Revista Panamericana de Pedagogía

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Aproximaciones al fenómeno de fracaso escolar en los jóvenes de 11 a 18 años en zonas rurales; una revisión sistemática (2012-2022)
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Chavira Garnica, Cessna Alejandra
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Pinto Sosa, Jesús Enrique
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
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.
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La educación en valores de los escolares paraguayos: clave para los desafíos del país
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Alicia Servín, Yeni
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Aznárez Sanado, Maite
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Arbués Radigales, Elena
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
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.
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Herramientas tecnológicas: una vía para la inclusión y aprendizaje de las matemáticas en alumnado con discapacidad auditiva
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Mendoza Arenas, Luis Javier
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
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.
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Un ciclo de innovación sostenible para la mejora continua de la práctica docente colaborativa
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Navareño Pinadero, Pedro
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
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.
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La gestión como proceso de mejora de la convivencia escolar. Experiencia de un centro educativo en la nueva región de ñuble en Chile
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Cisternas Muñoz, Rodrigo
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
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.
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Evaluación del proceso de transformación de la escuela en comunidades profesionales de aprendizaje
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Malpica Basurto, Federico
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Navareño Pinadero, Pedro
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Martínez Mesa, Ruth Clarena
The teaching profession can no longer be understood without collegiate work, which allows professionals not only to be good individual recipe applicators but, above all, to feel safe to develop common methodological strategies, try out new collective practices and be recognized for them. This conception supposes the transformation of the prevailing professional teaching culture, to reach constant agreements on what should be learned in each educational entity, and, consequently, when, and how, what has been learned should be taught and evaluated, on the behaviour of educational agents, as well as the type of institutional experiences to stimulate the desired learning. Considering the educational entity as a complex system, the model of positive educational transformation in professional learning communities (PLC), allows an intervention in all these dimensions jointly, with the purpose of eventually taking it to its inflection point, through a highly participatory approach of reflection on practice and collaboration among equals to generate autonomous work structures that sustain long-term transformation. The field work carried out using the case methodology, and the subsequent triangulation of project documentation, online surveys and interviews, has allowed us to conclude on the importance of aligning teaching and management practices, and the degree of maturity of the educational organization in terms of the beliefs of its members, the technical-pedagogical variables, the internal culture, the leadership, the communication between the educational agents, as well as the organization and management, in the processes of positive educational transformation.
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Beneficios del translingüismo en el proceso enseñanza-aprendizaje del idioma inglés en el aula de una escuela rural colombiana
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Monroy Ramírez, Óscar Mauricio
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Barros Bastidas, Carlos
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
In Colombia, the pedagogical and didactic strategies proposed for the English teaching have not achieved the impact expected by the school or by government entities. At present, methodologies are being proposed that tend to ignore the contexts and linguistic repertoires of students when learning a foreign language, missing the opportunity for more effective learning. The following article starts from the objective of characterizing the benefits of translingualism in the teaching and learning processes of English in the rural school classroom, as a proposal to strengthen the English teaching in this context. It is also found that in Colombia, there are few significant experiences in this regard; however, the benefits found through a documentary review with a qualitative approach show the benefits of adopting translingualism in the teaching of a foreign language such as English. On the other hand, the importance of translinguism is evident, to the extent that the languages that emerge in the classroom, the transcultural aspect and the previous knowledge that each individual brings to the classroom are taken into account. Finally, it is made explicit that, in a globalized world, thanks to ICT, students bring a baggage that can be a support for learning the new language.
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La práctica asesora normalista la caja negra de la formación inicial docente
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Medel Villafaña, Cecilia
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López Contreras, Yolanda
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The objective of this work is to understand the Normalista Advisory Practice to accompany the degree work in a public normal school in central Mexico. This research is carried out from a hermeneutic study of the narratives of a group of methodological advisors and final grade normal students, during the 2019-2021 school cycles, in the context of the Covid-19 pandemic, and collected through interviews. The relationship between the Methodological Advisor and the Normal Student is studied, in which the intersubjectivity of both is present,and is understood through a metaphor from the performing arts entitled The Black Box of Initial Teacher Training. Studying advisory practice based on hermeneutics gives us the possibility of recovering the dialogue between advisor and student as the axis of meaning and thereby making visible the formative potential of the curricular space of degree work, and redefining the role of the methodological advisor in the normal schools.
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El concepto de educación en en la filosofía de Leonardo Polo: «Ayudar a crecer»
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-01)
León-Parodi, Joaquín
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Leonardo Polo’s Transcendental Anthropology could be a substantial contribution to the foundation of «Education», that’s why it is pertinent to broaden its study and use it in the philosophy of education. Polo’s anthropology distinguishes in man a triple dimension: a) the human nature, composed of the body and the soul –with its faculties of intelligence and will– in a natural state; b) the human essence, consisting of the perfections acquired in nature –habits of the intelligence and virtues of the will– from the act of being through the innate habit of synderesis (the modern self); c) the personal act of being, composed by free coexistence, personal knowing and personal loving. Approaching issues of philosophy of education, Polo defines the educational task as «helping to grow», a notion he acquires from the Spanish edu-cator Tomás Alvira. Through a bibliographical review of Polo’s anthropological work, this concept of education is explored in depth. Analyzing the Polian writings, it is concluded that education must be developed from the person, because in this way, each man –unique and unrepeatable–, with the guidance and help of his educators, will be able to fulfill his intimate mission and grow in an unrestricted way in habits of the intelligence and virtues of the will.
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La universidad : entre el saber y la dignificación del trabajo profesional ante los retos del mercado
(Universidad Panamericana, Escuela de Pedagogía, 2021-06-03)
Flores Rabasa, Mariana
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The university is a type of institution that, in its interaction with other social organiza-tions, makes up civil society. As an institution, it has its own objective, namely, the generation and transmission of knowledge in an educational context, which allows it to be distinguished from other social agents. As social, it must place its vocation in relation and contrast with the purpose of other social action units, among which the market stands out. The objective of the present paper is to analyze the challenges faced by the vocation of the university in the face of the increasingly demanding needs of the market that have been surreptitiously or openly introduced under a new paradigm of capital generation named «knowledge society», as well as a creative solution to face them through de dignity of professional work.
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Revista Panamericana de Pedagogía

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