Antonia Candela
Biographic Data
| ID | 239201 |
|---|---|
| NAME | Antonia Candela |
| GIVEN NAMES | Antonia |
| FAMILY NAME | Candela |
| SIGNATURE | CANDELA A |
| AFFILIATIONS | Centro de Investigación y Estudios Avanzados, Mexico, |
| ORCID | 0000-0002-9001-4451 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Del marco curricular al plan de estudio 2022
actualmente", "hoy en día", etc., se aborda una cuestión intelectual, de abstracción, comprensión y comunicación témporoespacial que obliga en cierto sentido a aportar elementos que permitan situar y comunicar tal significante, a riesgo de perder su sentido si se expone de manera aislada, así como abordar aquellos elementos de "ese momento actual" en la articulación que lo conforma y constituye, el cual le otorga sentido y permite su conocimiento…
Peer organized study groups
Dialogue between cultures in Tzeltal teachers' cultural discourse
The cultural discourse of native Tzeltal teachers who put into practice an intercultural proposal to teach physics at high school level in native communities in México is analyzed in this ethnographic investigation. A theoretical pedagogical approach is developed with regard to the idea of initiating a dialogue between cultures, which will serve to develop the actual open curriculum in the school context. This research shows how the indigenous te…
Students' Participation as Co-authoring of School Institutional Practices
The school, in occidental culture over the last 150 or 200 years, has been the main social institution that is in charge of educating new generations. Institutional practices are those that define the legitimate knowledge in the school, what learning is, and also the right ways of, the proper moments for and the people to be involved in knowledge construction; in other words the rights and obligations of the participants, as well as the adequate …
What in the World Happens in Classrooms? Qualitative Classroom Research
This report synthesizes the discussion that took place in a Conference on Qualitative Classroom Research (‘What in the world happens in classrooms?’), organized by the authors and held in Oaxtepec, México in May 2002. The primary aim was to visualize possible interconnections among the various disciplines represented by the 35 scholars who were present. We faced the initial difficulty of defining what ‘classrooms' are, have been, or will become. …
Earthly Talk
La Física y los físicos
En este trabajo se analiza el discurso de clases de física de nivel universitariopara estudiar la imagen de la física y de los físicos que se establece. Se encuentra que, a diferencia del discurso empiricista que en la bibliografía sobre el tema se plantea como el dominante entre los científicos, en estas clases domina un repertorio contingente del conocimiento (Gilbert y Mulkay, 1994). La imagen de la física comunicada es una imagen histórica pr…
Demonstrations and problem-solving exercises in school science
In this article I argue that scientific knowledge in schools is a social construct in which curriculum proposals are just a point of departure that are transformed by the social interaction which takes place within the classroom. The participants of the educational process, teachers and students, reconstruct and elaborate new meanings for the proposed knowledge through a negotiation mediated by discourse. Thus, I consider that discourse plays an …
Consensus Construction as a Collective Task in Mexican Science Classes
In this article, discourse analysis focuses on the orientation of teachers' and children's classroom discourse toward the construction of a consensual version of science knowledge, even though a consensus is not always reached. This orientation, in which children and teachers shared as active participants the activity's proposals, can be seen as a collective way of developing the zone of proximal development (ZPD) in a cooperative context where t…
Students' Participation as Co-authoring of School Institutional Practices
The school, in occidental culture over the last 150 or 200 years, has been the main social institution that is in charge of educating new generations. Institutional practices are those that define the legitimate knowledge in the school, what learning is, and also the right ways of, the proper moments for and the people to be involved in knowledge construction; in other words the rights and obligations of the participants, as well as the adequate …
Dialogue between cultures in Tzeltal teachers' cultural discourse
The cultural discourse of native Tzeltal teachers who put into practice an intercultural proposal to teach physics at high school level in native communities in México is analyzed in this ethnographic investigation. A theoretical pedagogical approach is developed with regard to the idea of initiating a dialogue between cultures, which will serve to develop the actual open curriculum in the school context. This research shows how the indigenous te…
Consensus Construction as a Collective Task in Mexican Science Classes
In this article, discourse analysis focuses on the orientation of teachers' and children's classroom discourse toward the construction of a consensual version of science knowledge, even though a consensus is not always reached. This orientation, in which children and teachers shared as active participants the activity's proposals, can be seen as a collective way of developing the zone of proximal development (ZPD) in a cooperative context where t…
La Física y los físicos
En este trabajo se analiza el discurso de clases de física de nivel universitariopara estudiar la imagen de la física y de los físicos que se establece. Se encuentra que, a diferencia del discurso empiricista que en la bibliografía sobre el tema se plantea como el dominante entre los científicos, en estas clases domina un repertorio contingente del conocimiento (Gilbert y Mulkay, 1994). La imagen de la física comunicada es una imagen histórica pr…
Consensus Construction as a Collective Task in Mexican Science Classes
In this article, discourse analysis focuses on the orientation of teachers' and children's classroom discourse toward the construction of a consensual version of science knowledge, even though a consensus is not always reached. This orientation, in which children and teachers shared as active participants the activity's proposals, can be seen as a collective way of developing the zone of proximal development (ZPD) in a cooperative context where t…
Demonstrations and problem-solving exercises in school science
In this article I argue that scientific knowledge in schools is a social construct in which curriculum proposals are just a point of departure that are transformed by the social interaction which takes place within the classroom. The participants of the educational process, teachers and students, reconstruct and elaborate new meanings for the proposed knowledge through a negotiation mediated by discourse. Thus, I consider that discourse plays an …
Earthly Talk
La Física y los físicos
En este trabajo se analiza el discurso de clases de física de nivel universitariopara estudiar la imagen de la física y de los físicos que se establece. Se encuentra que, a diferencia del discurso empiricista que en la bibliografía sobre el tema se plantea como el dominante entre los científicos, en estas clases domina un repertorio contingente del conocimiento (Gilbert y Mulkay, 1994). La imagen de la física comunicada es una imagen histórica pr…
What in the World Happens in Classrooms? Qualitative Classroom Research
This report synthesizes the discussion that took place in a Conference on Qualitative Classroom Research (‘What in the world happens in classrooms?’), organized by the authors and held in Oaxtepec, México in May 2002. The primary aim was to visualize possible interconnections among the various disciplines represented by the 35 scholars who were present. We faced the initial difficulty of defining what ‘classrooms' are, have been, or will become. …
Students' Participation as Co-authoring of School Institutional Practices
The school, in occidental culture over the last 150 or 200 years, has been the main social institution that is in charge of educating new generations. Institutional practices are those that define the legitimate knowledge in the school, what learning is, and also the right ways of, the proper moments for and the people to be involved in knowledge construction; in other words the rights and obligations of the participants, as well as the adequate …
Dialogue between cultures in Tzeltal teachers' cultural discourse
The cultural discourse of native Tzeltal teachers who put into practice an intercultural proposal to teach physics at high school level in native communities in México is analyzed in this ethnographic investigation. A theoretical pedagogical approach is developed with regard to the idea of initiating a dialogue between cultures, which will serve to develop the actual open curriculum in the school context. This research shows how the indigenous te…
Peer organized study groups
Del marco curricular al plan de estudio 2022
actualmente", "hoy en día", etc., se aborda una cuestión intelectual, de abstracción, comprensión y comunicación témporoespacial que obliga en cierto sentido a aportar elementos que permitan situar y comunicar tal significante, a riesgo de perder su sentido si se expone de manera aislada, así como abordar aquellos elementos de "ese momento actual" en la articulación que lo conforma y constituye, el cual le otorga sentido y permite su conocimiento…
Pedagogy (6 works) · Sociology (6 works) · Psychology (5 works) · Educational theories and practices (4 works) · Epistemology (4 works) · Indigenous Cultures and Socio-Education (4 works) · Mathematics education (3 works) · Political science (3 works) · Social science (3 works) · Art (2 works)