Criteria and tasks to do by Area and Topics Responsible

Criteria and tasks to do by Area and Topics Responsible


Areas and Responsibles

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    Didactics of Music Education

    Jordi Cano
    Universidad de Lleida
    Elizabeth Carrascosa Martínez
    Universitat de València

    In the Area of Didactics of Musical Expression we will share and discuss about teaching and learning researches in several educational contexts: formal education (schools, secondary schools, conservatories, music schools, universities) or informal education. We will attempt to engage in a discussion in a critical and friendship way. We try to avoid the power relations that generally slow down: thinking in institutions (educational institutions, departments, etc.), methodologies and designs we based our researches on, as well as the data analysis and conclusions we reach. Our main objective is providing collaboratively new knowledge that may contribute to the improvement of education in our country.

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    Didactics of Language and Literature

    Miriam Martínez Villar
    Universitat Jaume I
    Garazi López de Aguileta
    Universidad de Barcelona

    The Area of Didactics of Language and Literature gathers research linked to plurilingual learning and teaching and their literature at all the educative levels. This year’s CIMIE moto suggests making contributions linked to the scientific knowledge quality production focused on practices linked to reading, writing and the literature. This approach proposes research about reviewing the current scientific production on the field emphasizing progresses, innovations, contributions, obstacles, and especially, those things still to be done.

    They are also relevant those researches focused on the social impact of the productions, practices and educative processes that have taken the language as an essencial resource. Furthermore, this area welcomes works on methodologies with reading and writing learning and teaching approaches, on reflecting on the language use and its social rol, on the literature rol over our current society, and on the linguistic diversity and its relation with the population culture and identity.

    The works presented will help the realisation of an international debate about the academic production and the practices that are being held in the field of language, and this will help the drawing of paths towards a greater quality regarding to learning and teaching key instruments as reading, so needed today to include and protect the people.

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    Didactics of Mathematics and Science

    Adrián Mota Babiloni
    Universidad Jaime I
    Antonio M. Oller Marcén
    CUD Zaragoza

    From the area of Didactics of Mathematics and Experimental Sciences we hope to share and discuss research about teaching and learning science and mathematics, including the different lines of research most relevant to our areas: argumentation and demonstration in science and mathematics; teachers training in science and mathematics education; design and evaluation of teaching sequences; science and mathematics in context; interaction, language and multimodality in the classroom; history and philosophy of science and mathematics; science and mathematics thinking and skills; use of ICT in teaching and learning of mathematics and sciences; sociocultural approaches to teaching both disciplines and theoretical perspectives of development of research in both areas.

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    Didactics of Physhical Education Teaching

    José Antonio Julián Clemente
    Universidad de Zaragoza
    Patricia Mínguez Alfaro
    Universidad de Valencia
    The Area of Didactics of Physical Education is a meetig point between professionals to share, debate and dialogue about scientific contributions linked to this curricular area.

    Taking into account that the CIMIE 2018 moto is “The Educational Sciences March / On the move”, this area’s aim is to foster the link between intervention in real contexts of educative practices and the social transformation at different levels. Thus we are in front an opportunity to foster interventions coming from Physical Education and to describe educative practices that would improve the positive affective relations, the gender equality, the school achievement, the motor behavior, the accesibility to practice contexts, the positive feelings towards practicing physical education, the dialogic resolution of conflicts, the contact with the educative community, among other challenges. ¿Would you like to join us? Let’s meet next July at Zaragoza.

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    Didactics and Educational Organization

    Esther Roca
    Universidad Católica de Valencia
    Edurne Chocarro De Luis
    Universidad de La Rioja

    The area of Didactics and Educational Organization is a space for scientific gathering and dialogue. In CIMIE 2018 we would like to share papers that respond to the needs that education currently poses. We would like to show scientific research of greater and lesser importance, that allow us to discuss on how to prosper in an educational, scientific and ethical innovation for social impact. Regarding the diversity of communities and educational stages that it attends, this area promotes very diverse topics taking as reference some of the didactic and organizational perspectives that are currently being debated in the international theoretical and scientific framework: excellence and educational evaluation, social cohesion, participation of the community, attention to students of special educational needs, vocational education and training, educational leadership and organizational models in higher education.

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    Didactics of Plastic and Visual Arts

    Sonia Fernández Gonález Universidad de Oviedo
    Inés Fombella Coto
    Universidad de Oviedo

    Teaching of Plastic Arts is one of the main educational areas in the social processes, both by its nature and its praxis: ranging from visual literacy to the very creation of artistic works, encouraging experimentation and the search for new visual languages. Also the Plastic Arts Teaching must defend the high quality education, democratic and egalitarian, in its form and its content, showing values and human rights, thinking about art as a way to gain freedom.

    The latest research trends of the Plastic Arts Teaching scientific community deal about arts-based research, thinking through pictures, dialogic learning, learning communities, participation, Artistic Mediation and Art Therapy among others. It looks for a quality scientific knowledge from the artistic and from the aesthetic, with a direct impact on the educational processes and the social affairs, offering new methodological approaches, different ways of structuring knowledge, as well as new alternatives that focus on reflection, constructive criticism, change and the update of our potential, both individually and socially.

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    Research and Diagnostic Methods in Education

    Raquel Martín Esbec
    Universidad de Zaragoza

    The Research and Diagnostic Methods in Education receives communications on ongoing or completed educational research with special emphasis on the description and explanation of the research methodologies used, providing conclusions about their usefulness, possibilities and/or limitations. Papers should be focused on specific aspects of both quantitative and qualitative research.

    The following are topics specifically belonging to this area: ethical limitations of research, complexity of the research process, techniques to investigate specific areas or topics, developing categories, specific methodologies, new research challenges, interdisciplinary research teams, dialogically challenges in research, use of specific computer software in research, limitations and possibilities of quantitative and qualitative methodologies, the potential of mixed methods, etc.

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    Educational Theory

    Maria Del Mar Ramis-Salas
    Universitat de Barcelona

    The area of Educational Theory is a solid, scientifically based approach to the educational fact in a broad sense -from the concept of education to the different elements that make up the educational phenomenon. Research work submitted must collect the contributions of the most relevant pedagogical theories, particularly those that are contributing to social transformation and overcoming inequalities, and put them in dialogue with educational practice, through the development of proposals and programs that favor the construction of a democratic citizenship that respects human rights.

    In this sense, this area could contain topics such as the current and contemporary theories of education, social and educational inequalities, educational and political current theories, educational contexts, education in values and human rights, ethics and moral education, citizenship education and democracy, education for social participation, social networks and NGOs, education and emotions, gender and education, multiculturalism, coexistence and conflict prevention, etc.

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    Educational History

    Raquel Cercós Raichs
    Universitat de Barcelona
    Eduard Mondejar Torra
    Universitat de Girona

    The area of Educational History is a broad and interdisciplinary field of study and research. This section is characterized by the reception of works that provide insights, thoughts, information, ideas and discussions for a possible historical interpretation of studies concerning education. The objectives of this section focus on knowing the past (in different periods and aspects) of educational institutions, educational systems and social processes through multiple debates and problems that currently turn over the entire field of educational studies, as keys to understanding today’s society and on displaying data for a possible interpretation of the future society. To this end, it has been noted as important to understand the issues of historical contexts on education, society and other theoretical and methodological elements related to the same scientific field.

    Therefore, this area contains different social, political, ethical and philosophical analysis that make a historical criticism of the present possible. Topics may include those contributions covering: education policy, education reform, the schools, the teachers, the schooling, the teaching-learning process, life in schools (urban and rural), curriculum, the analysis of textbooks, the study of the construction of social subjects (social class, groups, individuals, ideology, gender, etc..) and all those issues related to the historiographical theoretical and methodological debates, on the Education al History.

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    Psychology of Education.

    Shirley Mendez
    Universidad de la República (Uruguay)

    Maria Noel Rodríguez Ayan
    Universidad de la República (Uruguay)

    The movement of the march for science claims the role of science for the improvement of society. Following the spirit of a “march of the sciences of education”, the area of ​​Educational Psychology of CIMIE will welcome papers that are framed in Psychology as a scientific discipline or related disciplines, and contribute to an improvement in education. We expect to receive papers based on theoretical or empirical research related to human learning and development inside or outside educational centers, the teaching and learning process at all levels of education, educational interventions, innovation in the educational context as an organization, attention to student diversity, applied psychology to specific problems such as bullying, cyberbullying, gender violence, and other related topics. Special emphasis will be given to the scientific quality and rigor of the work, as well as its contribution to achieving social impact in the field of study.

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    Mar Joanpere
    Universitat Rovira i Virgili
    Roger Campdepadrós
    Universidad de Girona

    The area of Sociology of Education is a diverse place for meeting and scientific dialogue regarding research with evidence of impact on the socio-educational field, leading to social improvements through more inclusive cultural, policies and educational practices for overcoming social and educational inequality.
    In line with the slogan of #CIMIE17, research and innovation are inseparable from the social context; therefore, priority will be given to all those contributions that highlight the ethical procedures that have guided their development and active social participation and consensual involvement in all phases of the research. Broadly, we welcome all contributions that show innovation in the educational environment arising from responsible research in ethical terms: science in the service of society.

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    Economics and education

    José Solana Ibáñez
    Centro Universitario de la Defensa de San Javier
    Manuel Caravaca Garratón
    Centro Universitario de la Defensa de San Javier
    Here we suggest some possible matter of research to anybody who would like to present a communication to the Economy and Education Area of the CIMIE18 Conference that will be held in Bilbao with the moto “The Sciences of Education March”:

    Finance literacy, grants, consumery, organizational behavior, cooperativism, econometry, social economy, entrepreneurship, enterprise, finance, dual training, vocational training, legal forms, strategic management, globalization, management skills, applied informatics, operative research, marketing, Mondragon, cuantitative methodology, economic modelization, new theories on business management, production, productivity, small and medium businesses, human resources, tourism, cooperative universities, and so on.

    We encourage you to present your research from a wide and open point of view that would allow the description and prediction of the current and future Economy and Education evolution, likewise the reflection on the central topics of this area.

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    Social Work

    Patricia Melgar
    Universitat de Girona
    Elisa Esteban
    Universidad de Zaragoza

    Social Work is characterized by its multidisciplinary and interdisciplinary nature. This singularity allows it to appear in the educational field in its broadest sense (primary attention, education, childhood, justice, health, etc.), in order to contribute to a social change and developement based on social justice and human rights.
    The proposed main goal is improve in the developement of a Social Work’s responsible research, innovation and practice within their action frameworks, both formal, informal and non formal, to bring responses to the currently existing different contexts and social needs.
    In order to keep on delving into and sharing knowledge around the role of Social Work in education, communications must be based on the following work lines: a) research that would contribute to improving the welfare or the social care within the education, b) methodologies, plans and social intervention protocols based on evidences of its usefulness within the educational sphere, c) Social Work teaching innovation, both in the professional and in the academic areas, d) practical experiences, positively evaluated, that would contribute to improving formal, informal and non formal education, e) other experiences that would bring new contributions or specific challenges and reflections for the Social Work in education.

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    Social Education

    Sara Gómez
    Universidad de Barcelona
    Alejandro Martínez
    Universidad Lasalle

    In Social Education we see education as a powerful tool that can improve people’s lives, helping all kinds of social groups, regardless of their age or condition. However, scientific research has been limited many times to merely describe inequalities and injustice. From our area, we are committed to support research that contributes to changing perspectives on social problems, for instance, addressing global and urgent challenges such as the economic crisis, refugees and other vulnerable social groups. Therefore, we call for proposals that go beyond diagnosis and provide real solutions with social impact, contributing to the improvement of our social realities and fostering the reduction of social and educational inequality with responsibly, rigor, solidarity and ethics. In short, quality research at the service of society.

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    Didactics of Social Sciences

    Mario Ferreras Listán
    Universidad de Sevilla
    From the area of Didactics of Social Sciences, we present an space opened to dialogue where teachers and researchers could share in a positive atmosphere their experiences, research and reflections on the teaching and learning of Social Sciences, Geography, History and / or Citizenship. Considering this area of knowledge, we invite you to send communications about the following lines:

    · Research to know, understand or change aspects related to the teaching and learning of Social Sciences, Geography, History and / or citizenship.

    · Innovation, curriculum and improvements on the teaching and learning of Social Sciences, Geography, History and / or citizenship.

    · Teacher training in Didactics of Social Sciences.

    · Reflections to improve the area and establishment of new challenges.

Topics and Responsibles

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    Multiculturalism and Ethnic minorities

    Sandra Romero
    Universidad de Zaragoza
       Dra. Mª del Mar Bernabé Villodre
    Universidad de Valencia

    Throughout history, migrations have been an enrichment for the host country when it has been able to welcome and show a willingness to coexist, beyond cohabitation.
    But to achieve this, companies have faced new social and educational challenges. In this last area, Goverments and schools face a new challenge: the construction of an educational model which takes into account ethnic and cultural diversity, characterized by the promotion of the academic success of all students, as well as the skills needed to function in a multicultural context.
    From scientific research, specialists in education must focus on analyzing what elements, tools, techniques and methodologies, promote the inclusion of immigrant students of ethnic minorities in order to guarantee an educational model in accordance with the cultural pluralism that characterizes actual society.

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    Adult Education

    Tatiana Iñiguez
    Universidad de Zaragoza
    Francesco Marcaletti
    Universitat Internacional de Catalunya
    This topic calls for submissions related to adult education, covering a wide range of approaches. For example, research related to lifelong education will be included; the overcoming of educational, cultural and social inequalities and difficulties; the acquisition of literacy skills, instrumental and digital learning; community participation; family training; the contributions of authors of great relevance in this field as Paulo Freire, etc. The studies can be approached taking into account the rural environment, solidarity economy, volunteers’ participation, development cooperation, entities’ management, occupational education, etc. In the process of evaluation of communications, the social impact of each of the investigations will be taken into account.

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    ICT and Communication

    Javier Gil Quintana
    Universidad Católica de Ávila
    Alejandro Quintas Hijós
    Universidad de Zaragoza
    Media education is a confluent and mobilizing field for citizen empowerment. This axis focuses, firstly, on the contribution of innovative experiences related to learning and the didactic possibilities of digital media, from the phenomenon of MOOC to various developments in e-learning and the use of technologies in everything related to Training and education, both formal and non-formal. We will analyze the different dimensions of Information, Communication and Relation Technologies (ICRT), which constitute a heritage for the analysis of contemporary society, its forms of life and representations. It is interesting to review, from the theoretical and practical point of view, the concept of media and digital competence, which changes and adapts to an educational reality that is transformed at great speed.

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    Oriol Ríos
    Universitat Rovira i Virgili
    Ana Toledo
    Universitat de Barcelona

    To be accepted at the gender theme proposals must be linked to gender studies and educative research, from several disciplines. This theme includes communications on gender violence, masculinities, women in History and Science, media, gender and image, gender and socialization, non sexist education, sexual education, feminist theory, gender and immigration, bullying linked to gender, sexual harassment, women and poverty, women and leadership, women and politics, women and health, women and cultural minorities, women’s trafficking, gender and sexuality, etc. As well as any other issue linked to gender and research on education.

    We invite people interested in presenting communications based on scientific evidences and/or based on consistent theories pointed to overcoming gender inequalities from diverse disciplines and backgrounds.

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    Educative policies based on scientific evidences

    Designing and implementing educative policies based on scientific evidences is a way of efficiently approaching school failure challenges, and also a way to improve the quality of both our educative systems and our education in general. Thus, and because of the aim of orienting the scientific research’s quality in this field, CIMIE offers one of its themes to debate about educational policies based on evidences.

    We welcome communications on 1. Educative policies and practices based on scientific evidences that are showing an efficient implementation to the students’ academic success; 2. The way to achieve an efficient processes’ implementation of these educational policies and practices; 3. The role of both researchers, social actors as families, students and community members in the scientific knowledge definition, and the importance of their participation in the design and implementation of educational policies and practices to achieve effectivity; 4. The system of assessments carried out to improve educational practices and school success, either at a general level or specific level, such as impact assessment of educational policies applied to the integration of ethnic minorities; 5. The democratization of schools as promoting inclusion and participation of families, teachers and students based on successful educational policies; 6. Publications and international debate in leading scientific journals focusing on evidence-based educational policies.
    At the same time, andt taking into account that the 2017 CIMIE motto is “Responsible research and innovation”, there will be likewise welcomed all those contributions that would show innovative educational practices that would have had a positive impact on students’ educational outputs and performances.
    At the same time and taking into account that in 2018 CIMIE motto is “March for educational sciences”, there will be likewise welcome all those contributions that show governmental initiatives that would have had a positive impact on students’ educational outputs.

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    Kindergarten and primary education

    Escolástica Macías Gómez
    Universidad Complutense de Madrid
    Dra. Concepción Pérez López
    EU Cardenal Cisneros
    Starting from the general CIMIE 2018 moto, “The March of Learning Sciences” we hope to receive communications on research that would contribute to improve the knowledge and boost the different Primary and Child Education stages.

    It will be taken into account those works that, from scientific knowledge approach, will carry on its development around issues belonging to these school stages, pursuing as well, to influence in our societies’ ways of life’s environment.

    Originality and novelty, the ethic and scientific rigor, likewise the commitment with renovating  and permanently improving, will be fundamental criteria to accept proposals. Thus, will be very appropriate those communications that would influence in current necessary and innovative issues as those addressed to que first stage of child education, those linked to neuroeducation, likewise the effect of using different kind of teaching on learning and evaluating, or works collaboratively developed between different institutions, as schools and universities, among others.

    From this space we hope to contribute to a reflection and a debate that would stimulate a critical thinking able to make transformative contributions to Education, and thus, to society.

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    Secondary Education

    Dorleta Apaolaza Llorente
    Universidad del País Vasco
    Elena Carrión Candel
    Universidad Internacional de la Rioja
    At the Secondary Education Area are welcomed those contributions linked to the compulsory secondary education, high school and vocational training, likewise the community participation on them. As main axes we highlight those methodologies and successful experiences that help overcome inequalities and social exclusion, likewise those that favors equality, school success and the meaning creation. We positively take into consideration those proposals that would take into account the participation of all the educative agent, likewise the works’ innovation, scientific rigor and quality.

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    Inclusive education

    Andrea Jardí
    Universidad de Barcelona
    Alma Yadira Esparza
    Universitat de Barcelona

    2017 CIMIE Conference by means of the Inclusive Education theme, joins the challenge of educating in a school for all, with no exclusions, that would guarantee equity and equality of opportunities, to allow all of the students facing the XXIst century Informational Society challenges. Following this aim, communications will be allowed that empirically and theoretically would contribute to a responsible research and innovation, bringing concrete evidences to imporove education and school success at the different educational levels and that would specially take into account diversity as a human quality wealth. Those works that would promote the integration of the different educational stakeholders (students, teachers, families, professionals, administration, community, etc.) to promote inclusion will be positively considered.

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    Teachers' Training

    Josep Mª Canal
    Universitat Jaume I
    The topic for teacher training at #CIMIE18 will be a space for dialogue and debate in which to analyze and deepen the importance of this subject in improving the quality of education and the keys that support it. This area is aimed at those who understand education as an element of social transformation, and who seek to establish an egalitarian dialogue between all educational agents that may be involved in teacher training and the research undertaken on this topic.

    Due to its importance, the training of educational professionals, either in its initial phase (ITT) or in the ongoing and continuous training, requires scientific research that outlines the best actions in this field, thus providing the keys to design and expand the success experiences that generate the best results for students. This is why this topic will call for communications committed to science, departing from the necessary epistemological and methodological rigor, focusing on the analysis of teacher training (initial and pemanent), taking into account the different stages and departing from the interdisciplinary perspective and dimension, with impact and social transformation. The main objective is to move towards a teacher training (initial or permanent) that ensures a quality education for all children.

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    School, Family and Community

    Susana León Jiménez
    Universitat de Barcelona
    School, Family and Community aim to be a space devoted to scientific dialogue were presenting and discussing educational research, proposals and projects with impact, as well as to share those scientific evidence that suppose educational improvements while transcends the school walls for transforming the social reality of the community.

    According to the VIII edition of CIMIE19, Education: the door for any social improvement, there would be welcome those submissions that show a clear social impact line, with scientific evidence on how the joint work of those members of the school community supposes a social improvement in all its dimensions. In other words, we expect to receive papers that show how the active involvement of all the agents of an educational community involves not only improvements in academic and social success but also the transformation of the background.

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    Excellence in Teaching and Research University

    Marta Abanades Sánchez
    Universidad Europea de Madrid
    Miriam Jimenez Bernal
    Universidad Europea de Madrid

    Research and university teaching excellence-RUTE aims being a meeting point among those people performing excellence researches, following both international scientific community’s scientific rigor criteria, and evidence-based teaching, as well among people aiming to approach this field work and these way of researching and working in the academia. RUTE focuses on two goals: 1) Knowing and deepening research and teaching successful actions that would stand out both because of the scientific quality of their processes, the impact of their outputs, and the transferability of their research and teaching actions; 2) Deepening and fostering research linked to educational indicators’ excellence.

    As soon as the communication will be selected you could choose between two options: A) presenting it (divulgation aim) or B) getting a feedback from the public in order to present it in a future publication in a JCR journal. We welcome all those works linked to these two goals within one of these two proposed options.

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    Religion and Spirituality in Education and Society

    Ana Burgués Freitas
    Universidad de Barcelona

    Since decades communications linked to religion and spirituality have been presented and debated at the most prestigious educative research networks and conferences. Issues as “Religion and education”, “Spirituality and education”, “Interreligious dialogue and social cohesion”, “Catholic education”, “Confuncianism, taoism and education”, among some more others, have their own space at places as international relevant as AERA (American Educational Research Association).
    CIMIE gathers this witness and opens a wide issue that welcomes the most diverse concerns linked to religion and spirituality within education and society that would be presented as a research project, study or report. By means of this issue we start a new way to approach to religion and spirituality to the academic field and the educative environment. We invite you to bring to us your proposals.

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    Educational Leadership

    Gisela Redondo
    Universidad de Zaragoza
    Marta Camarero Figuerola
    Universitat Rovira i Virgili

    The scientific literature shows that EDUCATIONAL LEADERSHIP influences educational improvement, both in terms of academic results and coexistence in schools.
    The different styles of leadership and their development have been widely researched at the international level and there are many theoretical and empirical works dealing with the different agents that develop and sustain leadership practices, from teachers and management teams in schools to students, families or the school community.

    This topic aims to be a space to share educational leadership research related to the improvement of education and its role for educational improvement in different educational areas (university, school, non-formal, informal …).

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    Prevención de la Radicalización

    Xavier Torrens Llambrich
    Universitat de Barcelona
    Verónica Yazmín García Morales
    Universitat de Barcelona

    Existen extremismos de todo tipo: extrema derecha, extrema izquierda, islamismo radical, nacionalismo radical, populismo radical y los extremismos monotemáticos (antiabortistas, antifeministas, animalistas violentos, etc.). Los extremismos como tales legitiman los prejuicios y las ideas que subyacen en el discurso de odio que conlleva la fracturación de la cohesión social. Asimismo, los extremismos violentos son peligrosos para la propia seguridad humana.
    La tríada de temas incluidos son la radicalización, el extremismo violento y el terrorismo. Primero, la radicalización que conduce a la violencia es un proceso en el que los individuos adoptan un sistema de creencias extremistas que conforman un discurso de odio y legitiman que ellos mismos u otras personas opten por la violencia. Segundo, el extremismo violento es un posicionamiento radicalizado que hace uso de medios violentos para defender o afirmar sus posicionamientos ideológicos. Tercero, el terrorismo es la acción armada destinada a diseminar el terror e intimidar a una población o presionar a un gobierno para imponer sus reivindicaciones.
    Ante todo ello y con la voluntad de orientar la investigación científica de calidad con el fin de alcanzar la “Educación: la puerta para toda mejora social”, CIMIE dedica uno de sus temas a analizar y debatir sobre la prevención de la radicalización.

    Damos la bienvenida a comunicaciones sobre:
    1. Políticas educativas que, basadas en evidencias científicas, demuestren eficacia en su implementación, contribuyendo al éxito educativo en la prevención de la radicalización del alumnado.
    2. Programas educativos de detección de personas en proceso de radicalización y de agentes de radicalización, aquellos individuos que sobre la base de un discurso extremista, buscan involucrar a personas con vulnerabilidad.
    3. Proyectos educativos que, a partir de análisis de teorías de la conspiración que se difunden, permitan evitar que se propaguen prejuicios y estereotipos que sustentan la incitación al odio.
    4. Prácticas educativas de sensibilización y formación que ofrezcan contranarrativas que contrasten ante las narrativas que conducen a los extremismos.
    5. Investigación educativa basadas en evidencias sobre la inclusión en la diversidad y la participación de familias, profesorado y alumnado a partir de políticas educativas de éxito.
    6. Análisis de la violencia machista y el feminicidio como extremismo en relación al género y las mujeres.
    7. Diseño de políticas públicas inclusivas de la diversidad.
    8. Evaluación de ideologías y discursos políticos extremistas.
    9. Prácticas de aprendizaje sobre derechos humanos y literatura.
    10. Actuaciones educativas de éxito en diversidad de entornos y socialización preventiva de la atracción hacia la violencia.
    Paralelamente y teniendo en cuenta que el lema de la presente edición de CIMIE es “Educación: la puerta para toda mejora social”, son bienvenidas todas aquellas comunicaciones que muestren iniciativas con un impacto social positivo en los resultados educativos de los alumnos y alumnas en la prevención de la radicalización.



CIMIE es el congreso anual organizado por AMIE (Asociación Multidisciplinar de Investigación Educativa).

El congreso se organiza en dos jornadas intensivas de duración. El primer día se organiza en base a las disciplinas y/o áreas. El segundo día se organiza en temas abordados interdisciplinariamente.


AMIE es socia de la WERA (World educational research association)


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