Semióticas cognitivas y posthumanismo

Este artículo explora los avances en semiótica y ciencias cognitivas. En particular, se centra en los enfoques recientes denominados "cognición extendida" y "Teorías de aco plamiento material" -"Material Engagement Theory"- para situarlos en relación al poshu manismo. El objetivo final es abordar la cuestión fundamental de la agencia material no humana en el Antropoceno desde una perspectiva semiótica.This paper explores cognitive semiotics in relation to advances in other cognitive sciences. In particular, it focuses on the recent approaches labelled "extended cognition" and "Material Engagement Theory" in order to situate them in relation to posthumanism. The final aim is tackle the fundamental question of material non-human agency in the Anthropocene from a semiotic perspective

Use of formative assessment in Physical Education teacher education in Secondary School: a case study

The adoption of a competency-based education model in university teaching brings up the debate about the overtaking of traditional assessment methods by new systems, such as formative assessment. The aim of this study was to analyse the level of presence of formative assessment in general and specific courses of the Teacher Education for Secondary School, Vocational Training, Languages, Arts and Sports master’s degree, with major in Physical Education, of a Spanish public university, and to explore professors’ perceptions. To do so, a complementary mixed quantitative and qualitative design case study was carried out, where data from twelve courses were obtained through the instrument for analysis of syllabus assessment systems (IASEG) and in-depth interviews with five professors. The results revealed the use of formative assessment, with no significant differences between general and specific courses. On the other hand, diversity was detected among professors in terms of their knowledge on this type of assessment and its implementation in the courses. In conclusion, an incipient interest in this type of assessment was observed. However, a number of obstacles were noticed, such as a context that was still unfamiliar with this practice and the lack of training of some professors

Perceptions of professional competences in Physical Education Teacher Education (PETE)

Students' skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired

Intervención psicosocial, redes sociales y estilos de vida. Conceptos de referencia y abordaje en la salud mental del país.

Este artículo tiene como objetivo describir y caracterizar la relación actual y futura de la Psicología social aplicada con el campo de las políticas y programas sociales. Destacando como dimensión central de esta relación el área de la salud mental,se analizan los factores macrosociales y microsociales en el contexto sociohistórico de cambios que ocurren en el país y su impacto en procesos de subjetividad y calidad de vida. Desde el enfoque de la intervención psicosocial en redes, se da cuenta de esta propuesta, su racionalidad, fundamentos y orientaciones. A partir de los aspectos derivados del contexto cultural y sociopolítico y del carácter de los actores de procesos sociales en ambientes desfavorecidos y deprivados de poder se propone destacar un cambio en las orientaciones para mejorar la validez ética, las significaciones y el aporte real de este enfoque.The purpose of this article is to describe and characterize the present and future relationship between Social appIied psychology and both political and social programs fields. Assigning to the mental health area as a central part of this relationship, macro and microsocial factors are analized in the socio-historic context of the changes occurred in the country and its impact in both subjetivity and life quality process. Since the focus of psychosocial nets intervention, take counsieuss of this proposal, its racionality, fundamentation and perspectives. From of both cultural and sociopolitical context derivative aspects and actor's character of social process in ambients both disfavoring and without power it suggests to enfathize a perspective's change to improve the ethics validity, the implications and the real contribution of this focus

O que é necessário para promover a atividade física em uma escola de ensino médio? Um estudo qualitativo

Interventions are required to modify physical activity behaviours in adolescents, and in this regard, education-based actions seem to be effective. The aim of this study was to explore the beliefs and perceptions of the context stakeholders with respect to adolescents’ health behaviours, as well as intervention programmes to gain insight into the setting where the implementation of an intervention is required. Three focus groups were created with twenty-two participants (nine adolescents, four parents, six teachers, and three local politicians). The educational context, in collaboration with the community, was perceived as a setting with high a potential for physical activity promotion. Engagement and coordination of all stakeholders were considered necessary for a tailored intervention, in addition to programme institutionalization to ensure sustainability. Multilevel intervention with a whole-school and community approach is key to increasing physical activity levels among adolescents.Se necesitan intervenciones para modificar los comportamientos de actividad física en adolescentes y, en este sentido, las iniciativas desde la educación parecen ser efectivas. El objetivo de este estudio fue explorar las creencias y percepciones de las partes interesadas del contexto en relación con los comportamientos de salud de los adolescentes y los programas de intervención para conocer mejor el entorno en el que se quiere aplicar una intervención. Se crearon tres grupos focales con veintidós participantes (nueve adolescentes, cuatro padres, seis docentes y tres políticos locales). El contexto educativo, en colaboración con la comunidad, fue percibido como un ambiente con un alto potencial para la promoción de la actividad física. Se consideró necesario el compromiso y la coordinación de todas las partes interesadas para una intervención personalizada, así como la institucionalización del programa para garantizar la sostenibilidad. La intervención multinivel con un enfoque de toda la escuela y la comunidad es clave para aumentar los niveles de actividad física entre los adolescentes.São necessárias intervenções para modificar os comportamentos de atividade física dos adolescentes e, nesse sentido, as ações baseadas na educação nas escolas parecem ser eficazes. O objetivo deste estudo foi explorar as crenças e percepções das partes interessadas do contexto em relação aos comportamentos de saúde dos adolescentes, bem como aos programas de intervenção para obter uma visão do ambiente em que uma intervenção deseja ser implementada. Foram criados três grupos focais com vinte e dois participantes (nove adolescentes, quatro pais, seis professores e três políticos locais). O contexto educativo, em colaboração com a comunidade, foi percebido como um ambiente com um alto potencial para a promoção da atividade física. O compromisso e a coordenação de todas as partes interessadas foram considerados necessários para uma intervenção personalizada, bem como a institucionalização do programa para garantir a sustentabilidade. A intervenção multinível com uma abordagem de toda a escola e da comunidade é fundamental para aumentar os níveis de atividade física entre os adolescentes

La formación del pensamiento crítico en niveles iniciales de español como lengua extranjera: Propuesta didáctica

Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera del "Centro Universitario Internacional de Barcelona (UNIBA)" Adscrit a la Universitat de Barcelona. Curs: 2018-2020, Tutor: Óscar Soler[spa] Las sociedades actuales, como conjunto de identidades diversas, exigen un concepto de identidad más amplio, flexible e integrador. Como intermediarios culturales, los alumnos necesitan desarrollar habilidades sociales y colaborativas y ver la diversidad como fuente de riqueza. La visión general reduccionista del mundo hispánico se refleja en los libros de texto sin que el docente sea consciente de que la lengua y la cultura que enseña promueven la visión del grupo dominante de la sociedad. Este trabajo propone, de forma innovadora para el Programa de Español y Estudios Latinoamericanos de la Universidad de Queensland de Australia, la enseñanza de la lengua y la cultura española a través de rutinas de aprendizaje y pensamiento que formen el pensamiento crítico del alumno en una propuesta didáctica basada en el enfoque por tareas y fundamentada en teorías críticas principales como la justicia social y la competencia intercultural. En concreto, esta propuesta cumple el objetivo de trabajar la identidad a través de la visibilización de identidades minoritarias de la realidad hispánica para constatar la necesidad de reformular la definición de pensamiento crítico en el aula de ELE y dotar al profesorado de herramientas que le ayuden a diseñar materiales críticos, guiar al alumno en la formación y autoseguimiento de su pensamiento crítico de forma duradera y entender la justicia social como el hilo conductor de los elementos curriculares. Finalmente, este trabajo propone servir de referencia para el diseño de materiales y currículos del Programa de Español de la Universidad de Queensland.[eng] Current societies, built by diverse identities, request a wider, more flexible and integrating identity concept. As cultural intermediaries, students need to develop social and collaborative skills and view diversity as a source of richness. The general reductionist overview of the Hispanic world is reflected in the textbooks, resulting in teachers being unaware of the fact that the language and culture they teach promote the vision of the dominant group in the society. For the first time in the Spanish and Latin American Studies Program at the University of Queensland, Australia, this work proposes the teaching of Spanish language and culture through learning and thinking routines that implement the critical thinking in a learning sequence based on a task-driven approach and having social justice and intercultural competence as main critical theories. This learning sequence aims to work on the topic of identity through the visibility of minorities in the Hispanic societies in order to confirm the need of reformulating the definition of critical thinking in teaching Spanish as a foreign language and providing teachers with tools that help them design critical materials, guide the students in their long-term learning and self-assessment of their critical thinking and understand social justice as the thread that ties together the curricular elements. Finally, this work aspires to serve as reference materials to design the syllabus and contents of the Spanish Program at the University of Queensland

¿Por qué se participa? Explicando la protesta social regionalista a partir de dos modelos psicosociales

The objective of present study was to determine the capacity of Social Identity Model and Psychosocial Motives Model to explain the participation in regionalist social protest actions in Chile. We applied a survey in a representative sample of 1200 subjects over age 18 residing in four regions of the country (Arica-Parinacota, O’Higgins, Los Ríos and Magallanes), conducted a series of multiple linear regression analysis to determine the explanatory power of each model. Results indicate that the Psychosocial Motives Model has better predictive capacity than the Social Identity Model (36% versus 4.9% of explained variance), and in the first Model, especially relevant are the "objective" and "social” motives. Also, the results reveals that identification with the region not predict regionalist protest participation, in contrast, the value given to the objectives of the mobilization appears highly associated to it. Results evidenced the importance of studying primary social networks to explain the behaviour of social protest.El objetivo de esta investigación fue determinar la capacidad de los Modelos de Identidad Social Movilizada (MISM) y de Motivos Psicosociales (MMP) para explicar la participación en acciones de protesta social regionalista en Chile. Se aplicó una encuesta a una muestra representativa de 1200 personas mayores de 18 años de cuatro regiones del país. Los resultados de los análisis de regresión lineal múltiple indicaron que el MMP tiene mayor capacidad predictiva que el MISM (36% versus 4.9% de la varianza explicada). En el MMP son especialmente relevantes los motivos de objetivo y los motivos sociales. La identificación con la región no permite predecir la participación en protestas regionalistas, a diferencia del valor subjetivo otorgado a los objetivos de la movilización que aparece altamente asociado a la participación en ésta. Se discute la importancia del estudio de las redes sociales primarias para explicar la conducta de protesta social

Un análisis de la Responsabilidad Social Corporativa en el sector energético español: cómo se presenta, cómo se percibe

This paper analyzes the Corporate Social Responsibility of companies in the energy sector that are listed on the Ibex 35. It revolves around contrasting the stance taken by these companies on the policies of commitment to society in social or environmental terms, included in Corporate Social Responsibility theories, with the company’s own perception of these business actions. The question is whether these policies respond to a sophisticated marketing strategy, or instead constitute a true and real corporate commitment to issues that concern society as a whole.The study is organized to follow the Triple Bottom Line (economic, social and environmental concerns), while focusing on the social and environmental dimensions. To do this, two indices are developed and compared. The Sustainability Index, which collects the information provided in the company’s sustainability reports for a period of three years, and the Real Sustainability Index, which represents the perception of society in general, obtained from various sources external to the company itself.The analysis concludes that companies in the sector carry out actions that are perceived as insufficient in their social dimension while society expresses a more positive assessment of the environmental field. Therefore, it should be noted that the Social Responsibility policies implemented by the companies analyzed, especially inEste trabajo analiza la Responsabilidad Social Corporativa de las empresas del sector energético que cotizan en el Ibex 35. Gira en torno a contrastar la postura de estas empresas sobre las políticas de compromiso con la sociedad en términos sociales o medioambientales, recogidas en las teorías de Responsabilidad Social Corporativa , con la percepción que la propia empresa tiene de estas acciones comerciales. La pregunta es si estas políticas responden a una estrategia de marketing sofisticada o, en cambio, constituyen un compromiso empresarial real y real con los problemas que preocupan a la sociedad en su conjunto. El estudio está organizado para seguir la Triple Línea de Base (preocupaciones económicas, sociales y ambientales), mientras se enfoca en las dimensiones social y ambiental. Para ello, se desarrollan y comparan dos índices. El Índice de Sostenibilidad, que recoge la información proporcionada en los informes de sostenibilidad de la empresa por un período de tres años, y el Índice de Sostenibilidad Real, que representa la percepción de la sociedad en general, obtenido de diversas fuentes externas a la propia empresa. El análisis concluye que las empresas del sector realizan acciones que son percibidas como insuficientes en su dimensión social mientras que la sociedad expresa una valoración más positiva del ámbito ambiental. Por tanto, cabe destacar que las políticas de Responsabilidad Social implantadas por las empresas analizadas, especialmente en sus aspectos sociales, responden principalmente a aspectos de reputación empresarial