http://hdl.handle.net/10366/4654 Tue, 21 Apr 2026 23:11:38 GMT 2026-04-21T23:11:38Z http://hdl.handle.net/10366/169910 [ES]El alto porcentaje de estudiantes repetidores en el sistema educativo español es un problema recurrente cuyo diagnóstico se ha abordado habitualmente desde el nivel del estudiante y sus características personales y socio-demográficas. En este trabajo se adopta un punto de vista diferente, con el objeto de buscar variables a nivel del centro escolar y a nivel regional (Comunidades Autónomas) que estén relacionadas con la repetición de curso, ya sean de carácter socio-demográfico y económico, o factores educativos susceptibles de ser controlados. Para ello, a partir de los datos de la muestra española de PISA 2018 sobre repetición de curso, se utiliza como variable dependiente la proporción de repetidores por centro, que es una variable cuantitativa que se relaciona con diferentes variables de contexto agregadas a nivel de centro y con diferentes variables socioeconómicas y educativas agregadas a nivel de Comunidad Autónoma, procedentes tanto de los datos PISA como de otras fuentes institucionales nacionales e internacionales. El análisis descriptivo y correlacional inicial sirve como base para la obtención de las variables relevantes incluidas en un modelo multinivel de dos niveles, en el que el primer nivel lo constituyen los centros y el segundo nivel lo constituyen las Comunidades Autónomas. Los resultados apuntan a nivel de centro a la importancia de variables de cuatro tipos: socioeconómicas, demográficas, relacionadas con los recursos docentes y relacionadas con la labor docente. A nivel de Comunidad Autónoma son relevantes algunos índices relacionados con la desigualdad social y la calidad de vida, así como algunas variables agregadas relacionadas con los recursos y la labor docente. Los resultados apuntan a la importancia de mejorar los recursos humanos y materiales asignados a los centros y a modificar algunos aspectos de la labor docente y la relación profesor-estudiante para reducir la proporción de estudiantes repetidores en España.; [EN]The high percentage of repeating students in the Spanish educational system is a recurring problem whose diagnosis has usually been addressed from the student level and their personal and socio-demographic characteristics. In this work, a different point of view is adopted, with the aim of looking for variables at the school level and at the regional level (Autonomous Communities) that are related to the grade retention, whether they are of a socio-demographic and economic nature, or educational factors subject to be controlled. To do this, based on the data from the Spanish PISA 2018 sample on grade repetition, the proportion of repeaters per center is used as the dependent variable, which is a quantitative variable that is related to different context variables added at the center level and with different socioeconomic and educational variables aggregated at the Autonomous Community level, obtained from both the PISA data and other national and international institutional sources. The initial descriptive and correlational analysis serves as a basis for obtaining the relevant variables included in a two-level multilevel model, in which the first level is constituted by the centers and the second level is constituted by the Autonomous Communities. The results point to the importance of four types of variables at the center level: socioeconomic, demographic, related to teaching resources and related to teaching work. At the Autonomous Community level, some indices related to social inequality and quality of life are relevant, as well as some aggregate variables related to resources and teaching work. The results point to the importance of improving the human and material resources assigned to the centers and to modify some aspects of the teaching work and the teacher-student relationship to reduce the proportion of repeat students in Spain. Fri, 29 Sep 2023 00:00:00 GMT http://hdl.handle.net/10366/169910 2023-09-29T00:00:00Z http://hdl.handle.net/10366/169908 [ES]La suposición de relaciones causa-efecto en la investigación ex post facto es un problema ampliamente conocido en el ámbito de la metodología de investigación en ciencias sociales. Para abordar esta importante limitación, en los últimos años se ha extendido el empleo de técnicas de inferencia causal, un conjunto de procedimientos estadísticos establecidos para poder extraer conclusiones causales en investigaciones no experimentales. A pesar de su amplia popularidad y difusión en el ámbito de las ciencias sociales y de la salud, su uso en investigación educativa es todavía marginal. Así, este trabajo introduce las principales técnicas de inferencia causal disponibles para el investigador educativo cuando dispone de datos observacionales de panel. Tras abordar las características clave y el potencial de las técnicas de emparejamiento por puntuación de propensión, variables instrumentales y diseño de regresión discontinua, se presenta un ejemplo de aplicación de cada una de ellas empleando las bases de datos obtenidas en la evaluación PISA 2018. Se incluye la competencia matemática como variable dependiente en todos los modelos propuestos. Dada las diferentes características de cada una de estas técnicas, la variable independiente empleada varía en los tres modelos aplicados: asistencia a educación infantil en el emparejamiento por puntuación de propensión, expectativas académicas del estudiante en variables instrumentales y tamaño del municipio en el que se encuentra la escuela en diseño de regresión discontinua. Se concluye el artículo discutiendo el potencial de este conjunto de técnicas, teniendo en cuenta las necesidades y procedimientos metodológicos más habitualmente aplicados en la investigación educativa.; [EN]The assumption of cause-effect relationships in ex post facto research is a widely known issue in the field of research methods in social sciences. To address this important limitation, the use of causal inference techniques has become widespread in recent years. Causal inference establishes a set of statistical procedures for drawing causal conclusions in non-experimental research. Despite its wide popularity and diffusion in the social and health sciences, its use in educational research is still marginal. Thus, this paper introduces the main causal inference techniques available to the educational researcher when observational panel data are available. After addressing the key features and potential of propensity score matching, instrumental variables, and regression discontinuity design, we present an example application of each of these techniques. We used the available databases from the PISA 2018 assessments. We included the mathematical competence as the dependent variable in all the three models implemented. Given the different characteristics of each of these techniques, the independent variable used is different in the three models applied: attendance to early childhood education in propensity score matching; student academic expectations in instrumental variables; and size of the community in which the school is located in regression discontinuity design. The article concludes by discussing the potential of this set of techniques, taking into account the needs and methodological procedures most commonly applied in educational research.; [PO]A assunção de relações de causa-efeito na investigação ex post facto é um problema amplamente conhecido no domínio da metodologia de investigação em ciências sociais. Para fazer face a esta importante limitação, a utilização de técnicas de inferência causal, um conjunto de procedimentos estatísticos estabelecidos para poder tirar conclusões causais em investigações não experimentais, tem vindo a generalizar-se nos últimos anos. Apesar da sua grande popularidade e disseminação no âmbito das ciências sociais e da saúde, a sua utilização em investigação educativa é ainda marginal. Assim, este documento introduz as principais técnicas de inferência causal disponíveis para o investigador educativo quando existem dados observacionais de painel. Depois de discutir as principais características e o potencial das técnicas de correspondência por pontuação de propensão, variáveis instrumentais e conceção de regressão descontínua, apresenta-se um exemplo da aplicação de cada uma delas utilizando as bases de dados obtidas na avaliação PISA 2018. A competência matemática é incluída como variável dependente em todos os modelos propostos. Dadas as diferentes características de cada uma destas técnicas, a variável independente utilizada varia nos três modelos aplicados: assistência ao ensino infantil na correspondência por pontuação de propensão, expectativas académicas do estudante em variáveis instrumentais e dimensão do município em que a escola se localiza em conceção de regressão descontínua. O artigo conclui discutindo o potencial deste conjunto de técnicas, tendo em conta as necessidades e os procedimentos metodológicos mais comummente aplicados na investigação educativa. Mon, 11 Dec 2023 00:00:00 GMT http://hdl.handle.net/10366/169908 2023-12-11T00:00:00Z http://hdl.handle.net/10366/169905 [EN]The Spanish PISA 2018 students sample (>35,900 fifteen-year-old students) has been analysed by calculating the Mathematics minus Reading scores of all individuals in the sample, relating this Maths-Reading index to the personal and educational characteristics of the respondents. Results of the first step of the analysis show that the positive Maths-Reading Index values (higher scores in maths than in reading) are mainly related to gender, and negative values (higher scores in reading) are mainly related to the joy of reading and to a series of factors linked to interest and respect for other cultures, among others. Subsequently, the individual level of global performance is taken into account with a cluster analysis generating groups of high, medium and low performers. Changes in factors affecting the Maths-Reading index when this level-based grouping is considered are analysed, showing the importance of grade repetition for low performers and the influence of socio-economic factors for medium performers, while high performers are affected especially by non-cognitive aspects such as self-concept or expected occupational status. Finally, combined effects of gender and level of performance are taken into account, showing that the factors affect male and female students differently for the disparate performance-based groups. This study contributes to a more precise knowledge of the main factors associated with students’ tendency to have better scores in mathematical items than in reading items or vice versa, and to distinguish the differential role of personal and environmental factors not only globally, but also when gender and performance levels are taken into account. Studying this personal tendency is significant as it is related to students’ study choice, especially Science-Technology-Engineering-Mathematics (STEM) degrees. Sat, 24 Aug 2024 00:00:00 GMT http://hdl.handle.net/10366/169905 2024-08-24T00:00:00Z http://hdl.handle.net/10366/169903 [ES]Aunque ha disminuido ligeramente en los últimos años, España sigue siendo uno de los países con una mayor tasa de repetición. Para comprender mejor los factores contextuales y no cognitivos asociados a este fenómeno, se aplicaron análisis correlacionales y modelos logísticos multinivel en la muestra española de PISA 2022. Se incluyeron variables predictoras tanto individualmente como agregadas al nivel escuela para estudiar el efecto de los pares. Los resultados obtenidos aportan a los estudios previos que existe un impacto significativo del entorno escolar del estudiante sobre la repetición de curso. El 15% de la variabilidad asociada a la repetición de curso puede explicarse por la agrupación de los estudiantes en escuelas. A nivel individual, las variables contextuales de mayor asociación con la repetición son el nivel socioeconómico familiar y el estatus migratorio Como variables no cognitivas a nivel estudiante, los resultados indican el importante efecto protector de las expectativas académicas junto con la puntualidad, la perseverancia, acudir siempre a clase o el apoyo familiar, así como el riesgo asociado a recibir bullying, tener muchas obligaciones domésticas o un uso excesivo de las TIC para el ocio durante la semana. Por otro lado, destaca la asociación que variables agregadas al nivel escuela tienen con la repetición individual. Las principales variables que muestran este efecto pares protector de la repetición son un mayor porcentaje de estudiantes de género femenino en la escuela, niveles generales elevados de expectativas académicas, buenos niveles de asertividad en los estudiantes, y un manejo apropiado de las TIC. Por su parte, los malos hábitos alimenticios generalizados o excesivas obligaciones en las labores del hogar destacan como factores de riesgo que muestran efecto pares. Los niveles que alcanza este efecto pares hacen replantearse las estrategias aplicadas en el sistema educativo para promover el éxito escolar.; [EN]Although it has slightly decreased in recent years, Spain remains one of the countries with the highest repetition rates. This study aimed to analyze the relationship between grade retention and both contextual and non-cognitive student factors in the Spanish PISA 2022 sample, with particular attention to the peer effect exerted by classmates on repetition. Using a sample of over 30,000 students and almost 1,000 schools, predictive variables were included both individually and aggregated at the school level to examine peer effects. Following a selection of variables associated with grade repetition based on their correlations, multilevel logistic regression models with fixed slopes and random intercepts were applied. The results contribute to previous studies by highlighting a significant impact of the student’s school environment on grade repetition. 15% of the variability associated with grade repetition can be explained by the grouping of students in schools. At the individual level, the contextual variables most strongly associated with repetition are family socioeconomic status and migration background. Among non-cognitive variables at the student level, the results indicate the significant protective effect of academic expectations, punctuality, perseverance, regular school attendance, and family support, as well as the risks associated with bullying, having numerous household responsibilities, or excessive use of ICT for leisure during the week. Additionally, the association between variables aggregated at the school level and individual repetition stands out. A higher percentage of female students in the school, high overall academic expectations, good overall levels of assertiveness among students, and appropriate use of ICT were found to exert a protective peer effect against grade repetition. Moreover, widespread poor eating habits or excessive domestic responsibilities emerge as risk factors displaying peer effects. The impact of these peer effects on grade retention raises questions about the strategies implemented within the educational system to promote academic success. Mon, 30 Jun 2025 00:00:00 GMT http://hdl.handle.net/10366/169903 2025-06-30T00:00:00Z http://hdl.handle.net/10366/169900 [ES]Argentina, en línea con otros países latinoamericanos, presenta niveles de desigualdad socioeconómica y educativa elevados. Este trabajo analiza la evolución de los niveles de segregación, inequidad como igualdad de resultados, e inequidad como igualdad de oportunidades en la educación secundaria argentina entre 2000 y 2022. Se emplean las evaluaciones PISA para obtener tres indicadores de inequidad a nivel estudiante y escuela: (1) segregación socioeconómica; (2) heterogeneidad del rendimiento; y (3) relación entre rendimiento y nivel socioeconómico. Se desagregan los datos de la Ciudad de Buenos Aires en las oleadas en las que dispone de muestra representativa. Los resultados muestran niveles de inequidad similares al conjunto de países latinoamericanos, pero consistentemente superiores a la OCDE. Aunque se observa una tendencia a la baja de la segregación y la inequidad de resultados en Argentina, principalmente en el nivel escuela, la desigualdad de oportunidades crece claramente desde 2009. En Ciudad de Buenos Aires las tendencias son similares, con mayores niveles de segregación y desigualdad de oportunidades interescuela. Se observa una relación clara entre estos resultados y la aplicación de políticas educativas en el país. Las evidencias presentadas resultan valiosas para orientar el accionar gubernamental hacia la promoción de la equidad educativa y la justicia social.; [EN]Argentina, in line with other Latin American countries, exhibits high levels of socioeconomic and educational inequality. This study analyzes the evolution of segregation levels, inequity in outcomes, and inequity in opportunities in Argentine secondary education from 2000 to 2022. PISA assessments are employed to derive three indicators of inequity at the student and school levels: (1) socioeconomic segregation; (2) performance heterogeneity; and (3) the relationship between performance and socioeconomic status. Data from the City of Buenos Aires are disaggregated in waves according to representative samples available. Results reveal levels of inequity similar to the overall Latin American context, although consistently higher than the OECD average. While a downward trend in segregation and outcome inequity is observed in Argentina, particularly at the school level, inequality of opportunities has clearly increased since 2009. In the City of Buenos Aires, trends are similar, with higher levels of inter-school segregation and inequality of opportunities. A clear relationship is observed between these outcomes and the implementation of educational policies in the country. The evidence presented is valuable for guiding government actions promoting educational equity and social justice. Thu, 03 Oct 2024 00:00:00 GMT http://hdl.handle.net/10366/169900 2024-10-03T00:00:00Z http://hdl.handle.net/10366/169896 [EN]Background Grade retention is an educational aspect that concerns teachers, families, and experts. It implies an economic cost for families, as well as a personal cost for the student, who is forced to study one more year. The objective of the study was to evaluate the effect of course repetition on math, science and reading competencies, and math self-efficacy. Methods We employed a causal approach using propensity score matching to compare the result in the PISA tests of retained versus non-retained students. We found a comparison group with a similar distribution in the control variables to the group of retained students. Results Course retention has a negative effect on the academic performance of students. Retained students showed lower results in math, science, reading, and math self-efficacy compared to the non-retained group. Conclusions In line with previous research, evidence shows that grade repetition in Spain is not obtaining the expected results in retained students. This evidence suggests a rethinking of grade retention policies in Spain. Wed, 19 Mar 2025 00:00:00 GMT http://hdl.handle.net/10366/169896 2025-03-19T00:00:00Z http://hdl.handle.net/10366/161433 [ES]El objetivo de este trabajo fue realizar una propuesta de intervención coeducativa mediante Deportes Alternativos con el fin de potenciar el Objetivo de Desarrollo Sostenible 5. Igualdad de género (ODS 5) desde las clases de Educación Física. El número de personas participantes en la propuesta de intervención didáctica fueron 188 alumnas y alumnos de 1º, 3º, 4º de la ESO del IES Martínez Uribarri (Salamanca, España). La propuesta denominada “Nos aventuramos en los deportes alternativos” se llevó a cabo en el tercer trimestre del curso 2021/2022 y constó de 8 sesiones. Para implementar el trabajo del ODS 5, se consideraron los deportes alternativos como herramienta para fomentar el aprendizaje coeducativo en la asignatura. Concretamente, los contenidos abordados dentro de la propuesta se centraron en los nuevos deportes del Pinfuvote, el Rugby Tag y la Tripela. A partir de la intervención y la evaluación de la propuesta abordada, se resalta la valoración positiva que han tenido los deportes alternativos por parte del alumnado. Esto es así debido a que estos deportes ofrecen nuevos retos técnico-tácticos, habilidades coordinativas, perceptivas y cognitivas, desde una perspectiva inclusiva y participativa alejada de estereotipos sociales. También se reclama la necesidad de aumentar la formación en perspectiva de género desde las diferentes asignaturas o planes de estudios que integran los Grados y Másteres en Formación de Profesorado de la especialidad de EF para que, el futuro profesorado de la especialidad esté más preparado a la hora de conseguir los resultados esperados y demandados por el ODS 5.; [EN]The aim of this work was to make a proposal for a co-educational intervention through Alternative Sports in order to promote Sustainable Development Goal 5. Gender equality (SDG 5) in Physical Education classes. The number of participants in the didactic intervention proposal was 188 students from 1st, 3rd and 4th ESO of IES Martínez Uribarri (Salamanca, Spain). The proposal called "Let's venture into alternative sports" was carried out in the third term of the academic year 2021/2022 and consisted of 8 sessions. In order to implement the work of SDG 5, alternative sports were considered as a tool to promote co-educational learning in the subject. Specifically, the contents addressed within the proposal focused on the new sports of Pinfuvote, Rugby Tag and Tripela. Based on the intervention and the evaluation of the proposal, the positive assessment of the alternative sports by the pupils is highlighted. This is due to the fact that these sports offer new technical-tactical challenges, coordination, perceptual and cognitive skills, from an inclusive and participatory perspective far removed from social stereotypes. It also calls for the need to increase training in gender perspective from the different subjects or curricula that make up the Degrees and Masters in Teacher Training in the speciality of PE so that future teachers in the speciality are better prepared to achieve the results expected and demanded by SDG 5. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/161433 2023-01-01T00:00:00Z http://hdl.handle.net/10366/161423 [ES]Las prácticas corporales son modos de acción en las que se expresa la motricidad. La adopción del concepto de prácticas corporales permite una ruptura con las prenociones hegemónicas en el ámbito de la educación física y permite indagar sobre todas las prácticas encarnadas, no solo desde una óptica orgánica sino también cultural. Esta investigación trata de desvelar las prácticas corporales predominantes en la educación formal. Para ello se investigó su representación en las fotografías de los libros de texto de educación física. Se analizaron a través de la técnica de análisis de contenido 6773 fotografías pertenecientes a 39 libros de texto. Se utilizó un sistema de categorías elaborado para este fin. Las variables analizadas fueron el tipo de práctica, el ámbito y la editorial. La validez, la fiabilidad, la objetividad y la utilidad práctica fueron los criterios científicos que avalaron la herramienta de análisis. Los datos evidenciaron la reproducción de un discurso acorde a una racionalidad mecanicista e instrumental y a las lógicas neoliberales. A modo de conclusión, se pone en relieve la necesidad de visibilizar y privilegiar prácticas corporales alejadas de las lógicas del capitalismo y afines a otros encarnamientos invisibilizados, vinculados con lo artístico, lo hedonista, lo expresivo y lo singular.; [EN]Body practices are modes of action through which motor skills are expressed. The adoption of the concept of body practices allows a break with the hegemonic preconceptions in the field of physical education and enables the investigation of all embodied practices, not only from an organic but also from a cultural perspective. This research aimed to unveil the predominant bodily practices in formal education. For this purpose, their representation in photographs in physical education textbooks was investigated. A total of 6773 photographs belonging to 39 textbooks were analysed through the content analysis technique. A category system developed for this purpose was used. The variables analysed were the type of practice, the scope and the publisher. Validity, reliability, objectivity, and practical usefulness were the scientific criteria that supported the analysis tool. The data showed the reproduction of a discourse in accordance with a mechanistic and instrumental rationality and neoliberal logic. In conclusion, the need to make visible and prioritize body practices distant from capitalist logics and related to other invisible embodiments, linked to the artistic, the hedonistic, the expressive, and the singular, is emphasized. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/10366/161423 2024-01-01T00:00:00Z http://hdl.handle.net/10366/161421 [EN]The objective was to identify the main characteristics of the way that people with disabilities are represented in secondary physical education textbooks. The study was empirical and descriptive. The sample comprised 6.773 photographs. The methodology employed was a content analysis using an ad hoc observational instrument which was scientifically validated through a pilot study, a consultation with experts and an inter-coding test. Univariate and bivariate analysis were carried out; statistical calculations utilised SPSS 20.0. Results showed that the representation of people with disabilities in physical education textbooks is very limited, both in terms of frequency and diversity. Some positive changes were noted with regards to similar, previously published research. There are signs of a move away from an elite sports model towards a more varied representation that includes artistic motor expression, physical fitness training and physical activities in natural environments which do not necessarily take place in the traditional educational environment. Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/10366/161421 2022-01-01T00:00:00Z http://hdl.handle.net/10366/161417 [ES]Este artículo identifica los factores de la interacción social que facilitan y dificultan el proceso de creación grupal para la elaboración de una composición escénica. La muestra estuvo formada por 105 estudiantes universitarios –85 hombres y 20 mujeres– con una media de edad de 19,99 ± 2,78 años del Grado de Ciencias de la Actividad Física y el Deporte en EUSES, Universidad de Girona (España). Cada grupo elaboró un informe sobre el proceso de creación en el que reflejaba las dificultades y facilidades ante dicha composición durante las sesiones prácticas de la asignatura Danza y Expresión Corporal. Posteriormente se realizó el análisis de contenido de dichos informes grupales. Para el tratamiento de los datos se utilizó el Nvivo 11. Los resultados mostraron que: a) la interacción social facilita el proceso de creación grupal; b) el consenso es el principal factor de la interacción social que facilita el proceso de creación grupal. Wed, 01 Jan 2020 00:00:00 GMT http://hdl.handle.net/10366/161417 2020-01-01T00:00:00Z http://hdl.handle.net/10366/161410 [ES]El marquismo se caracteriza por un consumo irreflexivo y desmedido, guiado por la exhibición de marcas, símbolo de prestigio e identificación con los grandes agentes mediáticos, entre ellos las figuras deportivas. El objetivo de este estudio fue identificar la presencia de publicidad encubierta y marcas en los libros de texto de Educación Física en España. Este aspecto compromete las finalidades del sistema educativo con respecto al consumo responsable. El estudio fue descriptivo y llevó a cabo un análisis de contenido de 6773 fotografías. Se realizó un análisis univariante y bivariante y se aplicó el test χ2, con una confianza de 95%. El porcentaje de fotografías con presencia de marca en los libros de Educación Física indicó una falta de atención a este fenómeno por parte de la institución educativa. Los libros reprodujeron el sistema de marcas y el patrocinio deportivo en sus fotografías. La presencia de marcas en los atuendos deportivos contribuye al fenómeno del marquismo en el alumnado. Las señas de identidad que encuentran los estudiantes en los libros de texto se vinculan con personas competitivas, que forman parte de la élite, visten ropa de marca y lucran con el patrocinio deportivo, independientemente de la ética comercial de la empresa patrocinadora. Así, los manuales escolares contribuyen a intereses comerciales privados.; [EN]The brand mania is characterized by an unreflective and excessive consumption, guided by the exhibition of brands, symbol of prestige and identification with the great media personalities, including sports figures. The aim of this study was to identify the presence of hidden advertising and brands in Physical Education textbooks in Spain. This aspect compromises the current legislation and educational objectives regarding education for responsible consumption. We conducted a descriptive and content analysis of 6773 photographs, performed univariate and bivariate analyses, and applied the χ2 test, with a significance level of 95%. The percentage of photographs with brands in Physical Education textbooks indicated a lack of attention to this phenomenon by the educational institution. Textbooks reproduce the brands system and sports sponsorship in their photographs. The presence of photographs with brands in sports clothes entrenches the branding phenomenon in pupils. The hallmarks found in these textbooks are linked to competitive people, who belong to the elite, wear brand clothes and profit from sports sponsorship, regardless of the business ethic of the sponsoring company. Thus, school manuals contribute to private commercial interests.; [PO]O marquismo é caracterizado pelo consumo impensado e excessivo, guiado pela exibição de marcas, símbolo de prestígio e identificação com os grandes agentes da mídia, incluindo figuras do esporte. O objetivo do estudo foi identificar a presença de publicidade dissimulada e marcas nos livros de texto de Educação Física na Espanha. Esse aspecto compromete os objetivos do sistema educacional em relação ao consumo responsável. O estudo foi descritivo e foi realizada uma análise de conteúdo de 6773 fotografias. Foi feita uma análise univariada e bivariada e o teste do χ2 foi aplicado com 95% de confiança. O percentual de fotografias com presença de marca nos livros de Educação Física indicou uma falta de atenção a esse fenômeno por parte da instituição de ensino. Os livros reproduziram o sistema de marcas e o patrocínio esportivo em suas fotografias. A presença de marcas em roupas esportivas contribui para o fenômeno do marquismo nos alunos. As senhas de identidade que encontra o alunado nos livros de texto estão ligadas com pessoas competitivas, que fazem parte da elite, vestem roupas de marca e lucram com o patrocínio esportivo, independentemente da ética comercial da empresa patrocinadora. Assim, os manuais escolares contribuem para interesses comerciais particulares. Wed, 01 Jan 2020 00:00:00 GMT http://hdl.handle.net/10366/161410 2020-01-01T00:00:00Z http://hdl.handle.net/10366/161401 [ES]En la sociedad aún existen esferas que tradicionalmente siguen siendo dominadas por el género masculino. Esta heteronormatividad afecta al mundo académico de niveles universitarios, sobre todo, así como al campo del deporte. Partiendo de esta realidad se propone el presente estudio, con el objetivo de indagar en las posibles relaciones entre las asignaturas impartidas actualmente en el Grado de Ciencias de la Actividad Física y el Deporte en diferentes universidades españolas, y el género del profesorado encargado de impartir su docencia en dichas universidades. La metodología es de índole cuantitativa y se realiza una búsqueda exhaustiva en las páginas web de las universidades españolas que imparten el Grado. Posteriormente, se lleva a cabo un estudio descriptivo mediante la revisión de los correspondientes planes de estudio y un análisis estadístico básico de la información recopilada de cada guía docente, utilizando el programa estadístico SPSS. Los resultados del estudio muestran que el porcentaje de mujeres que imparten clase es inferior al de los hombres. También se encuentran diferencias de género en relación al tipo de universidad, el área de conocimiento, el carácter de la asignatura y el curso en el que se imparte docencia. Se concluye que los planes de estudio del Grado analizado presentan género. Además, con este trabajo se pretende contribuir a aumentar la visibilidad laboral de la mujer y a la reflexión acerca de la estereotipia presente en el ámbito académico superior de las ciencias del deporte y los contenidos educacionales impartidos. Sun, 01 Nov 2020 00:00:00 GMT http://hdl.handle.net/10366/161401 2020-11-01T00:00:00Z http://hdl.handle.net/10366/160438 [EN]This article analyses the possibilities of digital music production tools in the field of music teacher training. To do so, it identifies the different fields of action and the projection of music production resources in the educational environment, as well as the tools and functionalities of the Digital Audio Workstation (DAW) as a didactic resource. Based on the above, an action-research is carried out within the framework of secondary education teacher training of the music specialty of University of Salamanca, through a series of learning situations developed using the DAW and aimed at the acquisition of basic knowledge, the development of competences and the assimilation of music production concepts. The work shows how the DAWs are a very powerful and versatile resource for articulating learning situations that promote meaningful learning in real contexts, the development of creativity, the assimilation of complex and abstract concepts, while at the same time boosting self-esteem, motivation, and commitment to the subject. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/160438 2023-01-01T00:00:00Z http://hdl.handle.net/10366/160437 [EN]Composition is one of the facets of musical activity that allows a more effective way to interrelate theoretical and practical contents in a real context to enhance the development of creativity and collaborative work in the music classroom. Through a qualitative methodology based on participant observation, the results of several projects aimed at implementing collaborative composition in the training of music teachers at the University of Salamanca through audio production tools (DAW) as a pedagogical strategy to address basic knowledge and specific skills of the curriculum of the music subject in secondary education, are synthesized. From this perspective, this work proposes a structured and sequential model for the collaborative composition of musical productions in the field of popular urban music (with special attention to the rock style), addressing and exemplifying in a practical way issues such as the layered structure in the prototypical song of rock bands, the fundamental rhythmic bases, the harmonic function and the development of chord progressions or the creation and development of melodic lines for the voice. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/160437 2023-01-01T00:00:00Z http://hdl.handle.net/10366/126691 [ES]Introducción al Libro de Actas de los Premios de Investigación e Innovación de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional de Castilla y León 2015 (PIIECYL 2015) Fri, 10 Apr 2015 00:00:00 GMT http://hdl.handle.net/10366/126691 2015-04-10T00:00:00Z http://hdl.handle.net/10366/126547 [ES]Un hito marca estratégicamente la planificación de la actividad docente en la Universidad Española, el Espacio Europeo de Educación Superior. Para su desarrollo la tecnología se va a convertir en un elemento clave, por tanto, conocer el estado de nuestro sistema universitario en el ámbito de las TIC es un elemento que no se puede soslayar. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10366/126547 2012-01-01T00:00:00Z