Browsing by Autor "Judit Sabido-Codina"

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    La enseñanza de las ciencias sociales para una ciudadanía digital. Estudio interdisciplinar sobre alfabetización mediática en los currículos de Educación Secundaria
    (2023) Ilaria Bellatti; Judit Sabido-Codina; Luciana Sosa; Daniel Hurtado Torres
    This article presents the results of a lexicometric and content study carried out in the curricula of the subjects of Geography and History, Spanish Language, Visual and Plastic Education and Mathematics of Secondary Education. The objective is to understand possible changes in the educational approach throughout the legislative reforms on the treatment of digital citizenship based on two keywords: security and privacy on the Internet, and their relationship with the teaching of social sciences. For this, the regional decrees of Secondary Education that emerge from Organic Law 2/2006 of May 3 (LOE), and Organic Law 2/2013 of December 9 (LOMCE), have been analyzed three areas of media literacy: digital training, information processing and treatment, and critical thinking. In addition, the most recent Royal Decree 217/2022 of March 29 of the new Organic Law 3/2020 of Modification of the LOE (LOMLOE) has been assessed. Finally, contrasting the results with the literature consulted, we came to understand the importance of digital security and privacy in secondary education from three areas of media and information literacy: instrumental training, understanding and analysis of digital content, and its consumption and production. We conclude about the importance of considering these not only as specific areas of digital competence, but also as part of the competence dimensions of social subjects, and we provide some operational ideas for their curricular approach from the social sciences. En este artículo se presentan los resultados de un estudio lexicométrico y de contenido realizado en los currículos de las materias de Geografía e Historia, Lengua Castellana, Educación Visual y Plástica y Matemáticas de la Educación Secundaria. El objetivo es comprender posibles cambios de planteamiento educativo a lo largo de las reformas legislativas sobre el tratamiento de la ciudadanía digital a partir de dos palabras clave: la seguridad y privacidad en internet, y su relación con la enseñanza de las Ciencias Sociales. Para ello, se han analizado los decretos autonómicos de la Educación Secundaria que se desprenden de la Ley Orgánica 2/2006 de 3 de mayo (LOE), y de la Ley Orgánica 2/2013 de 9 de diciembre (LOMCE), a partir de tres ámbitos de la alfabetización mediática: la formación digital, el procesamiento y tratamiento de la información y el pensamiento crítico. También se ha valorado el más reciente Real Decreto 217/2022 de 29 de marzo de la nueva Ley Orgánica 3/2020 de Modificación de la LOE (LOMLOE). Finalmente, contrastando los resultados con la literatura consultada, llegamos a comprender la importancia de la seguridad y privacidad digital en la enseñanza secundaria desde tres ámbitos de la alfabetización mediática e informacional: la formación instrumental, la comprensión y análisis de los contenidos digitales, y su consumo y producción. Concluimos con la importancia de considerar éstos, no sólo como ámbitos específicos de la competencia digital, sino que proprios de las dimensiones competenciales de las materias sociales, y aportamos unas ideas operativas para su planteamiento curricular desde las ciencias sociales.
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    LGTBIQ+ en el instituto: revisando experiencias pasadas desde una perspectiva de género
    (Consejería de Educación, 2022) Ann E. Wilson-Daily; Gemma Sebares Valle; Judit Sabido-Codina; María Feliu Torruella; Judit Sabido-Codin; Universidad de Vic-Universidad Central de Cataluña; Maria Feliu-Torruella; Universitat de Barcelona
    While many studies have looked at the treatment of gender in the secondary classroom in Spain, few have focused on LGBTQ+ secondary experiences from a gender perspective.  Twenty recently graduated secondary students who currently identify as LGBTQ+ participated in semi-structured interviews and a focus group centering on their school experiences (the data collection type respected participants’ personal preferences). Participants reported receiving little LGBTQ+-related content in their social science classes and school in general, but when content was presented, it was focused on homosexual males, mainly, superficial comments on the homosexual identification of male historical figures or on the general acceptance of male homosexuality in the past. These former secondary students recognized the privilege of males and male identities within the LGBTQ+ collective, not only within the curriculum, but also in terms of treatment by their peers. Furthermore, the little support that students did receive from their teachers, seemed to come principally from female figures. The findings illustrate how heteronormative social norms dominate within schools and highlight specific shortcomings of secondary schools regarding LGBTQ+ student experiences from a gender perspective.