http://hdl.handle.net/20.500.12226/6 2026-06-24T14:26:22Z 2026-06-24T14:26:22Z del Pino Díez, Ana Neubauer, Adrián Bonilla Algovia, Enrique http://hdl.handle.net/20.500.12226/3421 2026-06-22T22:30:47Z 2026-01-01T00:00:00Z

Las mujeres docentes en la educación republicana y franquista: un estudio comparado del Pino Díez, Ana; Neubauer, Adrián; Bonilla Algovia, Enrique Resumen: Este artículo de investigación tiene como objetivo confrontar el rol que han ejercido las mujeres en el ámbito educativo durante la Segunda República y durante la dictadura franquista en España. Para ello, se ha realizado un Análisis Documental de las políticas educativas de ambos periodos históricos a través de MAXQDA Analytics Pro 2024. Se analizaron un total de 37 documentos (16 pertenecientes a la Segunda República y 21 al franquismo) tomando como referencia un codebook. Los resultados muestran cómo durante la Segunda República se realizaron notables avances en las libertades, los derechos civiles y la educación de las mujeres. En este periodo se aseguró la igualdad de derechos laborales de las maestras y se implementó la coeducación. Por el contrario, el franquismo eliminó estas reformas, abogando por un modelo educativo centralizado, nacionalista y patriarcal. Como resultado, las mujeres docentes fueron relegadas a cuidar del alumnado en etapas educativas tempranas. Como conclusión, se aprecia cómo la cuestión de género ha ocupado un papel esencial en el ámbito socioeducativo en ambos periodos.

2026-01-01T00:00:00Z Carretero, Soledad De la Cueva, Mar Moreno-Jusdado, Débora Moya Cano, Alba http://hdl.handle.net/20.500.12226/3417 2026-06-22T22:30:56Z 2026-06-01T00:00:00Z

Teacher–Infant Interactions in Early Childhood Education and Care: A Review from an Embodied, Intersubjective, and Multimodal Perspective Carretero, Soledad; De la Cueva, Mar; Moreno-Jusdado, Débora; Moya Cano, Alba This narrative review examines multimodal interactions between teachers and infants and toddlers aged 0–3 years in Early Childhood Education and Care (ECEC) settings. It focuses on dyadic teacher–infant interactions from embodied and intersubjective perspectives, with particular attention to nonverbal and prelinguistic forms of exchange. Early communication is inherently multimodal, integrating visual, tactile, rhythmic, vocal, and affective dimensions. This perspective has gained relevance in recent decades, partly through the development of embodied approaches in developmental psychology and, more specifically, through the framework of communicative musicality. However, although educational quality during the first years of life depends substantially on teachers' relational competence and responsiveness, research in educational settings remains limited compared with the extensive literature on adult–infant interaction in family contexts. The findings indicate that the field is still incipient, with a clear predominance of qualitative, especially ethnographic, studies and limited use of quantitative, longitudinal, and microanalytic designs. Key gaps include the scarcity of research on children under one year of age and the methodological complexity of analyzing both dyadic and group dynamics in ECEC. The review argues that strengthening empirical research and incorporating tools such as video feedback may improve teacher education and educational practice. Future studies should examine how educators sustain intersubjective connection through multimodal resources such as gaze, proximity, bodily orientation, rhythm, and affect attunement, while also exploring care routines as privileged contexts for early interaction.

2026-06-01T00:00:00Z Chulián Horrillo, Alejandra García-Prado, Carlos Escriche-Martínez, Sara Valdivia-Salas, Sonsoles http://hdl.handle.net/20.500.12226/3410 2026-06-22T22:30:46Z 2026-06-12T00:00:00Z

How Is Purpose in Life Experienced When the Road Ahead Is Shorter than the Road Behind? A Qualitative Study with Older Adults in Spain Chulián Horrillo, Alejandra; García-Prado, Carlos; Escriche-Martínez, Sara; Valdivia-Salas, Sonsoles Purpose in life is a central component of healthy ageing and psychological well-being, yet its meaning in later life has often been operationalised through standardized measures rather than being grounded in older adults’ lived experience. This qualitative study explores how older adults living in the community in Spain interpret their life purpose during the transitions of old age. Ten adults aged 65 years and older from Aragón and Andalucía participated in semi-structured interviews lasting 60–90 min. Data were analyzed using reflective thematic analysis on ageing supported by MAXQDA, supplemented with questions related to internalized ageism, psychological inflexibility, and quality of life to enrich the interpretive depth. Four themes were identified: (1) purpose as biographical continuity; (2) purpose as a dynamic and adaptive process; (3) legacy as a central axis towards meaning; and (4) the interplay between internal strengths and external conditions. Participants constructed purpose as rooted in identity, values, and life narratives rather than in distal goal attainment. Purpose was maintained through adaptive processes—including resilience, psychological flexibility, and meaning-centered coping—while internalized ageism and personal barriers emerged as life limitations. These findings suggest that purpose in later life is not diminished, but rather is reconfigured through processes of adaptation, value alignment, and social contribution. The study highlights the need for person-centred and process-based approaches that promote psychological flexibility and challenge deficit-based and ageist views of ageing.

2026-06-12T00:00:00Z Roa González, Julián Ortega Gómez, Celia González García, Coral Díaz Palencia, José Luis http://hdl.handle.net/20.500.12226/3398 2026-06-18T22:30:51Z 2026-06-04T00:00:00Z

Toward a disruptive neuroepistemological pedagogy: a conceptual framework for STEM education Roa González, Julián; Ortega Gómez, Celia; González García, Coral; Díaz Palencia, José Luis This article proposes Disruptive Neuroepistemological Pedagogy (DNEP) as a conceptual and design-oriented framework for STEM education. The central claim is that some STEM concepts should not be taught only as stable curricular content, but as products of scientific disruption: they emerged because previous explanations became insufficient, because anomalies required new models, or because their use transformed society. DNEP integrates three dimensions: epistemological disruption, neuroeducational meaningfulness, and ethical-social responsibility. Its novelty does not lie in adding neuroscience, epistemology, or critical pedagogy as independent domains, but in coordinating them around disruptive STEM concepts that require conceptual revision, model-based reasoning, and responsible use. The article follows a conceptual and integrative review methodology. It defines the research gap, presents the core principles of DNEP, specifies design criteria, proposes a partial instructional model, and identifies boundary conditions for implementation. The framework is positioned against behaviorism, cognitivism, constructivism, holistic-humanistic education, and STE(A)M through an analytical comparison focused on learning, disruption, emotion, curriculum, teacher mediation, inquiry, and assessment. The article concludes that DNEP can contribute to STEM education by helping students understand why scientific ideas change, how such change can be learned meaningfully, and why scientific knowledge requires ethical and social responsibility.

2026-06-04T00:00:00Z