Social Studies and CLIL teacher. Currently, I am a PhD student at the faculty of Education in the Autonomous University of Barcelona. My thesis is about critical literacy and social studies learning in elementary schools. Supervisors: Antoni Santisteban Address: Barcelona, Catalonia, Spain
espanolEsta investigacion educativa intenta responder a la pregunta sobre como los estudiantes de... more espanolEsta investigacion educativa intenta responder a la pregunta sobre como los estudiantes de sexto de primaria interpretan cualquier tipo de texto relativo a las ciencias sociales, para, a traves de la reflexion y el estudio del conocimiento de lo social, llegar a formar una conciencia critica, tomar decisiones y participar de forma responsable. En este estudio de caso, se observan los usos de las literacidades de un total de 286 alumnos de sexto de primaria (de once a doce anos), de siete escuelas de primaria de las ciudades de Barcelona, Terrassa y Rubi, al largo de un trimestre. Se parte de la interpretacion de diferentes tipos de textos (multimodales, visuales, etc.) sobre el problema de la contaminacion marina y el ecologismo: ?que hacemos con las bolsas de plastico? Los datos se analizan desde una perspectiva critica e interpretativa, a partir de la triangulacion de los resultados de un cuestionario y de las entrevistas grupales, y subrayan la importancia de las nuevas al...
Resumen Esta investigación educativa intenta responder a la pregunta sobre cómo los estudiantes d... more Resumen Esta investigación educativa intenta responder a la pregunta sobre cómo los estudiantes de sexto de primaria interpretan cualquier tipo de texto relativo a las ciencias sociales, para, a través de la reflexión y el estudio del conocimiento de lo social, llegar a formar una conciencia crítica, tomar decisiones y participar de forma responsable. En este estudio de caso, se observan los usos de las literacidades de un total de 286 alumnos de sexto de primaria (de once a doce años), de siete escuelas de primaria de las ciudades de Barcelona, Terrassa y Rubí, al largo de un trimestre. Se parte de la interpretación de diferentes tipos de textos (multimodales, visuales, etc.) sobre el problema de la contaminación marina y el ecologismo: ¿qué hacemos con las bolsas de plástico? Los datos se analizan desde una perspectiva crítica e interpretativa, a partir de la triangulación de los resultados de un cuestionario y de las entrevistas grupales, y subrayan la importancia de las nuevas alfabetizaciones, por un lado, como línea de investigación en didáctica de las ciencias sociales, y por el otro, como manera de entender la enseñanza de las ciencias sociales. Se explora, en definitiva, el fenómeno de la capacidad crítica de los niños y las niñas de último curso de primaria para aprender a interpretar textos y promover acciones sociales responsables y democráticas, desde el marco crítico de las nuevas alfabetizaciones. Palabras clave: nuevas alfabetizaciones; literacidad crítica; problemas socialmente relevantes; ciudadanía global; educación primaria. Abstract This research attempts to answer the question of how primary education students interpret texts about social problems, in order to become aware, make decisions and produce
Critical literacy results essential in global citizenship education. Texts, stories, discourses, ... more Critical literacy results essential in global citizenship education. Texts, stories, discourses, about the past, the present and the futures, are human constructions, with an ideological burden which is, more or less, evident, and with the power to influence our thinking and also our actions. Social studies classroom supposes a privileged space to introduce students to reality, far away from ideologies, through reflection and action. We believe that we cannot form a global citizenship if students are not able to question the ideology of any kind of text (images, songs, stories…), that are common in a concrete culture, and they can influence our lives. The multiplicity of views over controversial issues that appear on texts, and the disruption of the commonplace are fundamental for the possibility of social action. The critical consciousness that promotes critical literacy is something we should educate in the frame of global citizenship.
After all the critical thinking programs developed during decades, today we understand that the f... more After all the critical thinking programs developed during decades, today we understand that the fundamental issue in social studies education is the critical interpretation of any kind of information, such as mass media, and go towards a responsible social action. The research we present in this paper inquires into critical literacy competencies from secondary school students, who analyze information about the refugees in Europe today, as well as the mass media treatment of these facts.
Creativity on social studies education is practically invisible in most of schools around the wor... more Creativity on social studies education is practically invisible in most of schools around the world. I think it is very relevant to develop creative thinking in any social studies classroom. Because students need to be critical in order to analyze any text, and creative to propose new solutions and solve specific social problems. In this qualitative research, I have interviewed six teachers around the world through videoconference, and I have analyzed the social studies curriculums that they use in everyday classroom. These teachers are from different countries, such as USA, England, Poland, Germany, Vietnam and Spain. It is very interesting to know how they try to develop a creative thinking in their social studies classrooms, so we can have a glimpse of this global problem.
espanolEsta investigacion educativa intenta responder a la pregunta sobre como los estudiantes de... more espanolEsta investigacion educativa intenta responder a la pregunta sobre como los estudiantes de sexto de primaria interpretan cualquier tipo de texto relativo a las ciencias sociales, para, a traves de la reflexion y el estudio del conocimiento de lo social, llegar a formar una conciencia critica, tomar decisiones y participar de forma responsable. En este estudio de caso, se observan los usos de las literacidades de un total de 286 alumnos de sexto de primaria (de once a doce anos), de siete escuelas de primaria de las ciudades de Barcelona, Terrassa y Rubi, al largo de un trimestre. Se parte de la interpretacion de diferentes tipos de textos (multimodales, visuales, etc.) sobre el problema de la contaminacion marina y el ecologismo: ?que hacemos con las bolsas de plastico? Los datos se analizan desde una perspectiva critica e interpretativa, a partir de la triangulacion de los resultados de un cuestionario y de las entrevistas grupales, y subrayan la importancia de las nuevas al...
Resumen Esta investigación educativa intenta responder a la pregunta sobre cómo los estudiantes d... more Resumen Esta investigación educativa intenta responder a la pregunta sobre cómo los estudiantes de sexto de primaria interpretan cualquier tipo de texto relativo a las ciencias sociales, para, a través de la reflexión y el estudio del conocimiento de lo social, llegar a formar una conciencia crítica, tomar decisiones y participar de forma responsable. En este estudio de caso, se observan los usos de las literacidades de un total de 286 alumnos de sexto de primaria (de once a doce años), de siete escuelas de primaria de las ciudades de Barcelona, Terrassa y Rubí, al largo de un trimestre. Se parte de la interpretación de diferentes tipos de textos (multimodales, visuales, etc.) sobre el problema de la contaminación marina y el ecologismo: ¿qué hacemos con las bolsas de plástico? Los datos se analizan desde una perspectiva crítica e interpretativa, a partir de la triangulación de los resultados de un cuestionario y de las entrevistas grupales, y subrayan la importancia de las nuevas alfabetizaciones, por un lado, como línea de investigación en didáctica de las ciencias sociales, y por el otro, como manera de entender la enseñanza de las ciencias sociales. Se explora, en definitiva, el fenómeno de la capacidad crítica de los niños y las niñas de último curso de primaria para aprender a interpretar textos y promover acciones sociales responsables y democráticas, desde el marco crítico de las nuevas alfabetizaciones. Palabras clave: nuevas alfabetizaciones; literacidad crítica; problemas socialmente relevantes; ciudadanía global; educación primaria. Abstract This research attempts to answer the question of how primary education students interpret texts about social problems, in order to become aware, make decisions and produce
Critical literacy results essential in global citizenship education. Texts, stories, discourses, ... more Critical literacy results essential in global citizenship education. Texts, stories, discourses, about the past, the present and the futures, are human constructions, with an ideological burden which is, more or less, evident, and with the power to influence our thinking and also our actions. Social studies classroom supposes a privileged space to introduce students to reality, far away from ideologies, through reflection and action. We believe that we cannot form a global citizenship if students are not able to question the ideology of any kind of text (images, songs, stories…), that are common in a concrete culture, and they can influence our lives. The multiplicity of views over controversial issues that appear on texts, and the disruption of the commonplace are fundamental for the possibility of social action. The critical consciousness that promotes critical literacy is something we should educate in the frame of global citizenship.
After all the critical thinking programs developed during decades, today we understand that the f... more After all the critical thinking programs developed during decades, today we understand that the fundamental issue in social studies education is the critical interpretation of any kind of information, such as mass media, and go towards a responsible social action. The research we present in this paper inquires into critical literacy competencies from secondary school students, who analyze information about the refugees in Europe today, as well as the mass media treatment of these facts.
Creativity on social studies education is practically invisible in most of schools around the wor... more Creativity on social studies education is practically invisible in most of schools around the world. I think it is very relevant to develop creative thinking in any social studies classroom. Because students need to be critical in order to analyze any text, and creative to propose new solutions and solve specific social problems. In this qualitative research, I have interviewed six teachers around the world through videoconference, and I have analyzed the social studies curriculums that they use in everyday classroom. These teachers are from different countries, such as USA, England, Poland, Germany, Vietnam and Spain. It is very interesting to know how they try to develop a creative thinking in their social studies classrooms, so we can have a glimpse of this global problem.
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We believe that we cannot form a global citizenship if students are not able to question the ideology of any kind of text (images, songs, stories…), that are common in a concrete culture, and they can influence our lives. The multiplicity of views over controversial issues that appear on texts, and the disruption of the commonplace are fundamental for the possibility of social action. The critical consciousness that promotes critical literacy is something we should educate in the frame of global citizenship.
The research we present in this paper inquires into critical literacy competencies from secondary school students, who analyze information about the refugees in Europe today, as well as the mass media treatment of these facts.
In this qualitative research, I have interviewed six teachers around the world through videoconference, and I have analyzed the social studies curriculums that they use in everyday classroom. These teachers are from different countries, such as USA, England, Poland, Germany, Vietnam and Spain. It is very interesting to know how they try to develop a creative thinking in their social studies classrooms, so we can have a glimpse of this global problem.
We believe that we cannot form a global citizenship if students are not able to question the ideology of any kind of text (images, songs, stories…), that are common in a concrete culture, and they can influence our lives. The multiplicity of views over controversial issues that appear on texts, and the disruption of the commonplace are fundamental for the possibility of social action. The critical consciousness that promotes critical literacy is something we should educate in the frame of global citizenship.
The research we present in this paper inquires into critical literacy competencies from secondary school students, who analyze information about the refugees in Europe today, as well as the mass media treatment of these facts.
In this qualitative research, I have interviewed six teachers around the world through videoconference, and I have analyzed the social studies curriculums that they use in everyday classroom. These teachers are from different countries, such as USA, England, Poland, Germany, Vietnam and Spain. It is very interesting to know how they try to develop a creative thinking in their social studies classrooms, so we can have a glimpse of this global problem.