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	Review of Faculty of Education Sciences

Aplicaciones de la comunicación no verbal a la enseñanza

Cancelas y Ouviña, Lucía Pilar

Nonverbal communication has a clear application for the teaching of foreing languages. This paper offers us three applications: the first one considers N.V.C. as a useful instrument that would contribute to the training and development of teachers. The second sees N.V.C. on one hand as a means to manage and organize the class, and on the over as a didatic resource to teach some concrete aspects of the language. Lastly, N.V.C. -could be included as part of the syllabuses of foreign languages to achieve a better understanding of kinesic, proxemic and paralinguistic repertoires which are a very important component of the culture and the language of other countries.

In this paper we are going to analyze the spanish curricular reforms of 1970 and 1990 from a comparative historical-sociological approach. According to Englund, 1970's reform is framed within a scientific-rational curricular conception and the reform iniciated in 1990, at least in its beginning, within a democratic conception. In both cases, the epistemology and the didactics that support the design and the curricular implementation are studied in detail, though in the 2nd case the analysis is accomplished more on a "statement of intentions" than on a policy of consummated facts that, after some years of curricular development, is increasingly removed from the conception given here.

The ongoing Education System Reform puts forward a number of innovations to which the professional groups concerned, particularly teachers, oppose their "refusal to change". From a cultural approach to such a refusal, we want to set the base for a research design, the ultimate goal of which is to find the main factors that determine the resistance of Secundary Education teachers to asume the role of tutors they are assigned from the Education Authorities. Such design is based upon the approaches of Stievenard and Tourneur to the analysis of variable factors in an innovative process and on that of Huberman and Miles to the CBAM pattern of parameters evaluation, within an approach which is both qualitative and systematic.

Here we find some peculiar traits of Cádiz society, which Solís attributes to its bourgeois origin and we to that forging that, day after day, took place in the classrooms of the "Colegio de Santiago", which children from all social classes had been attendign for two centuries.

It was an educational success that must be acknowledged to the teaching work brought about by the Jesuits from Cádiz; a success that, without much probing of historical data, allows us to state that, if Commerce made Cádiz "la Feria del mundo" (the Fair of the World), it was its Colegio de Santiago that made Cádiz a real City.

The body-sound-musical discourse is a reality which can be seen every time a music-therapy process is established. This paper presents a model for analyzing the music-therapy discourse based on the principles of music-therapy, sound, the human being, sound productions and the relationships which are established between these different elements. The model proposes four areas of analysis in which the discourse can be seen: -Body Language Area -Sound Language Area -Spoken Language Area -Interpersonal Relations Area The theoretical explanations are accompanied by a practical analysis of a clinical case.

In this paper the importance of Health Education in Schools is analysed and it is considered as a privileged means in order to prevent drug abuse.

The increasing social awareness of the significance of corporal education means for the Physical Education professionals the necessity of knowing a great variety of activities. If we think about Corporal Expression as a way to express ourselves with our body and movements, we are opening a new way for the professionals of Physical Education who have fresh ideas on this field. Anyway, before developing this programme, the basis and concepto of this subject should be known, and this is what this article deals with.

It has been designed a didactic unit based on Picasso's wortk on masks, to enable children to understand the space concepts of three-dimensional representation together with the means of expression belonging to the work of art. In doing so, children are confronted whith a better understanding of the language of form and colour used in modern sculpture and in the traditional african wood carvings.

Transition to postmodernity has brought forth a change in the sense of values. This change puts forwards important questions: Must we go on educating with reference to modernity? How to educate for the postmodern society? The author upholds the necessity to found the whole educational process on some axiomatic, absolute and unquestionable value that could grant firmness to human life and coexistence.