An International Standard Classification of Education (ISCED).

Esta investigacion tuvo como objetivo investigar los juicios de profesionales de educacion - profesores, directores, coordinadores, pedagogos y supervisores pedagogicos - de escuelas estatales de Ensenanza Fundamental (6o a 9o anos) y Ensenaza Media de Espirito Santo al respecto de la educacion en valores morales (EVM). Utilizo como instrumento de recoleccion de datos un cuestionario enviado por correo y disponibilizado on-line. A partir de los datos se constato que la mayor parte de la muestra: 1- afirmo que la EVM trabaja los \"valores morales o eticos\"; 2- considero que la institucion escolar debe dar ese tipo de educacion; 3- argumento que la institucion de ensenanza deve formar moralmente porque esa \"es la funcion de la escuela\"; y 4- menciono como posibilidad de procedimiento para EVM los metodos verbales y activos. Asi, indico que los participantes reconocieron la importancia de la institucion de ensenanza en el proceso de desarrollo moral de los alunos.

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Educación en valores morales: juicios de profissionales en el contexto escolar

PURPOSE OF REVIEW The aim of this review was to unravel recent evidence for children's reactions to war and armed conflict focusing on resilience factors mitigating adverse psychological and psychiatric consequences. RECENT FINDINGS Three categories of mitigating resilience factors emerged from the literature - personal, family, and community factors. In addition, a unifying model of moderating resilience factors emerged, proposing a higher-tier environmental dimension conceptualized here as social climate of support. Wars and armed conflict affect children both by direct exposure to threats, and by disruption of the social fabric supporting development. The notion of producing a climate of social support can direct policy toward service provision and resilience-based programs that both build individual capacities and encompass development of the resources of families, schools, community, and societal structures supportive of children's adjustment and wellbeing. Future research should shift toward systems thinking within a socio-ecological nesting of individual, familial, community, and societal systems.

Children's Reactions to War, Armed Conflict and Displacement: Resilience in a Social Climate of Support.

Colombia presents with one of the largest armed conflicts in the world. Children exposed directly or indirectly to armed conflicts live the emotional footprints left by war. This paper aims to identify mental health problems among children survivors of Colombia’s armed conflict and associated factors.,A cross-sectional study with (n = 80) children aged 7 to 11 years (M = 9.8 years; SD = 1.4) was conducted using the Child Behavior Checklist, Family APGAR and MOS social support survey adaptation to children. Linear regression analyses were also performed with emotional and behavioral problems as the outcomes and related factors as the predictors.,Clinical levels of emotional and behavioral problems were found in 56.3% of children. Internalizing problems (63.7%) were more common than externalizing problems (51.2%). Older children had greater emotional problems at the trend level, and those with higher functioning families had lower emotional problems. Children with higher perceived social support had lower behavior problems at the trend level.,This study includes a sample facing multiple risks and uses a holistic approach to consider family and social resources that may support children who are survivors of the armed conflict in Colombia. These results provide a foundation for future promotion and prevention programs related to children’s mental health problems to support peacebuilding within the framework of the Colombian post-conflict process.,To the best of authors’ knowledge, this is the first study to collect empirical data on the mental health of children survivors of Colombia’s armed conflict focused in the Atlantic Department.

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Mental health problems, family functioning and social support among children survivors of Colombia’s armed conflict

There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers’ beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments.

Early years teachers' epistemic beliefs and beliefs about children's moral learning | NOVA. The University of Newcastle's Digital Repository

RESUMEN Objetivo Analizar la percepcion del embarazo adolescente en el Departamento Norte de Santander. Metodo Se realizo una investigacion descriptiva de corte transversal con 406 madres adolescentes entre 10 y 19 anos pertenecientes a las 6 subregiones del departamento. Se aplico una encuesta estructurada y se tabularon los datos en el Paquete Estadistico para las Ciencias Sociales (SPSS [Statical Package for Social Sciencies]; version No.23) Resultados El 69 % de las adolescentes considera que la falta de educacion sexual esta asociada al embarazo no planificado. El 66 % reconoce que los embarazos no planificados se pueden prevenir con el uso de metodos anticonceptivos, pues los embarazos indeseados son la principal causa de desercion escolar para un 62 % de las adolescentes. Discusion La garantia de un mayor acceso a la educacion sexual integral junto con el acceso libre y facil a los metodos anticonceptivos puede reducir la problematica del embarazo adolescente.

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Percepción del embarazo adolescente en el Departamento Norte de Santander, Colombia

La investigación documental para la comprensión ontológica del objeto de estudio

El objetivo de esta revisión sistemática fue identificar la evidencia disponible en la literatura científica en relación con el estudio del desarrollo moral en contextos educativos. Se realizaron búsquedas en las bases de datos bibliográficas de PubMed, Scopus, Psychology and Behavioral Science Collection (EBSCO) y Scielo utilizando criterios de búsqueda predeterminados, siguiendo la metodología PRISMA. Se consideraron los estudios de investigación publicados desde 2010 hasta octubre de 2020 y, luego de la evaluación, fueron identificados 3.021 artículos que trataban el tema y se incluyeron finalmente 167 artículos en la revisión que cumplieron los criterios de inclusión. Los resultados sugieren la influencia del contexto educativo en el desarrollo moral, desde todos los niveles de formación educativa, donde convergen aspectos, individuales, cognitivos, socioeconómicos, interculturales, pedagógicos, institucionales, familiares e interactivos, incentivando al desarrollo de estudios que nutran la discusión científica sobre la evolución moral del ser humano y sus prácticas formativas asociadas.

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Lizeth Reyes-Ruiz

Papers

Percepción del embarazo adolescente en el Departamento Norte de Santander, Colombia

Mental health problems, family functioning and social support among children survivors of Colombia’s armed conflict

La investigación documental para la comprensión ontológica del objeto de estudio

Desarrollo moral en contextos educativos: Una revisión sistemática

Ideación suicida y funcionalidad familiar en adolescentes del Caribe colombiano