<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122023000100307</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v28.e023038</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La didáctica del terrorismo mediante el enfoque radical e inclusivo y la pedagogía de la muerte]]></article-title>
<article-title xml:lang="en"><![CDATA[The didactics of terrorism through the radical and inclusive approach and the pedagogy of death]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yubero]]></surname>
<given-names><![CDATA[Victoria de Miguel]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122023000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122023000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122023000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La amenaza del terrorismo y la radicalización son desafíos que trascienden las fronteras internacionales, por sus consecuencias negativas para nuestra sociedad. España fue uno de los países europeos más afectados por los atentados terroristas. Ejemplo de ello fueron los firmados años de liderazgo de la banda terrorista ETA (1961-2010); el 11M (2005), que sacudió no solo a Madrid, sino a toda Europa; y los atentados de Barcelona y Cambrills (2017), todos los cuales dieron la voz de alarma sobre la necesidad de detectar y prevenir la radicalización, ya que aparentemente se trataba de jóvenes integrados en la sociedad. El sufrimiento, el dolor y la muerte tangible del terrorismo hacen de la pedagogía de la muerte la mejor manera de abordar la educación del terrorismo desde un enfoque radical e inclusivo holístico, un estudio de la educación que la ve como antesala de una formación profunda por interiorización. Se basa en varios enfoques didácticos y formativos: (1) enfoque de acompañamiento educativo, desde el que se ofrecen respuestas eficaces a situaciones de duelo vivenciadas por algún miembro de la comunidad educativa; (2) un enfoque curricular centrado en promover la conciencia de la finitud en la educación y su tratamiento normalizado; (3) Un enfoque evolutivo fenomenológico entendido a partir de la teoría evolutiva desde la conciencia donde el nacimiento y la muerte no definen claramente el antes y el después. (4) Un enfoque meditativo vacío de la inexistencia. A partir de ahí, se hace referencia a la meditación para alcanzar la plena conciencia. Pues bien, en esta contribución científica se propone cómo trabajar con aplicar cada uno de estos enfoques en una Didáctica del Terrorismo que tenga un cuenta un enfoque radical e inclusivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The threat of terrorism and radicalization are challenges that transcend international borders, due to their negative consequences for our society. Spain was one of the European countries most affected by terrorist attacks. Examples of this were the long years of leadership of the terrorist group ETA (1961-2010); March 11th (2005), which shook not only Madrid but all of Europe; and the attacks in Barcelona and Cambrils (2017), all of which raised the alarm about the need to detect and prevent radicalization, as it apparently involved young people integrated into society. The suffering, pain, and tangible death caused by terrorism make the pedagogy of death the best way to approach the education of terrorism from a holistic, radical, and inclusive perspective, a study of education that sees it as the antechamber of deep formation through internalization. It is based on several didactic and formative approaches: (1) an educational accompaniment approach, from which effective responses are offered to grieving situations experienced by a member of the educational community; (2) a curricular approach focused on promoting awareness of finitude in education and its normalized treatment; (3) A phenomenological evolutionary approach understood from the evolutionary theory from consciousness where birth and death do not clearly define the before and after. (4) A meditative approach empty of nonexistence. From there, meditation is referred to achieve full consciousness. Well, in this scientific contribution, it is proposed how to work with applying each of these approaches in a Didactics of Terrorism that takes into account a radical and inclusive approach.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Didáctica del terrorismo]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de la muerte]]></kwd>
<kwd lng="es"><![CDATA[Enfoque radical e inclusivo]]></kwd>
<kwd lng="es"><![CDATA[Radicalización]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Radical and inclusive focus]]></kwd>
<kwd lng="en"><![CDATA[Love]]></kwd>
<kwd lng="en"><![CDATA[Regulations]]></kwd>
<kwd lng="en"><![CDATA[Documentary research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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