Los resultados de los procesos de educación formal son visibles a largo plazo. El artículo destaca logros de dos grupos de adultos mayores, venezolano y peruano,formados en la década de 1950 en escuelas con principios de la Escuela Nueva y la coeducación. Desde un enfoque fenomenológico y sociohistórico, se contrastaron testimonios de ex alumnos, lo que evidenció que el proceso de aprendizaje permanente forma parte de su cotidianidad y que enaltecen su experiencia escolar.Destacan el desarrollo de sus potencialidades, el interés en formar a otros y sus valores ciudadanos. Han incursionando en la creación de ONG sobre derechos humanos, la enseñanza del inglés o de la música, la creación de sistemas de riego. Contribuyeron con la equidad de género y en elaboraciones originales en cine, teatro, ballet clásico, política o navegación. Han sido líderes en sus áreas de desarrollo profesional con amplios aportes al medio social. Destacan por su disposición a aprender, por la postura asumida ante los cambios naturales del envejecimiento y por asimilar innovaciones que incluyen las tecnologías de la información.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-01-16T15:06:49Z No. of bitstreams: 1 DISS_2015_Sara Evelin Urrea Quintero.pdf: 9645847 bytes, checksum: 6df1ab7d4797d0d3233ab22c02cbb455 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-16T15:14:12Z (GMT) No. of bitstreams: 1 DISS_2015_Sara Evelin Urrea Quintero.pdf: 9645847 bytes, checksum: 6df1ab7d4797d0d3233ab22c02cbb455 (MD5) / Made available in DSpace on 2017-01-16T15:14:12Z (GMT). No. of bitstreams: 1 DISS_2015_Sara Evelin Urrea Quintero.pdf: 9645847 bytes, checksum: 6df1ab7d4797d0d3233ab22c02cbb455 (MD5) Previous issue date: 2015-03-06 / CAPES / A ruralidade, como projeto educativo na Colômbia, foi pensada de forma circunstancial em diferentes momentos do século XX, porém, só a partir de meados dele se constituiu numa necessidade nacional a ser atendida, como o estava sendo no âmbito latino-americano. No marco dessa preocupação pela educação rural, nasce e se espalha pelo território rural colombiano um programa concebido para a população camponesa, denominado Escuela Nueva. A maneira como foi pensado e estruturado, respondeu às representações e interesses de formação da ruralidade daquele momento. O objetivo principal da presente pesquisa é compreender as representações sobre a ruralidade inscritas nos manuais escolares produzidos para professores e estudantes, e que circularam nacionalmente a partir de 1987, pensando-os enquanto produtos do Programa Escuela Nueva, nascido nos anos 1970. A pesquisa se inscreve na perspectiva da História Cultural, tendo em vista o conceito de representações de Roger Chartier. O autor as compreende como matrizes de práticas a partir das quais os sujeitos dão sentido ao mundo, mas não de maneira passiva e receptiva, porém através de processos de lutas. Para a análise, utiliza-se como fontes o manual para os professores “Hacia la Escuela Nueva. Unidades de Capacitación docente” e os manuais escolares de Ciências Sociais, construídos sob o nome de “Guias de Aprendizagem”. Reconhece-se que estes elementos não são neutros, mas objetos que representam uma concepção particular do mundo, do conhecimento, do ser humano e da escola que se pretende construir num determinado cenário, o rural colombiano, e como livros, possuem protocolos de leitura que pretendem determinar uma representação única e válida para todos. As análises permitem constatar que o Programa Escuela Nueva configurou-se como uma pedagogia ruralizante, na qual, “o rural” se apresentava como um cenário harmônico, livre de contradições e conflitos, tradicional, espaço próprio do camponês, para silenciar uma ruralidade percebida como elemento de potencial subversão; construindo, assim, uma metodologia pragmática e um currículo que, se adequando ao campo em termos didáticos, de conteúdos e finalidades, formasse um sujeito disposto a trabalhar no rural, sem questionar as problemáticas sociais existentes. / RESUMEN: La ruralidad, como proyecto educativo en Colombia, fue pensada de forma circunstancial en diferentes momentos del siglo XX, sin embargo, sólo a partir de mediados de este se constituyó en una necesidad nacional a ser atendida, como lo estaba siendo en el ámbito latinoamericano. En el marco de dicha preocupación por la educación rural, nace y se expande por el territorio rural colombiano un programa concebido para la población campesina, denominado Escuela Nueva. La manera como fue pensado y estructurado, respondió a las representaciones e intereses de formación de la ruralidad en aquel momento. El objetivo principal de la presente investigación es comprender las representaciones sobre la ruralidad inscritas en los manuales escolares producidos para profesores y estudiantes que circularon nacionalmente a partir de 1987, pensándolos como productos del Programa Escuela Nueva nacido en los años 1970. La investigación se inscribe en la perspectiva de la Historia Cultural, teniendo como principal concepto el de Representaciones de Roger Chartier. El autor las comprender como matrices de prácticas a partir de las cuales los sujetos dan sentido al mundo, pero no de manera pasiva e receptiva sino a través de luchas. Para el análisis, se utilizan como fuentes el manual para profesores “Hacia la Escuela Nueva. Unidades de Capacitación docente” y los manuales escolares de Ciencias Sociales construidos bajo el nombre de Guías de Aprendizaje. Reconociendo que estos elementos no son neutros, son objetos que presentan una concepción particular del mundo, del conocimiento, del ser humano y de la escuela que se pretende construir en un determinado escenario, el rural colombiano, y como libros poseen protocolos de lectura que pretenden determinar una representación válida e única para todos. Los análisis permiten constatar que el Programa Escuela Nueva se configuró como una pedagogía ruralizante, en la cual, lo rural se presentaba como un escenario armónico, libre de contradicciones y conflictos, tradicional, espacio propio del campesino, para silenciar una rural percibida como elemento de potencial subversión; construyendo, así, una metodología pragmática y un currículo que, adecuándose al campo en términos académicos, de contenidos y finalidades, formase un sujeto dispuesto a trabajar en lo rural, sin cuestionar las problemáticas sociales existentes. / ABSTRACT: Rurality as an educational project in Colombia was intended circumstantially at different times of the twentieth century; however, it’s only from the middle of that century that it becomes a national need that has to be attended, just like it was being in the Latin-American world. In the context of this concern for rural education, a program, designed for the rural population, called New School, is born and expands by Colombian rural territory. The way this program was designed and structured, responded to the formative representations and interests of the rurality at that time. The main objective of this research is to understand the representations about rurality, enrolled in school textbooks produced for teachers and students that circulated nationally since 1987, meant as products of the New School Program born in the 1970's. The research falls in the perspective of Cultural History, whose main concept is the representations from Roger Chartier. The author understands them as arrays of practice from which the subjects give meaning to the world, but not passive and receptive manner but through struggles. For analysis, are used as sources, manuals for teachers "Towards the New School. Teacher training units "and textbooks of Social Sciences built under the name of Maps. Recognizing that these elements are not neutral, are objects that represent a particular worldview, knowledge, human and the school to be constructed in a particular setting, rural Colombia, and as books, they have reading protocols that aim to determine a valid and unique for all representation. The analysis reveals that the New School Program was set up as a ruralizing pedagogy, in which the rural was presented as a traditional harmonic scenario, free of contradictions and conflicts, the peasant and own space, to silence a perceived rurality as an element of potential subversion; building this way a pragmatic methodology in a curriculum, that adapting to the field in educational terms, content and purpose, it will form a subject willing to work in rural, without questioning the existing social problems.

The Escuela Nueva is a unique non-governmental organization which has collaborated with the Colombian Ministry of Education, the Federation of Colombian Coffee Growers, and corporate partners to improve access to and quality of education. The Escuela Nueva Foundation enacts policies based on the political belief that all children should have the basic right to an education. The most visible way that the Escuela Nueva promotes this belief is through the implementation of multi-grade classrooms, where more advanced students aid those who are younger or further behind in their studies. The Escuela Nueva classroom model was implemented in 1977 as a response to the shortcomings in teacher training and replicability that were the downfall of earlier attempts to implement multi-grade models in rural Colombia. The gradual growth and continual improvements to their model has afforded the Escuela Nueva Foundation a level of immunity from state intervention that few other non-state actors enjoy. Although the Colombian state government has historically been opposed to those non-state actors with overtly political goals, the cost-effective and competitive services provided by the Escuela Nueva programs, like their multi-grade schools and Learning Circles, acted as a strong incentive for allowing this organization's work to continue. Organizations like the Escuela Nueva, particularly those that partner with public and private actors to achieve service-oriented goals, play an important role in Colombia, creating new social forums where individuals can share their political identities and beliefs in a way that affects real change in the communities where they live. / Master of Arts

The purpose of this thesis is to determine the importance of transformational leadership in the social sector. Transformational leadership is a theory of behaviors and attributes focused on the relationship between leaders and followers of a group or organization (Avolio, 1999; Bass & Avolio, 1990a). It involves four factors: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. In order to gain more insight into leadership in some of the most high-impact and innovative social sector organizations, the research consists of interviews and case studies on five of the ten recipients of the Henry R. Kravis Prize in Leadership. Having been internationally recognized for bold, visionary leadership, the recipients of the Kravis Prize in Leadership demonstrate the skills and practices deemed integral to the individual, team, and organizational success. The research focused on the behaviors, quotes, and publications that alluded to the inherent factors of transformational leadership within the organizations and their leaders from Landesa, INJAZ, Right To Play, Escuela Nueva, and mothers2mothers. The findings revealed a great deal of transformational leadership weaved throughout the behaviors and principles of the organization’s leaders and followers alike. Organizations like INJAZ and its Executive Director, Soraya Salti, personified transformational leadership, displaying numerous examples of behaviors from each of the four components (idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation). Each individual studied personified several, if not all components of transformational leadership. In conclusion of the research and case studies of some of the worlds most high impact organizations, it can be summarized that transformational leadership is an effective strategy to employ in the social sector and is one of the most prevalent common threads amongst high impact nonprofit organizations.

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Se examina la conexión entre la escuela nueva y la antropología aplicada a través del pragmatismo clásico estadounidense, así como sus efectos en las reflexiones sobre el problema del indio, la difusión de métodos de la escuela nueva y las propuestas para la educación rural en el Perú. La nueva educación, o escuela nueva, es una tendencia que fue entendida como una propuesta para implementar la educación popular —e incluso la educación universitaria—, inculando la educación con la comunidad, su historia y geografía.La bibliografía revisada pone énfasis en el desarrollo de la ciudadanía a través de la educación, sobre todo en el ámbito rural. Considera un texto sobre las mutuas influencias entre Boas y Dewey, así como la reflexión sobre la educación del indio a través de doce autores peruanos. Asimismo, diecisiete boletines de la Unión Panamericana sobre aspectos de los métodos educativos entre 1927 y 1931. Finalmente, cuatro publicaciones del Ministerio de Educación Pública entre 1938 y 1939, que formulan las políticas orientadas a la educación rural. / The connection between the new school and applied anthropology through classical American pragmatism is examined here, as well as its effects on the reflections  on the Indian problem, the spread of the new school methods, and on proposals for rural education in Peru. New education or new school is a trend proposed to implement popular education and even university education, linking education to the community, its history and geography.The literature reviewed emphasizes the development of citizenship through education, especially in  rural areas. It considers a text on the mutual influences between Boas and Dewey, twelve Peruvian authors on Indian education, a resume of seventeen newsletters of the Pan American Union on aspects of educational methods, between 1927 and 1931, as well as four publications of the Ministry of Education between 1938 and 1939, which formulate policies to rural education.

Orientador: João Pedro Pezzato / Resumo: A presente pesquisa trata da história da Geografia Escolar por meio dos manuais e livros escolares no período de abrangência e influência dos ideias pedagógicos do Movimento Escola Nova, entre 1905-1941, no ensino secundário brasileiro. Consideramos os livros e manuais escolares como materialização histórico-cultural das disciplinas escolares e, portanto, são fontes que representam um nível de análise da cultura escolar e do currículo. Caracterizamos ao longo da tese o entremeio histórico e conceitual do Movimento Escola Nova e da Geografia Moderna Escolar enquanto processos que pretendiam renovações de ensino no âmbito das práticas escolares na primeira metade do século XX no país. Nesse sentido, este trabalho teve por objetivo compreender as continuidades e descontinuidades dos movimentos de renovação pedagógica vinculados ao Movimento Escola Nova e à Geografia Moderna Escolar no âmbito da disciplina de Geografia no ensino secundário brasileiro a partir dos livros escolares como fontes, construindo uma tecedura dessa narrativa histórica. Por meio da história cultural, história das disciplinas escolares e do paradigma indiciário como pressupostos epistemológicos, teóricos e metodológicos, buscamos construir uma tecedura narrativa histórica com base em diversos livros e manuais escolares do período de 1905-1941 levantados nos principais arquivos e bibliotecas dos estados de São Paulo e Rio de Janeiro. A partir dos indícios, interpretamos discursos marcam esses movimentos de r... (Resumo completo, clicar acesso eletrônico abaixo) / Resumen: Esta investigación aborda la historia de la geografía escolar a través de manuales escolares y libros de texto en el período de cobertura e influencia de las ideas pedagógicas del Movimiento Escuela Nueva, entre 1905-1941, en la educación secundaria brasileña. Consideramos los manuales escolares como materialización histórica y cultural de las asignaturas escolares y, por lo tanto, son fuentes que representan un nivel de análisis de la cultura y el currículo escolar. Caracterizamos a lo largo de la tesis el entrelazamiento histórico y conceptual del Movimiento Escuela Nueva y la Geografía Moderna Escolar como procesos que pretendían renovar la enseñanza en el ámbito de las prácticas escolares en la primera mitad del siglo XX en el país. En este sentido, este trabajo tuvo como objetivo comprender las continuidades y discontinuidades de los movimientos de renovación pedagógica vinculados al Movimiento Escuela Nueva y la Geografía Moderna Escolar dentro de la disciplina de Geografía en la educación secundaria brasileña a partir de libros escolares como fuentes, construyendo un tejido narrativo histórico A través de la historia cultural, la historia de las asignaturas escolares y el paradigma indiciario como supuestos epistemológicos, teóricos y metodológicos, buscamos construir un tejido narrativo histórico basado en varios manuales y libros de texto de 1905-1941 planteados en los principales archivos y bibliotecas de las ciudades de São Paulo y Río de Janeiro. A partir de los i... (Resumen completo clicar acceso eletrônico abajo) / Abstract: This research deals with the history of School Geography through textbooks in the period of coverage and influence of the pedagogical ideals of the New School/Progressive Education, between 1905-1941, in Brazilian secondary level. We consider textbooks as historical and cultural materialization of school subjects and, therefore, are sources that represent a level of analysis of school culture and curriculum. We characterize throughout the thesis the historical and conceptual intertwining of the New School/Progressive Education and Modern Geography as processes that intended renewals of teaching in the scope of school practices in the first half of the twentieth century in the country. In this sense, this thesis aimed to understand the continuities and discontinuities of movements of pedagogical renewal linked to the New School/Progressive Education and Modern Geography within the discipline of Geography in Brazilian secondary education using textbooks as sources, building a historical narrative. Through Cultural History, the History of School Subjects and the Indiciary Paradigm as epistemological, theoretical and methodological assumptions, we seek to construct a historical narrative based on several textbooks from 1905-1941 raised in archives and libraries at São Paulo and Rio de Janeiro. From evidences, we interpret discourses mark these movements of renewal as oscillating, permeated by gradual and slow processes, marked by continuities and permanencies in the constitution ... (Complete abstract click electronic access below) / Doutor