Núm. 36 (2023) julio-diciembre

This research describes in an intensive and rigorous manner how coexistence management processes are carried out in the educational center Instituto Santa María in San Carlos, Chile. A mixed methodological research approach has been proposed, using a parallel/simultaneous equivalent status design. The techniques used to obtain information were validated questionnaires given to students, teachers and families, interviews with the management team, provincial education authorities and discussion groups with students and teachers. It is concluded that the main manager of coexistence is the teacher, the lack of a coexistence program to develop it in a transversal way in the center is identified, since there are no structured formative processes, there are no preventive activities and reactive actions prevail when difficulties and conflicts that alter coexistence arise.

This article proposes an experiential learning cycle design that aims to institutionalize a sustainable innovation process for the continuous improvement of collaborative teaching practice. That allows, in a recurring and systematic way, to elaborate, align and develop didactic, pedagogical, common and shared practices by teachers. In order to overcome the idea that teacher professional development is achieved individually, carrying out pedagogical and disciplinary updating activities, when in reality research shows that the most effective way to achieve it is to transform centers into professional learning communities. With the implementation of the cycle, it is intended to find meaning, give coherence and consistency to all the educational actions of the institution, and guarantee an integral formation of the students based on common values and principles of intervention, agreed upon and shared by the teaching team and the educative community. The cycle is a study aimed at improving collaborative teaching practice and is based on the theory of experiential learning developed by David Kolb from the work of John Dewey, Kurt Lewin and Jean Piaget. Among the findings of its application, the cycle ensures and supports collaborative work as the basis of experiential teaching professional development located in the context of educational institutions, by allowing responses to their needs and legitimate interests to be built from within. Finally, as a conclusion, the cycle offers an organizational and functional process that facilitates the path to follow for a positive collaborative interaction between teachers.

Los efectos de la crisis sanitaria han sido profundos en Latinoamérica, concretamente en Paraguay, donde diversos retos sociales invitan a impulsar una adecuada acción educativa. En nuestra investigación, consideramos la importancia de proporcionar una educación moral a la altura de los retos actuales del país. Para ello hemos realizado un trabajo de campo con alumnos del 7° grado de la Educación Escolar Básica, con el objetivo de explorar sus conocimientos y disposiciones hacia la práctica de determinados valores. Este estudio se fundamenta en un planteamiento metodológico evaluativo y sigue las fases del método hipotético-deductivo-experimental. Entre los resultados obtenidos, destacamos que los estudiantes perciben que el valor que más aprenden en el entorno familiar es el respeto, en la escuela la responsabilidad y entre sus iguales la solidaridad. El porcentaje de alumnos que tienen un concepto correcto de los valores evaluados oscila entre el 56%-88%. Abordamos finalmente las estrategias pedagógicas y organizativas que pueden contribuir a alcanzar los objetivos de la educación moral.

In the present study, we worked with 49 students (26 women and 23 men) of which two present hearing impairment (1 woman and 1 man) from the Thomas Alva Edison Elementary School in the City of Morelia, Michoacán. The research was qualitative with the objective of applying technological tools for learning mathematics with the participating population. Two digital applications were implemented: Monster Numbers and The King of Mathematics that are oriented to the resolution of basic arithmetic operations (addition, subtraction, multiplication, and division). The results indicate that all the participating students had a fruitful learning in mathematical achievement with the use of technological tools because they were able to solve problems, reason, improve their memory and perform mental calculations in a dynamic, interactive and attractive way for obtaining prizes for the passage of levels in the technological game; achieving in this way the execution of a diversified strategy for the intervention with the population that presents the condition of hearing disability.

This study presents a systematic review from 2012 to 2022. The objective was to analyze the phenomenon of school failure among 11 to 18-year-old youths residing and studying in rural areas on an international level. The research began with 140 relevant articles in the field. Findings highlight the multiple factors associated with this phenomenon. Some of these factors are personal, familiar, community, and the ones related to schools’ infrastructure and material resources. Additionally, the study explores the concepts and definitions employed by previous research to describe the complex phenomenon of school failure, thereby enhancing overall comprehension of the subject. Despite the progress achieved in the research in field, the study also reveals a general lack of understanding regarding pluriculturalism in rural school communities. Consequently, further qualitative research on the topic is needed to address this gap.

The article examines the technological dimension of Mexican Higher Education during the COVID-19 pandemic. This is a subsector within the Mexican educational system with greater digital capital than other educational levels and which, before the pandemic, had already ventured, to a greater or lesser extent, into ICT-mediated teaching and learning. Despite the support of the institutions, either through platforms or professional development, the continuity and quality of teaching and learning depended heavily on connectivity and digital devices in the homes of teachers and students. Under this consideration, What information and communication technologies (ICT) were present in higher education during the health crisis? And in the post-pandemic stage, What are the main challenges and lessons learned for Mexican Higher Education? The study was carried out through a voluntary self-administered online questionnaire, which considered public and private institutions all over the country and that measured teachers’ (n=8,090) and students’ (n=39,417) perceptions regarding the pandemic technological dimension. The findings point to the use of digital resources and tools in a limited way and with insufficient access to the Internet. Teachers and students felt much of the time like survivors of a situation beyond their control. Although we are dealing with learning organizations that continuously correct their processes, as Educators we must insist on the promotion of students’ autonomy and responsibility in their own learning.

Didactic communication is a key element in the management of educational and pedagogical processes that take place in the classroom. This allows to organize effective and efficient learning environments in the classroom and promotes environments of communicative exchange with students that generate interest, thought and emotion for education. In the educational stages related to childhood, it is especially relevant to guide the construction of knowledge and the acquisition of skills and abilities. However, it is still subtly promoted in university spaces; and the attempts to train teachers in communicative competence are reduced, in general, to the practice of oral presentations, far removed from the school communicative reality. Multisensory theater pedagogy is another way of learning to communicate in the classroom. The main objective of this research is to analyze the development of learning situations based on theater pedagogy as a teaching strategy that improves didactic communication in teaching-learning processes from the narratives of teachers and teachers. The results indicate that it is a valuable pedagogical tool for the development of communication and pedagogical skills in teachers in general, and for those who are being trained in particular.

This text is approaches and reviews the similarities and differences in the perception of laughter according to gender, by survey research with 458 students in Mexico City in the year 2018. How laughter is experimented in their lives, how do they refer to laughter, what are their general insights, their perceptions, experiences and evaluations and above all, how does laughter to their feelings, emotions and needs. Results show that laughter mostly represents a feeling of joy to women and a sense of satisfaction for men. Although in other perceptions of laughter there are many similarities between males and females. In addition, its important role in the educational process is considered, by both genders.

The written test is practically the most used assessment instrument in the classroom, paradoxically, despite its massive use, this instrument carries a series of teaching practices that have negative implications for students. The objective of this paper is to propose a series of practices that can improve the application of classroom tests. To achieve this objective, we expose a series of practices opposed to the approach based on validity and assessment of and for learning. Then, new practices focused on the evaluation of learning are proposed, such as the reduction of uncertainty, the creation of trusting atmospheres, the potentiation of the educational nature of the exams and externalizing positive ideas about the evaluation. The modification of work experience proposals could influence a more favorable assessment for the students.

This study analyzes the perception of the faculty of a public university in Mexico in the process of educational inclusion of high school and higher education students with disabilities and neurodiverse. A descriptive qualitative methodology based on discourse analysis through focus groups has been used. The results highlight actions that facilitate inclusion such as architectural adaptations, adapted technology support, guidance and advice. However, barriers that limit learning and participation focused on the training, guidance and updating of teaching staff are also identified, as well as unfavorable attitudes of the university community towards students with disabilities. It is concluded that inclusive education is the main challenge of Higher Education Institutions to guarantee not only access, permanence and graduation; but the quality, equity and educational equality as a constitutional right of any person.

The objective of this field work was to describe and analyze the verbal performance with ineffective motor behaviors or motor patterns in a group of children attending schools of pedagogical risk, in the southern zone of the province of Buenos Aires with the subsequent purpose of cognitive stimulation and strengthening programs. motor. The design was descriptive-correlational and cross-sectional. The selection of the sample was intentional, not probabilistic; it was composed of 507 children between 4 and 7 years of age from four public schools in the Province of Buenos Aires, Argentina, from the Initial and Primary levels. The intellectual level, the types of gait and the achievements obtained according to age and sex were studied. The results showed that the degree of difficulty in the jumping and balance tests exceeded 50%, being 79% at the age of 7 years. Existing also at this age, primacy of motor clumsiness. In general, the intellectual level detected was borderline normal and slow, and few expected linguistic achievements for age. In summary, there would be a relationship between motor clumsiness, motor development and intellectual level. The results obtained require the implementation of cognitive and motor stimulation programs.