Now showing items 41-60 of 187

      Authors Name
      Tello Layana, Jessenia [1]
      Tello Silva, Daniel [11]
      Tello, Andrés Maximiliano [1]
      Tendlarz, Silvia Elena [1]
      Terán, Francis [1]
      Ternicier, Constanza [1]
      Terra López, Catalina [1]
      Terreros LLarlluri, Vanesa [1]
      Tesche Roa, P. [1]
      Tesche, P. [1]
      Tesis (Magíster en Gestión Pedagógica y Curricular) [1]
      Teyssedre Ravanal, Francia [1]
      Tezanos Pinto Délano, Josefina de [1]
      Téllez Téllez, Francisco [5]
      Téllez, Francisco [1]
      The axes that articulate this work are the nineteenth-century exile and exile cultural magazines, which are placed in dialogue to answer the question how the cultural magazine during the first half of the nineteenth century constituted visibility agent and representative of projects, ideas and questions of subject emigrants around the ideas of nation and culture? To answer this question, this article focuses on the situation of Friar Camilo Henríquez in Buenos Aires, and the intellectuals of the Generation of 37 recognized publications grouped in Valparaiso Magazine (1842) and The Museum of Both Americas (1842). Key words: Cultural magazines, XIX century, Exile, Camilo [1]
      The present research has as overall objective to dig in the meanings of the creative processes ―Art therapy‖ in boys and girls participating of the workshop called Arteniños, Centro Cultural Tío Lalo Parra (C.C.TLP), Cerrillos, June – October. 2016. Where boys and girls from 5 to 12 years old participated. This workshop has two sections per week, the first one was done in its headquarters which is the C.C.TLP, on Saturday from 10:00 to 12:00, and the second one was done on Vecinal Buzeta campus, on Tuesday from 17:00 to 19:00, all this was made in order to approach children that couldn’t attend to C.C.TLP for any reason that we will expose in detail during the research. From a descriptive exploratory look, attributed meanings are used into the creative processes of Art therapy, given by the children directly or indirectly. Hopping to get closer to the Art therapy method, and known its appropriateness in social sciences and especially in social work. The methodology used is qualitative, since is sought a systematic study in boys and girls, as a cultural and social group. We dug in focused issues on verbal interaction, dialogue, and interview’s techniques, in experts related to the subject and key actors with their life stories. But mainly uses observation and image analysis, from the children’s work as the pictures taken in the workshop. The analysis of these is done from a social perspective. We will approach to Art therapy a deeping on its definitions and meanings, its making capacity, that people through their body and its freedom, take off old habits, improving their ability to understand the social background. It will be investigated different socials paradigms that nourish knowledge, travelling through theoretical discussions about the body from David Le Bretón, the Habitus from Pierre Bourdieu, oppressed pedagogy inter alia, in order to find knowledge that it has not been described yet. To increase the level of knowledge that we’ve got about the subject, determining trends, identifying potential relations, and of course, inviting future researchers to continue researching this social problem. [1]
      Thiel Wittig, Marianne S. [1]
      This study reports on the results of an quantitative research project carried out with a group of students of Year 9 of secondary education in a subsidized school in Chile. The general question addressed by the study is to find out to what extent peer correction is an effective tool to prevent errors and mistakes in learners' writing process. The study followed a pretest- posttest experimental-control group design. The study sample consisted of 16 who were randomly divided into two groups: 8 students were in the experimental group and 8 students for the control group. The experimental group used peer correction to mark errors and mistakes in writing, and the control group were corrected by the teacher, as usual. In both groups a correction code was used and the writing process was determined by a holistic rubric. Findings of the investigation indicate that peer correction is an effective tool to prevent errors and mistakes in learners' writing process, and positively affects students' quality of written compositions. [1]
      Thomas Arce, Dayana Issaís [1]