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GHOD(GLFLyQGrupo de didctica de la Geografa de la Asociacin de Gegrafos Espaoles, Universidad Pablo


de Olavide y Universidad de Alicante
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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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En las sociedades desarrolladas de inicios del siglo XXI, caracterizadas por el creciente flujo
informativo y meditico, cada vez adquiere una mayor importancia los problemas de
saturacin e inmediatez informativa entre los ciudadanos. Del mismo modo, esta
sobreinformacin se plasma en los futuros ciudadanos, el alumnado de los diferentes niveles
educativos, en una dificultad para procesar y/o comprender toda la informacin de la que
dispone. Estos casos se pueden ejemplificar en aquel alumnado que, a pesar de saber utilizar
los rudimentos bsicos de software y hardware, sin embargo presenta serias las dificultades
para trabajar y encontrar informacin en formato de textual e hipertexto, diferenciar entre lo
principal y accesorio en el abordaje de la informacin, dificultad y superficialidad a la hora de
elaborar conclusiones o la tendencia a utilizar exclusivamente las primeras referencias que
ofrecen los buscadores sin plantearse la idoneidad de dicha informacin.

Este problema, realidad observada diariamente en las aulas de las etapas de Primaria,
Secundaria y de Bachillerato, reseable tambin en la etapa universitaria, se acenta
especialmente en aquellas disciplinas como la Geografa que presentan un elevado nivel de
abstraccin y carga terica. Sin embargo el carcter holstico e integrador del pensamiento y
anlisis geogrfico, convierte a nuestra disciplina en un magnfico mbito para orientar al
alumnado en este nuevo entorno digital, donde cada vez adquiere una mayor importancia el
anlisis de la informacin, su interrelacin y posibilidad de extraer conclusiones. Elementos
todos ellos fundamentales para que los futuros miembros de la sociedad puedan ejercer una
ciudadana crtica y activa.

Esto nos ha llevado a plantear la pertinencia de iniciar un debate sobre cmo construyen su
conocimiento los nuevos nativos digitales y como afecta a esto especialmente a la Geografa y
a su Didctica. En este contexto, hemos propuesto iniciar una reflexin abierta y plural, desde
diferentes niveles educativos sobre los efectos que dichos cambios tienen sobre los estilos de
aprendizajes y en la didctica de la Geografa. Por otro lado planteamos la necesidad tanto de
explorar nuevos instrumentos y recursos didcticos, como de reorientar y mantener los
tradicionales con el objeto de educar y formar ciudadanos desde la Geografa en un entorno
digital caracterizado por la saturacin e inmediatez informativa. Con esta propuesta se
propone analizar como determinados aspectos relacionados con el uso de las TIC estn
cambiando los modelos de aprendizaje tanto al interactuar con la informacin mediante la
tecnologa como al abordar su tratamiento en el formato textual clsico. Por ltimo se busca
desarrollar orientaciones metodolgicas en el aula que desde la competencia digital y la
Geografa sirva para orientar a los docentes sobre como plantear estrategias didcticas diarias
en el aula.

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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Universidad de Zaragoza VicePresidente de EUROGEO
rafaelmg@unizar.es

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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ARCLESSON 47

MAPA 57: ORGANIZACIN TERRITORIAL DEL ESTADO ESPAOL

Informacin representada: En este mapa se presenta la organizacin


territorial bsica del Estado Espaol establecida en la Constitucin de
1978. Los ms de 8.100 municipios espaoles tienen su origen, en su
mayora, en la poca medieval, aunque actualmente sigue habiendo
procesos de supresin por fusin o creacin de nuevos por segregacin.
Las 50 provincias espaolas, fueron delimitadas en 1833 por Javier de
Burgos, y constituyeron la base para la creacin de las 17 Comunidades
Autnomas a partir de 1978, junto a las Ciudades Autnomas de Ceuta y
Melilla.

Variables/capas:
- Comunidades Autnomas, con la localizacin de la capital, bandera
y aprobacin del Estatuto de Autonoma.
- Provincias
- Muncipios

Propuestas de trabajo con el mapa:

1. En qu apartados de la Constitucin Espaola de 1978 se establece la


organizacin territorial del Estado?

2. Cules son los niveles territoriales en que se organiza el Estado


espaol?

3. Cundo se constituyeron las Comunidades Autnomas? A qu se debe


que hubiera Comunidades Autnomas de va rpida y otras de va lenta?
Existe algn fundamento histrico para su constitucin?

4. Porqu Navarra, Ceuta y Melilla tienen un rgimen autonmico


excepcional?

5. Qu ciudades ostentan la capitalidad autonmica? Hay alguna que


est situada en un municipio que no es capital de provincia?

6. Cules son los elementos bsicos que debe incluir un Estatuto de


Autonoma?

7. Realiza un cuadro comparativo con el nombre de los rganos ejecutivo,


legislativo y judicial de las Comunidades Autnomas.

7 Investiga por qu hay Comunidades Autnomas que han revisado su


Estatuto de Autonoma y otras no.

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saber cundo estamos elaborando conocimiento cientfico y cundo estamos
realizando una innovacin didctica. Es evidente, como diremos ms adelante, que
lo que distingue una cosa de otra no es la exactitud de los resultados de uno u otro
tipo de conocimiento, sino el camino que se ha seguido para llegar a ellos. (Prats,
2002, 83)

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Desde mi posicin, entiendo que la investigacin educativa tiene por objeto mejorar
la enseanza y aprendizaje; y por ello solventar o paliar los dilemas de la
educacin bsica en tres mbitos precisos: las relaciones de aula, las del centro
escolar y las derivadas de la insercin en una comunidad social del barrio o
localidad. Cuando alguien acta desde una perspectiva innovadora suele ofrecer
respuestas a corto plazo, pues procura responder a problemas observables e
inmediatos. Sin embargo, la investigacin permite un cierto alejamiento del
problema para analizarlo, evaluar sus resultados, vislumbrar soluciones y ofrecer
unas conclusiones. Lo que mantenemos como premisa terica es que sin esta
vinculacin las investigaciones se transforman en reflexiones huecas, ms
pendientes del progreso profesional individual que de la aportacin a la mejora
ciudadana. (Souto, 2013).

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X.M.Souto Gonzlez 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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X.M.Souto Gonzlez 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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multidisciplinar sobre un mismo espacio, y ms an cuando realizamos una salida
de campo. Pero tambin es cierto que hay que seleccionar unos contenidos, si bien
las emociones que despierten otros temas no previstos por el docente en una salida,
son muy importantes y despiertan el conocimiento a partir de las representaciones
sociales.

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campo durante nuestra formacin y tal vez sea una de las mejoras que debera
hacerse en el grado....
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.......Apoyando un poco el comentario de ....,nosotros en cuatro aos de carrera no
hemos realizado ninguna salida de campo...
......Comparto la opinin con mis compaeros de que para realizar un buen trabajo
de campo, previamente tenemos que .......

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

.....como futuros docentes, debemos potenciar y fomentar el buen uso de la palabra
salida, como un aprendizaje diferente pero al mismo tiempo igual de importante al
que trabajamos en clase. Debemos ser capaces de desarrollar, fomentar y potenciar
actividades que aporten un significado coherente y explicito al alumnado para que
estos sean capaces de ordenar, crear y materializar aquello que han aprendido.
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considero que todas y todos deberamos contribuir a que se realicen en mayor
frecuencia las salidas de campo, y es que bajo mi punto de vista, estas actividades
realizadas fuera del aula, que cumplen con uno de los objetivos presentes en la ley
educativa (conocer y valorar su entorno natural, social y cultural, as como las
posibilidades de accin y cuidado del mismo) poseen un valor incalculable a la
hora de conseguir aprendizajes significativos y de formar ciudadanos responsables y
crticos.

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prontas, simplificaes rebaixadas, reprodues sistemticas. Todavia, se bem
feitos, podem instigar o aprender a aprender e o saber pensar, a medida que exigem
raciocnio completo, promovem o exerccio constante da fundamentao cuidadosa e
bem argumentada, conjugam bem teoria e prtica, aliceram a capacidade
questionadora, e assim por diante. No faltam livros didticos imbecilizantes,
maliciosamente ideolgicos, mentirosos e malfeitos.

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H.G.da Silva Mota, D.Richter 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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Alm dos problemas na aprendizagem algo que imprescindvel diagnosticar entre


os alunos -, preciso reconhecer, entre os docentes as falhas no domnio desses
contedos e dessa linguagem da Cartografia. [...]. Poucos foram os docentes
(apenas 29%) que alegaram no ter dificuldades para trabalhar com os contedos
relacionados a Cartografia. Na outra ponta, os prprios professores indicam que
91% dos alunos apresentam dificuldades, ainda que parciais, ao lidar com tais
contedos; e quase metade deles apresenta certa averso em relao a essa matria.

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Entretanto, mais do que constatar problemas existentes, as informaes geradas


apontam para possibilidades de aes. As deficincias na formao, alegadas pelos
professores pesquisados, geram uma lacuna que precisa ser compreendida pela
Universidade que, desta forma, se permita uma rediscusso de seu papel enquanto
formadora dos quadros docentes do Ensino Bsico. Da mesma forma, preciso

H.G.da Silva Mota, D.Richter 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

adotar polticas de formao continuadas, integrando instituies universitrias, e


as redes de ensino para requalificao e atualizao dos professores, tendo em
vistas os avanos tecnolgicos so muitos e cada vez mais rpidos, o que tambm
distncia a atividade da docncia da realidade dos estudantes fora do ambiente da
escola.

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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H.G.da Silva Mota, D.Richter 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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C.Del Valle Ramos 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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M.Delgado Martn, M.A.Rodrguez Domenech 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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M.Delgado Martn, M.A.Rodrguez Domenech 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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M.Delgado Martn, M.A.Rodrguez Domenech 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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M.Delgado Martn, M.A.Rodrguez Domenech 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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J.Ferreira da Silva Souza 


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J.Ferreira da Silva Souza 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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A servido por dvida e o trabalho contratado, mas forado, so muito mais comuns
que a escravido. Formas contemporneas de trabalho forado na indstria do sexo,
que inclui aspectos de consentimento e atuao em defesa do trabalhador, so
validadas por pesquisas que documentam a participao ativa das "vtimas" em

J.Ferreira da Silva Souza 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

migraes atravs de fronteiras por exemplo, que mulheres e meninas tentam


mudar para o exterior consciente e voluntariamente para melhorar suas vidas e as
de suas famlias. O que essas mulheres muitas vezes no sabem, ou s vezes aceitam
tacitamente, so os perigos das rotas subterrneas que tm que usar para atravessar
a fronteira, os custos financeiros, o tipo de atividades, as condies de vida e de
trabalho na chegada, o alto nvel de dependncia de um conjunto especfico de
recrutadores, agentes ou empregadores, os riscos de sade, a durao do emprego,
seu status criminoso no exterior, a violncia e/ou perodos de deteno ou
encarceramento que podero ter que enfrentar.

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Alm da priso, deteno e deportao, como modos imediatos de disposio das
mulheres, homens, meninas e meninos objetos de trfico nos pases de destino, essas
pessoas, quando resgatadas, so em geral devolvidas aos pases de origem como
migrantes sem documentos, e tm de enfrentar a vergonha e a humilhao que
acompanha tal categorizao e o status de deportadas. H tambm o medo de
represlias dos traficantes ou o medo de que a famlia ou a comunidade domstica
estigmatize uma mulher por seu envolvimento em atividades sexuais tidas como
criminosas. (KEMPADOO, p.68)

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localizao e haver maior nfase na realizao de descries. Por outro lado, se o
docente concebe a Geografia como uma disciplina que tem por funo ensinar ou
contribuir para que o aluno entenda melhor as territorializaes produzidas pelos
homens, o uso que se far do mapa possivelmente ser outro, pois apesar de ser
utilizado enquanto meio de orientao e localizao, poder tambm ser utilizado
enquanto recurso que pode encetar anlises e explicaes geogrficas da realidade
mapeada (KATUTA, 2000, p.6).

J.Ferreira da Silva Souza 


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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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HACIA LA CONVERGENCIA? ANLISIS DE LAS COMPETENCIAS


GEODEMOGRFICAS DE LOS GRADOS DE GEOGRAFA
SURGIDOS EN EL CONTEXTO DEL EEES

Arlinda Garca Coll1


Ral Lardis Bosque2
Beln Pedregal Mateos3
1
Universidad de Barcelona
2
Universidad de Zaragoza
3
Universidad de Sevilla
arlindagarcia@ub.edu; rlardies@unizar.es; bpedregal@us.es

RESUMEN:
El proceso de creacin del Espacio Europeo de Educacin Superior (EEES), iniciado a finales de los aos
noventa, ha supuesto la revisin y el diseo de nuevas titulaciones que, en el caso de los estudios de Geografa
en Espaa, ha desembocado en una cierta convergencia hacia la vertiente ms aplicada de la disciplina, la
especializacin y la creciente importancia de las materias tcnicas.
Dos importantes consecuencias emanadas de este proceso han sido el diseo de las nuevas titulaciones en torno a
perfiles profesionales y la proyeccin de una enseanza orientada a la adquisicin de competencias. Con estas
premisas de partida, este trabajo realiza un anlisis comparativo de las competencias incluidas en las guas
docentes de las asignaturas de Geografa de la Poblacin impartidas en los planes de estudio de los grados de
Geografa ofertados en las Universidades pblicas espaolas, con objeto de comprobar hasta qu punto los
objetivos de convergencia y orientacin prctica se constatan en estas asignaturas.
El anlisis ha revelado algunas disfuncionalidades y ausencias sobre las que se realizan las correspondientes
recomendaciones en el apartado final.

PALABRAS CLAVE:
Competencias, Geografa de la Poblacin, convergencia europea, Espacio Europeo de Educacin Superior,
empleabilidad.

1. INTRODUCCIN
El proceso de creacin del Espacio Europeo de Educacin Superior (EEES, en adelante),
iniciado a finales de los aos noventa, supuso la revisin y el diseo de nuevas titulaciones
que, en el caso de los estudios de Geografa en Espaa, desemboc, tal y como sealan
Esparcia y Snchez Aguilera (2012), en una cierta convergencia hacia la vertiente ms
aplicada de la disciplina, la profundizacin en contenidos (especializacin) sin perder la
perspectiva generalista propia de un grado como el de Geografa y Ordenacin del Territorio
, y la creciente importancia de las materias tcnicas.
Dos importantes consecuencias emanadas de ese proceso han sido el diseo de las nuevas
titulaciones en torno a perfiles profesionales y la proyeccin de una enseanza orientada a la
adquisicin de competencias (De Cos et al., 2010, Oliveros, 2006). De este modo, el concepto
de competencia, definido como la aptitud o capacidad de movilizar de forma rpida y

A.Garca Coll, R.Ladis Bosque, B. Pedregal Mateos 238


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

pertinente un conjunto de recursos y saberes, ha adquirido un enorme protagonismo en la


arquitectura de las nuevas titulaciones de Grado. A pesar de las distintas definiciones de
competencias que podemos encontrar (Bernal, 2007), cabe recordar que stas involucran tres
mbitos distintos: los conocimientos (o saber), las destrezas, habilidades o capacidades (el
saber hacer), junto con las actitudes y valores (o saber estar). Se trata, por tanto, de tres pilares
a combinar de forma conjunta (De Miguel, 2005).
Probablemente, el factor diferencial ms relevante entre la docencia antes y despus del
proceso de Bolonia es centrar el diseo y el desarrollo de la enseanza en el aprendizaje y el
logro de competencias acadmico-profesionales, ms que en los contenidos y el desarrollo
disciplinar global (Escudero, 2016). En este contexto, concebir la docencia en trminos de
competencias se convierte, en un aspecto fundamental en la enseanza universitaria actual,
pues es necesario disear estrategias docentes que garanticen su adquisicin por parte de los
estudiantes, as como pensar en cmo evaluarlas. Este planteamiento se aleja de la concepcin
tradicional de la enseanza que centraba los objetivos de la docencia en la transmisin de
conocimientos, es decir, se debe superar el modelo centrado en el aprendizaje (De Cos et al.
2011).
En definitiva, es necesario que se produzca el cambio que lleva, en palabras de Florido y
Jimnez (2012), de la universidad del ensear a la universidad del aprender. Adems,
cabe aadir la estrecha vinculacin de las competencias con los perfiles profesionales que
persiguen las titulaciones. En definitiva, la consecucin por parte de los estudiantes de las
competencias asociadas a una titulacin es el hecho que dota de sentido la formacin
universitaria en nuestros das. El EEES persigue una preparacin ptima para el mundo
profesional (Esparcia y Snchez Aguilera, 2012), con claras miras hacia la mejora de la
empleabilidad.
En este captulo se presentan algunos de los resultados de un trabajo ms amplio de
anlisis y comparacin de las guas docentes de las asignaturas de Geografa de la Poblacin
que se imparten en la actualidad en los Grados de Geografa en Espaa. El trabajo se enmarca
en una iniciativa de la Comisin Permanente del Grupo de Poblacin de la AGE, la cual
organiz diversos grupos de trabajo coordinados -bajo la denominacin comn de Mesa de
Trabajo sobre Docencia Universitaria de la Poblacin- cuyo principal fin era reflexionar y
debatir conjuntamente sobre la situacin de la enseanza de la Geografa de la Poblacin en
las universidades espaolas. En el marco de esta Mesa, nuestro trabajo se centraba en el
anlisis, comparacin y evaluacin de las competencias asignadas a dichas asignaturas.
Aunque el trabajo ha abordado la explotacin de 38 asignaturas relacionadas con la enseanza
de la Geografa de la Poblacin presente en los 26 ttulos de Grado en Geografa y
Ordenacin del Territorio en Espaa, en este captulo se presentan los resultados de la
evaluacin de las competencias de 26 asignaturas correspondientes a las obligatorias
introductorias de Geografa de la Poblacin, ya sea ste el nombre de la asignatura u otro
similar. Su orientacin temtica as como su ubicacin en el plan formativo del Grado
habitualmente en los primeros cursos permite la comparacin entre estas asignaturas.
Con objeto de poder realizar un anlisis comparativo, se han tomado como referencia las
competencias sealadas en el Libro Blanco del Grado en Geografa y Ordenacin del
Territorio (ANECA, 2004b). De este modo, se han confeccionado unas tablas donde se
recogen qu competencias de las que se mencionan en el Libro Blanco aparecen en las guas
docentes de las asignaturas analizadas, confeccionando un mapa de competencias por

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asignatura, al estilo del empleado por De Cos et al. (2011), formado por una matriz donde se
cruzan competencias (en filas) con asignatura y universidad (situadas en las columnas).
El captulo se estructura como sigue: despus de la introduccin, el apartado 2 realiza una
breve reflexin sobre el papel de las competencias en el aprendizaje universitario en el
marco del EEES. Para su realizacin, se han empleado las indicaciones proporcionadas por
trabajos de referencia y se ha tenido en cuenta la experiencia como docentes de los autores de
este trabajo.
El apartado 3 se dedica a revisar las competencias establecidas en el Libro Blanco del Ttulo
de Geografa y Ordenacin del Territorio como referente comn para el diseo de los distintos
ttulos de Grado en Geografa de las Universidades espaolas.
El apartado 4 se centra en los resultados del anlisis de las competencias contenidas en las
guas docentes de las asignaturas geodemogrficas de los ttulos de Grado en Geografa y
Ordenacin del Territorio. Dada la extensin de los trabajos realizados, esta aportacin
presenta nicamente parte de los resultados y reflexiones finales del anlisis pormenorizado
de las guas docentes de las asignaturas obligatorias denominadas Geografa de la Poblacin o
equivalente. Tras un primer balance general, se profundizar en la reflexin sobre si se puede
hablar de convergencia en la orientacin de la asignatura, as como en comprobar la existencia
de sintona entre la realidad y los objetivos tericos del EEES en su pretensin de acercar la
formacin al mercado del trabajo. Finalmente, el apartado 5 recoge las reflexiones crticas y
propuestas que se derivan de los anlisis previos.

2. EL PAPEL DE LAS COMPETENCIAS EN EL APRENDIZAJE UNIVERSITARIO


EN EL MARCO DEL EEES
El proceso de convergencia iniciado por la construccin del EEES ha significado importantes
cambios en los contenidos y metodologas educativas, hasta tal punto que se reconoce que la
implantacin del crdito europeo significa la adopcin de un nuevo paradigma educativo
(ANECA, 2004a). En ese sentido, lvarez et al. (2005) sealan que en el plano de la
planificacin y desarrollo de las asignaturas, la convergencia ha supuesto:
Centrar la enseanza en la adquisicin de competencias profesionales valoradas en el
mercado laboral, en lugar de en la sola adquisicin de conocimiento por parte del
estudiante;
Ofertar otras oportunidades de aprendizaje distintas al aula y a los laboratorios para
adquirir esas competencias (prcticas en el mercado laboral, trabajos de campo, etc.);
Reducir las clases presenciales y la cantidad de contenidos a transmitir a los estudiantes;
Evaluar los resultados obtenidos por los estudiantes con otros mtodos diferentes a los
exmenes de papel y lpiz;
Estimar el tiempo de trabajo de los estudiantes para la adquisicin de las competencias
en nuestras materias.
Este cambio de modelo educativo se inscribe en lo que algunos autores reconocen como una
creciente tendencia social y poltica desde finales de la dcada de los aos ochenta que
enfatiza la necesidad de actualizar el sistema de cualificaciones profesionales (CES, 2015;
Oxford Economics, 2012), con el objetivo de potenciar la polivalencia y productividad de los

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trabajadores, a la vez que se pretende incrementar su movilidad en el mercado internacional


del trabajo mediante sistemas de acreditacin aceptados universalmente (lvarez et al., 2004).
Desde entonces, la Comisin Europea no ha dejado de trabajar para fomentar la convergencia
educativa entre los estados miembros y conseguir el objetivo de acercar la educacin al
mercado de trabajo, aproximando la experiencia del aprendizaje a la realidad del entorno
laboral. En su Comunicacin sobre Un nuevo concepto de educacin: invertir en las
competencias para lograr mejores resultados socioeconmicos [COM(2012) 669 final], lo
planteaba en los siguientes trminos: Para 2020, los empleos que exijan un alto nivel de
aptitudes habrn aumentado un 20 %. La educacin debe elevar sus exigencias y niveles de
capacitacin para atender esta demanda, y tambin fomentar las aptitudes transversales
necesarias para que los jvenes puedan ser emprendedores y adaptarse a los cambios, cada
vez ms inevitables, que se producirn en el mercado de trabajo a lo largo de su carrera
profesional. Para ello instaba a los Estados miembros a intensificar sus esfuerzos en cuatro
mbitos: (1) Desarrollar una educacin y formacin profesionales de nivel internacional a fin
de aumentar la calidad de las aptitudes profesionales; (2) Promover la formacin en el lugar
de trabajo con perodos de prcticas, formacin de aprendices y modelos de aprendizaje dual
de calidad, para apoyar la transicin de la formacin al empleo; (3) Promover asociaciones
entre instituciones pblicas y privadas, a fin de garantizar una oferta apropiada de programas
de estudios y aptitudes; (4) Fomentar la movilidad gracias al programa Erasmus para Todos.
Como sealan lvarez et al. (2004), en este contexto, el concepto de competencia, tanto en su
vertiente acadmica como profesional, se erige en la piedra angular de las recientes polticas
de empleo y formacin. Sin embargo, la sociedad demanda a la universidad una formacin
superior que trascienda la mera formacin profesional para el mercado de trabajo, por lo que
las titulaciones han de disearse en torno a perfiles acadmicos-profesionales entendindose
por tales las caractersticas de la persona, del ciudadano y del profesional que se quiere
formar en un determinado momento histrico y las asignaturas han de seleccionar qu
competencias se trabajarn especficamente en ellas.
Para realizar esa seleccin se han de tener en cuenta los tipos de competencias que configuran
un perfil acadmico-profesional. Recordemos en este punto que, de manera general, se
entiende por competencia la aptitud o capacidad de movilizar de forma rpida y pertinente un
conjunto de recursos y saberes. Siguiendo a lvarez et al. (2004), las competencias
acadmico-profesionales pueden clasificarse en (1) Generales o genricas: Verbales y de
comunicacin; Solucin de problemas; Planificacin y toma de decisiones; Trabajo en
equipo; Manejo de sistemas de informacin; Liderazgo; Relaciones interpersonales;
Capacidad de aprender; Fsicas; De empleabilidad (para la bsqueda y obtencin de un puesto
de trabajo y para la conservacin y movilidad en el empleo; Otras; y (2) Especficas, Tcnicas
o Especializadas: para cada perfil profesional en cada sector productivo y para cada empleo o
puesto de trabajo.
No cabe duda de que entre las competencias generales, la Comisin Europea est poniendo el
acento en los ltimos aos especialmente en el fomento de la capacidad de emprendimiento y
el fomento de la alianza entre empresas y universidades1, como se deriva de la Comunicacin
COM(2012) 669 final. De esta forma, la Comisin seala que entre los retos pendientes sobre
los sistemas educativos de los Estados miembros se encuentra el fomento y desarrollo de

1
Sobre esta necesidad y pertinencia de cooperacin entre empresa y universidad en el campo de la Geografa constituye una
experiencia de inters el artculo de Pedregal, Vallejo y Aguilar (2012).

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aptitudes transversales y en particular las estrategias especficas relacionadas con la educacin


para el emprendimiento. Cabe recordar que las competencias transversales o cardinales son
aquellas comunes para diferentes puestos o perfiles profesionales (Oliveros, 2006) y se
consideran muy adecuadas en un escenario laboral como el actual, sometido a cambios
constantes (Whalley et al., 2011). Por ese motivo, entre las acciones recomendadas por la
Comisin para combatir el desempleo juvenil se encuentra:
Potenciar la oferta de aptitudes transversales que aumentan la empleabilidad, como la
iniciativa emprendedora, las aptitudes digitales y los idiomas. Las acciones clave sern:
garantizar que se adopten medidas para integrar las aptitudes transversales en todos los planes
de estudios, desde las fases tempranas de la educacin hasta la enseanza superior, mediante
enfoques pedaggicos innovadores y centrados en los estudiantes; y disear herramientas de
evaluacin que permitan evaluar eficazmente los niveles de competencia. Todos los jvenes
deben beneficiarse de una experiencia prctica de emprendimiento como mnimo antes de
abandonar la enseanza obligatoria [COM(2012) 669 final, pg. 17].
Lograr mayor emprendimiento y empleabilidad nos sita ante un nuevo escenario en el que
hay que valorar las competencias a trabajar en la asignatura Geografa de la Poblacin la cual,
junto con la labor del resto de las que componen el Grado, debe contribuir a la consecucin de
estos objetivos.

3. COMPETENCIAS EN LA DOCENCIA UNIVERSITARIA DE LA GEOGRAFA.


EL REFERENTE DEL LIBRO BLANCO DEL TTULO DE GEOGRAFA Y
ORDENACIN DEL TERRITORIO
El Libro Blanco del Ttulo de Geografa y Ordenacin del Territorio recoge el resultado del
trabajo llevado a cabo por una comisin formada por representantes de distintas universidades
espaolas junto con el Colegio de Gegrafos y la Asociacin de Gegrafos Espaoles. Este
documento tena el objetivo de realizar una propuesta no vinculante de ttulo de Grado en
Geografa y OT adaptado al EEES (ANECA, 2004b).
El proyecto tuvo como punto de partida los objetivos y metodologa explicitados en la
convocatoria de ayudas de la ANECA para la adaptacin de los ttulos universitarios al EEES
y sobre esa base, se realizaron los correspondientes anlisis de los planes de estudio o ttulos
afines en Europa, tambin de la insercin laboral de los egresados durante el ltimo
quinquenio, y de los perfiles y competencias profesionales vinculados, entre otros aspectos.
En su desarrollo, el equipo de trabajo llev a cabo un anlisis exhaustivo, debatiendo y
valorando distintas opciones, con el objetivo de alcanzar un modelo final consensuado que
reflejase todos los aspectos relevantes del ttulo.
Fruto de ese trabajo, el Libro Blanco reconoce 6 perfiles profesionales, siendo el anlisis
territorial de la poblacin uno de ellos. Esos 6 perfiles son: (1) Investigacin, educacin y
divulgacin geogrficas; (2) Tecnologias de la informacin geogrfica; (3) Medio fisico,
recursos naturales y medio ambiente; (4) Planificacin y gestin territorial; (5) Anlisis
territorial de la poblacin y demografia; (6) Desarrollo regional y local.
Al mismo tiempo, el Libro Blanco aporta una propuesta de 64 competencias que un graduado
en Geografa y O.T. debera adquirir en su formacin, distinguiendo entre: (a) competencias
generales (de tipo instrumental; personal; sistmicas y otras) y (b) especficas (acadmicas,
disciplinares, profesionales y otras).

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Las competencias generales ya venan definidas por el Ministerio, ya que la propia


Convocatoria de ANECA para la elaboracin del Libro Blanco de la titulacin proporcionaba
una lista inspirada en la propuesta del proyecto Tuning (Tuning Project, 2008). En cuanto a
las competencias especficas, dicha convocatoria indicaba nicamente un esquema de
agrupacin que distingua entre 4 modalidades: (1) competencias acadmicas, que desarrollan
los esquemas interpretativos que utilizan los gegrafos; (2) competencias disciplinares, es
decir, aquellos conocimientos bsicos que se deben adquirir; (3) competencias profesionales,
es decir, las habilidades propias de la prctica profesional del gegrafo y (4) Otras
competencias especficas referidas a habilidades relacionadas con la capacidad de ordenar y
sintetizar informacin de origen diverso, as como con la capacidad de explicar, transmitir y
proponer soluciones a problemas complejos, especialmente suscitando acuerdos en equipos
interdisciplinares.
Con estas referencias de partida, el siguiente apartado presenta los resultados del anlisis de
las competencias de las asignaturas de Geografa de la Poblacin objeto de estudio.

4. LAS COMPETENCIAS EN LAS ASIGNATURAS DE GEOGRAFA DE LA


POBLACIN DEL GRADO EN GEOGRAFA Y ORDENACIN DEL TERRITORIO
Los Grados de Geografa y O.T. de las universidades espaolas cuentan en sus planes de
estudio, como mnimo, con una asignatura de contenido especfico en Geografa de la
Poblacin, aunque su denominacin vara segn los casos (tabla 1). Aunque la opcin
preferida sigue siendo la de Geografia de la Poblacin (en 15 de las 26 universidades),
tambin puede denominarse Geodemografia (en 4 ocasiones), mientras que en 2 ocasiones
aparecen unidas Geografia de la Poblacin y Geografia Econmica/actividades
econmicas y en otra la asignatura es Geografia Humana I. Slo en la Universidad
Autnoma de Barcelona (UAB) se opta por el nombre de Demografia, mientras que en
Lleida el nombre es Geografia de la Poblaci i Demografia.
En cuanto a su ubicacin en el contexto del currculo del estudiante, estas asignaturas se
encuentran, mayoritariamente, en el tramo inicial de la formacin universitaria, bien como
obligatorias (la gran mayora), bien como crditos de Formacin Bsica. En concreto, 19 de
las 26 se imparten en 2 curso, mientras que slo 3 en 1 (las tres en el segundo semestre).
nicamente en dos casos se imparten en 3. Finalmente, indicar que estas asignaturas tienen
una carga de 6 ECTS, excepto en Girona (12 ECTS, compartidos entre Geografia Econmica
i de la Poblaci) y en Lleida (7,5, destinados a Geografia de la Poblaci i Demografia).
Por lo tanto, se trata de una oferta de asignaturas altamente comparable entre s, dada la
similar naturaleza y duracin de las mismas. Un apunte ms a realizar es que en 17 de los 26
grados en Geografa y OT no existe ninguna asignatura especfica ms, ya sea obligatoria u
optativa, que permita ampliar los contenidos geodemogrficos, de forma que, en estos casos,
la asignatura a la que nos referimos es la primera y la ltima en el currculum del estudiante
de esta materia.
La explotacin de las tabulaciones realizadas a partir del vaciado de competencias
explicitadas de las guas docentes permite extraer conclusiones en tres mbitos distintos. Un
primer mbito tiene que ver con las caractersticas de las propias competencias. Ms all de su
contenido, tema que abordaremos ms tarde, es necesario sealar la deteccin de numerosos
casos donde las competencias que se indican presentan algunas deficiencias, bien sean por su
nmero, su redaccin o su naturaleza. As, si bien cabe reconocer la dificultad de fijar el

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nmero ideal de competencias que una asignatura de 6 ECTs puede desarrollar, s cabe
sealar que, entre las asignaturas observadas, nicamente el 38 % se incluira en una horquilla
de entre 5 y 12 competencias. En cambio, las guas docentes del 42 % de las asignaturas
indican que se trabajan ms de 13 competencias cifra que parece difcilmente alcanzable,
frente a un 19% que mencionan un nmero inferior a 4. En algunos casos tambin se ha
detectado una escasa concrecin en la formulacin de la competencia, circunstancia que
impide ver con claridad el verdadero papel desempeado por la misma en la capacitacin del
estudiante. Otro de los problemas frecuentes es el marcado desequilibrio entre competencias
generales y especficas y, sobre todo, un excesivo protagonismo de competencias muy
prximas a objetivos formativos, herencia de un pasado en el que las asignaturas se conceban
exclusivamente en trminos de transmisin de conocimientos (De Cos et al., 2010). En
algunos casos extremos, las competencias a las que se alude no pueden ser consideradas como
tales. La impresin general a la que se llega es que la falta de experiencia y de tradicin en el
diseo de asignaturas en trminos de competencias ha llevado a que esta tarea no siempre se
haya realizado de forma adecuada.
Ttulacin Tipos de competencias General+Transversal
Universidad Nombre de asignatura Total
(*) Generales Transversal Especficas Total % sobre total
Alicante 1 Geografa de la Poblacin 9 0 9 18 9 50,0
Autnoma de Barcelona 1 Demografa 3 0 2 5 3 60,0
Autnoma de Madrid 1 Geografa de la Poblacin 0 0 15 15 0 0,0
Barcelona 3 Geografa de la Poblacin 0 1 2 3 1 33,3
Cantabria 1 Geodemografa 4 0 2 6 4 66,7
Castilla-La Mancha 1 Geografa de la Poblacin 0 0 1 1 0 0,0
Complutense 1 Geografa de la Poblacin 0 0 11 11 0 0,0
Extremadura 1 Geografa de la Poblacin 0 8 6 14 8 57,1
Girona 5 Geografia econmica i de la Poblaci 0 3 5 8 3 37,5
Granada 2 Geografa humana I: G de la poblacin 15 0 5 20 15 75,0
Illes Balears 3 Geografia de la Poblaci 4 1 1 6 5 83,3
La Laguna 1 Geografa de la Poblacin 0 3 1 4 3 75,0
Len 1 Geografa de la Poblacin 11 0 5 16 11 68,8
Lleida 1 Geografia de la Poblaci i Demografia 1 0 0 1 1 100,0
Mlaga 2 Fundamentos de G Humana I 3 0 4 7 3 42,9
Murcia 1 Geografa de la Poblacin 0 5 10 15 5 33,3
Oviedo 1 Geografa de la Poblacin 10 0 3 13 10 76,9
Pas Vasco 1 Geografia de la Poblacin 0 0 6 6 0 0,0
Las Palmas 1 Geodemografa 0 0 3 3 0 0,0
Rovira i Virgili 1 Geodemografa 1 0 6 7 1 14,3
Salamanca 3 Geografa de la Poblacin 0 5 9 14 5 35,7
Santiago de Compostela 1 Geodemografa 0 0 0 0 0 ---
Geografa de la Poblacin y de las
Sevilla 2 0 8 9 17 8 47,1
Actividades Econmicas
Valencia 4 Geografa de la Poblacin 6 0 8 14 6 42,9
Valladolid 1 Demografa 28 0 30 58 28 48,3
Zaragoza 1 Geografa de la Poblacin 3 0 4 7 3 42,9
(*) Titulacin: (1) Geografa y Ordenacin del Territorio. (2) Geografa y Gestin Territorial. (3) Geografa. (4) Geografa y Medio Ambiente.
(5) Geografa, Ordenacin del Territorio y Gestin Ambiental.

Tabla 1. Asignaturas de Geografa de la Poblacin en las universidades espaolas y tipos de competencias.


Fuente: Elaboracin propia a partir de Guas docentes consultadas en las webs de las Universidades.

Un elemento ms a aadir es la falta de concordancia con la propuesta del Libro Blanco, de


manera que tan slo un 46 % de las guas usa de forma fiel una seleccin ms o menos
amplia de las competencias propuestas por el documento. Por tanto, su voluntad de servir
como referente al diseo de los planes de estudio no parece haber conseguido plenamente su
cometido.

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Dejando de lado la dimensin ms formal, un segundo mbito a considerar consiste en una


valoracin que vaya ms all y profundice en qu competencias se incluyen y, sobre todo, con
qu finalidad, ya que esto nos permitir cumplir con el objetivo de esta aportacin. Desde un
punto de vista general, los resultados de la explotacin muestran que el tipo de
competencia ms frecuente son las Instrumentales, que suponen casi un 20 % del total de las
mencionadas. Si bien en segundo lugar se sitan las de tipo Acadmico (16%), cabe destacar
que la tercera posicin es ocupada por las de corte Profesional (15%). En cambio, las que
cuentan con una menor representacin son las de carcter Sistmico (8%).
En lo que se refiere a competencias concretas (figura 1), encontramos un reconocimiento de la
utilidad de la asignatura al servicio de la vertiente prctica y en la adquisicin de
determinadas competencias que tienen que ver con la transversalidad de la formacin tanto en
habilidades, destrezas, capacidades como conocimientos. Sin embargo, incluso en aquellas
competencias en las que hay mayor coincidencia, es decir, las que tienen que ver con el
manejo de informacin (capacidad de anlisis y sintesis, elaborar e interpretar informacin
estadistica, capacidad de gestin de la informacin u ordenar y sintetizar informacin) o
las que se basan en la relacin espacio-temporal (interrelacin de fenmenos a distintas
escalas territoriales o combinar las dimensiones temporal y espacial en la explicacin de los
procesos socioterritoriales), el nmero de guias docentes que las incluyen no superan la
mitad de los casos potenciales. La heterogeneidad es, por tanto, un hecho, lgico, en parte,
dada la diversidad de enfoques del contenido del nuevo Grado as como por las mltiples
posibilidades de distribucin interna de competencias entre distintas asignaturas. Sin
embargo, es tambin la mejor evidencia de la ausencia de un mnimo comn que, tal vez,
fuese deseable. Esta heterogeneidad ha sido tambin sealada por el informe de evaluacin de
las estructuras de los Grados en Geografa y OT realizado por la AGE (2016) que compara la
arquitectura de estos grados a nivel de mdulos, materias y asignaturas.
Capacidad de organizacin y planificacin

Explicar la diversidad de lugares, regiones y localizaciones


Instrumentales (4)
Conocer, comprender e interpretar el territorio
Profesionales (2)
Ordenar y sintetizar informacin Personales (2)
Otras generales (1)
Exposicin y transmisin de los conocimientos geogrficos Otras especficas (2)
Sistmicas (1)
Interrelacionar el medio fsico y ambiental con la esfera social
Acadmicas (4)
Capacidad de aplicar los conocimientos a la prctica

Combinar las dimensiones temporal y espacial

Trabajo en equipo

Capacidad de gestin de la informacin

Aprendizaje autnomo

Razonamiento crtico

Interrelacionar los fenmenos a distintas escalas territoriales

Elaborar e interpretar informacin estadstica

Capacidad de anlisis y sntesis

Comunicacin oral y escrita en la lengua nativa

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Nmero de asignaturas en las que se incluye

Figura 1: Competencias ms frecuentes citadas en las guas docentes de la asignatura Geografa de la Poblacin.
Fuente: Elaboracin propia a partir de Guas docentes consultadas en las webs de las Universidades

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Finalmente, el tercer mbito sobre el que reflexionar se centra en la aportacin de esta


asignatura a las nuevas demandas que desde la sociedad recaen sobre la formacin
universitaria. Es bien sabido que los conocimientos tcnicos son necesarios para los
estudiantes actuales pero tambin lo son los valores y actitudes que habrn de propiciar un
uso responsable de aqullas y del espacio. Segn los perfiles formativos descritos, la docencia
universitaria debe perseguir la formacin integral y comprometida de los estudiantes
(Segrelles, 2001). En concreto, en relacin con la Geografa de la Poblacin, esta afirmacin
hace referencia a los numerosos problemas demogrficos y de las desigualdades sociales
existentes. Ello implica no slo la adquisicin de conocimientos o competencias de distinta
naturaleza, sino tambin insistir en la necesidad de transmitir actitudes y valores, en la lnea
de lograr una enseanza comprometida con el progreso, a la vez que contribuimos a elaborar
una tica social consensuada (Segrelles, 2001).
En la misma lnea, se hace necesario un mayor compromiso ante la realidad econmica, social
y cultural de nuestro entorno, por cuanto es importante desarrollar capacidades personales
encaminadas a la participacin en la construccin de la colectividad. Como se ha indicado, y
para que la Universidad no se confunda exclusivamente con una mera oficina de empleo, hay
que trabajar los valores y actitudes, formas de pensar y criterios para actuar ante los
problemas actuales, incluidos los de tipo demogrfico, que tambin contribuyen a enfrentarse
al reto del crecimiento intelectual continuo (Almoguera, 2015). Eso implica fomentar nuevas
actitudes, que proporcionarn formas alternativas de enfrentarse al reto del crecimiento
intelectual continuo.
En apartado anterior ya se indicaba que de los seis perfiles profesionales que reconoce el
Libro Blanco del Titulo de Geografia y O.T. es el de Anlisis territorial de la poblacin y
demografia, reconocido tambin por el Colegio de Gegrafos como uno de los campos de
trabajo de licenciados en Geografa (Mongil y Torroja, 2004). En este perfil, y como
caracteristica formativa, aparece la Demografia social, para la que se deberan trabajar
competencias que expliquen e interpreten el espacio desde el punto de vista social. Por ello, la
Geografa de la Poblacin y la Demografa se presentan como disciplinas transversales desde
las que analizar y explicar los principales problemas de ndole socio-territorial. El estudiante
no slo debe aprender a realizar un buen diagnstico de la realidad social y las alternativas
que existen a los problemas, sino tambin transmitir la conciencia crtica, por lo que las
actitudes ticas estn en la base y son imprescindibles para estas tareas.
Sin embargo, nicamente las competencias sensibilidad a la diversidad y el
reconocimiento de la diversidad y la multiculturalidad dan respuesta a esa necesidad. En
cambio, stas aparecen de forma muy minoritaria entre las competencias de las asignaturas
analizadas. A excepcin de estas dos competencias que abordan el tema de la diversidad, slo
el compromiso tico (en 7 Guias, el 26,9% de las 26 analizadas) y la sensibilidad a temas
ambientales (en 2 Guas, el 7,7%) recuerdan la importancia que tienen las cuestiones ticas y
de sensibilizacin de la poblacin, aunque sea de temas ambientales, en este caso, y no
relacionados con los demogrficos. Tengamos en cuenta que la competencia conocimiento
de otras culturas o costumbres no se ha considerado en ninguna Guia Docente. A pesar de
que, lgicamente, se ha podido optar por no tener en cuenta estas competencias o bien por
trabajarlas en otras asignaturas, parece que se desaprovecha la potencialidad de la asignatura
para el trabajo de dichas capacidades; sera deseable, por lo tanto, que aparecieran con ms
frecuencia competencias del tipo sensibilidad a la diversidad social, o formar en la
sensibilidad a los problemas o desigualdades sociales, o incluso en el compromiso tico
hacia poblaciones desfavorecidas.

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Aunque suele tratarse de una situacin minoritaria, merece la pena una ltima reflexin en
relacin a la inclusin de competencias poco adecuadas para la asignatura Geografa de la
Poblacin. Esta afirmacin se fundamenta en tres argumentos. Una primera situacin
responde a la inclusin de competencias de gran complejidad, las cuales, en principio,
requieren de un mayor grado de madurez del estudiante y, por tanto, parece recomendable su
incorporacin en estadios ms avanzados de la formacin universitaria. Este es el caso de
competencias relacionadas con la gestin y toma de decisiones o aquellas que fomentan el
liderazgo y la iniciativa y espiritu emprendedor.
Una segunda situacin se constata en aquellas competencias que, pese a incluirse en la gua
docente de la asignatura, se apuntan como de difcil consecucin, ya que no se explicitan las
actividades formativas que se prevn para trabajarlas o bien para evaluarlas, es por ejemplo el
caso de Conocimiento de una lengua extranjera. La tercera situacin se adentra en un
terreno con lmites todava ms borrosos, si cabe, ya que hay asignaturas en las que no se sabe
si se desarrolla una determinada competencia por primera vez, si se se usan competencias ya
adquiridas en otras asignaturas previas, o se esbozan competencias que se trabajarn
posteriormente en otras asignaturas. Nos referimos por ejemplo a Expresar informacin
cartogrficamente. Este es una cuestin dificil de evaluar pero que explicara el exceso de
competencias en algunos de los casos analizados, al tratarse de aspectos que se usan durante
la asignatura, pero no competencias propias de la asignatura.
Para finalizar, slo destacar la gran heterogeneidad de competencias que aparecen en las
Guas Docentes, la diversidad de perspectivas abordadas, y la notable dispersin de
competencias en cuanto a la formacin que se pretende que alcancen los futuros gegrafos
respecto al estudio de la poblacin. Ante esto, quizs sera deseable la existencia de una base
competencial comn para asegurar la adquisicin de un mnimo de competencias por tipos.

5. CONCLUSIONES Y RECOMENDACIONES FINALES


A pesar de la transcendencia otorgada a las competencias en toda la documentacin sobre el
EEES y la insistencia sobre la importancia de su correcto uso, la revisin de las competencias
que constan en las asignaturas de contenido geodemogrfico de los Grados en Geografa y
O.T. deja an un espacio de mejora hacia la convergencia y adaptacin a este nuevo enfoque
metodolgico. Esta afirmacin es evidente cuando se revisan las guas docentes y se observan
las disfunciones existentes de ndole diversa: excesivo nmero, redaccin ambigua, confusin
entre competencia y objetivos formativos o seleccin de las mismas competencias en la
asignatura introductoria de Geografa de la Poblacin, por ejemplo, de segundo curso y una
optativa de especializacin de ese mismo Grado.
Sin olvidar el intento de coordinacin que supuso la propuesta del Libro Blanco, la realidad
muestra ya no slo la gran diversidad de las competencias incluidas en las asignaturas
consultadas, sino tambin estilos de formulacin distintos de las mismas, que complican la
comparacin de asignaturas. Obviamente, no existe un corpus consensuado unnimemente
sobre cmo formular competencias y, de hecho, los responsables de la universidades
encargados de elaborar las memorias VERIFICA2 bebieron de diferentes modelos, con

2
VERIFICA es el programa de la Agencia Nacional de Evaluacin de la Calidad y Acreditacin (ANECA) que evala las
propuestas de los planes de estudios de ttulos diseados en consonancia con el EEES. Consta de un aplicativo a rellenar
con distintos campos como la justificacin de la titulacin, los objetivos, competencias o salidas profesionales, el plan de
estudios y otros indicadores de seguimiento de la titulacin.

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frecuencia dirigidos desde los propios estamentos superiores de la Universidad. Todo ello en
un contexto de falta de experiencia de trabajo con competencias (al igual que de otros muchos
conceptos, como materia o mdulo, horas de trabajo dirigido o autnomo, evaluacin
continuada, uso de rbricas en la evaluacin, etc.) y de prisas por elaborar una memoria en los
cortos plazos estipulados por las universidades y el Ministerio para la aprobacin de nuevas
titulaciones, a menudo sin tiempo para una reflexin en profundidad.
En esta lnea, Florido y Jimnez (2012) apuntan que los errores que reducen las posibilidades
de xito de la reforma son la falta de coordinacin, las inercias que buscan mantener el statu
quo vigente hasta el momento, adems de la falta de financiacin y de aportacin de recursos
humanos. Igualmente, Bernal (2007) insiste en la importancia de contar con la voluntad clara
y convencida del profesorado para poder llevar a cabo con garantas una reforma de dicho
calado, factor no siempre tenido suficientemente en cuenta. Por todos estos motivos, cobra
sentido la necesidad de una revisin ms serena de la planificacin incluida en los
documentos VERIFICA, tanto ms ahora que se dispone de experiencia en el nuevo escenario
de la reforma universitaria.
Aunque el anlisis de las guas ha puesto de manifiesto la dispersin y diversidad de
competencias, tambin es cierto que un conjunto de guas docentes de la asignatura de
Geografa de la Poblacin presenta una base competencial similar, proporcionando algunos
puntos de encuentro que permitiran la construccin de una base comn. Es importante,
adems, poner el acento en el hecho de que esas coincidencias se producen con cierta
preferencia en competencias instrumentales y profesionales, es decir, en aquellas que enlazan
de forma ms directa con los nuevos preceptos de fomento de la vertiente ms aplicada y los
aspectos tcnicos, en este caso relativos al anlisis espacial de la poblacin y sus
implicaciones. Obviamente, es difcil obtener conclusiones definitivas exclusivamente a partir
del estudio de las competencias declaradas en las guas docentes sin profundizar en el temario,
en las estrategias didcticas para la adquisicin de las mismas, o en las evidencias para su
evaluacin. No obstante, s es posible este primer nivel de anlisis cuyo resultado, sin ser
definitivo, es bastante sintomtico de la situacin.
Hasta el momento, se ha logrado una cierta convergencia europea, basada en la estructura de
la formacin universitaria (Grado/Mster) y en el trabajo con el crdito europeo. Esta
convergencia estructural tambin se puede identificar a escala nacional, en parte por las
directrices marcadas por el Ministerio y en parte por la implicacin institucional de las
Universidades (Snchez y Zubillaga, 2005). Sin embargo, la convergencia se diluye cuando
aumenta el detalle de anlisis y, por ejemplo, nos fijamos en la concepcin de una misma
asignatura como el caso que hemos abordado.
Este diagnstico otorga sentido a los foros de discusin generados para abordar estos
aspectos, caso de la Mesa de docencia del Grupo de Poblacin de la AGE, la sesin sobre
Guas docentes de la asignatura Geografa Econmica que tuvo lugar en el marco de las VII
Jornadas del Grupo de Trabajo de Geografa Econmica de la AGE, celebradas en Santiago
de Compostela en Julio de 2016, o el artculo de Rodrguez Espinosa et al. (2016) titulado
Competencias en Tecnologias de la Informacin Geogrfica en los estudios universitarios:
reflexin y propuestas participativas, publicado en Cuadernos Geogrficos en 2016. La
experiencia tras los primeros aos de trabajo en el nuevo marco universitario, junto con el
dilogo conjunto de los actores involucrados en la renovacin docente (colectivo de
profesores, profesionales insertados en el mercado laboral y estudiantes), tiene que dar su
fruto y contribuir al continuado esfuerzo de mejora de la docencia universitaria, atenta al

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nuevo perfil profesional de los gegrafos, a las demandas del mercado laboral, a las
necesidades de la sociedad y tambin al perfil cambiante del estudiante universitario del siglo
XXI (De Miguel y De Lzaro, 2016).
Finalmente, las ltimas consideraciones a realizar se centran en la necesidad de revisin del
propio Libro Blanco del Ttulo de Geografa y Ordenacin del Territorio, puesto que ya que
han pasado doce aos desde su redaccin y, adems, se cuenta ahora con el bagaje que ha
supuesto su aplicacin durante diversas promociones de estudiantes. Por tanto, ahora es
posible valorar la idoneidad de dicho listado al igual que sus posibles carencias. En este
sentido, es necesario sealar dos lneas de trabajo a considerar. En primer lugar, la existencia
de competencias de contenido muy parecido que tal vez sera conveniente simplificar y, en
segundo lugar, algunas capacidades que, pese a la gran lista de competencias indicada por el
Libro Blanco, no se explicitan como objetivos a desarrollar.
La lectura de las competencias recogidas en el Libro Blanco pone en evidencia que hay
competencias de contenido muy similar, al menos a partir de su redaccin, lo que pudiera
parecer repetitivo y generar dudas sobre los matices que incluye cada acepcin. Si bien las
diferencias se encuentran en el tipo de competencia de la que se trata (instrumental, personal,
sistmica, acadmica, disciplinar, profesional u otra), la frontera entre distintas propuestas
aparece como excesivamente borrosa. As sucede, por ejemplo, con Reconocimiento de la
diversidad y la multiculturalidad (general, personal), Sensibilidad de la diversidad
(general, otras competencias generales) o Conocimiento de otras culturas y costumbres
(general, sistmica), que se encargan de trabajar aspectos muy similares, o bien con
Capacidad de anlisis y sintesis (general, instrumental) u Ordenar y sintetizar
informacin (especifica, otras competencias especificas). En el caso de Motivacin por la
calidad (general, sistmica) y de Actitud sistemtica de cuidado y precisin en el trabajo
(general, otras competencias) o de Comunicacin oral y escrita en la lengua nativa
(general/instrumental) y Exposicin y transmisin de los conocimientos geogrficos
(especficas, otras competencias especificas) o de Sensibilidad por temas ambientales
(general, sistmica), Generar sensibilidad e inters por los temas territoriales y ambientales
(especfica, acadmica), de nuevo se incluyen contenidos que se solapan. Una revisin del
listado actual, avanzando hacia una propuesta de competencias ms reducida, de redaccin
inequvoca y eliminando solapamientos, simplificara y aclarara el mapa propuesto en el
pasado.
Un segundo aspecto a sealar debe hacer nfasis en los contenidos ausentes en la formulacin
de competencias incluidas en el Libro Blanco y que, a la vista de los anlisis realizados
recomendaramos se incluyeran en posteriores revisiones del mismo y en las actuales guas
docentes en materia de poblacin. Estas cuestiones se detallan a continuacin.
Sera conveniente la mencin explicita de la perspectiva social e integradora de la Geografa.
Si uno de los valores que se han reivindicado de la Geografa ha sido su capacidad
integradora, esta cuestin adquiere un papel especial en la definicin de la disciplina. Es
cierto que este espritu se recoge bien a travs de sinnimos (transversal, multidimensional...),
bien en la redaccin de competencias como Interrelacionar el medio fisico y ambiental con la
esfera social y humana o Relacionar y sintetizar informacin territorial transversal, entre
otras, sera recomendable, sin embargo, su alusin especfica.
Igualmente, parece apropiada la inclusin de competencias especficas relacionadas con
aspectos de gnero, derechos humanos, cultura de la paz, valores democrticos y
sostenibilidad. Al margen de la posible moda en el uso de estos trminos o de que sean

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aspectos que puedan estar recogidos en concepciones ms amplias (diversidad, compromiso


tico, etc), son enfoques de suficiente calado como para recomendar su consideracin
especfica en la redaccin de competencias. De hecho, son numerosos los casos de Grados
donde incluyen motu proprio competencias en estos campos.
Otro de los aspectos que sorprenden es la presencia de competencias que ahondan en lo
medioambiental y, en cambio, la escasez del trmino social. De hecho, se explicita como
competencias sensibilidad por temas ambientales o generar sensibilidad e inters por los
temas territoriales y ambientales, pero no hay ninguna competencia de similar espritu en el
campo de lo social. En concreto, el concepto social aparece slo en la competencia
Interrelacionar el medio fisico y ambiental con la esfera social y humana, adems en la de
Geografia humana, econmica y social. Parece conveniente, por tanto, destacar la voluntad
de generar sensibilidad e inters por los temas sociales junto con los medioambientales.
Igualmente, sera conveniente la inclusin de competencias referidas al ciclo de trabajo de la
informacin que se inicia por la bsqueda y se termina con el anlisis y redaccin de
conclusiones, pasando por el tratamiento y visualizacin de resultados -lo que se conoce
actualmente como dataviz-. Si bien el espritu de estas capacidades aparece fragmentado en
diversas competencias, en varias guas docentes se reivindica como un todo integrado y se
redacta en forma de una nica competencia.
Estas competencias son en gran parte coincidentes con las que se sealan como habilidades
necesarias para desempear cualquier labor profesional en el siglo XXI: entre ellas aplicar un
pensamiento holstico, extraer conocimiento til de la informacin, ser analistas de datos y ser
capaces de transmitir los resultados adecuadamente mediante su expresin grfica y
cartogrfica (Enna, 2014).
Finalmente, siguiendo las recomendaciones europeas debemos abordar el objetivo de acercar
la educacin al mercado de trabajo, aproximando la experiencia del aprendizaje a la realidad
del entorno laboral. Esto implica la inclusin de competencias que se refieran al
emprendimiento, as como la bsqueda de alianzas entre educacin y empresas. Se trata de un
reto pendiente que debemos afrontar en los prximos aos y en el que las asignaturas de corte
geodemogrfico pueden contribuir de forma decidida.

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1
Departamento de Geografa Humana, Universidad de Sevilla
2
Departamento de Geografa Fsica y Anlisis Geogrfico Regional, Universidad de Sevilla
mgmartin@us.es; arsenio@us.es

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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O.Jerez Garca, J.Montero Pozo 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje




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 O.Jerez Garca, J.Montero Pozo 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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 O.Jerez Garca, J.Montero Pozo




Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

otra vez. 3RURWUDSDUWHHOHQFXHVWDGRQDUJXPHQWDcreo que lo interesante no es saber


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 O.Jerez Garca, J.Montero Pozo 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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Las Prcticas Docentes Supervisadas son un conjunto de actividades de formacin,
realizadas bajo la supervisin de docentes de la institucin formadora, y
acompaadas por profesionales, donde el estudiante experimenta situaciones de
efectivo ejercicio profesional. Las prcticas supervisadas tienen el objetivo de
consolidar y articular las competencias desarrolladas a lo largo del curso por medio
de las dems actividades formativas, de carcter terico o prctico. (parecer CNE-
CES 15/2005).

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y tiempos de prctica, que son trampolines para formaciones especficas. Nuestras
prcticas supervisadas son verdaderos puntos reflexivos, en que continuamente
colocamos a nuestros alumnos en diferentes situaciones, haciendo que ellos
experimenten aprendizajes que sern la puerta de entrada al mundo profesional.
(2011, p.182).

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complejidad de las prcticas supervisadas en su preparacin para su insercin
profesional. (2013, p. 257).

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colabore en los procesos emancipatorios de la poblacin? Que opere la enseanza
en sentido de incorporar a los nios y los jvenes en el proceso civilizatorio con sus
avances y sus problemas? (2012, p. 20)

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competencias, con qu habilidades incorporadas y con qu capacidad de aplicar lo
que aprendi con la creatividad necesaria para dar cuenta de los problemas de
nuestro tiempo y espacio? La formacin puede y debe ser homognea en un pas de
grandes extensiones territoriales, de innumerables formas de exclusin y de
diversidad cultural? (2009, p. 173).

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formadores, de que el dominio del contenido de la Geografa es la base de la
formacin profesional. La actuacin profesional conforme est siendo aqu discutida
exige una formacin que d cuenta de la construccin y reconstruccin de los
conocimientos fundamentales y de su significado social. No basta, as, al profesor de
Geografa tener dominio de la materia, es necesario tomar posiciones sobre las
finalidades sociales de la materia escolar en una determinada propuesta de trabajo,
es preciso que el profesor sepa pensar crticamente la realidad social y que se
coloque como sujeto transformador de esa realidad. (2003, sin paginacin).

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Yo creo que hay un poco de eso, de la cuestin de los mejores alumnos o peores
as, una cosa que yo logro percibir es que es una cuestin de ganas, de voluntad. Los
alumnos que tienen ms brillo en los ojos para hacer las prcticas, para ser
profesores, son aquellos que ms tienen una cierta dificultad de aprender y que son


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 D.Mallmann Vallerius, E.Gonalves Pires




Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

aquellos alumnos que, as como yo haca para aprender fsica, que necesitaban
descubrir una manera mucho ms sencilla de entender para poder pasar a los
dems. Y yo pienso as, esa cuestin de los alumnos que tiene ms dificultad, ellos
consiguen tener un brillo mayor en los ojos, cuando piensan en ser profesor.

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S, s, ya digo que s! A pesar de faltarme un ao para formarme, bueno, s, yo
digo ya que soy profesor de Geografa A veces las personas preguntan lo que yo
hago, bueno, ya soy profesor, estoy dando clases, an estoy empezando pero soy
profesor de Geografa ya, reconozco eso, sabes? Y eso es legal, si? Es
importante.

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Yo creo que estoy a un pasito de eso, pienso que estoy esperando la prctica
curricular, para tener esa cuestin de la autonoma misma, ahora soy yo por m
misma, ahora estoy sola en una clase. As que estoy casi, estoy esperando el primer
da de mi prctica docente y decir: bueno, ahora soy una profesora.

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Mi miedo es que la gente tenga contacto con aquella educacin bancaria que
Paulo Freire hablaba, aquella educacin-formacin, aquella educacin donde el
profesor habla y el alumno escucha y no hay aquella relacin de igualdad, sabes?
Como si el profesor estuviese lejano varios pasos en frente del alumno, y el alumno
fuera un ser inferior al profesor, sabes?

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 D.Mallmann Vallerius, E.Gonalves Pires 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

La prctica docente supervisada es un choque! En nuestra primera disciplina de
prcticas y en nuestra segunda son dos choques de realidad, la gente piensa una
cosa, piensa que es una cosa y es otra, el sentido real de lo que es ser profesor yo
solo lo vi ahora en mis prcticas, especialmente, para el maestro, la cuestin de dar
clases es muy aburrida pues se quedan durante cinco horas en una clase aquel
trabajo, la misma cosa, desde la primera hasta la ltima clase, y existe aquel
maestro que siempre llega entusiasmado, eso que me encanta en este maestro,
siempre, desde la primera hasta la ltima clase, sea en lunes o viernes, es siempre la
misma animacin. En mis prcticas supervisadas yo comprend lo que es una sala de
aula, que, por ms que yo lo hubiera hablado con el profesor, pues es siempre el
profesor que habla, todos los profesores con los que yo me sentaba en la sala de los
maestros para hablar con ellos, me preguntaban, Ests seguro de lo que quieres?
Porque dar clases nos es fcil! [] As, las prcticas docentes supervisadas,
cuando digo que es un choque de realidad es porque hay cosas que la gente imagina
en teora, pero en la prctica no es lo bello y maravilloso que pensbamos, no. Es
mucho ms complejo y complicado, as que el perodo de las prcticas me hizo ver
eso, pero llego a asustarme cuando un maestro dice que te vas a enfermar o te va a
ocurrir algo malo, asusta, pero en ningn momento pens en abandonar la docencia,
todas las profesiones tienen sus altibajos, las cosas buenas y las no tan positivas, el
a favor y los contras.

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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... Finalmente, tres das estuvieron con los novios, donde fueron regalados y servidos
como cuerpo de rey. Pidi Don Quijote al diestro licenciado le diese una gua que le
encaminase a la cueva de Montesinos, porque tena gran deseo de entrar en ella y
ver a ojos vistas si eran verdaderas las maravillas que de ella se decan por todos
aquellos contornos. El licenciado le dijo que le dara a un primo suyo, famoso
estudiante y muy aficionado a leer libros de caballeras, el cual con mucha voluntad
le pondra a la boca de la misma cueva, y le enseara las lagunas de Ruidera,
famosas as mismo en toda la Mancha, y an en toda Espaa... y despidindose de

M.J.Marrn Gaite 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

todos, se pusieron en camino, tomando la derrota de la famosa cueva de


Montesinos...
En estas y otras gustosa plticas se les pas aquel da, y a la noche se albergaron en
una pequea aldea, a donde el primo dijo a Don Quijote que desde all a la cueva de
Montesinos no haba ms que dos leguas, y que si llevaba determinado de entrar en
ella, era menester proveerse de sogas para atarse y descolgarse en su profundidad.
Don Quijote dijo que, aunque llegase al abismo, haba de ver dnde paraba; y as
compraron casi cien brazas de soga, y otro da, a las dos de la tarde, llegaron a la
cueva, cuya boca es espaciosa y ancha; pero llena de cambroneras y cabra higos, de
zarzas y malezas, tan espesas e intrincadas, que todo en todo la ciegan y encubren.
En vindola, se apearon el primo, Sancho y Don Quijote, al cual le ataron luego
fortsimamente con las sogas; y en tanto que le fajaban y cean, le dijo Sancho:
- Mire vuesa merced, seor mo, lo que hace: no se quiera sepultar en vida, ni se
ponga a donde parezca frasco que le ponen a enfriar en algn pozo. Si, que a vuesa
merced no le toca ni atae ser el escudriador de esta que debe ser peor que
mazmorra.
- Ata y calla -respondi Don Quijote-; que tal empresa como aquesta, Sancho amigo,
para m estaba guardada.
Y entonces dijo el gua:
- Suplico a vuesa merced, seor Don Quijote, que mire y especule con cien ojos lo
que hay dentro; quiz habr cosas que las ponga en el libro de mis Trasformaciones.
- En manos est el pandero, que le sabrn bien taer, respondi Sancho Panza.
Dicho esto, y acabada la ligadura de Don Quijote, que no fue sobre el arns, sino
sobre el jubn de armar, dijo Don Quijote:
- Inadvertidos hemos andado en no habernos provedo de algn esquiln pequeo,
que fuera atado junto a m en esta misma soga, con cuyo sonido se entendiera que
todava bajaba y estaba vivo; pero pues que no es posible, a la mano de Dios que me
gue.
Y luego se hinc de rodillas e hizo una oracin en voz baja al Cielo, pidiendo a Dios
le ayudase y le diese buen suceso en aquella, al parecer, peligrosa y nueva aventura,
y en voz alta dijo luego:
-Oh seora de mis acciones y movimientos, clarsima y sin par Dulcinea del
Toboso! Si es posible que lleguen a tus odos las plegarias y rogaciones de este tu
venturoso amante, por tu inaudita belleza te ruego las escuches; que no son otras
que rogarte que no me niegues tu favor y amparo, ahora que tanto le he menester.
Yo voy a despearme, a empozarme y hundirme en el abismo que aqu se me
representa, slo porque conozca el mundo que si t me favoreces, no habr
imposible a quin yo acometa y acabe.
Y en diciendo esto, se acerc a la sima, vio no ser posible descolgarse, ni hacer
lugar a la entrada, si no era a fuerza de brazos, o a cuchilladas; as, poniendo mano
a la espada comenz a derribar y a cortar de aquellas malezas que a la boca de la
cueva estaban ...

M.J.Marrn Gaite 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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nocturnas, como fueron murcilagos, que as mismo entre los cuervos salieron,
dndole soga el primo a Sancho, se dej calar al fondo de la caverna espantosa ...
Iba Don Quijote dando voces que le diesen soga y ms soga, y ellos se la daban poco
a poco; y cuando las voces, que acanaladas por la cueva salan, dejaron de orse, ya
que ellos tenan descolgadas las cien brazas de soga, y fueron de parecer de volver a
subir a Don Quijote, pues no le podan dar ms cuerda.
Con todo, esto se detuvieron como media hora, al cabo del cual espacio volvieron a
recoger la soga con mucha facilidad y sin peligro alguno, seal que les hizo
imaginar que Don Quijote se quedaba dentro, y creyndolo as Sancho, lloraba
amargamente y tiraba con mucha prisa por desengaarse; pero llegando, a su
parecer, a poco ms de las ochenta brazas, sintieron peso, de que en extremo se
alegraron. Finalmente, a las diez vieron distintamente a Don Quijote, a quien dio
voces Sancho diciendo:
- Sea vuesa merced muy bien vuelto, seor mo; que ya pensbamos que se quedaba
all para casta.
Pero no responda palabra Don Quijote, y sacndole del todo, vieron que traa
cerrados los ojos, con muestras de estar dormido. Tendironle en el suelo y
deslironle; y con todo eso no despertaba; pero tanto le volvieron y revolvieron,
sacudieron y menearon, que al cabo de un buen espacio volvi en s,
desperezndose, bien como si de algn grave y profundo sueo despertase y mirando
a una y otra parte espantado dijo:
- Dios os lo perdone, amigos; que me habis quitado de la ms sabrosa y agradable
vida y vista que ningn humano ha visto ni pasado. En efecto: ahora acabo de
conocer que todos los contentos de esta vida pasan como sombra y sueo, y se
marchitan como la flor del campo. Oh desdichado Montesinos!Oh malherido
Durandarte! Oh sin ventura Belerma! Oh lloroso Guadiana, y vosotras sin dicha
hijas de Ruidera, que mostris en vuestras aguas las que lloraron vuestros hermosos
ojos!
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- No se levante nadie, y estadme, hijos, todos atentos:
A obra de doce o catorce estado de la profundidad de esta mazmorra, a la derecha
mano, se hace una concavidad y espacio capaz de poder caber en ella un gran carro
con sus mulas. ntrale una pequea luz por unos resquicios o agujeros, que lejos le
responden, abiertos en la superficie de la tierra. Esta concavidad y espacio vi yo a
tiempo, cuando ya iba cansado y mohino de verme, pendiente y colgado de la soga,

 M.J.Marrn Gaite 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

caminar por aquella oscura regin abajo, sin llevar cierto ni determinado camino, y
as, determin entrarme en ella a descansar un poco... Ofreciseme luego a la vista
un real y suntuoso palacio o alczar, cuyos muros y paredes parecan de
transparente y puro cristal fabricados ...

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 M.J.Marrn Gaite

Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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M.J.Marrn Gaite 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

7H[WR
... En esto descubrieron treinta o cuarenta molinos de viento que hay en aquel
campo, y as como Don Quijote los vio, dijo a su escudero:
- La ventura va guiando nuestras cosas mejor de lo que acertramos a desear;
porque ves all, amigo Sancho Panza, donde se descubren treinta o poco ms,
desaforados gigantes con quien pienso hacer batalla y quitarles a todos las vidas,
con cuyos despojos comenzaremos a enriquecer; que esta es buena guerra y es gran
servicio de Dios quitar tan mala simiente de sobre la faz de la Tierra.
- Qu gigantes - dijo Sancho Panza.
- Aquellos que all ves respondi su amo de los brazos largos, que los suelen
tener algunos de casi dos leguas.
- Mire vuestra merced respondi Sancho que aquellos que all se aparecen no
son gigantes, sino molinos de viento, y lo que en ellos parecen brazos son las aspas,
que, volteadas del viento, hacen andar la piedra del molino.
- Bien parece respondi Don Quijote que no ests cursado en esto de las
aventuras: ellos son gigantes; y si tienes miedo, qutate de ah y ponte en oracin en
el espacio que yo voy a entrar con ellos en fiera y desigual batalla.
Y diciendo esto, dio de espuelas a su caballo Rocinante, sin atender a las voces que
su escudero Sancho le daba, advirtindole que, sin duda alguna, eran molinos de
viento y no gigantes, aquellos que iba a acometer. Pero l iba tan puesto en que eran
gigantes, que ni oa las voces de su escudero sancho, ni echaba de ver, aunque
estaba ya bien cerca, lo que eran; antes iba diciendo en voces altas:
- Non fuyades, cobardes y viles criaturas, que un solo caballero es el que os
acomete.
- Levantse en esto un poco de viento, y las grandes aspas comenzaron a moverse, lo
cual visto por Don Quijote, dijo:
- Pues aunque movis ms brazos que el gigante Briareo, que lo habis de pagar.
Y en diciendo esto y encomendndose de todo corazn a su seora Dulcinea,
pidindole que en tal trance le socorriese, bien cubierto de su rodela, con la lanza en
ristre, arremeti a todo galope de Rocinante y embisti con el primer molino que
estaba delante; dndole una lanzada en el aspa, la volvi el viento con tanta furia,
que hizo la lanza pedazos, llevndose tras s al caballo y al caballero, que fue
rodando muy maltrecho por el campo. Acudi Sancho Panza a socorrerle a todo
correr de su asno, y cuando lleg hall que no se poda menear: tal fue el golpe que
dio con l Rocinante.
Vlame Dios! dijo Sancho ; No le dije a vuestra merced que mirase bien lo que
haca, que no eran sino molinos de viento, y no lo poda ignorar sino quien llevase
otros tales en la cabeza?
- Calla, amigo Sancho -respondi Don Quijote- que las cosas de la guerra ms que
otras estn sujetas a continua mudanza; cuanto ms, que yo pienso, y es as verdad,
que aquel sabio Frestn que me rob el aposento y los libros ha vuelto estos
gigantes en molinos por quitarme la gloria de su vencimiento: tal es la enemistad

 M.J.Marrn Gaite

Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

que me tiene; mas al cabo, al cabo, han de poder poco sus malas artes contra la
bondad de mi espada.
- Dios lo haga como puede -respondi Sancho Panza-; y ayudndole a levantarse
torn a subir sobre Rocinante, que medio despaldado estaba.
- Y, hablando en la pasada aventura, siguieron el camino del puerto Lpice, porque
all deca Don Quijote que no era posible dejar de hallarse muchas y diversas
aventuras, por ser lugar muy pasajero, sino que iba muy pesaroso por haberle
faltado la lanza ...
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7H[WR
... Poco ms quedaba por leer de la novela, cuando del camaranchn donde
reposaba Don Quijote sali Sancho Panza todo alborotado, diciendo a voces:
- Acudid, seores, presto y socorred a mi seor, que anda envuelto en la ms reida
y trabada batalla que mis ojos han visto. Vive Dios, que ha dado una cuchillada al
gigante enemigo de la seora princesa Micomicona, que le ha dejado la cabeza
cercn a cercn, como si fuera un nabo!
- Qu decs hermano? -dijo el Cura, dejando de leer lo que de la novela quedaba-.
Estis en vos, Sancho? Cmo diablos puede ser eso que decs, estando el gigante
a dos mil leguas de aqu?
-En esto, oyeron un gran ruido en el aposento, y que Don Quijote deca a voces:
-Tente, ladrn, malandrn, folln; que aqu te tengo, y no te ha de valer tu
cimitarra!
Y pareca que daba grandes cuchilladas por las paredes. Y dijo Sancho:
- No tiene que pararse a escuchar, sino entren a despartir la pelea, o a ayudar a mi
amo; aunque ya no ser menester, porque, sin duda alguna, el gigante est ya
muerto, y dando cuenta a Dios de su pasada y mala vida; que yo vi correr la sangre
por el suelo, y la cabeza cortada y cada a un lado, que es tamaa como un gran
cuero de vino.
- Que me maten -dijo a esta sazn el ventero- sin Don Quijote o don diablo no ha
dado alguna cuchillada en alguno de los cueros de vino tinto que a su cabecera
estaban llenos, y el vino derramado debe ser lo que le parece sangre a este buen
hombre.
Y con esto entr en el aposento, y todos tras de l, y hallaron a Don Quijote en el
ms extrao traje del mundo. Estaba en camisa, la cual no era tan cumplida, que por
delante le acabase de cubrir los muslos, y por detrs tena seis dedos menos; las
piernas eran muy largas y flacas, llenas de vello y no nada lmpias; tena en la
cabeza un bonetillo colorado grasiento, que era del ventero; en el brazo izquierdo
tena revuelta la manta de la cama, con quien tena ojeriza Sancho, y l se saba bien
por qu; y en la derecha, desenvainada la espada, con la cual daba cuchilladas a
todas partes, diciendo palabras como si verdaderamente estuviera peleando con

M.J.Marrn Gaite 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

algn gigante; que fue tan intensa la imaginacin de la aventura que iba a fenecer,
que le hizo soar que ya haba llegado al reino de Micomicn, y que ya estaba en la
pelea con su enemigo; y haba dado tantas cuchilladas en los cueros, creyendo que
las daba en el gigante, que todo el aposento estaba lleno de vino. Lo cual, visto por
el ventero, tom tanto enojo, que arremeti con Don Quijote, y a puo cerrado le
comenz a dar tantos golpes, que si Cardenio y el Cura no se le quitaran, l acabara
la guerra del gigante; y, con todo aquello, no despertaba el pobre caballero, hasta
que el Barbero trajo un gran caldero de agua fra del pozo, y se la ech por todo el
cuerpo de golpe, con lo cual despert Don Quijote; mas no con tanto acuerdo, que
echase de ver la manera en que estaba ...

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M.J.Marrn Gaite 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje








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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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- Una especie de pennsula que semeja un hueso pelado y termina en una rtula
enorme.

M.C.Morn Monge 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

- La comparacin es exacta, hijo mo; y ahora. dime, no ves nada sobre era rtula?
- Veo un monte que parece surgir del mar.
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2. Sobre el orden y la disciplina.
Los alumnos vendrn al Instituto vestidos de acuerdo con el carcter educativo del
Centro, no permitindose en todo caso prendas que oculten la totalidad o parte del
rostro.
Los alumnos acudirn al centro siempre provistos de su carn escolar.

J.A.Pineda-Alfonso 
Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

Los alumnos evitarn: gritar, correr en los pasillos.


En caso de que un profesor falte, esperarn dentro del aula las indicaciones del
profesor de guardia. Si ste no acude, el Delegado de curso (o un responsable del
grupo) avisar en la sala de profesores.
Se procurar utilizar los aseos del Centro en los recreos, y slo en casos de
necesidad, que irn en los cambios de clase. Una vez que el Profesor est en el aula
solamente saldrn con su permiso y en casos excepcionales.
Durante los recreos ningn alumno podr permanecer dentro de las aulas: estarn
en los espacios destinados al alumnado dentro del recinto del Centro: patio de
recreo, cafetera y biblioteca y en caso de que las condiciones meteorolgicas lo
impidan podrn permanecer en el vestbulo. Podrn salir a la calle solamente los
alumnos de 2 de Bachillerato, los de los Ciclos formativos o los alumnos mayores
de edad, siempre que se muestre el carn de estudiante a la salida.
Slo se podr comer o beber durante el recreo y en los recintos autorizados (patio,
cafetera y pasillo adyacente).
Solamente se pueden utilizar aparatos electrnicos (telfonos mviles, cmaras,
mp3, auriculares, etc.), en aquellos casos excepcionales en los que lo requiera el
profesor.
Los alumnos no podrn establecer contacto con otras personas desde ventanas o
vallado exterior del centro.
Los padres no podrn acceder a los espacios destinados a los alumnos (aulas,
patio de recreo, biblioteca, saln de actos, etc). Cuando necesiten entablar
contacto con sus hijos se dirigirn a la conserjera del Centro.

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(...) Los alumnos slo podrn utilizar el Saln de actos en compaa de un profesor
responsable, y la Biblioteca slo podr ser utilizada por los alumnos de enseanza
postobligatoria, pues el resto de alumnos slo podr acceder a ella acompaados
por un profesor, con el objetivo de educar en la responsabilidad. Los alumnos no
entrarn en la Sala de profesores, ni en la Conserjera, Sala de Reprografa, ni
Secretara, y a la zona deportiva solo podrn acceder durante el recreo en las
ocasiones en que existan actividades extraescolares (ROF del centro).

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J.A.Pineda-Alfonso 

Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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 P.Fraile Jurado


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje




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)XHQWH3DEOR)UDLOH*HRSKRWRSHGLD

 P.Fraile Jurado 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje


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 P.Fraile Jurado


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje




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 P.Fraile Jurado 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje


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 P.Fraile Jurado


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje




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 P.Fraile Jurado 



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje


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 P.Fraile Jurado


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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Pap: Este verano nos vamos de vacaciones a Londres! Vamos, coged las maletas
que nos vamos en avin!.
Nio: Y dnde est, mam?
Mam: Londres est en un pas que se llama Inglaterra. Los ingleses al levantarse
no dicen buenos das, sino Good Morning (cancin).

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Conductor del bus: En Londres hay muchos turistas que para ver la ciudad se
montan en el bus.
Turista 1: Hay muchos monumentos que visitar. se es el Ojo de Londres!
Turista 2: La Torre de Londres, donde se guardan las joyas de la corona!
Turista 3: Y ste es el Museo Britnico; en l vemos las momias de Egipto.
Turista 4: El palacio de Buckingham! Vamos a ver el cambio de guardia.

 C.I.Gallego Garca, M.M.Gallego Garca




Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

Turista 5: Ah est el ro Tmesis que atraviesa la ciudad. Para cruzar el ro hay


muchos puentes, pero hay uno que se abre para que pasen los barcos grandes y se
llama London Bridge (cancin).
Turista 6: Al ladito del Tmesis est el reloj ms famoso del mundo: el Big Ben.
Cuando dan las 5, los ingleses toman el t.

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Good morning. Good morning. Good morning to you.
Good morning, Mr. Rooster. Cock-a-doodle-doo...

Daddy finger, daddy finger, where are you?


Here I am. Here I am. How do you do?
Mummy finger, mummy finger, where are you?...

The wheels on the bus go, round and round, round and round,
The wheels on the bus go, round and round, all through the town..

London Bridge is falling down, falling down, falling down.


London Bridge is falling down my fair lady.

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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tal modelo, evidentemente, era definido por la religin y, en primer lugar, por la ms alta
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sigue es la etapa de la Edad Media en la que los factores dominantes en el Estado y en la
sociedad son el poder mercantil de la burguesa y el poder financiero de los prncipes, que
descansa en el anterior. +XL]LQJDS 



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 A.Garca de la Vega, D.Derosas Contreras, A.Snchez Rico, M.Chica Diaz, T.Vichiato Breda 

Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

La pobreza se interpretaba en trminos de divisin jurdico estamental de la sociedad: se
consideraba pobres a los no nobles, a los no privilegiados, por lo que no se vea ninguna
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medieval era el monje, el santo, el asceta, el hombre que haba renunciado en mayor medida
a los intereses terrestres, a las preocupaciones y tentaciones de este mundo, y que, por ello,
se haba acercado a Dios ms que ningn otro hombre.
() homo viator, el hombre en el camino, siempre en viaje por esta tierra y por su vida
que son espacios/tiempo efmeros de su destino () El hombre del Medioevo es un
peregrino por esencia, por vocacin y, en los siglos XII y XIII, bajo la forma terrenal ms
alta y arriesgada de la peregrinacin, un cruzado. /H *RII  S  (O SHUHJULQDMH
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WHUUHQDO /H*RII 

 A.Garca de la Vega, D.Derosas Contreras, A.Snchez Rico, M.Chica Diaz, T.Vichiato Breda


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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paso por Astorga y Molinaseca. Desde Atienza a Covarrubias (en sentido inverso) esta ruta
coincide con la Ruta del Destierro del Cid.

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ciencias naturales (Geologa, Biologa, Climatologa) y de las ciencias del hombre
(Economa, Sociologa, Demografa). Su carcter de sntesis y accin recproca de elementos
naturales y humanos la sita en el grupo de las Ciencias Sociales, junto a la Economa, la
Historia o la Sociologa 2UGHQ ('8  6H KHFKD GH PHQRV HYLGHQWHPHQWH OD
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indeed to Science eg. Physical Geography and Environment and Resource Management. This Social Science mindset or
what I would call old thinking has done little to help anyone gain a clearer understanding of what Modern Geography is
all about 0DQVILHOG 

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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 I.Prieto Sarro


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje



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 .Serrano Gil, M..C.Fernndez Fernndez



Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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.Serrano Gil, M..C.Fernndez Fernndez 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

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.Serrano Gil, M..C.Fernndez Fernndez 


Nativos digitales y Geografa en el siglo XXI: educacin geogrfica y estilos de aprendizaje

I9 CUARTA PARTE

DE LA TEORA A LA
PRCTICA EN LA
ENSEANZA DE LA
GEOGRAFA


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YDW
Una Mapping Party es una concentracin de voluntarios que quedan para cartografiar de forma colectiva una ciudad o zona determinada, representando en un mapa distintos
elementos de inters (lugares para aparcar, comer, dormir, comprar, vender, aprender, disfrutar, etc.) que permitan volver a esos sitios siempre que se desee o informar a otros de
su ubicacin.
La toma de datos se puede realizar de mltiples maneras: lpiz y papel, herramientas GPS, aplicaciones especficas para mapas.
La difusin de los datos obtenidos se hace de un modo libre, sostenible y no comercial. En el caso de la Mapping Party Sevilla 2014 el vehculo de difusin de la informacin
recogida fue OpenStreetMap -OSM- un proyecto abierto, social y colaborativo a nivel mundial que pone a disposicin de los usuarios mapas libres y completamente editables.

DW^
Como antesala al trabajo de campo la organizacin del evento haba conformado una serie de grupos a los que se fueron asignando
distintos sectores urbanos, de acuerdo a una zonificacin previa de la ciudad.
El proceso de toma de datos comenz con el reparto de los walking papers, impresiones sobre papel de trozos del mapa OSM donde
deban ir apuntndose los elementos faltantes en el mapa base (un contenedor, una tienda, un carril bici,). Algunos grupos tenan
como cometido la captura de datos temticos especficos (movilidad, comercio justo, accesibilidad, etc).
Recogida la informacin, los grupos acudan a la sede central del evento donde se dispusieron una serie de salas y equipos informticos
para pasar los datos al formato digital de OSM y enriquecer as la base cartogrfica
Desde la recogida de datos en campo a la subida de datos al mapa, los grupos estuvieron monitorizados por una serie de coordinadores a los que previamente se haba formado en la
materia, con objeto de que trasladaran los conocimientos necesarios a los participantes, resolvieran sus dudas y se conformaran grupos totalmente autnomos.

hDW:
En la fase de organizacin del evento, el IES Sierra del Agua de la localidad sevillana de Guadalcanal, se mostr interesado en
participar en la Mapping Party. En concreto, los protagonistas fueron una veintena de chavales de 4 de ESO que vinieron
acompaados por sus profesores que se integraron en la actividad como monitores.
El inters de este colectivo en participar persegua un doble objetivo: desarrollar una actividad formativa en un contexto ldico de
convivencia y hacerlo fuera del entorno cotidiano (visitar la ciudad, hacer noche en ella, etc), como forma de potenciar el
desarrollo personal.
Su presencia oblig a adaptar la actividad para hacerla ms atractiva y para evitar los inconvenientes de callejear por una ciudad
ajena para muchos de los participantes.

DW:
Bsicamente la mapping juvenil se rigi por los mismos parmetros que la general pero con algunas salvedades:
 Se acot el mbito al espacio del Parque de Mara Luisa y la Plaza de Espaa
 Para amenizar los recorridos, se ide una especie de gincana Descubre los misterios del Parque de Mara
Luisa que, aprovechando los distintos escenarios del Parque, planteaba varios enigmas a resolver.
 Para evitar aglomeraciones, se establecieron tres grupos y tres itinerarios que deban ir completando
 A cada uno de estos grupos se les asign un elemento a georreferenciar (fuentes, paneles informativos, bancos) en sus
walking papers
 Con ayuda de los profesores, la informacin recopilada se subi al mapa OSM. Para que todos participaran en esta
ltima fase del proceso se establecieron turnos rotativos con objeto de que cada alumno aadiese al mapa al menos un
elemento de los que haban tomado en campo.
>

sDW:
Para el alumnado la experiencia fue muy gratificante, se sintieron motivados en todo momento, incluso hubo
pique entre los grupos, conocieron un poquito ms el parque y su entorno y se acercaron al mundo de la
cartografa controlando el proceso desde la toma de datos a su publicacin.
Para el profesorado supuso una oportunidad de desarrollar una actividad fuera del aula en la que los alumnos
repasaron y aprendieron contenidos (geografa, historia, literatura, msica, etc) relacionados con la historia del
Parque y la Plaza de Espaa, as como de los personajes clebres que en l se homenajean. Supuso tambin acercar
a su alumnado a una primera toma de contacto con las nuevas tecnologas de la informacin geogrfica.
Para la organizacin, la participacin de este colectivo fue altamente positiva y llam la atencin que culminaran
todo el proceso cuando hubo grupos de adultos que no lo hicieron. Supuso adems sentar un precedente en
incorporar a una mapping party a un colectivo de este tipo.

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