This paper discusses Bruner’s contributions in the field of narrative. I offer a review of the main ideas developed by Bruner in the second half of the 1980, stressing the innovation of narrative approach in order to reconsider the epistemological and methodological foundations of psychology and other social sciences. Finally I conclude with some reflections on autobiographical narratives in relation to agency and the role of narratives regarding social and academic spaces.

La innovación educativa es un término que me encanta, a pesar de la polisemia que contiene y de la pluralidad de perspectivas que sugiere. La innovación educativa suele referirse a procesos que tienen como objetivo central la mejora de la calidad educativa, el desarrollo y experimentación de metodologías nuevas o alternativas, el aumento de la participación e implicación de los diferentes actores educativos, la actualización de los programas educativos, el foco sobre los aprendizajes y los aprendices (más que sobre la enseñanza y los “enseñantes”).

Este artículo presenta una discusión sobre la escritura y los diarios escolares, en el contexto de la pedagogía Freinet, dentro del período histórico de la primera mitad del siglo 20. Se presta especial atención, desde el punto de la historia cultural, a la relación entre la creación de las técnicas Freinet y la sociedad y cultura europeas. El modelo de Freinet se caracteriza por su enfoque educativo innovador y su progresismo social. También se discute la importancia de la escritura en la obra de Freinet y en el propio modelo pedagógico, como elemento central de un nuevo paradigma sobre el niño, el aprendizaje y la escuela. Finalmente, se discute el tema específico de los diarios escolares y la influencia de Freinet en este ámbito.

Aprendizaje por proyectos como metodología para una escuela inclusiva e intercultural. Una propuesta didáctica en educación secundaria

Employability has become a principal aim of universities in Europe and beyond. In this context, internships are a central strategy for the promotion of employability. This qualitative study, conducted in Spain and based on biographical-narrative interviews, focuses on the voices and experiences of 25 non-traditional university graduates, all from the field of social sciences, on employability, internships, and skills. The data collected are analysed based on four categories: training received at the university; the influence of internships on employability; assessment of the internships; and perspectives on skills in demand and mismatches between graduate profiles and labour market demands. Graduates feel the internships has not helped in the transition to the workplace. Graduates have criticised the lack of connection between university and workplace, the short duration of internships, and the insufficient focus on professional and transversal skills. The results also suggest that universities should develop more initiatives to improve internships, working in coordination with employers and other stakeholders.

This paper explores participation in higher education in Germany and Spain through two case studies from the RANLHE project. There is one case in each national context (Germany and Spain) based on biographical interviews undertaken between 2008 and 2010. Social, economic and cultural dimensions are explored in order to better understand the German and Spanish contexts. In addition, we look at the comparison of the two cultural and institutional contexts, searching for a more complex description of the processes related to access, retention, completion and learning in higher education from a European and transnational perspective. These issues are connected to social challenges regarding inequalities and social class.