Silvina G. Funes Lapponi

A Doctor Associate Professor in the Departmental Section of Applied Sociology of the Faculty of Education – 20 years of experience as a lecturer at different national and international universities, teaching the subjects of Sociology, Social Psychology, Methodology and Education. A consultant and coach for more than 25 years in the development of personal and professional skills. The author of a large number of publications, the importance of which can be seen in the justification of the Relative Quality Index (I.C.R.) and based on recognised prestige in most cases, whereby the publications are generally indexed to some of the bases recommended by ANECA with an h 14 Index according to Google Scholar. Her works include 12 articles in journals, collaboration on six books, the coordination of one book, 11 book chapters, four guides for educational videos, several manuals and distance/online courses, also participating as a speaker at both national and international congresses and scientific conferences. Also worthy of mention is the award of the 1st Extraordinary Prize for her doctoral thesis (UCM-2018) and participation on five research groups, 14 projects on innovation in teaching (about inclusion, SPOC, ApS), including running five of them, her work as the Coordinator of the office for inclusion of persons with disability at the Faculty of Education, Academic Secretary of the Departmental Section, etc.

Research projects

CONTEXTO SOCIECONOMICO Y ORIENTACION EDUCATIVA Y PROFESIONAL DEL PROFESORADO DE SECUNDARIA (2014-2017) del Programa Estatal de I+D+i Orientada a los Retos de la Sociedad (Secretaría de Estado de Investigación, Desarrollo e innovación).

RISEWISE (Rise Women with Disabilities in Social Engagement). Programa MSCA-RISE de H2020. 2016-2021

Publications

ARTICLES:

FUNES, S. (2018). Conflictos que forjan identidades: profesorado vs. alumnado en Revista de Ciencias Sociales Aposta, 78/3, p.193-209. http://apostadigital.com/revistav3/hemeroteca/sfunes.pdf

DÍAZ, V. Y FUNES, S. (2016). Universidad inclusiva, en DÍAZ, V. Y FUNES, S. Revista Prisma social 16: La educación inclusiva en la sociología. Retos, experiencias y reflexiones. p.450-495. https://revistaprismasocial.es/article/view/1264

FUNES, S. (2017). Las emociones en el profesorado: El afecto y el enfado como recursos para el disciplinamiento, en Revista Educaçao e Pesquisa. 43-3, p.785-798. https://doi.org/10.1590/S1517-9702201610149719

Funes, S. (2020). ¿Es todo el alumnado incluible en un modelo único de educación inclusiva? En Revista Convives p. 21-29. https://www.inclusion.gob.es/oberaxe/ficheros/documentos/29_CONVIVES_MARZO_DEFINITIVA.pdf

Edition/coordination of works:

DÍAZ, V. Y FUNES, S. (2016). Revista Prisma social, 16: La educación inclusiva en la sociología. Retos, experiencias y reflexiones.

Books’ chapters:

FUNES, S. (2019). Conflictos en el profesorado: cuando las bases de la solidaridad social se tambalean en NAVAL, C., BERNAL, A., JOVER, G., FUENTES, J. L. Y CÁRDENAS, A. R. (Coords.) Una acción educativa pensada. Reflexiones desde la filosofía de la educación, Madrid: Editorial DYKINSON p. 308-316

FUNES, S. (2019). Enseñar a enseñar incluyendo, en RAPPOPORT, S. y RODRÍGUEZ TABLADO, M. (COORD.) Calidad de la Educación: Debates, investigaciones y prácticas. Madrid:Ed. DYKINSON: 94-107.

Pinna, G., Mena, J. y Funes, S. (2019). Undergraduate students’ perceptions about the use of Kahoot as part of the Flipped Classroom methodology in Proceedings of the 6th International Conference on Technological Ecosystems forEnhancing Multiculturality (TEEM 2019), León, Spain, October 16-18, 2019, Francisco Jose García-Peñalvo Ed. ACM, New York, NY, USA, 616-625 pages.

FUNES, S. (2018). ¿Quién tiene las limitaciones? Hacia un modelo de inclusión efectivo en Coord. BUENO, T. Misión de la universidad en nuestros días: un enfoque interdisciplinar. Ed:TAC – UCM, Campgrafic Editors:77-85