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Libros sobre el tema "Pedagogia activa"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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1

Montserrat, Roser Solà i. L' escola Ton i Guida: Quan la pedagogia activa va anar al suburbi (Barcelona 1962-1994). Edicions 62, 2003.

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2

E, Li︠u︡bimt︠s︡ev P., ed. Trud aktera i pedagoga: Akter i obraz, Sverkhzadacha, Rezhissura i pedagogika. GITIS, 2007.

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3

Kruglikov, Viktor, Elena Gulk, Konstantin Zaharov, Valeriy Sitnikov, and Larisa Kosolapova. History of active pedagogy. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1859603.

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The monograph traces the history of the formation of active learning, which in modern conditions, both in Russia and in world practice, is considered as the main means of improving the quality of education. The characteristics of theories and methods of active learning are given, the conditions and causes of their occurrence are described, their development is traced from a historical perspective. The development of active pedagogy is considered in the context of the confrontation between active and reproductive approaches to learning, which has taken place throughout the history of mankind. A
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4

C, Humberto Quiceno. Pedagogía católica y escuela activa en Colombia (1900-1935). Ediciones Foro Nacional por Colombia, 1988.

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5

Sarasohn, Lisa T. Active teaching or pedagogical risk-taking. OSU College of Liberal Arts, 1990.

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6

Colli, Gian Giacomo. Una pedagogia dell'attore: L'insegnamento di Orazio Costa. 2nd ed. Bulzoni, 1996.

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7

Colli, Gian Giacomo. Una pedagogia dell'attore: L'insegnamento di Orazio Costa. Bulzoni, 1989.

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8

Panteleeva, M. A., та I͡U A. Stromov. V laboratorii teatralʹnogo pedagoga. "Russkīĭ Mīrʺ", 2011.

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9

Pini, Giovanna. L' anim/a/zione nella pedagogia teatrale. Armando, 2006.

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10

B, Solovʹev V. Azbuka aktera, rezhissera i pedagoga li͡u︡bitelʹskogo teatra. Komi RIPPKRNO, 1994.

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11

Bosman, R. E. Handelingstheorie en pedagogiek: Een onderzoek naar de grondslagen van de pedagogiek. Acco, 1987.

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12

Harmin, Merrill. Inspiring Active Learning. ASCD, 2009.

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13

Krátká, Martina. Ctibor Turba: Pedagogika v mimickém a komediálním divadle. JAMU, 2018.

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14

Dam, C. van. El laboratorio experimental de Clodimir Santos de Morais: Una pedagogia para la organización social. LISPOC, 2002.

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15

Klimanova, Olʹga. Teatr, kotoryĭ my poteriali--: Opyt i razdumʹi︠a︡ rezhissera i teatralʹnogo pedagoga. [publisher not identified], 2007.

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16

Harmin, Merrill. Inspiring active learning: Strategies of instruction. Inspiring Strategy Institute, 1995.

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17

Kruglikov, Viktor. The game is a non-educational game (experience, analysis, reflections of a game technician teacher). INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2079775.

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Based on the analysis of many years of experience in the development and application of didactic games in order to teach all categories of students from schoolchildren and students to university faculty, the monograph attempts to revise established, controversial and contradictory views on the phenomenon of the game. The author's vision of how to answer such long-standing questions is proposed: what is a game and a non-game, how the game happened, what characteristics it has. The concept of behavioral games is introduced. The signs and driving forces of traditional and behavioral games are ana
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18

Crockett, Denise K. Action research in the classroom: Practical and critical strategies. P. Lang, 2004.

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19

John, Loughran J., ed. Researching teaching: Methodologies and practices for understanding pedagogy. Falmer Press, 1999.

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20

Yakovlev, Sergey. Education of the value foundations of personality. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2169531.

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The monograph examines the issues of educating the value foundations of a personality. The structure of the individual value system is substantiated, the process of its ontogenetic development is considered. The socio-psychological and psychophysiological mechanisms of the functioning of values in the public and individual consciousness are presented, the socio-cultural factors of educating the value foundations of a personality in a cultural environment organized by a teacher are revealed. The individual value system is presented as a cognitive model formed during the development of a child's
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21

Giusti, Mariangela. Una scuola tante culture: Un percorso di autoformazione interculturale : la riflessione pedagogica, la ricerca, la metodologia, la didattica. Fatatrac, 1996.

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22

Vahrusheva, Lyudmila. Development of mental activity of preschool children. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the
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23

Moreno, Ivonka Espinoza de. Aproximación teórica al educador-investigador. Ediciones Los Heraldos Negros, 1997.

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24

Moreno, Ivonka Espinoza de. El educador y la investigación acción transformadora: Una propuesta metodológica alternativa. Ediciones Los Heraldos Negros, 1997.

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25

Sue, Davidoff, and Human Sciences Research Council, eds. Emancipatory education and action research. Human Sciences Research Council, 1993.

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26

V, Reyes Loui, ed. Research as praxis: Democratizing education epistemologies. Peter Lang, 2011.

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27

John, Smyth. Critical pedagogy for social justice. Continuum, 2011.

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28

Didactica de la historia : una propuesta desde la pedagogia activa. Magisterio, 1994.

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29

Para Una Pedagogía Activa y Creativa. Editorial Trillas, 2001.

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30

B, Rebeca Bize, and Mario Aguilar A. Pedagogía de la Intencionalidad: Educando para una Conciencia Activa. Independently Published, 2020.

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31

Otkrytai︠a︡ pedagogika. Baltiĭskie sezony, 2006.

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32

Otkrytai︠a︡ pedagogika. 2nd ed. "Baltiĭskie sezony", 2014.

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33

Keating, AnaLouise. Pedagogies of Invitation. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037849.003.0006.

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This chapter calls for and attempts to enact alternatives to critical pedagogy. More specifically, it explores the implications of positing interconnectivity as a framework for invitational pedagogies and relational models of identity. Language, belief, perception, and action are intimately interwoven. All too often, however, we (educators and students) assume that our perceptions and beliefs accurately reflect the entire truth about reality and ourselves; such assumptions narrow, limit, and restrict our worldviews and inhibit our actions. After examining the crucial role self-enclosed individ
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34

Albert, Laura. Educando en el respeto: Hacia una pedagogía viva y activa. Grupo Editorial Círculo Rojo SL, 2019.

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35

Springer, Simon, Marcelo Lopes de Souza, and Richard J. White, eds. Radicalization of Pedagogy. Rowman & Littlefield International Ltd, 2016. https://doi.org/10.5040/9798881817374.

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How do activists learn radical politics? Does the increasing neoliberalisation of education limit the possibilities of transgressive pedagogies? And in what contexts have anarchist geographers successfully shaped alternative pedagogic practices? Pedagogy is central to geographical knowledge and represents one of the key sites of contact where anarchist approaches can inform and revitalize contemporary geographical thought. This book looks at how anarchist geographers have shaped pedagogies that move towards bottom-up, ‘organic’ transformations of societies, spaces, subjectivities, and modes of
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36

Coles, Romand. Environmental Political Theory and Environmental Action Research Teams. Edited by Teena Gabrielson, Cheryl Hall, John M. Meyer, and David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.24.

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This chapter explores relationships between democratic action research and environmental political theory. In the absence of action research pedagogies, neo-liberalism will increasingly undermine the spaces and possibilities in institutions of higher education that have been integral to the development of environmental political theory. Action research pedagogy offers collaborative pathways for students, faculty, and community members to begin to address the profound ecological, political, and educational challenges of the contemporary world. The chapter contends that the transformative quotid
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37

Martins, Ana Isabel Correia, and Adriano Scatolin. O Discurso Inaugural do Real Colégio dos Nobres (1766). Imprensa da Universidade de Coimbra, 2021. http://dx.doi.org/10.14195/978-989-26-1938-5.

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O italiano Miguel António Ciera profere a 14 de Abril de 1766 o Discurso Inaugural do Real Colégio dos Nobres, instituição im-pulsionada pelo Ministro Sebastião Carvalho e Mello, sob o patronato régio de D. José I. O Discurso, escrito em latim e estruturado em doze capítulos, apresenta reflexões em prol das Letras e das Humanidades, discorre sobre questões de Fi-losofia Política, num equilíbrio sensato entre críticas e elogios a uma classe privilegiada que se almeja que seja cada vez mais versada nos diversos assuntos de Estado. Este panegírico incide sobretudo na imprescindibilidade de uma fo
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38

LeMaster, Lore/tta. Pedagogies of the Enfleshed. Lexington Books, 2025. https://doi.org/10.5040/9781978748163.

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In Pedagogies of the Enfleshed: Critical Communication Pedagogy Otherwise, Lore LeMaster proffers a historic account of the rise of education and, in turn, communication studies as a distinct field of study. In doing so, the author reconsiders communication’s disciplinary origins with less of an emphasis on the mythos of the Ancient Greeks and, more accurately, relocates them within the historic context of U.S. settler colonial development and ever-expanding empire. LeMaster argues that the point of critical communication pedagogy otherwise isn’t to instill critical sensibilities into our teac
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39

Reza Suárez, Lilian Betty, Liliana Margarita Baque Pibaque, and Silvia Maribel Placencia Ibadango. Pedagogía diferenciada por sexos. Ciespal, 2022. http://dx.doi.org/10.16921/naciones.27.

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El presente texto pedagógico-didáctico es importante para los maestros, estudiantes y todos los interesados en que la educación atienda las necesidades específicas de sus alumnos, según sus capacidades y habilidades inmanentes a su sexo, ya que el cerebro del ser humano es bañado por una hormona específica desde el vientre de su madre, entregándole características, masculinas o femeninas, conductas y emociones y hasta la manera de asimilar los conocimientos de manera diferente, esto en asignaturas específicas como lenguaje y matemática donde las niñas tendrán solvencia natural en la primera y
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40

Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.

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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students
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41

Medina Melgarejo, Patricia. Interculturalidad activa : vamos a aprender maya. Universidad Pedagógica Nacional, 2013. http://dx.doi.org/10.47380/upnmx.libpmm0000015.

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El presente libro es resultado de un proceso de investigación (2007-2011) sobre la experiencia educativa y pedagógica pionera en México del programa Ko’one’ex Kanik Maya (KKM), Vamos a aprender maya, con más de 20 años en la educación básica y que constituye una propuesta de carácter intercultural al basarse en la enseñanza de la lengua maya para niños y jóvenes no indígenas como segunda lengua en espacios escolares, en contextos socio- lingüísticos que denotan poca presencia comunitaria del uso de este idioma. Con el propósito de involucrar al lector en el contexto del programa
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42

St︠s︡enicheskai︠a︡ pedagogika: Opyt, problemy, issledovanii︠a︡ : sbornik stateĭ. Izdatelʹstvo Rossiĭskogo Gosudarstvennogo instituta st︠s︡enicheskikh iskusstv, 2016.

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43

Varkonyi, H. Dezso. A cselekves lelektana (Az Orszagos Pedagogiai Konyvtar es Muzeum hasonmas kiadvanyai). Orszagos Pedagogiai Konyvtar es Muzeum, 1993.

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44

Sanjakdar, Fida, and Andrew Kam-Tuck Yip. Critical Pedagogy, Sexuality Education and Young People: Issues about Democracy and Active Citizenry. Lang AG International Academic Publishers, Peter, 2018.

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45

Sanjakdar, Fida, and Andrew Kam-Tuck Yip. Critical Pedagogy, Sexuality Education and Young People: Issues about Democracy and Active Citizenry. Lang AG International Academic Publishers, Peter, 2018.

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46

Sanjakdar, Fida, and Andrew Kam-Tuck Yip. Critical Pedagogy, Sexuality Education and Young People: Issues about Democracy and Active Citizenry. Lang AG International Academic Publishers, Peter, 2018.

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47

Sanjakdar, Fida, and Andrew Kam-Tuck Yip. Critical Pedagogy, Sexuality Education and Young People: Issues about Democracy and Active Citizenry. Lang AG International Academic Publishers, Peter, 2018.

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48

Sanjakdar, Fida, and Andrew Kam-Tuck Yip. Critical Pedagogy, Sexuality Education and Young People: Issues about Democracy and Active Citizenry. Lang AG International Academic Publishers, Peter, 2018.

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49

Watson, C. Edward, and Thomas Chase Hagood. Playing to Learn with Reacting to the Past: Research on High Impact, Active Learning Practices. Palgrave Macmillan, 2018.

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50

Watson, C. Edward, and Thomas Chase Hagood. Playing to Learn with Reacting to the Past: Research on High Impact, Active Learning Practices. Palgrave Macmillan, 2017.

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