Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article is based on the remote teaching experience of two foreign language teachers at the Universidad del Atlántico in Barranquilla, Colombia, during the pandemic. Its objective is to describe the elements that affected the development of L2 classes. In this sense, this work is based on the contributions of Moreno, Bagán and García (2020), Hodges, et. All (2020), Cervantes (2021), among others. Because like the authors of this study, they focused on the analysis of the different complications they had as teachers to adapt their praxis to the remote modality, due to covid 19, suddenly. On the other hand, this qualitative-descriptive work had as preliminary results that the development of the classes was affected by difficulties in accessing technological resources such as computers, cameras, microphones, Internet access, among others. Likewise, these affected the interaction and participation of the students in the videoconferences, development of exercises and evaluated activities. However, the teachers were able to carry out their activities by implementing flexible scheduling, teacher accompaniment and promoting autonomy in their students. It is important to emphasize that this type of situation requires a greater approach from the academy. Above all, because covid 19 forced many changes in the way of teaching. 

This article is the product of a doctoral investigation developed around the conceptions that the teachers of the Pascual Bravo University of Medellín, Colombia, have about the practice, whose study problem was focused on pedagogy and didactics as fundamental pillars of the teaching, in order to interpret its implications within the training process of engineering students. For this, the following were established as categorical units: Pedagogy, didactics and ICT, from where a detailed review was deployed around the state of the art of these constructs, which allowed articulating the theoretical-philosophical budget necessary for the development of the study. Thus, the work process was framed in the interpretive paradigm, qualitative approach, through hermeneutics as design. Regarding the sample, 35 engineers with teaching functions belonging to the aforementioned institution were selected, with whom a focus group was formed through the collective interview and the application of a questionnaire-type survey, all of which was analyzed through triangulation. In general, the results highlight to a great extent the importance of pedagogy and didactics with a critical approach in the training of engineers, but at the same time, it was possible to show shortcomings in terms of technological resources, the need for educational references, diatribes as a facilitator and teaching professional, all of this as an epistemic derivation of the research.

Nursing knowledge patterns constitute a useful frame of reference to organize the study and understanding of the events present in each act of care, necessary to provide effective and autonomous interventions to the person, family or group aimed at satisfying the human responses of patients. subjects of care; They are described as a manifest, constant way of presenting a recognizable phenomenon for each of the experts in the discipline. According to Carper (1978), the characteristics of the knowledge of the field or area of interest, as well as the way in which that knowledge is organized, applied and tested, is what determines the general conception of inquiry in a discipline; This understanding does not increase the amount of knowledge, rather it focuses attention on critical aspects of the meaning of knowing and the types of knowledge that are recognized as having the greatest value in the discipline of nursing. Therefore, it is not only a philosophical tool, but also important that these Patterns are incorporated into the teaching-learning process of future professionals, making use of pedagogical strategies that lead the student to provide comprehensive health and health care. who should be able to analyze the cases in a significant and edifying way, to apply care plans considering theories in the different scenarios that health care demands and positively impacting people’s lives.

Education has had different trends throughout history. The teaching-learning process has been modified through generations. Each region or country had its own characteristics that differentiated them. With the socioeconomic approach of globalization, these regional characteristics have been lost. After World War II, the so-called modernity in Western countries has tried to unify criteria and equalize learning methods with the aim of reducing the knowledge and technology gap that exists among the most developed countries and those that are still developing. For our Latin American subcontinent, which despite its cultural diversity shares common histories and traditions, trying to adapt our teaching methods to those developed in the countries of the northern hemisphere could be considered a hegemonic imposition or a neocolonization. Our ethnic and cultural diversity needs its own methods that help educate current and new generations in principles of solidarity, inclusion, fraternal understanding, and respect among all. It is urgent to know how to teach by educating, and influencing the formation of constructive learning so that the educable subject contributes to the construction of better worlds. Teaching-learning methods without discrimination, with the desire to grow in the community, to have upright citizens, and to achieve the self-development that our countries need. A development with everyone and for the good of all.

Sleep is an important part of our biology as living beings, since during this activity several processes are carried out within our body that help us maintain physical and mental conditions in an optimal state. The purpose of the study presented is to identify the relationship between daytime sleepiness, due to no, through the Epworth test, and the variable low academic performance, through the grades obtained by the students in the sample (n=179). A ratio greater than 1 was found between the probability of having high sleepiness and low performance (OR=1.85; p=0.001). A mathematical function was also identified that measures the sleep cycle that a person reached, in addition to They give advice to the students to improve their rest.

The author addresses in this work the ethical dimension of the human being, his relational being that links him to the other and makes him responsible for him. Ethics is the habitat of humans, their symbolic universe. We are relational beings turned to the other, to others. It is the other who constitutes us as human beings when we respond to him. But the human being is a historical being, he lives in a circumstance that conditions and defines him. To disregard circumstance is to dilute man in a universal, abstract idea, unrecognizable in experience. The author advocates “another source” of thought that addresses the reality of man in its totality. He proposes another anthropology and another ethics, inspired by Levinas, which allow for another educational model, making the experience of the learner the point of departure and arrival of educational action. Any change in the educational model necessarily entails a change in the theoretical principles that support it.

The improvement of pedagogical practices in the training of health professionals constitutes a challenge in the Cuban university. However, methodological inconsistencies are evident for the development of professional pedagogical skills related to communication, which is why reflections are offered on the need to promote the development of communication skills in students aimed at greater integrality as health professionals.

En este número 12/5 de la Revista Boletín Redipe hacen presencial artículos de reflexión, revisión e investigación que abordan fenómenos y situaciones que impactan la educación, entre otros el poder masculino, las disidencias sexuales y de género, la inclusión, el desarrollo y la crisis del capitalismo, entre otros. El primero hace un abordaje ethopolítico del desarrollo y de algunos de los impactos del mismo en la educación y la vida. Expone una indagación y reflexión crítico generativa sobre las connotaciones que entraña la relación educación y desarrollo en un marco ethopolítico, y reivindica el sentido de la pedagogía en el espíritu y quehacer educativo. La perspectiva pedagógica de la comprensión edificadora (PCE) formula ideas y mediaciones para que la educación retome su poder comunalizante, para que la función de educar impacte en la formación de subjetividades e identidades incluyentes, tejedoras de colectividad, de bien común y del complexus de vida. Una pedagogía que abogue por la reorientación de la educación hacia los primados que la concebían y hacían de la misma una agencia para la construcción y cuidado de mundos de mundos por la vida, pero que se ha destejido como acicate para fortalecer los orbes del mercado y la privacidad. Se trata de apuestas para que la estatura de una educacion sea cualitativamente del grado de sus fortalezas para intervenir en la formacion de conscientes protagonistas del bien común, cuidadores del entretejido existencial del que devenimos.ETHOPOLITICA: DESARROLLO COMO POLÍTICA. Una reflexión desde la educación y el desarrollo humanoMario Alberto Alvarez López, Julio César Arboleda Aparicio, Universidad De Sanbuenaventura. Redipe.EL PODER MASCULINO EN EL MARCO DE LA FEMINIZACIÓN DE ENFERMERÍA EN LA ACADEMIA. Vanesa Jimenez Arroyo, Universidad Michoacana de San Nicolás de Hidalgo, México. Yesica Yolanda Rangel Flores, Universidad Autónoma de San Luis Potosí. México. Artículo de revisión y reflexión propositiva derivadao de un contexto particular en donde se devela la existencia de un retroceso ideológico gremial que resta al protagonismo de las mujeres en la toma de decisiones institucionales, así como en el desarrollo académico y de investigación, situaciones que urgen a la formulación de propuestas que permitan erradicar las desigualdades e inequidades y democratizar el poder de las instituciones reconociendo la capacidad, desarrollo profesional y de investigacion de hombres y mujeres en el ámbito educativo de enfermería.DISIDENCIAS SEXUALES Y DE GÉNERO EN LA ESCUELA: ¿UNA INSTITUCIÓN REPRODUCTORA O TRASFORMADORA?. Juan Camilo Estrada Chauta. Universidad de Antioquia, Medellín, Colombia. Artículo de revisión y reflexión generativa. Plantea y argumenta, a partir de una indagación teórica, una premisa según la cual la escuela es una institución de naturaleza dual; por un lado, reproduce la hetero-cis-normatividad como conjunto de discursos y prácticas asentadas en la cultura patriarcal que buscan producir vidas heterosexuales y cisgénero, al tiempo que despliega una serie de estrategias en el orden de lo pedagógico que aportan a trasformar los ordenamientos y códigos tradicionales en torno a la sexualidad y el género, resaltando la importancia de la formación del profesorado en este aspecto. La argumentación se desarrolla en este orden para concluir con la necesidad de integrar perspectivas críticas desde los postulados de la pedagogía, de manera que se garantice la inclusión de las personas que encarnan las disidencias sexuales y de género a la escuela, a la vez que se perturban las estructuras sociales, culturales y políticas que han hecho de esta institución un espacio de socialización fundamental en el sostenimiento del orden social hetero-cis-normativo.THE KITCHEN AS A PEDAGOGICAL STRATEGY. Addressing Celiac Disease from the encounter with “others” is to build a “we”, which leads to accessing a Good Living. María de los Ángeles Cignoli, Universidad Católica de Córdoba, Argentina. Artículo de investigación y reflexión generativa. This work arises within the framework of the Pehuajó Solidarity Network (RSP), where a voluntary group, independent since 1997, meets alternating kitchen/s to discuss some issues of interest related to signs and symptoms that a member of their family suffered, without know the condition of Celiac disease. Currently, the fact of being celiac in the social context where one lives and/or in the tourist places that they visit, do not always meet the nutritional needs of children, adolescents, young people, adults, people in general who they suffer from Celiac disease. That is to say, the achievement of Municipal Ordinance 94/2019 in district 079 of the province of Buenos Aires and the Laws: National and Provincial in Argentina are still known and are gradually being complied with, being the Gastronomic offer, sale of food, services of confectionery, among other insufficient. They do not have at least one menu for celiacs, with few exceptions. In other words, the group of aware independent volunteers not only incorporates knowledge to self-manage celiac disease, but as an informal entity it is managing to transpose in formal institutions, the community of the context-territory, non-profit activities with the objective of: disseminate, raise awareness and make celiac disease visible as a pedagogical strategy. That is, to make visible the advances developed in the 21st century, the very concept of this chronic disease, which went from being defined as a mere food intolerance, to being recognized as a systemic pathology with an autoimmune basis.O ENSINO MÉDIO BRASILEIRO NO CONTEXTO DE CRISES DO CAPITALISMO: ANÁLISE DA LEI Nº 13415/2017. João Paulo Pereira Coelho, Jani Alves da Silva Moreira, Universidade Estadual do Mato Grosso do Sul (UEMS), Cassilândia, Brasil. Artículo de investigación. Analisa a Lei nº 13415 a partir do processo histórico-político e econômico brasileiro. Trata-se de compreender como as transformações nas relações de produção subsidiaram a concepção de educação e de trabalho presentes na referida lei. É resultado de uma pesquisa de natureza qualitativa, na qual adotou-se como procedimentos de coleta e análise dos dados a pesquisa documental e bibliográfica. A metodologia de análise crítica e contextualizada se ampara no arcabouço teórico histórico, no qual se considera as políticas educacionais como elaborações produzidas em um contexto de múltiplas contradições. Concluise que as crises econômicas posteriores à década de 1970 aprofundaram a aplicação das tecnologias aos meios de produção. A Lei nº 13.415/17, articulada com as transformações no mundo do trabalho, expressa essas sociabilidades emergentes. O que, por sua vez, significou a ascensão do uso da tecnologia computadorizada e da inteligência artificial algorítmica na relação ensino e aprendizagem, bem como na relação estudante e mundo do trabalho.PEDAGOGÍA POR PROYECTOS COMO MODELO PARA EL PROCESO DE PENSAMIENTO ESTADISTICO. Fredy Jose Quiroz Guzmán. Artículo de investigación Dirigido a reconocer la importancia del desarrollo de proyectos pedagógicos como mecanismo conducente al fortalecimiento de la capacidad pensante en la recolección de datos correspondientes a un proceso estadístico. Para tal efecto se acude a la búsqueda de referentes teóricos documentales relacionados con los dos temas planteados, en este caso, la pedagogía por proyectos y el pensamiento estadístico. Los aportes de los distintos autores e investigadores propician un mejor acercamiento a la manera como en el contexto educativo se debe fomentar el uso de este instrumento para el desarrollo de acciones tendientes a recolectar y analizar datos relevantes para el proceso de enseñanza y aprendizaje. Conforme a los documentos referenciados se extrae el análisis correspondiente al valor que en las instituciones educativas posee la pedagogía por proyectos para el estudiantado; igualmente, se plantean los resultados del estudio con base en los textos y documentos, así como en las conclusiones acerca de las ventajas de utilizarlos para beneficio del estudiante en el desempeño de las actividades escolares.REVISIÓN SISTEMÁTICA: EDUCACIÓN INCLUSIVA COMO MACRO CONCEPTO EN EL CONTEXTO COLOMBIANO. Andrés Eduardo Henao Gaona, Universidad Metropolitana de Educación Ciencia y Tecnología, UMECIT. Panamá. Artículo de revisión y reflexión generativa. Igualmente hace uma interpretación de la educación inclusiva como macro concepto en el contexto colombiano desde una revisión sistemática de la literatura. Para ello se empleó una Revisión Sistemática de la Literatura (RSL) en las bases de datos Google Académico, Scielo y Dialnet sustentado en el protocolo para revisiones sistemáticas de PRISMA (2020) (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Se excluyeron 137 artículos y en el proceso de cribado resultaron como objeto de estudio 19 artículos indexados tomando en cuenta título, objetivos, metodología, resultados y aportes del objeto de estudio para las categorías: a) La Educación inclusiva como concepto; b) La Educación inclusiva en el contexto colombiano; y c) Inclusión Educativa en Colombia. Se concluye que la educación inclusiva posee responsabilidad social por la necesidad de propiciar valores inclusivos en los educandos, además, debe ser homogénea. En el contexto colombiano es necesaria la formación permanente del docente, así como el compromiso de los miembros de la comunidad educativa para promover la disminución de la brecha social y el mejoramiento de las condiciones para la educación inclusiva.DIAGNOSIS ON SOCIAL IMPACT MEASUREMENT IN THE MATANZAS SCIENCE AND TECHNOLOGY PARK. Yoandy Sergio Villalonga Arencibia, Lourdes Tarifa Lozano, María de Lourdes Artola Pimentel, Edith Adolfina González Palmira, Yudith Acosta González, Leyda Finalé de la Cruz, Universidad de Matanzas, Cuba. The current Cuban context evidences a boom in research projects involving science, technology and innovation. Our National Innovation Management System is focused on the solution of the problems presented by our socialist social development economic model, with the use of knowledge and innovation. As part of the Informatization Policy of the country, the Scientific and Technological Parks (PCT) arise in Cuba, with which an accelerated development of R+D+i projects is propitiated in order to solve the fundamental problems of this model.At the express request of the country’s management, the projects generated by the PCTs in order to fulfill their mission and social transformation, it is essential to measure their social impact; however, the review of their design and a diagnosis (using methods such as surveys, interviews, documentary analysis) of the skills of the project managers working in the PCTCs, show marked weaknesses in measuring the social impact of their projects, which is the main objective of the present work: to show the results of the diagnosis carried out from the definition of indicators and measurement criteria for this purpose, as well as the authors’ analysis of the possible ways of solution.LAS COMPETENCIAS LINGÜÍSTICAS Y SU RELACIÓN CON LOS ESTILOS DE APRENDIZAJE: ESTUDIO APLICADO A UN GRUPO DE ESTUDIANTES DE LA CARRERA DE PERIODISMO DE LA UNIVERSIDAD AUTÒNOMA DE CHIRIQUÌ (UNACHIPANAMÀ). Elsy Anabel Lezcano A.Universidad Autònoma de Chiriquì, Panamà La educación superior ha experimentado una serie de cambios signifcativos en los últimos años, tanto en lo que respecta a los métodos de enseñanza y aprendizaje, como en los procesos de evaluación y acreditación. Uno de los temas que ha cobrado mayor relevancia, en este ámbito educativo, es la relación entre los estilos de aprendizaje y las competencias lingüísticas, especialmente en el campo del periodismo.En este sentido, esta investigación tiene como objetivo principal analizar la relación existente entre los estilos de aprendizaje y las competencias lingüísticas de un grupo de estudiantes de la carrera de Periodismo de la Universidad Autónoma de Chiriquí, en Panamá. Se trata de una investigación de tipo cuantitativo, con un enfoque mixto, de carácter descriptivo y correlacional, en la que se aplicó un cuestionario para evaluar los estilos de aprendizaje de los estudiantes, estructurado en 36 ítems. Este instrumento ofrecía alternativas múltiples de respuestas: siempre, casi siempre, algunas veces, casi nunca y nunca, orientadas a evaluar el comportamiento de las variables, considerando sus dimensiones e indicadores. Igualmente, se prepararon dos instrumentos más dirigidos a docentes y autoridades de esta misma entidad educativa.

At present, the importance of equality and equity between men and women has been encouraged in a way, which implies an important reconfiguration in society with respect to the roles that were traditionally assumed derived from the gender condition and in this sense, historically the care was in charge of the monks in the Middle Ages and with the presence of Florence Nigthingale this activity was turned towards women.  Derived from the above, the nursing profession is traditionally practiced by women, however; in more than 20 years in the Universities of Mexico in their Bachelor’s programs in nursing have ventured into professional practice men and although this is important it is also the fact of analyzing the component of gender as a human reality in the particularly academic context, by virtue of the observed behaviors of women themselves around the empowerment they give to men in decision-making spaces due to this gender characteristic and making invisible the academic preparation and other important components for the development of leadership for the potentiation of the substantive functions of the University. It is worth mentioning that this review of the literature and reflection derives from a particular context in which the ideological regression of the guild is revealed, implicit in the comfort of femininity as a symbolic construction that makes most women aware of the capacity and right of academic development and research, as well as of assuming positions of leadership and institutional representation based on equity. Therefore, it is important to formulate proposals to eradicate inequalities and inequities and democratize the power of institutions by recognizing the capacity, professional development and research of men and women in the field of nursing education.

Ethopolitics: Development as politics, is proposed as a reflection on higher education in Colombia: Tensions between public policy and development, as an expression of the theoretical supports that support the prevailing conception in the educational system in Colombia, where Values, customs and habits that shape our ways of being and thinking are expressed, which presumably are mediated by the ideology and assumptions on which the project of European and Western modernity in general rests.  Consequently, today education is crossed by multiple representations, sociability and ideologies that the researcher must interpret and reveal in the very context of the problems of inquiry and the tension that are produced in the hegemonic discourses that underlie the processes of educational modernization. , expressed in the orientations of the public policy that regulates the matter, ignoring contextual conditions in the historical, social, political and cultural aspects, which are typical of other circumstances and possibilities of the diverse territories of the Colombian country, in this sense, it is necessary to recognize , that there in special particular conditions and territorial specificity, different ways of locating themselves in ethopolitical terms in front of development, society, education and the human are mobilized.