses Universitaires de Rennes, 2018

ISBN: 978-2-7535-5561-7

Series: Histoire

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0065-9444

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Abstract/Notes: Two children approach a shelf filled with activities. "I was here first!" claims one. "No, I was." states the other. They both want to do something designed for one person. How can they solve this conflict? In a Montessori classroom we practice peace education...

Language: English

ISSN: 0746-956X

Language: English

ISSN: 1054-0040