Pacheco-Costa, A., Guzmán-Simón, F., (2023).
Perspectivas de lo más-que-humano en la infancia. Síntesis. ISBN 978-84-135-7228-4
El comienzo del siglo XXI asiste a un incremento de la investigación relacionada con el niño, la infancia y la educación infantil desde un enfoque posthumano y neomaterialista. La complejidad de este campo requiere la elaboración en español de publicaciones que acerquen a esta nueva perspectiva, por un lado, y ofrezcan un estado de la cuestión que permita orientar a docentes e investigadores en los distintos aspectos teóricos y metodológicos relacionados con el Posthumanismo y el Neomaterialismo, por otro. Esta monografía recoge ambos aspectos, convirtiéndose en una guía introductoria y una revisión de la literatura en ámbitos de investigación como la indagación postcualitativa, las prácticas discursivo-materiales, el sonido y la música, las artes visuales, las prácticas alfabetizadoras y el niño posthumano.
También se incorpora la reflexión sobre la reconceptualización de la infancia posthumana y la atención a la materia como discurso, y se facilita el acceso a una nueva perspectiva de la Educación.
García-Jiménez, E., Guzmán-Simón, F., Navarro-Pablo, M. (2015).
Writing and reading in Early Childhood Education. Concepts, didactic sequences and evaluation. Ediciones Pirámide. ISBN 978-84-368-3318-8
This monograph La escritura y la lectura en Educación Infantil is aimed at Early Childhood Education students, as it is in this phase that the cognitive processes that interact in the initial literacy of a child between the ages of three and five are addressed. The theoretical review of the psycholinguistic processes of writing and reading serves as a starting point for the design of different didactic learning sequences and their evaluation. This book has been divided into two parts that gather the concepts and foundations that should provide the teacher with the training they need before beginning their teaching work (volume 1) and a set of practical cases that exemplify the teaching/learning process of both writing and reading (volume 2).
Navarro-Pablo, M. & Guzmán-Simón, F. (2020).
The improvement of linguistic communication competence in Primary Education. A challenge based on assessment for learning. Síntesis. ISBN 978-84-1357-031-0
This monograph addresses the improvement of linguistic communication competence in Primary Education through assessment for learning. The complexity involved in the teaching and learning processes encouraged the researchers of the CÓMPLICE project to elaborate a research project based on three fundamental pillars: the development of metadiscursive knowledge, assessment for learning, and the design of new tools for the assessment of linguistic communication competence. This book follows the CÓMPLICE project, which began with an analysis of how competence assessment is conducted in linguistic communication in Spain and elaborated a new theoretical framework (based on the pedagogy of discursive genres and assessment for learning) for the implementation of a plan for its improvement in several primary schools.
García-Jiménez, E. & Guzmán-Simón, F. (Eds.)
Literacy for social change. An approach from the New Literacy Studies. Octaedro. ISBN 9788418348648
This book proposes an approach to literacy from the paradigm of New Literacy Studies, which brings us closer to the inherent complexity of the literacy process in childhood through various perspectives that are "invisible" to a large part of our society. These literacies refer to multimodal and sensory elements, and not just to alphabetic writing.
This monograph has allowed us to apply the theory of new mobilityto a community. This methodology, based on what is known as an "ethnographic walk", recognizes the physical environment of neighborhoods as a literacy environment, and describes the meanings of local geography in depth. The book also addresses the activation of the literacy reservoirs of learners, their families, and their communities in their first and second languages; as well as their cross-linguistic and cross-cultural nature and the exchanges that occur in these processes. Lastly, the research reflects on the guidance and orientation needs that children experience during their transition from pre-school to primary education, inaugurating a line of research that has not been extensively explored in school settings. The work concludes with the study of the role that information and communication technologies play in this process, while analyzing the relationship that children have with literacy and ICT in areas in need of social transformation.
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