Francisco Javier Saavedra Macías

Bio: Francisco Javier Saavedra Macías is an academic researcher from University of Seville. The author has contributed to research in topics: Best practice & Dysfunctional family. The author has an hindex of 5, co-authored 14 publications receiving 63 citations.

La equidad de género en educación. Análisis y descripción de buenas prácticas educativas

Abstract: This paper shows the results derived from a research project subsidized by the Andalusia Government in public call (BOJA 11/04/2007) aimed at designing virtual resources for coeducation and at analyzing good practices for coeducation. The aim of this paper is to describe and analyze a variety of best coeducational practices carry out in different scholar context in Andalusia. Furthermore, it is intend to present a system of indicators that was useful to the analysis of best coeducational practices. For that, we use a qualitative methodology of ethnographic type, applying interviews, group discussions and observation. That methodology is based on theoretical proposal of Doing Gender (Crawford and Chaffin, 1997) and in contributions about best practices analysis (Epper y Bates, 2004; Escudero, 2009). We analyze 8 coeducational practices developed in each school in Andalusia. The results show a rich variety of educational practices linked to main themes of the Plan for Equal Opportunities between men and women in Education of Andalusia expressing in varied contents (sexuality, language, co-responsibility…) as well as diverse social and educational environment. In depth analysis reveals us two factors of special relevance for the success and sustainability of practices: positive attitude and involvement of the educational community (teachers, parents, and administrators of school) and synergy between school and others institutions of the social environment in join activities. Therefore, these findings allow us to emphasize the key role that the Plan for Equal Opportunities between men and women is playing in Andalusia to promote best practices through the teachers in charge of coeducation in schools as encouraging of them. On the other hand, we highlight as factors that conditioning the developing and sustainability of practices throughout time: coordination between educational stages and cycles, to further this work, staff’s stability and coordinated work within educational community.

Aprendizaje y psicología histórico-cultural: aportaciones de una perspectiva social del aula

Abstract: En este trabajo se describe la perspectiva de la psicologia historico-cultural sobre los procesos de ensenanza y aprendizaje. El aprendizaje es, asi, descrito como un proceso con tres caracteristicas esenciales. En primer lugar, concebimos el conocimiento y el acto de conocer como acciones de construccion situada. En segundo lugar, entendemos que la naturaleza del aprendizaje es esencialmente social. Podemos, asi, referirnos al aprendizaje como la construccion de formas viables de interpretacion del mundo a partir de la interaccion social y educativa. En tercer lugar, definimos el aprendizaje como un proceso comunicativo y, mas concretamente, como la socializacion de los alumnos y alumnas en formas de habla que son especificos de la escuela como un contexto cultural e historicamente situado.

Cómo encontrar un lugar en el mundo: explorando experiencias de recuperación de personas con trastornos mentales graves

Abstract: This historical, conceptual, and cultural review of the concept of recovery within the realm of mental health discusses the last decade's research into the subjective experiences of people in the process of recovering from serious mental disorders and analyzes the differences between the notions of rehabilitation, integration, and recovery. After presenting a historical introduction, the article describes recovery experiences from three angles: identity and control over one's own life; personal and community relationships; and material resources, work, and other social activities. The concept of recovery entails new challenges and tensions that must be taken into account in the reform of mental health systems in Europe and the Americas.

Indicadores y criterios de calidad de buenas prácticas coeducativas. Una propuesta innovadora

Abstract: Resumen: Este trabajo se plantea en el marco del proyecto Teon XXI sobre uso de las TIC aplicadas a la coeducacion. En este contexto nuestro objetivo es la elaboracion de una escala observacional para evaluar buenas practicas coeducativas, que sirva de complemento a las metodologias cualitativas habitualmente utilizadas. El instrumento se compone de cinco criterios o indicadores de calidad (eficacia, efecto transformador, sostenibilidad, legitimidad, replicabilidad) definidos en base a conceptos clave que articulan una graduacion a intervalos oscilante entre 0 y 4. Los resultados de la aplicacion por cuatro jueces a diez practicas seleccionadas de centros escolares andaluces por su relevancia coeducativa mostraron su adecuada fiabilidad. Concluimos la conveniencia del proceso mismo de construccion de este tipo de escalas como vehiculo para la reflexion sobre el concepto de buena practica, dada su multidimensionalidad y complejidad de definicion. Asimismo, se recomienda el analisis desagregado de los distintos criterios para su evaluacion. Palabras clave: buena practica, coeducacion, criterios e indicadores de calidad, escala.

Talking differenceon gender and language

Abstract: Talk across the Gender Gap The Search for a Women's Language The Assertiveness Bandwagon Two Sexes, Two Cultures On Conversational Humor Toward a Feminist Theory of Gender and Communication

La educación a través de su discurso. Prácticas educativas y construcción discursiva del conocimiento en el aula1 Education Via the Educational Discourse. Educational Practices and Discursive Building of Knowledge in the Classroom

Abstract: The theoretical framework of our work is that offered by the principles and methodological strategies developed by cultural and historical psychology, constructivist perspectives, discourse analysis (DA) and conversational analysis (CA). The paper sets out to describe and analyse the strategies for communication and the nature of the discourse used by teachers and students in classroom activities,specifically those related to two main aspects:the description of the processes involved in creating inter-subjectivity in the educational discourse and the processes taking part in the construction of a legitimated version of knowledge in the classroom. A qualitative and ethnographic perspective has been adopted for this study. Classroom activity is registered by videotaping complete thematic sessions of work. Data analysis is made from the transcription of the sessions of classroom work and it consists in looking for systematic patterns in the educational discourse and analysing its functions and its consequences.This analysis allowed us to identify several devices and semiotic resources used by teachers and students, and also to understand and show how the instructional actions that construct a specific educational knowledge are developed by means of discourse. Our conclusions show that there exists a relationship between the kind of discourse used by a teacher in the classroom and the discourse it leads to in the students and, therefore,in the resources that students use in the process of scientific socialization in the classroom.

La violencia contra las mujeres: conceptos y causas

Abstract: The study of violence against women is multidisciplinary from the academic point of view, since it affects several aspects of the different sciences, so it is necessary to make previously a methodological frame, not to deviate the box under investigation. Specifically, this article is to propose an approach to the concept of gender violence, as distinct from the so-called domestic violence. Different types of violence that women may have will also be exhibited, and finally the ultimate cause of this structural violence carried out within the partner or former partner relationships will be studied.

Women’s disengagement from legal proceedings for intimate partner violence: Sociodemographic and psychological variables

Abstract: The aim of this study is to shed light on what makes women decide whether or not to continue with legal proceedings for intimate partner violence once they have commenced. Legal professionals, members of the police force, and women in Spain were interviewed to help draft a questionnaire that was applied to a sample of 345 women who had undertaken legal proceedings against their (ex)partners. Socio-demographic, emotional, and psychological variables were considered as possible predictor variables and included in a logistic regression analysis. Results show that the best equation for predicting disengagement from legal procedures includes the level of support received by the victim, contact with the aggressor, thoughts about going back with the aggressor, and a feeling of guilt. The essential role of the psychological support during the legal process is emphasized in conclusions