CLAUDIA DE BARROS CAMARGO
PROFESORA AYUDANTE DOCTORA
MÉTODOS DE INVESTIGACIÓN Y DIAGNÓSTICO EN EDUCACIÓN I
FACULTAD DE EDUCACIÓN
(+34) 91398-7297
Academic Information
* PhD. in Social and Legal Education Sciences from the University of Jaén (2014).
* PhD. in Educational Sciences from the Federal University of Rio de Janeiro (2016).
* Degree in Pedagogy (2005).
* International Master in Education at the Autonomous University of Asuncion (Paraguay) (2011).
*Master's Degree in Psychopedagogy, specializing in Inclusive Education. Faculdade Reunida de São Paulo (2006).
*Expert in Neuropsychology of Education applied to Therapeutic Pedagogy. Antonio de Nebrija University (2015).
*Expert in Early Childhood Care. Antonio de Nebrija University, (2013).
Academic positions held
*Member of the Pedagogy Degree Commission (2024- Current).
*Secretary of the Faculty of Education - Assistant Secretary of the Faculty (2024- Current).
*Assistant Professor Doctor, in the Department MIDE I of the Faculty of Education of the UNED (2023-Current).
Undergraduate subjects:
63031036 - ATTENTION TO DIVERSITY AND EDUCATIONAL INCLUSION.
63033058 - PRACTICUM I (DEGREE IN EARLY CHILDHOOD EDUCATION)
6301401- - FINAL YEAR PROJECT (SOCIAL EDUCATION)
63032107- - LITERACY LEARNING
63024013- - BACHELOR'S DEGREE FINAL PROJECT (PEDAGOGY)
034023 - - PRACTICUM II (UNDERGRADUATE DEGREE IN EARLY CHILDHOOD EDUCATION)
Research activity
R+D+i project: "Paradigmatic change of teaching professionalization at the university. Comparative perspective, policies, agendas and narratives of experience.", approved in competitive concurrence of R+D+i projects in the framework of the FEDER ANDALUCÍA 2014-20 operational program with reference A-SEJ-594-UGR20.
Associate researcher of the project PINV 20-338, entitled "Socio-educational competences of teachers in health crisis situations", directed by Professor Dr. Adriana Mónico. University of La Paz (Ciudad del Este, Paraguay). Start on 01/09/2020 until 30/03/2021.
Teaching Innovation Project "FPYE_005.22_INN: Improvement of the intercultural competence of teacher training students through an educational program focused on the history and culture of the Roma people (PROFEROM)" approved and funded with a total of 200.00 € through the INNOVA call for Teaching Innovation Projects 2022/2023 of the Universidad Autónoma de Madrid.
R+D Project. Projects of ecological transition and digital transition 2021 (TED2021-129667B-I00). Digital transition-multilingual. Argumentative communication for the dissemination of sustainable scientific knowledge. University of Granada. Member of the research team. Endowment 78,430 euros.
Erasmus+ project entitled: Collaborative and transparent use of learning analytics in online university courses, valuing the learner role and exploiting advanced monitoring equipment (WE-COLLAB). Call: KA2 STRATEGIC PARTNERSHIP. Duration: from 01/02/2022 to 31/01/2025 (36 months).
Teaching innovation project. PIMED12_202224 24213545L. Development of neurodidactic materials useful for teachers: good sustainable technological and inclusive practices. Research team. 2023-2024. 1500 euros.
Professional experience
Associate Professor. Universidad Autónoma de Madrid. Academic year 2021/2022.
Assistant Professor. Faculty FASIPE (Brazil). Academic year 2013/2014.
Assistant Professor: Universidade Unievangélica (Brazil). Academic year 2015/2015
Assistant Professor: Orthodox Faculty (Brazil). Course 2017/2019
Educational management experience
Secretary of the Department of Pedagogy. UNIFLOR Faculty (Brazil). 2010/2012
Secretary of the Department of Pedagogy. FASIPE Faculty (Brazil). 2015/2016
Teaching
Asignaturas de Grado:
- 63034023 - PRÁCTICUM II (GRADO EN EDUCACIÓN INFANTIL)
- 6301401- - TRABAJO FIN DE GRADO (EDUC. SOCIAL)
- 63024013 - TRABAJO FIN DE GRADO (PEDAGOGÍA)
- 63023108 - PRÁCTICAS PROFESIONALES III (PEDAGOGÍA)
- 63032107 - APRENDIZAJE DE LA LECTOESCRITURA
- 63033058 - PRÁCTICUM I (GRADO EN EDUCACIÓN INFANTIL)
Research
RESEARCH PROJECTS
- STORIES OF ABANDONMENT Stories of abandonment. Biographical-narrative approach to academic dropout in Andalusian Universities. Multicausal analysis and intervention proposal. Code: B-SEJ-516-UGR18. Call: Operational Program FEDER Andalusia 2018. +info
- PROFESUP Paradigmatic change of teaching professionalization at the university. Comparative perspective, policies, agendas and narratives of experience.", approved in competitive concurrence of R+D+i projects in the framework of the operational program FEDER ANDALUCÍA 2014-20 with reference A-SEJ-594-UGR20.
- PIMED12_202224 24213545L Teaching innovation project. PIMED12_202224 24213545L. Development of neurodidactic materials useful for teachers: good sustainable technological and inclusive practices. Research team. 2023-2024. 1500 euros.
Publications
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PUBLICATIONS IN MAGAZINES
Ricoy Cano, A.J., Hernández Fernández, A., & De Barros Camargo, C. (2020). The educational inclusion in physical education, design and validation of the EF-IDAN2019 Questionnaire. Journal of Human Sport and Exercise, 15(3), p.661-681. doi: https://doi.org/10.14198/jhse.2020.153.16, ISSN 1988-5202
Marín-Perabá, C., De Barros Camargo, C. and Hernández-Fernández, A. (2020). Quality inclusion from the point of view of physical education and disability. Journal of Sport and Health Research. 12(Suppl 3): p. 271-284. ISSN 1989-6239
Pinto, C., De Barros, C. & Hernández, A. (2020). Inclusion and Pluri-culturality from the perspective of Physical Education. Journal of Sport and Health Research. 12(Suppl 3): p. 241-258. ISSN 989-6239
Flores, C., Hernández, A., & De Barros, C. (2020). Auditory functional diversity in the physical education classroom. Publications, 50(1), p. 397-416. doi: https://10.30827/publicaciones.v50i115994, ISSN 0214-1515
Fernández, M., Álvarez, J., Ávalos, I., Cuevas, M., De Barros, C., Díaz, F., González, E., González, D., Hernández, A., Ibáñez, P., & Lizarte, E.J. (2020). Evaluation of the emotional and cognitive regulation of young people in a lockdown situation due to the Covid-19 pandemic. Front. Psychol. 11:565503. p.1-11. doi: 10.3389/fpsyg.2020.565503,ISSN1664-1078, ttps://doi.org/10.3389/fpsyg.2020.565503
De Barros, C. (2020). Technological and pluricultural teacher training for a quality educational inclusion. Texto Livre: Linguagem e Tecnologia, v. 13, n. 3, p.224-239, 2 out. 2020 ISSN 1983-3652, https://doi.org/10.35699/1983-3652.2020.25648 ISSN 1983-3642
Hernández, A. and De Barros, C. (2021). Environmental education and its relationship with educational technologies, transculturality, educational inclusion, neuroscience and teacher training. Fronteiras: Journal of Social, Technological and Environmental Science, v.9, n.3, set.-dez. 2020, p. 113-138. ISSN 2238-8869, DOI https://dx.doi.org/10.21664/2238-8869.2020v9i3. P. 113-138
De Barros Camargo, C., Hernández Fernández, A. and Ortiz Cobo, M. (2021). Analysis through structural modeling of the relationship between teaching practices, pluriculturality and educational inclusion. Revista Electrónica Interuniversitaria Interuniversitaria de Formación del Profesorado, 24(1), p.87-99. ISSN: 1575-0965. DOI: https://doi.org/10.6018/reifop.436051c
Hernández Fernández, A. and De Barros Camargo, C. (2021). Inclusion, attention to diversity and neuroeducation in Physical Education. Retos, 41, p.555-561. ISBN: 1579-1726. https://doi.org/10.47197/retos.v0i41.86070.
De Barros Camargo, C. & Hernández Fernández, A. (2021). Knowledge and perception of teachers and students for the technological future in the interior of Brazil. Meta Avaliação, v.13, nº38. Pp. 1-20. ISSN 2175-2753, https://dx.doi.org/10.22347/2175-2753v13i38.2882
Hernández, A. & De Barros, C. (2021). SEM model for technological, ecological and inclusive teacher training in times of pandemic. Texto livre, Linguagem e Tecnologia, 14, 2, p.2-13. ISSN 1983-3652, DOI: https://10.35699/1983-3652.2021.33640
Zamora, P., Hernández, A. & De Barros, C. (2022). Attitudes, motives and interests for practising physical exercice. J. Phys. Educ. v. 33, e3307, 2022. Pp. 1-12. ISSN 2448-2455, DOI: https://10.4025/jphyseduc.v33i1.3307
Nsang, F., Hernández, A., Manso, A. & De Barros, C. (2022). Study on educational competencies at the National University of Equatorial Guinea (Bara): a challenge for the future. YMER, ISSN: 0044-0477, V. 21: ISSUE 5 (May), p. 1171-1188, 2022, doi: 10.37896/YMER21.05/D3, Scopus Q4 (Management, monitoring, policy and law).
Hernández, A., Delgado, K.E., and De Barros, C. (2022). Social, intercultural and personal conditioning factors that interfere in inclusive education in times of COVID-19. Revista brasilera de educação, v.27, e270074, ISSN: 1809-449X, p. 1-18 Doi: https://doi.org/10.1590/S1413-24782022270074
De Barros, C. (2022). Neuromethodology and neuroimaging for a teacher training. Texto livre, Linguagem e Tecnologia, 14, 2, p.2-13. ISSN 1983-3652, DOI: https://10.35699/1983-3652.2022.40454
De Barros, C. & Hernández, A. (2022). Neuroscience, neuroeducation, neurodidáctics and technology. Texto livre, Linguagem e Tecnologia, V.15 (2022), p.12. ISSN 1983-3652, DOI: 10.35699/1983-3652.2022.41235
De Barros, C. & Hernández, A. (2022). Cross-cultural training and quality educational inclusion in a multicultural environment. YMER Digital, ISSN 0044-0477 in Volume 21 Issue 09(September 2022), Págs. 1261-1278, DOI: 10.37896/YMER21.09/A
Hernández Fernández, A. & Camargo, C. D.B. (2022). SEM model to determine the relationship between neurodidactics, inclusive education and sustainability. Journal of Turkish Science Education, 19(3), 740-757. ISSN: 1304-6020. DOI no: 10.36681/tused.2022.147. https://tused.org/index.php/tused/article/view/1373
De Barros, C., Flores, C., Pinto, C. & Marín, C. (2023). Neurodidactic teacher training program for educational dropouts in vulnerable groups. Front. Educ. 8:1134732. doi: 10.3389/feduc.2023.1134732. págs. 1-10
Marín, C., Zagalaz, .L., De Barros, C. & Hernández, A. . (2023). Neurodidactic and healthy physical condition: proposal to improve educational inclusión. Journal of Human Sport and Exercise, in press. https://doi.org/10.14198/jhse.2023.184.13 -
PUBLICATIONS AT CONFERENCES
De Barros, C. (2011). Escolas em tempo integral no Brasil, in Hernández, et al (2011). Aspects on training in hearing and language, speech therapy and integration support. Libro de actas. Granada: Adeo. ISBN 978-84-15199-98-4. Pp. 355-370.
Barros, C. (2012). Análise da percepción que professores, famílias e alunos têm sobre uma escola de tempo integral, in Hernández, et al. (2012). Perspectives on family and inclusive education. Book and proceedings of the III International and IV National Congress of hearing and language, speech therapy, integration support and multiculturalism. ISBN: 978-84-15316-61-9. Pp. 34-50
Hernández, A., De Barros, C. (2014). The speech therapist and the hearing and language teacher in early care. Madrid: CNAE. ISBN. 978-84-16123-52-0. Proceedings book of the II International Congress on social and educational intervention in vulnerable groups. "New perspectives of social and educational intervention in vulnerable groups". University of Almería. December 12, 13 and 14, 2014. Pages 351-368.
De Barros, C. (2014). Inclusive education and multiculturalism in indigenous contexts. Homrani, M., Hernández, A., De Barros, C., Peñafiel, F. (2014). Proceedings book. I International Congress 2014: Aspects on society, education and inclusion. Valencia: Olélibros.com. Granada 19 and 20 December 2014. ISBN.978-84-16063-66-6. Pp. 1-6.
De Barros, C., Batanero, J.M. (2014). The special educational needs of students with hearing impairment. Differential aspects. Proceedings digital book. I International Congress 2014: Aspects on society, education and inclusion. Valencia: Olélibros.com. Granada 19 and 20 December 2014. ISBN.978-84-16063-67-3. Pp. 574-581.
Hernández, A., De Barros, C. (2015). Disability and Society: Education and its advances as a key factor. In Ortiz, L., Palomino, A., Luque, A., Figueredo. V. (2015). Spaces to talk and share about social and educational intervention in vulnerable groups. Jaén: Enfoques Educativos. III International Congress on social and educational intervention in vulnerable groups. University of Almeria, 25, 26, 27 November 2015. Proceedings book of the Pp. 97-106. ISBN 978-84-939451-5-2.
XIII International Congress and XXXIII Conference on Universities and Special Education. Castilla La Mancha University, Albacete. March 14-17, 2016. Communication: "Integral time schools as a resource for an inclusive education: proposal of a training project in learning communities". https://doi.org/10.18239/jor_08.2017.01
Lima, S., De Barros, C., Hernández, A. (2017). As execuções das estratégias de ensino utilizadas pelo professor alfabetizador pós-formação continuada no PNAIC. 43-51 Proceedings book. XIV International Congress on Inclusive Education. Oviedo. 3.4.5 April 2017. Rodríguez-Martín, A. (Comp.) (2017). Inclusive innovative practices. Challenges and opportunities. Oviedo: University of Oviedo. ISBN: 978-84-16664-50-4. DL. AS 682-2017.
Hernández, A., De Barros, C., Lima, S. (2017). Educational centers and multiculturalism. Proceedings book. XIV International Congress on Inclusive Education. Oviedo. Pages 557-562. 3.4.5 April 2017. Rodríguez-Martín, A. (Comp.) (2017). Inclusive innovative practices. Challenges and opportunities. Oviedo: University of Oviedo. ISBN: 978-84-16664-50-4. DL. AS 682-2017.
Hernández, A., De Barros, C. (2017). Neuroscience and interculturality. From diversity to Neurodiversity. In El Homrani, M., Peñafiel, F., Hernández, A. (2017). Educational environments and strategies for social inclusion. Granada: Comares. Isbn. 978-84-9045-518-0. Dep legal gr 617/2017. Pages 45-56.
Hernández, A., De Barros, C. (2018). Neuroscience and knowledge for quality social and educational inclusion, in Souza, A., Lima, M.S., Rodrigues, R. (2018). Neurociência e inclusão social e educativa. Anais do I Congresso Internacional. Sapé (Paraíba): Centro de Estudos Multidisciplinares. ISBN - 978-85-94055-12-5.
- PUBLICACIONES EN LÍNEA https://scholar.google.com/citations?hl=en&user=f-m_5tYAAAAJ
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OTRAS PUBLICACIONES
Hernández, A., De Barros, C. (2013). General didactics. Fundamental aspects. Granada: Adeo. Granada: Pp. 160. ISBN: 978-84-15316-72-5.
Hernández, A., De Barros, C., Torres, J.A. (2013). Aspectos fundamentais da pesquisa científica. Asunción: Marben. Granada: Pp. 87. ISBN: 978-99967-35-15-8.
Hernández, A., De Barros, C., Torres, J.A. (2013). Teacher training in the tutorial function and educational intervention. Granada: Ediciones Adeo. Pp. 130. ISBN: 978-84-15316-74-9.
Hernández, A., De Barros, C., et al. (2013). Pedagogical aspects of cognitive and communication difficulties. Granada: Ediciones Adeo. 188 pages. ISBN: 978-84-15316-74-9.
Hernández, A., De Barros, C., et al. (2014). Pedagogy of cognition and communication. Valencia: Olélibros.com. ISBN.978-84-16063-47-5. Pp. 170.
Hernández, A., De Barros, C. (2014). Didactic aspects for a social education. Valencia: Olélibros.com. ISBN.978-84-16063-48-2. Pp. 168.
Hernández, A., De Barros, C., Torres, J.A., et al. (2014). Educación permanente para una educación social. Valencia: Olélibros.com. ISBN.978-84-16063-49-9. Pp. 145.
Hernández, A., De Barros, C. (2015). Fundamentals for an inclusive education. Valencia: Olélibros.com. ISBN: 978-84-16063-98-7. Pp. 240.
Hernández, A., De Barros, C. (2015). Fundamentos de metodología didáctica. Valencia: Olélibros.com. ISBN: 978-84-16063-97-0. Pp. 193.
Hernández, A., De Barros, C. (2015). Fundamentos para la intervención en audición y lenguaje. Valencia: Olélibros.com. ISBN: 978-84-16063-98-7. Pp. 404.
Hernández, A., De Barros, C. (2015). Bases for intervention in therapeutic pedagogy. Valencia: Olélibros.com. ISBN: 978-84-16063-98-7. Pp. 449.
Hernández, A., De Barros, C. (2016). Neuroscience and technology in educational inclusion. Granada: Gami. ISBN: 978-84-15956-70-9. Pp. 279.
De Barros, C. and Hernández, A. (2018). Inclusive Education. Neuroscientific and technological bases in inclusion and transculturality. Jaén: Masquelibros, S.L. ISBN 978-84-09-03458-1. Pp. 308.
Hernández, A., & De Barros, C. (2018). Scientific methodology in humanities. Jaén: Masquelibros, S.L. ISBN 978-84-09-03370-6. Pp. 600.
Hernández, A., and De Barros, C. (2019). Scientific research methodology for higher education. Asunción: Columbia University of Paraguay. ISBN 978-99953-832-1-3. Pp. 610.
Hernández, A. and De Barros, C. (2024). Stripping the brain (Neuropedagogy and Neuroimaging). GEU
Other activities
Permanent educationCourse: "Speech therapy and information and communication technologies for quality inclusive education". Rey Juan Carlos University. May 01, 2015 to June 05, 2015. 40 hours.
Course: "Information and communication technologies for a XXI century education". King Juan Carlos University. May 20, 2015 to June 20, 2015. 40 hours.
Course: "Learning by playing: projects". King Juan Carlos University. August 03, 2015 to September 13, 2015. 40 hours.
Course: "Society, education and inclusion". King Juan Carlos University. December 15, 2014 to January 26, 2015. 40 hours.
Course: "Microempreendedor individual -MEI" SEBRAE. April 2016. 5 hours.
Course "Fundamentals for research with qualitative methodology". University of Granada, June 2019. 16 hours.
Course "How to ensure the reliability and validity of the data collection instruments of my research report with SPSS, AMOS and STATA". University of Granada, June 2019. 20 hours.
Experience in educational, scientific and technological management and administrationMember of the Pedagogy Degree Commission (2024- Current).
Secretary of the Faculty of Education - Assistant Secretary of the Faculty (2024 - Present).
Secretary of the Department of Pedagogy. UNIFLOR Faculty (Brazil). Period 2010/2012
Secretary of the Department of Pedagogy. FASIPE Faculty (Brazil). Period 2015/2016
2014 Award for Research in Education, granted by the Prefeitura Municipal de Novo Progresso (Brazil), for the excellent realization of the project: "Educação de tempo integral, pesquisa de campo como praticas inclusivas em comunidades indígenas" (Integral time education, field research as inclusive practices in indigenous communities).
Doctoral thesis supervisedTitle: Evaluative practices and their incidence in the quality of learning of the students of educational sciences of the School of Philosophy of the National University of Asuncion. Doctoral candidate: Sara Gladys Fernández Paniagua. National University of Asuncion, Paraguay. Date: December 13, 2018 Grade: 5 (Highest grade). Directors: Dr. Antonio Hernández Fernández and Dr. Claudia De Barros Camargo (University of Jaén).
Title: Resilience in students with attention deficit hyperactivity disorder. Doctoral candidate: Lorena Elizabeth Pérez Quinteros. International Iberoamerican University. Campeche (Mexico). Date of reading: February 25, 2019. Grade: Notable (Highest grade Outstanding). Directors: Dr. Antonio Hernández Fernández and Dr. Claudia De Barros Camargo (Universidad de Jaén).
Title: Neuroperception of political image and its influence on voting trends. Proposal of a political neuroimaging analysis model in cross-cultural contexts. Doctoral candidate: Rosa Beatriz López. Columbia University (Paraguay). Date of reading: April 25, 2019. Outstanding Qualification (Highest grade Outstanding). Co-director: Dr. Claudia De Barros Camargo.
Title: The educational transition from preschool to primary school. A look from the curricular organization for an inclusive education. Doctoral candidate: Germán Molina Marín. International Iberoamerican University. Campeche (Mexico). Reading date: December 10, 2020. Outstanding Qualification (Highest qualification Outstanding). Directors: Dr. Antonio Hernández Fernández and Dr. Claudia De Barros Camargo (Universidad de Jaén).
Title: Effects of Public Policy on the Disintegration of the Swedish Educational System and its Impact on Cultural Diversity. Doctoral candidate: Dina Aurora Bern. International Iberoamerican University. Campeche (Mexico). Reading date: 04/28/2022. Grade 9. Directors: Dr. Antonio Hernández Fernández (Universidad de Jaén) and Dr. Claudia De Barros Camargo.
Title: Neuroscience and educational inclusion in pluricultural contexts. Doctoral candidate: Cristina Pinto Díaz. University of Jaén (Spain). Reading date: 10/02/2023. Qualification: Outstanding cum laude. Directors: Dr. Antonio Hernández Fernández and Dr. Claudia De Barros Camargo (University of Jaén, Spain).