Deserción escolar se incrementa en el nivel medio superior
Griselda Álvarez directora del SEER reconoce que la deserción escolar en jóvenes de entre los 15 y 18 años, se debe a la condición actual del país.
San Luis Potosí, SLP.- El nueve por ciento de los alumnos de nivel medio superior en San Luis Potosí, deciden desertar de sus estudios, reveló Griselda Álvarez Oliveros, directora del Sistema Educativo Estatal Regular (SEER).
Una de las principales motivaciones que tienen los alumnos al dejar sus estudios básicos, es querer percibir un sueldo para ser autosuficientes, un trabajo de tiempo completo que les ayude también a sacar adelante a sus familias.
La funcionaria estatal, reconoció que la deserción escolar en jóvenes que tienen entre los 15 y 18 años de edad, se debe a la condición actual del país, situación que impacta a San Luis Potosí también.
“Sobre todo porque el joven quiere entrar ya a trabajar, ahí es donde se da un poco más alta la deserción”.
Álvarez Oliveros declaró que la deserción escolar es nula en educación preescolar y en educación primaria, abundó que es mínima en educación secundaria y recalcó que la deserción ocurre con los adolescentes debido a que ya comienzan a ser atractivos para las fuerzas laborales.
Finalmente, dijo que aunque ya se ha intentado dotar de becas y convencerlos a ellos y a los padres, no se ha logrado abatir con la deserción al cien por ciento.
Fuente de la Información: https://planoinformativo.com/708398/desercion-escolar-se-incrementa-en-el-nivel-medio-superior
Australian education bodies take action as bushfires still rage
International education association considers its frequent flyers footprint, as university representative body joins crisis talks
Australia’s international education representative body is vowing to curb its carbon emissions, as the bushfire emergency elevates climate consciousness across the scorched country.
The International Education Association of Australia is developing a carbon neutral policy to mitigate the climate impacts of globetrotting education leaders. Meanwhile the leading university body is joining education minister Dan Tehan’s crisis meeting on the bushfires.
Mr Tehan said Prime Minister Scott Morrison had asked him to call the meeting of the sector’s representatives “to hear first-hand how the bushfires have impacted education, and how our government can help”.
The summit, scheduled for 15 January, echoes similar forums of key players in other sectors. It will focus primarily on schools and childcare centres, where the summer break ends much earlier than at universities.
But Universities Australia chief executive Catriona Jackson said the meeting offered an opportunity to thrash out how her members could continue supporting affected communities.
“University expertise is being deployed to help the community make sense of the crisis, across almost every aspect,” she said.
Ms Jackson highlighted the need for clear communication with international students during the crisis. She said students heading for Australia should contact their prospective universities if they had queries or concerns, while those already in the country should “reach out to university support services if they feel distressed or anxious”.
The support has not all been one-way, with international students among those contributing to the relief effort. International media has carried a story about Mark Yeong, a Singaporean student at the University of Sydney who joined a volunteer firefighting brigade.
International education representatives from Australia’s eight states and territories are also putting together a joint statement on the bushfire emergency, in collaboration with the education and trade departments and IEAA.
Its primary focus is ensuring the safety of current and incoming foreign students, in line with provisions outlined in a “collaborative marketing framework” developed a year ago by the Council for International Education, which is convened by IEAA chief executive Phil Honeywood.
The provisions are designed to coordinate the sector’s responses to critical incidents, and to ensure that jurisdictions do not profit from each other’s misfortunes in situations like the bushfire crisis.
Mr Honeywood said the disaster had also presented an “appropriate time to have a comprehensive look at the carbon footprint situation and to lead by example”. He said that given their considerable domestic and overseas travel, international education representatives needed to find ways to alleviate the climate impact.
This included encouraging webinars and teleconferences as an alternative to international travel. When flying became unavoidable, education representatives should support measures offered by airlines to mitigate the carbon footprint, such as paying for trees to be planted.
He said the industry should also look at ways of reducing the far greater carbon footprint generated by the international travel of students themselves. An obvious measure was to put more resources into branch campuses rather than focusing on onshore recruitment.
“Australia has not been very good on transnational education,” he said. “Surely it’s part of our mission as a sector to be more accessible to the largest number of students possible…to provide world class education in countries where it’s not readily available.”
He said the policy was expected to be approved by the end of February.
Fuente de la Información: https://www.timeshighereducation.com/news/australian-education-bodies-take-action-bushfires-still-rage
Doctoral students in the NC State College of Education are finding new ways to explore educational issues in North Carolina through a film project that culminated in a public screening on Dec. 12.
Instead of writing a final paper, students in the Diversity and Equity in Schools and Communities course work in groups to produce mini-documentaries exploring the experiences of different underrepresented groups while developing the skills required to utilize multimedia platforms in their future careers.
“I look at film as a way of combining the arts because it takes in writing and it takes in photography, and it’s a way that you can use different mediums to explore complex issues,” said Associate Professor Cameron Denson, Ph.D., who teaches the course.
Mwenda Kudumu, a Ph.D. student and teaching assistant in the course, said that when she embarked on the process of creating a documentary, she worried that she may not have the technological skills to successfully produce a film, but she was eventually impressed by the end result of her work.
“As a student who did create one of these mini-documentaries, when we were out in the field creating it and putting it together, it was really empowering to see our ideas actually come up in that documentary format,” she said.
Kudumu and her partner developed a film that focused on gentrification in Durham — an issue that can have an impact on schooling to the benefit of some and at the expense of others who may be displaced as new populations move into the neighborhood.
Kudumu and her partner approached the topic from different sides, and were able to use the project to challenge each other’s perspectives on the issue.
“It was really challenging for the two of us to approach this topic from opposite sides, but we were able to come to an understanding of what was really happening and possibly what we could do to be included in the solution,” Kudumu said.
The documentary project allows doctoral students to gain new perspectives on issues surrounding equity in North Carolina, where more than half of all students in public schools identify as nonwhite, and contributes to the college’s land-grant mission to solve educational problems throughout the state.
“This project is helping our doctoral students fulfill the College of Education’s mission to improve educational outcomes for all learners by allowing them to explore pressing issues associated with equity while also developing the pedagogical skills needed to address critical topics and communicate through multimedia platforms in their future classrooms,” Dean Mary Ann Danowitz said.
This year, students in the course also took an interdisciplinary approach to discussing the issues addressed in their documentaries through a screening and panel discussion for NC State students, staff, faculty and community members.
Marcia Gupertz, professor of statistics in the Department of Statistics; Rupert Nacoste, Alumni Distinguished Undergraduate Professor of Psychology in the College of Humanities and Social Sciences; and Andy DeRoin, assistant director of the GLBT Center in the Office of Institutional Equity and Diversity, served as panelists who discussed equity issues they’ve experienced in their professional lives.
“Before, we would just screen the films in class, but now we’ve opened it up to the wider college, which is important because these are critical conversations,” Kudumu said.
“We thought it was important to bring the conversation outside the classroom to take the projects from an academic gesture into something that can have practical implications,” Denson added.
Fuente de la Información: https://ced.ncsu.edu/news/2020/01/14/documentary-project-helps-college-of-education-doctoral-students-explore-issues-develop-new-skills/
Do your teachers use textbooks in class or for homework assignments? Are there certain classes where you think textbooks are particularly beneficial to learning? Are there other subjects that you prefer learning a different way?
The New York Times writer Dana Goldstein spent the last five months reading 43 middle school and high school textbooks. In “Two States. Eight Textbooks. Two American Stories.,” Ms. Goldstein writes about the differences between major textbooks published in Texas and California since 2016:
In a country that cannot come to a consensus on fundamental questions — how restricted capitalism should be, whether immigrants are a burden or a boon, to what extent the legacy of slavery continues to shape American life — textbook publishers are caught in the middle. On these questions and others, classroom materials are not only shaded by politics, but are also helping to shape a generation of future voters.
Conservatives have fought for schools to promote patriotism, highlight the influence of Christianity and celebrate the founding fathers. In a September speech, President Trump warned against a “radical left” that wants to “erase American history, crush religious liberty, indoctrinate our students with left-wing ideology.”
The left has pushed for students to encounter history more from the ground up than from the top down, with a focus on the experiences of marginalized groups such as enslaved people, women and Native Americans.
The article continues:
The differences between state editions can be traced back to several sources: state social studies standards; state laws; and feedback from panels of appointees that huddle, in Sacramento and Austin hotel conference rooms, to review drafts.
Requests from textbook review panels, submitted in painstaking detail to publishers, show the sometimes granular ways that ideology can influence the writing of history.
A California panel asked the publisher McGraw-Hill to avoid the use of the word “massacre” when describing 19th-century Native American attacks on white people. A Texas panel asked Pearson to point out the number of clergy who signed the Declaration of Independence, and to state that the nation’s founders were inspired by the Protestant Great Awakening.
All the members of the California panel were educators selected by the State Board of Education, whose members were appointed by former Gov. Jerry Brown, a Democrat. The Texas panel, appointed by the Republican-dominated State Board of Education, was made up of educators, parents, business representatives and a Christian pastor and politician.
She noticed many readers were struck by the difference in how the two states interpreted and presented African-American history. For example, the CNN commentator Keith Boykin tweeted:
Both California and Texas textbooks teach the Harlem Renaissance. But Texas school books say that some critics “dismissed the quality of literature produced.” California explains white flight to the suburbs in the 1950s. Texas doesn’t mention their race.
There were educators, and other readers, who questioned the benefits and future of textbooks:
One teacher, Peggy Warren, wrote on Twitter that the article was “Solidifying my decision to not use the designated textbook in my classroom! Primary sources are the way to go!”
Some people questioned how much students retain from textbooks. But others responded that textbooks may be most influential as a guide to teachers on how to focus their lessons.
James, a Times reader in Los Angeles, commented, “I teach college freshmen. Those of you who think that these textbooks have little or no effect on the students’ education are being naïve. I see the difference every day. Some states simply teach better history.”
Writing on the Mother Jones website, the journalist Kevin Drum said, “I hate both of these textbooks. I hate all textbooks these days. Cut them all in half! Get rid of the endless boxed inserts and stupid ‘discussion points.’ But add more charts! If I had been forced to learn American history from one of these overstuffed, chopped-up monstrosities, I’d probably hate history too.”
Some readers proposed that there be a national curriculum to ensure consistency of interpretation across the United States:
Trish Zornio, a Democratic candidate for Senate in Colorado, wrote on Facebook, “As an educator myself I’ve long supported a basic federal common core curriculum (e.g. evolution not creationism) to ensure American children get consistent and quality education no matter where they grow up. This comparison of textbooks between two states shows why it’s vital.”
Richard N. Haass, the president of the Council on Foreign Relations, agreed, posting on Twitter:
National unity depends on their being a national narrative. This is especially so for the US as it is a country based on an idea. The idea of each state fashioning its own narrative is an oxymoron that contributes to our political dysfunction.
However, Nikole Hannah-Jones, a writer at The New York Times Magazine and the creator of The 1619 Project, responded to Mr. Haas on Twitter by saying:
“National unity” has depended on a national narrative and political reality that downplays and erases genocide and slavery to play up an “idea” only made possible through the subjugation of millions. The belief that there was ever a single national narrative is naive.
What are your experiences with textbooks? What are the benefits and limitations to learning with textbooks? Have you had different experiences with textbooks depending on the subject you were studying or how the teacher presented the material?
Do you trust all that you read in textbooks? Have you ever perceived bias in the textbooks you have used? If yes, have teachers or other students called out or responded to the bias? Do you think any textbooks are free from bias or opinion? Can you think of anything you have read in a textbook that reflects something about the state where you live? You can look at the examples in the original article if you want ideas.
1. Authors, often academics, write a national version of each text.
2. Publishers customize the books for states and large districts to meet local standards, often without input from the original authors.
3. State or district textbook reviewers go over each book and ask publishers for further changes.
4. Publishers revise their books and sell them to districts and schools.
What do you think about this process? Is there anything you think could be done differently? Why? How do you think people should be selected for reviewing textbooks?
In the two articles, some teachers express how they have thought about ditching textbooks entirely, adding or challenging the information in the textbook, or using an article, like Ms. Goldstein’s, to remind students about the bias inherent in their textbooks. What do you think about these approaches and responses? Does one resonate with what you think should be done?
What do you think about the idea of having a national curriculum? Do you think it would be beneficial to have one narrative or one perspective on science, math, history, English and other subjects? What concerns do you have about this approach?
What do you think about the idea of having a national curriculum? Do you think it would be beneficial to have one narrative or one perspective on science, math, history, English and other subjects? What concerns do you have about this approach?
Fuente de la Información: https://www.nytimes.com/2020/01/14/learning/what-role-should-textbooks-play-in-education.html
Australia’s international education representative body is vowing to curb its carbon emissions, as the bushfire emergency elevates climate consciousness across the scorched country.
The International Education Association of Australia is developing a carbon neutral policy to mitigate the climate impacts of globetrotting education leaders. Meanwhile the leading university body is joining education minister Dan Tehan’s crisis meeting on the bushfires.
Mr Tehan said Prime Minister Scott Morrison had asked him to call the meeting of the sector’s representatives “to hear first-hand how the bushfires have impacted education, and how our government can help”.
The summit, scheduled for 15 January, echoes similar forums of key players in other sectors. It will focus primarily on schools and childcare centres, where the summer break ends much earlier than at universities.
But Universities Australia chief executive Catriona Jackson said the meeting offered an opportunity to thrash out how her members could continue supporting affected communities.
“University expertise is being deployed to help the community make sense of the crisis, across almost every aspect,” she said.
Ms Jackson highlighted the need for clear communication with international students during the crisis. She said students heading for Australia should contact their prospective universities if they had queries or concerns, while those already in the country should “reach out to university support services if they feel distressed or anxious”.
The support has not all been one-way, with international students among those contributing to the relief effort. International media has carried a story about Mark Yeong, a Singaporean student at the University of Sydney who joined a volunteer firefighting brigade.
International education representatives from Australia’s eight states and territories are also putting together a joint statement on the bushfire emergency, in collaboration with the education and trade departments and IEAA.
Its primary focus is ensuring the safety of current and incoming foreign students, in line with provisions outlined in a “collaborative marketing framework” developed a year ago by the Council for International Education, which is convened by IEAA chief executive Phil Honeywood.
The provisions are designed to coordinate the sector’s responses to critical incidents, and to ensure that jurisdictions do not profit from each other’s misfortunes in situations like the bushfire crisis.
Mr Honeywood said the disaster had also presented an “appropriate time to have a comprehensive look at the carbon footprint situation and to lead by example”. He said that given their considerable domestic and overseas travel, international education representatives needed to find ways to alleviate the climate impact.
This included encouraging webinars and teleconferences as an alternative to international travel. When flying became unavoidable, education representatives should support measures offered by airlines to mitigate the carbon footprint, such as paying for trees to be planted.
He said the industry should also look at ways of reducing the far greater carbon footprint generated by the international travel of students themselves. An obvious measure was to put more resources into branch campuses rather than focusing on onshore recruitment.
“Australia has not been very good on transnational education,” he said. “Surely it’s part of our mission as a sector to be more accessible to the largest number of students possible…to provide world class education in countries where it’s not readily available.”
He said the policy was expected to be approved by the end of February.
Source of the notice: https://www.timeshighereducation.com/news/australian-education-bodies-take-action-bushfires-still-rage
From his home in Shanghai, Vita Zhou hosts training videos for other children on how to code for artificial intelligence. He already has almost 80,000 followers on the Chinese streaming website Bilibili, and some of his videos have gained more than 1.3 million views. Vita has even attracted the attention of Apple CEO Tim Cook, who sent him birthday wishes Monday on Weibo, China’s equivalent of Twitter.
“What do you think? Isn’t it easier to write code once you understand how it works?” Vita says in one video. With the help of his dad, Zhou Ziheng, he demonstrates how to write codes with Apple-developed Swift Playgrounds, an app teaching kids basic coding through interactive games.
Vita’s celebrity comes as China steps up efforts to become a world leader in artificial intelligence by 2030. The trend of teaching young people to code has been on the rise in recent years, particularly as the Asian giant fights to close the gap in its workforce in the technology sector, most notably AI talent. In November, China’s education ministry updated its curriculum to include books about AI, big data, coding and quantum computing.
A quarter of the 422-page recommended reading list is now about science, math, chemistry, aerospace, medicine and most notably AI.
“Coding’s not that easy but also not that difficult — at least not as difficult as you have imagined,” Vita, who is familiar with Swift, Scratch and C++ languages, told the AFP news agency.
China has a lot of ground to make up on AI, with the number of top researchers in the field standing at one-fifth of that in the United States in 2017, according to research by the Washington-based Center for Data Innovation.
At the same time, it faces a shortage of 5 million AI professionals, according to a 2017 article from the state-owned newspaper People’s Daily.
These disadvantages have not stopped it from setting ambitious targets: The country aims to catch up with the U.S. next year, based on “A Next Generation Artificial Intelligence Development Plan,” a government blueprint.
In order to close in on the talent gap, the country is now speeding up AI education for children, in addition to efforts to increase the talent base from universities. By 2018, there were 96 Chinese universities with AI-related programs, up from just 19 in 2017.
Despite some shortcomings, a trove of Chinese AI companies such as iFlytek, SenseTime, Cloudwalk and DJI, have caught the world’s attention for standing out in sound recognition, facial recognition and drone technologies. China’s big tech companies, such as Baidu, Tencent, Alibaba and Huawei, also have invested heavily in AI research and development.
A trainer leading a class at a children’s computer coding training center in Beijing on Nov. 8, 2019Wang Zhao / AFP – Getty Images file
Some of those companies have taken a hit in China’s trade war with the U.S., with Washington blocking a few Chinese tech firms from acquiring its most advanced technologies. But experts say the roadblocks are only fueling China’s desire to get ahead.
“The increasingly fierce trade and technology competition between China and the U.S. puts pressure on China to improve its innovative capacity,” said Zhang Xusheng, a science, technology, engineering and math professor at Zhejiang University. “And it naturally means we need to bring the students to study high-tech and be more innovative.”
In 2018, the education ministry added AI to the high school curriculum, encouraging around 25 million teenagers to study the technology. The same year, China’s first AI textbook for high school students — which introduces the basics of image recognition, sound recognition, text recognition and deep learning — was put into use in more than 40 pilot schools.
“I would like to read the books to explore the scientific reasoning behind things like AI, aerospace, programming and big data,” Cui Jingjing, 14, a high school student in Fujian, said. “I am also keen to join science competitions.”
“I think China will win the AI race with the U.S.,” Cui said, “We are catching up very fast.”
China is not alone in ramping up AI education. While the private sector has led the response to AI, governments like France, South Korea and the United States also have strategies in place to expand their workforce in the sector with increased investments, although predominantly at the postsecondary level, according to a 2019 UNESCO report.
Many European Union member states are also reviewing their curricula to integrate more lessons about computational thinking in the classroom. Some countries like Austria, Poland and Lithuania have long provided strong computer science education in high schools.
A pupil reading a book outside a classroom as she waits to attend a class at a children’s computer coding training centre in Beijing on Nov. 8, 2019.Wang Zhao / AFP – Getty Images file
The enthusiasm for AI education goes beyond policy. The market value of the coding industry for children reached around $57 million in 2018 and is expected to surge to around $4.3 billion by 2023, increasing 650 percent in the span of five years, according to a report by iResearch, a Shanghai-based consulting company.
That investment is transforming classrooms. In Shenzhen, China’s tech hub, an AI program for students in grades 3 to 8 was being piloted in 2019.
Zheng Weicheng, a primary school math teacher in Fujian province, thinks that teaching AI also has broader benefits by helping children establish scientific concepts and improve their problem-solving ability, which will directly benefit their future development.
“Well-equipped youths lead to a powerful country,” Zheng said.
Source of the notice: https://www.nbcnews.com/news/world/china-ramps-tech-education-bid-become-artificial-intelligence-leader-n1107806
La rebelión esta semana de los estudiantes chilenos contra la prueba de acceso a las universidades públicas y privadas intensificó la crítica al modelo educativo del país, una de las bases del estallido social.
Mediante el boicot, la filtración de exámenes y la ocupación de algunos de los centros en los que se llevó a cabo los pasados lunes y martes la llamada Prueba de Selección Universitaria (PSU), la movilización estudiantil provocó que la instancia fuese parcialmente suspendida, volviendo a poner el foco de las protestas en la educación.
El llamamiento a la revuelta contra la PSU partió de la Asamblea Coordinadora de Estudiantes Secundarios (Aces), que considera que esta prueba segrega a los estudiantes en función del poder adquisitivo de sus familias y perpetúa un modelo educativo que califica como mercantilizado.
La directora del Programa de Acceso Inclusivo, Equidad y Permanencia de la Universidad de Santiago de Chile (Usach), Lorena López, explicó a Efe que en todas las PSU de los años anteriores los resultados obtenidos por los estudiantes estuvieron directamente relacionados con su posición social.
De esta manera, la PSU estaría favoreciendo que sólo ingresen en la Universidad los estudiantes de un nivel socioeconómico alto cuyas familias pueden pagar escuelas secundarias privadas de calidad o que viven en barrios acomodados o pudientes donde las escuelas públicas tienen más recursos y pueden formar mejor a los jóvenes.
«Si uno observa cuáles son los mejores rendimientos de las pruebas, estos siempre se dieron en (estudiantes que provenían de) colegios de alto nivel socioeconómico. Ahí es donde empieza a instalarse la segregación», explicó López.
El modelo educativo como problema de fondo
Por ello, la movilización de los estudiantes de secundaria no es sólo por un cambio en la PSU en sí, sino contra el sistema educativo del país.
«Hay que ir a mejorar la calidad de la educación pública de tal manera que las escuelas sean ese espacio en el que las diferencias sociales comienzan a disminuir«, defendió López.
La portavoz de Aces Aye Salgado abundó en la idea de que el problema de fondo es la educación, «que en Chile no es vista como un derecho sino como un privilegio», dijo a Efe.
«Hay educación para ricos y educación para pobres y eso se ve reflejado en la PSU. Cuando las personas tienen acceso a una educación (secundaria) mejor pueden entrar con más facilidad a la educación superior, algo que no pasa con otros colegios que no tiene recursos», explicó Salgado.
La representante de Aces señaló que se debe acometer un cambio radical en el modelo educativo creando un nuevo sistema con participación de profesores y estudiantes y avanzar hacia un sistema de acceso a la Universidad que permita que «todo aquel estudiante de secundaria que quiera entrar a la educación superior pueda hacerlo».
El boicot a la prueba
La PSU comenzó a realizarse en 2003 y consta de cuatro exámenes que se hacen en dos jornadas: Lenguaje y Comunicación; Matemáticas; Ciencias; e Historia, Geografía y Ciencias Sociales.
El Consejo de Rectores de las Universidades Chilenas (CRUCH), que agrupa a 30 universidades estatales y públicas no estatales del país, es el órgano responsable de organizar la prueba, cuya ejecución encarga a la Universidad de Chile.
El boicot de esta edición acabó con la suspensión de la PSU en 86 de los 729 locales en los que se aplicó el pasado lunes y con la suspensión al día siguiente a nivel nacional de la prueba de Historia debido a la filtración de parte del examen.
Estas situaciones afectaron a 44.226 personas que no pudieron rendir la PSU de Lenguaje y Comunicación (15 % de los inscritos para la evaluación); 37.396 en Ciencias (20 % de los inscritos) y 86.571 en Matemática (29 % del total), según el CRUCH.
En tanto, más de 202.000 postulantes se había inscrito para rendir Historia, Geografía y Ciencias Sociales, que no se llevará a cabo este año por razones de «inviabilidad técnica, logística, territorial y de seguridad pública», divulgó el Consejo de Rectores.
Estudiantes amenazan con seguir boicoteando la prueba
El CRUCH sí programó para los próximos 27 y 28 de enero las pruebas de Matemáticas, Lenguaje y Ciencias para quienes no pudieron hacerlo esta semana por el boicot.
Sin embargo, la Aces está decidida a seguir movilizándose para impedir que tenga lugar la prueba que, en opinión de uno de sus portavoces, Víctor Chanfreau, «no puede darse nunca más» porque «atenta contra el derecho a la educación»
«Es ahora o nunca el momento de cambiar estructuralmente el modelo educativo y esta prueba de acceso a la educación superior, que sólo segrega», dijo Chanfreau esta semana a la prensa.
La PSU estaba fijada en un primer momento para los días 18 y 19 de noviembre del año pasado, pero se pospuso hasta en dos ocasiones dado el contexto social del país, inmerso desde el 18 de octubre de 2019 en un fenómeno de movilizaciones sociales contra la desigualdad.
En este marco se han reportado episodios de violencia extrema con saqueos, incendios, barricadas y destrucción de mobiliario público y al menos 27 muertos, además de centenares de denuncias por la presunta comisión de violaciones de derechos humanos por las fuerzas de seguridad al contener las manifestaciones.
OtrasVocesenEducacion.org existe gracias al esfuerzo voluntario e independiente de un pequeño grupo de docentes que decidimos soñar con un espacio abierto de intercambio y debate.
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