{"id":4841,"date":"2021-03-28T15:45:52","date_gmt":"2021-03-28T14:45:52","guid":{"rendered":"http:\/\/revistaeco.cepcordoba.es\/?p=4841"},"modified":"2021-03-28T15:47:19","modified_gmt":"2021-03-28T14:47:19","slug":"teleeducacion-en-tiempos-de-coronavirus-mito-y-realidad-de-la-educacion-en-valores","status":"publish","type":"post","link":"http:\/\/revistaeco.cepcordoba.es\/index.php\/2021\/03\/28\/teleeducacion-en-tiempos-de-coronavirus-mito-y-realidad-de-la-educacion-en-valores\/","title":{"rendered":"TELEEDUCACI\u00d3N EN TIEMPOS DE CORONAVIRUS: MITO Y REALIDAD DE LA EDUCACI\u00d3N EN VALORES"},"content":{"rendered":"\n

AUTOR:<\/strong><\/h3>\n

Roberto Guijarro L\u00f3pez<\/strong><\/h4>\n

Profesor de Filosof\u00eda. IES Averroes (C\u00f3rdoba)<\/p>\n

Resumen<\/strong><\/h4>\n

La pandemia ha servido de catalizador de muchos de los problemas que nuestro sistema educativo arrastra desde d\u00e9cadas: falta de inter\u00e9s del alumnado por el curr\u00edculo,\u00a0 elementos externos que puentean la labor del docente en el aula, valores regresivos del alumnado conformados por pantallas y dispositivos digitales\u2026 en el presente art\u00edculo se analizan los agentes de socializaci\u00f3n que conforman la mente del alumnado y los problemas disruptivos que generan respecto del proceso de ense\u00f1anza aprendizaje. Como utillaje metodol\u00f3gico se utiliza el paradigma constructivista, las \u00faltimas aportaciones de la neurodid\u00e1ctica y la cosmovisi\u00f3n marxista en el an\u00e1lisis de la ideolog\u00eda dominante.<\/p>\n

Abstract<\/strong><\/h4>\n

The pandemic has been the catalyst for many problems that our system has carried out during decades: students\u2019 lack of interest in the curriculum, external elements that make the teacher\u2019s task in the classroom more difficult, students\u2019 regressive values provoked by screens and digital devices\u2026 in this article agents of socialization that form students\u2019 minds have been analysed, as well as how these agents create disruptive problems during the learning process. The constructivist paradigm is used as the main methodology, along with the last neurodidactic contributions and a Marxist perspective in the analysis of the dominant ideology.<\/p>\n

\"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

AUTOR: Roberto Guijarro L\u00f3pez Profesor de Filosof\u00eda. IES Averroes (C\u00f3rdoba) Resumen La pandemia ha servido de catalizador de muchos de los problemas que nuestro sistema educativo arrastra desde d\u00e9cadas: falta de inter\u00e9s del alumnado por el curr\u00edculo,\u00a0 elementos externos que puentean la labor del docente en el aula, valores regresivos del alumnado conformados por pantallas … <\/p>\n

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