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    Segregación, justicia e inclusión en los sistemas educativos chileno y uruguayo
    (Universidad Panamericana, Escuela de Pedagogía, 2019-06-24)
    Haretche Olivera, Carmen
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Educational policies that plausibly contribute to understanding the differences in segregation, justice and inclusion observed at the end of primary in were selected following the method for comparing similar educational systems. Mathematic test scores from 6th grade primary students were used (SERCE). The findings indicate that in Chile there is a greater sociocultural segregation between schools than in Uruguay. But in Uruguay there are less differences in educational performance between schools, than in Chile. Injustices related to girls are observed most frequently in Chile, while in Uruguay the injustices observed are related to socio– economic status. In both countries, the sociocultural context of schools is an important factor of injustice. Differences in educational policies, in governance, curriculum and teacher evaluation, could help us to explain differences presented in the results.
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    Instrumento de planeación para integrar la cultura de pueblos indígenas al currículo oficial mexicano
    (Universidad Panamericana, Escuela de Pedagogía, 2016-11-14)
    Loredo Enríquez, Javier
    ;
    Alvarado García, Francisco
    ;
    Romero Lara, Raúl
    ;
    Solís Watson, Laura
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This article presents the «Rarámuri Culture and School Integration Proposal» (PICRE), a didactic planning tool that seeks to incorporate cultural elements of an indigenous group into the Mexican official cu-rriculum, specifically in the Elementary Curriculum, in order to pro-mote intercultural education. The purpose of the study, in which the didactic planning tool is based on, was to identify, working together researchers with community teachers, the Rarámuri essential cultural elements and then determine how to incorporate them into teaching practices. To achieve this purpose we conducted a research and the systematization of documents about the Rarámuri culture, we defi-ned working categories and conducted workshops with teachers and community members, as well as visits to the Bawinocachi School.
      4  137