The second day of CIMIE, Friday 5 July, will host all the papers and panels by Theme of the Congress.
(The first day, Thursday 4 July, is for papers and panels by Areas)
The second day of CIMIE, Friday 5 July, will host all the papers and panels by Theme of the Congress.
(The first day, Thursday 4 July, is for papers and panels by Areas)
Rodolfo Bastián Valle-Kendall
Universidad de Tarapacá – Universidad Católica del Norte
Throughout history, migrations have been an enrichment for the receiving country, when it has known how to welcome and show a disposition towards coexistence and inclusive relations, rather than mere coexistence. At the same time, the demands of indigenous peoples in Latin America have been making present the need to move towards Intercultural Education.
The cultural diversity of our societies is a reality. Advancing towards an education that values diversity as opposed to discrimination or educational segregation, characterized by the promotion of the academic success of all students, equity, improved coexistence in multicultural contexts and social inclusion, remains a challenge. In this Theme, research is welcome that contributes to knowing elements, strategies and educational actions that promote diversity and intercultural education; from the inclusion of indigenous and/or immigrant students, to the promotion of cultural pluralism, social and citizen participation, educational proposals to overcome racism, anti-Gypsyism and any other form of discrimination, as well as participatory and inclusive research methodologies that make possible the emergence of diverse knowledge, the diagnosis of socio-educational inequalities and/or contribute to their overcoming.
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.
Alexandre Texeira Bondelas
Universidad de la República (UdelaR)
Associação Latinoamericana De Ciência E Tecnologia (ALAC)
texeiraalexandre@gmail.com
This is an issue, which has come up in education over the last thirty years, and which we cannot avoid. Digital technology will not solve education, but we understand that education today cannot be achieved without it. Digital technology supports and conveys information and communication that have always been an integral part of education as a process of personal construction and training, that which remains of education and must be updated throughout life. Digital technology penetrates education even if we do not project it: open information, immediate communications, access to big-data, robotics and artificial intelligence, among others… All of this favours and amplifies the human competences already acquired. Therefore, education must incorporate them and also develop the digital competence that is so necessary today. Technology is fundamentally acquired through education. Information needs reflection to become knowledge. Communication requires interpretation that relates the sender, subject or medium, and the receiver, person or group, in the elaboration of meaning. Technological instruction, precision or poetics of language and communicative semiotic analysis have to be well combined and this is no easy task, as it requires knowledge and communicative skill.
We call for research on the incorporation of digital technology in teaching and learning, and also on the semiotics of information and communication to improve the development of critical thinking. In this sense, some questions that inaugurate this theme are: What resources and pedagogical proposals favour teaching and learning? What ethical philosophy sustains personal creativity and social cooperation? What values can guide an integral and inclusive education to foster a humanistic culture? What electronic-digital media and techniques are available and what methodological adjustments are necessary (e.g. teaching reading, arithmetic operations, use of dictionaries, geographical maps, augmented reality…)? How to articulate digital technology, open access to information and an effective teaching and learning process? We want to bring together research on digital literacy possibilities and needs as well as experiential practices in this multidisciplinary educational research conference.
To be accepted in 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.
This line deals with the development and education of children and their families from 0 to 12 years old as a complex and unique process in which each one of them progresses from a constructive interaction, in which different circumstances are involved. such as biological evolution, cognitive development, and social experience.
Works, projects, research, studies and experiences that show educational evidence that improve the lives of children and, therefore, improve the world will be accepted. Therefore, among other topics, neurodidactic-related communications, collaborative or online work, as well as procedures and resources on how confinement due to the Covi19 pandemic has been addressed in early care, early childhood education and primary education.
We hope to contribute to the reflection and debate that stimulates reflective and critical thinking from transformative contributions for education and, consequently, for society.
The field of Secondary Education includes contributions related to the areas of Compulsory Secondary Education, Baccalaureate, vocational training and official language schools, as well as the participation of the educational community in this area. As main axes, we highlight those methodologies, examples of good practices and successful experiences that help to overcome inequalities and social exclusion, as well as those that favour equality, innovation, creativity and educational improvement.
Proposals that take into account the participation of all educational agents, as well as innovation, scientific accuracy and quality in the presentation of the work presented will be positively valued.
We welcome papers that address classroom educational experiences, evidence and scientific research related to the presence, participation and success of all learners. We welcome contributions related to progress towards an equitable, just and humane education system and society.
These communications may refer to aspects related to students, teachers, families, as well as other community agents.
Contributions may be contextualised at different educational levels (pre-school, primary, secondary, higher education, etc.). We will value those proposals that rethink the meaning of education and the broad concept of diversity. As a novelty and as a matter of urgency, we are calling for proposals submitted by practising teachers who link their daily practice with educational research. In this edition, we wish to create a meeting space between the gap that exists between school and university.
Teacher training both initial and ongoing, based on scientific evidence, is a key factor in improving educational outcomes. The Teacher Training theme for CIMIE24 will be a space in which to present research and practices based on evidence and that, in themselves, from the epistemological and methodological rigor, become part of a solid foundation on which to design and develop teacher training proposals that generate the best results for students in particular, and for the entire school community in general. This theme will be a space for egalitarian dialogue and critical reflection, oriented towards educational and social transformation, including an interdisciplinary perspective, and inviting those interested in teacher training and in the research that is carried out around it, with the aim of achieving quality education for all people.
Under the School, Family, and Community theme, there is room for all rigorous and innovative contributions and research that promote learning and lifelong education at all educational stages, in order to foster teaching that guarantees all citizens the ability to learn to be, to learn to know, to learn to do, and to learn to live together (UNESCO), and that are aligned with values education, conflict resolution, the principles of Universal Design for Learning (UDL), or the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda, among others. Therefore, this topic opens a space for dialogue and scientific exchange, promoting evidence-based practices aimed at improving education and the effectiveness of education and training systems, as well as teacher training. In this sense, contributions that present strategies and actions with social impact, necessary to improve educational outcomes, as well as coexistence in schools or the coordination and relationship procedures between schools, families, and the entire community, will be welcome.
This area will present papers that encourage discussion and reflection on the research activity developed at the university level from the perspective of its applicability to teaching in different areas of knowledge. In this sense, we welcome proposals of good teaching practices inspired by the desire to improve the learning and teaching experience in the context of Higher Education, always based on a consistent theoretical framework that includes the main contributions developed by other experts in the field to date. The purpose of the area, in the next session of CIMIE (Granada, 2024), is to promote a space for exchange of experiences and debate that allows all participants to express their position on the advances in educational research and thus configure a teaching community increasingly involved in two essential elements: the updating and improvement of their own experience as teachers, and the deepening of theoretical-empirical advances in Excellence in Educational Innovation in the XXI century.
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 …).