Mañana, JUEVES, 24 DE ABRIL, el sistema se apagará debido a tareas habituales de mantenimiento a partir de las 9 de la mañana. Lamentamos las molestias.
Antecedentes internacionales de la Pedagogía de la muerte
Title (trans.)
International background of Pedagogy of deathEntity
UAM. Departamento de Didáctica y Teoría de la EducaciónPublisher
FarenHouseDate
2019-01-01Citation
10.14516/fde.628
Foro de Educación 17.26 (2019): 259-276
ISSN
1698-7799 (print); 1698-7802 (online)DOI
10.14516/fde.628Editor's Version
http:// dx.doi.org/10.14516/fde.628Subjects
Death; Educational innovation; Pedagogy; Teaching; EducaciónRights
© 2019 Foro de EducaciónAbstract
Death is a universal and perennial phenomenon for the human being. Nevertheless, the pedagogy of death is a taboo subject in schools. It has not become aware of its formative value. Research and proposals are isolated, although they articulate an important theoretical and practical basis for developing a possible pedagogy of death. This article presents a theoretical review of the international history of the pedagogy of death. Articles published in scientific impact journals, education magazines, doctoral theses, books, book chapters, as well as conferences, communications and presentations at scientific conferences or journals have been reviewed. The purpose is to present a comprehensive review of interest to researchers and teachers addressing the issue of death in education. The classification of the analyzed works is made concrete in the following categories: a) Work carried out in the normalization of the death in the education; and b) Works focused on educational intervention palliative or post-significant loss. The conclusions reflect on the lines of innovation and research priority to normalize death in the educational field. Among them, it highlights the possible contribution of the pedagogy of death in the educational response to the great challenges of today's society. Death is a universal and perennial phenomenon for the human being. Nevertheless,
the pedagogy of death is a taboo subject in schools. It has not become aware of its formative
value. Research and proposals are isolated, although they articulate an important theoretical and
practical basis for developing a possible pedagogy of death. This article presents a theoretical
review of the international history of the pedagogy of death. Articles published in scientific impact
journals, education magazines, doctoral theses, books, book chapters, as well as conferences,
communications and presentations at scientific conferences or journals have been reviewed. The
purpose is to present a comprehensive review of interest to researchers and teachers addressing
the issue of death in education. The classification of the analyzed works is made concrete in the
following categories: a) Work carried out in the normalization of the death in the education; and b)
Works focused on educational intervention palliative or post-significant loss. The conclusions reflect
on the lines of innovation and research priority to normalize death in the educational field. Among
them, it highlights the possible contribution of the pedagogy of death in the educational response to
the great challenges of today’s society
Files in this item
Google Scholar:Rodríguez Herrero, Pablo
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Herrán Gascón, Agustín de la
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Cortina Selva, Mar
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