2026-06-01T05:36:32Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/274132026-02-03T12:14:22Zcom_10630_2254col_10630_37959

A Disruptive Educational Project in Secondary Education. The Case of IES Cartagines. Rivas-Flores, José Ignacio Fernández-Torres, Pablo Martagón Vázquez, Virginia Moreno Parra, Jesús Javier Márquez-García, María Jesús Investigación activa en educación Estudiantes de enseñanza secundaria Enseñanza secundaria - Aspectos sociales The project presented here arises from the new educational needs that emanate from the changes taking place in the social, cultural, political, and economic spheres. The boundaries of formal education, as it has been understood until now, are being breached by new forms of learning, communication, and relationships, which are claiming their place in educational institutions. This is particularly relevant at the level of secondary education where the boundaries of conventional cultural and social systems are constantly being overwhelmed by these new realities (Fernández Enguita, 2016). This makes it necessary to rethink the systems of teaching and working in the educational system. Students at this educational level have a profile and resources closely linked to the knowmadic society (Cobo, 2016, Movarec, 2008), in which there is less and less sense in a teaching model based mainly on the unidirectional transmission of knowledge (Downes, 2017). This, in interaction with families, teachers and other educational agents, generates a world of conflicts of various kinds: curricular, social, attitudinal and expectations, etc. 2023-08-30T10:31:24Z 2023-08-30T10:31:24Z 2023-08-26 2023 conference output https://hdl.handle.net/10630/27413 eng ECER- The European Conference on Educational Research Glasgow, Escocia. Gran Bretaña 21-25 de agosto, 2023 http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional