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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Hunger and Prejudice. A study of Development Education in Teachers Training
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Hunger and Prejudice. A study of Development Education in Teachers Training

机译：饥饿与偏见。教师培训中的发展教育研究

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University education is key for social transformation to promote the development of attitudes and social and moral values, such as social justice, solidarity and respect .Currently, it is urgent to have an education based on analysis and reflection, a critical educai on, committed to the world around us, which allows people to become active subjects, remarkable presences in the world, people that can be protagonists in the transformation of the society in which they live. Development Education (DE), as a transforming educational process, committed to the defense and promotion of all people's human rights, seeking ways of action at individual, local and global levels to achieve human development (Boni, 2005, p.316) is key to foster a sense of belonging to a global community of equals. In teacher training, it is essential to develop this approach in order for the future teachers to commit themselves in achieving a global citizenship education (; Smith & Laurie, 2011). In the Teaching degree at the University of Valladolid, DE is part of the subject Education for Peace and Equality taught in basic training, which all students must take when starting college contents. The goal is not only for future teachers to acquire knowledge, but also to generate critical attitudes and promote involvement and social participation to complete the three fundamental dimensions in a process of teaching and learning: cognitive, procedural and attitudinal. Hunger is a major worldwide problem. Although it seems a distant reality, 795 million people worldwide are chronically hungry and in Spain although it is difficult to quantify, numerous cases of child malnutrition risk have been identified by social intervention organizations. The analysis of this reality must start from the knowledge and ideas on the subject that students have initially, in order to promote a comprehensive knowledge and understanding that generates restlessness and need to action. In this contribution we show how we work the terrible reality we have just described. It refers to the educational process carried out with three groups of future Nursery and Primary Education teachers, and the results obtained. We take the basis of a proposal from Sequeiros (1997), which uses group interviews and a participatory research techniques consisting of expressing the degree of agreement with a series of statements, and argue about them. Our study shows how the knowledge and preconceptions that students have about hunger in the world are based on topics that favor social inequality. However, after receiving specific training in DE, they significantly changed their world view and therefore this problem. Based on this experience we present an action proposal seeking the integration of three key actions: development of critical judgment, being able to argue their own opinions, and the critical ability to understand and find the root of the problems, as well as the generation of a commitment attitude to take action.
机译：大学教育是社会转型以促进态度，社会公正，团结和尊重等社会和道德价值观发展的关键。目前，迫切需要进行基于分析和反思的教育，这是一项至关重要的教育，致力于我们周围的世界，使人们成为活跃的主体，世界上杰出的存在，可以成为他们生活社会转型中的主角的人们。发展教育（DE）是一个变革性的教育过程，致力于捍卫和促进所有人的人权，在个人，地方和全球各级寻求实现人类发展的行动方式（Boni，2005，第316页）培养对全球平等社区的归属感。在教师培训中，必须发展这种方法，以使未来的教师致力于实现全球公民教育（; Smith＆Laurie，2011年）。在巴利亚多利德大学的教学学位中，DE是基础培训中讲授的“和平与平等教育”主题的一部分，所有学生在开始上大学课程时都必须修读。目标不仅是让未来的教师获得知识，而且要培养批判的态度，促进参与和社会参与，以完成教学过程中的三个基本方面：认知，过程和态度。饥饿是一个主要的全球性问题。尽管这似乎是一个遥不可及的现实，但世界范围内仍有7.95亿人长期饥饿，尽管难以量化，但在西班牙，社会干预组织已经发现了许多儿童营养不良风险的案例。对这一现实的分析必须从学生最初拥有的有关该主题的知识和思想开始，以促进产生不安和需要采取行动的全面知识和理解。在这篇文章中，我们展示了我们如何处理刚刚描述的可怕现实。它指的是对三组未来的托儿所和小学教育老师进行的教育过程，并得出了结果。我们以Sequeiros（1997）的建议为基础，该建议使用小组访谈和参与性研究技术，包括用一系列陈述表达同意的程度，并对它们进行辩论。我们的研究表明，学生对世界饥饿的认识和偏见是基于有利于社会不平等的主题而产生的。但是，在接受了DE的特定培训后，他们极大地改变了他们的世界观，从而改变了这个问题。基于这一经验，我们提出了一项行动建议，寻求三个关键行动的整合：批判性判断的发展，能够提出自己的意见，理解和发现问题根源的关键能力以及采取行动的承诺态度。

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