The stimulation of educational communication in the educational process of primary school
Article Sidebar
Main Article Content
Abstract
The research presented is intended to outline an optimal path to enhance the value of scholarly communication in the educational process of primary school. There are multiple antecedents addressed between scholarly communication and the educational process in primary school students, which demonstrate that such communication achieves greater coherence in terms of educational influences between the school and the family. In this paper, the author tries to offer a way of a solution to the limits that scholarly communication within the family pose on the dynamics of the formative process of the primary schoolchild. A theoretical-methodological conception is proposed as the main contribution of the research, which focuses attention on a set of structural and formal elements typical of scholarly communication and the formative processes of the primary schoolchild that enable understanding of the dynamics of scholarly communication in primary education. The researcher emphasizes the contributions in constitutive areas for scholarly communication, which are methodologically concentrated, and which offer diversified results depending on the role of the family and the students themselves.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1. Derechos de autor
Las obras que se publican en 593 Digital Publisher CEIT están sujetas a los siguientes términos:
1.1. 593 Digital Publisher CEIT, conserva los derechos patrimoniales (copyright) de las obras publicadas, favorece y permite la reutilización de las mismas bajo la licencia Licencia Creative Commons 4.0 de Reconocimiento-NoComercial-CompartirIgual 4.0, por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
1.1.a. Se cite la autoría y fuente original de su publicación (revista, editorial, URL).
1.1.b. No se usen para fines comerciales u onerosos.
1.1.c. Se mencione la existencia y especificaciones de esta licencia de uso.
Yeimer Prieto-López, Unidad Educativa Bilingüe Torremar / Universidad Espíritu Santo (UEES) - Ecuador
PhD Doctor in Educational Sciences. Bachelor’s degree in Education. Head Professor at the Espiritu Santo University (UEES, in its Spanish acronym) in the Faculty of Liberal Arts. Professor at the master’s degree in Educational Management at UEES. Teacher and academic auditor at The Bilingual School Torremar. He has participated in several national and international events as a speaker. He has publications in indexed magazines. He has worked for more than fifteen years as a university teacher and has had different responsibilities, such as director of the Doctoral Training at The University of Physical Culture and Sports of the City of Holguín. He has participated in more than twenty national and international conferences of Pedagogy, Education, and Didactics. He is the tutor of several doctoral theses at the Universidad del Rosario in Argentina. He has so far trained three Doctors of Science at the Court of Pedagogical Sciences in Cuba.
Mario Fabricio Ayala-Pazmiño, Universidad de Guayaquil - Ecuador
He has degrees in Computer Science, Business Administration, Education Sciences, and received his PhD in Education from the University of Melbourne in Melbourne, Australia, in 2018, with his highest concentration of study in foreign language teaching and learning, pedagogy, educational management, and higher education. He currently works for the University of Guayaquil. He is an educator and has experience as an Academic Coordinator. His previous experience also includes working as head of the Humanities and Community and Service departments at the International British School in Quito, Ecuador. He was a professor at Monash University in Melbourne, Australia, and at the University of the Americas (UDLA) in Quito, Ecuador. Dr. Ayala is a member of the Hispanic Studies Teachers Association at Monash University, Australia.
References
Berges, S. (2003). The Cuban family in the second half of the 20th century. Editorial: Social Sciences, Havana.
Carral, E. (2002).
Labor collective and communication.
Editorial: Social Sciences, Havana.
Calderón, P. (2005).
Learn and teach in the school. Editorial: People and Education, Havana.
Campistrous, L. (1992).
Foundations of family therapy. Editorial: Economic Culture Fund, Mexico.
Daldas, G. (2002). Development of communication skills. In: Education Magazine, no. 76, January - March, p. 21-23, Havana.
Díaz, C. (2006) The educational prevention of adolescents, in the context of family and school. Thesis Dissertation. Havana.
Fernández, A. (2004).
Educational Communication. Editorial: People and Education, Havana.
Fernández, A. (2006). The development of communication skills. In: Educational communication. CEPES, Havana.
Figueroa, J. (1983). Teaching the mother tongue in primary school.
Frías, C. (1995). The oral communication in classes: some thoughts of Marti. In: Education Magazine, No. 53, April -June, p. 19-23, Havana.
Galindo, J. (1991). The problem of communication in psychology. Editorial of Social Sciences, Havana.
González-Rey, F. (1995). Educational communication and personality development. Editorial: People and Education, Havana.
Gutiérrez, F. (1986) Participatory education. In: Dialogue and interaction in the pedagogical process, p. 109-117. Editions: El Caballito, Mexico, DF.
Mansalva, M. (1994). Communication psychology. Publisher: Paidós, Barcelona.
Ojalvo, V. (1989). Communication in the classroom. In: Cuban Journal of Higher Education, No.1, Vol. 14, p. 29-34, Havana.
Ortíz, E. (1996). Towards a socio-psychological characterization of the teacher-student relationship. In: ISP Methodological Review, No. 5, p. 134-140. MINED, Havana.
Roig-Vila, E. (2003). Cognition and communication. International Congress of Pedagogy. IPLAC, Havana.
Stokoe, P. (1972). The value of education. Publisher: Ariel, SA, Barcelona.
Soto, M. (2005).
Today’s student, tomorrow’s teacher.
Progreso Publishing House, Moscow.
Vásquez, F. (2005).
Programs of training. Psychological criteria. In: Cuban Journal of Psychology, Vol. VI, No. 2, p. 79-83, Havana.