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

This article presents an ethnographic study on the practice and social function of co-maternity and breastfeeding among the Boruca, an indigenous group. We find these practices are possible due to a network of reciprocal relationships between related women and their children. These practices give older women access to companionship and affection and increase care and attention when they reach old age. Meanwhile, young allomothers receive an orientation to motherhood as they care for their siblings. This tradition ensures that a mother’s youngest child has a privileged place in the family while their siblings are cared for by allomothers. We show that cooperative breeding and allomaternal breastfeeding practices reinforce social integration and that these practices, that include breastfeeding up until puberty, promote cultural resistance through maternal and intergenerational family members.  Thus, maternal practices have supported cultural identity in an ethnicity that has continuously been exposed to diverse influences.

This article analyzes the knowledge and practices of self-care and self-care embodied by Latin American immigrants in the context of their experiences as home-deliverers of food for digital platforms in the context of Catalonia (Spain). For this purpose, a multisite ethnography is carried out in which various data collection techniques are used in the course of the fieldwork: in-depth interviews, participant observation and non-participant observation. The ethnographic work shows that the implementation of knowledge and self-care practices centered on the use of protective instruments (helmet, gloves and others) is fundamentally related to two factors: the type of vehicle that the delivery drivers use when making the deliveries and the climatic conditions in which they must work. The latter conditions, when extreme (as in the case of high temperatures) become another factor that drives riders to mobilize other knowledge and self-care practices. Finally, it should be noted that when, as a result of their work activity, delivery drivers suffered from discomfort, afflictions, illnesses and/or accidents, they resorted to self-care knowledge and practices to alleviate, control and/or overcome the health problem that afflicted them. In this sense, it is in solitude and/or in the family context (local or transnational) of the riders where they most frequently make diagnoses and carry out practices of self-care and healing of their ailments.

This study addresses the implementation of "La Shagra" as an innovative pedagogical strategy to enhance learning of addition and subtraction among first-grade primary school students. The main objective was to improve understanding and mastery of these basic mathematical concepts using a practical and contextualized approach. Conducted at the Marpi Educational Center, located in the Indigenous Reservation of Chiles, Municipality of Cumbal, Department of Nariño, Republic of Colombia, this research employed a mixed-methods approach with a group of 12 students across several sessions. Following the stages of action research, tools such as surveys and the standardized test called Basic Mathematics Competence Test were employed. These instruments served both in the diagnostic phase to identify the students' initial difficulties and in the evaluation phase to measure their progress. The results indicated a significant improvement in students' comprehension of addition and subtraction concepts and increased confidence when performing mathematical operations. Additionally, there was greater participation and collaboration during the learning process, suggesting that the strategy effectively fostered a dynamic and participative learning environment. In conclusion, implementing "La Shagra" proved to be a valuable tool for strengthening basic operations learning in primary-level students, highlighting the importance of practical and contextualized approaches in mathematics education and the creation of motivating educational environments.

How students engage with academic activities and learn the content of different subjects is an important aspect that lets us understand how students remain in higher education. Students who are highly engaged and motivated in the academic field and who use adequate learning strategies are more likely to obtain good grades, thus remaining in the program. Although university dropouts can occur at any time during the academic path, this phenomenon is more frequent among freshmen transitioning from secondary school to college. This work analyzed academic engagement and learning approaches in a sample of 486 Psychology students at different stages of their academic pathways. Results showed that advanced students presented a higher general engagement and used a strategic approach when compared to freshmen. Two profiles of students were also identified: one, with higher academic engagement —emotional, cognitive, and behavioral— and the use of learning approaches —deep, surface, and strategic— and the other, contrarywise. A significant difference was observed in academic performance in favor of students with a profile of higher academic engagement and the use of learning approaches. These results highlight the need to plan actions to promote students' permanence in higher education based on improving academic engagement as well as teaching methods aiming at stimulating the use of a strategic approach to learning.

The aim of this study is to provide information to support academic decision-making regarding the benefits and advantages of digital technologies for the development of intercultural competence, respect, and inclusion of cultural diversity, as well as their use in both virtual and face-to-face education, contributing to the learning of competencies and the quality training of students. This research was conducted in the Bachelor's Degree in Education of the Faculty of Education of the Universidad Nacional de San Marcos (UNMSM) in Peru and in the Bachelor's Degree in Design for Graphic Communication of the University Center of Art, Architecture and Design of the University of Guadalajara (CUAAD-UdeG) in México. Through descriptive-comparative research, the impact of digital technologies on intercultural competence was analyzed through the application of 165 surveys: 97 in the Bachelor's Degree in Education and 68 in the Bachelor's Degree in Graphic Design, using Likert scale questions. As part of the results, it was obtained that Spearman's coefficient showed a correlation of variables of moderate and positive levels, 0.772 at the University of San Marcos, and 0.655 at the University of Guadalajara, and p-value <0.05. The study concludes that digital technologies affect intercultural competence in both universities. These are interrelated with educational quality. The current professional teaching profile requires technological proficiency for the training of students.

The simultaneity with which tools based on Artificial Intelligence (AI) become popular and the emergence of the new curricular design for the training of educators in 2023 in Uruguay provide relevance to investigating the AI role in the curriculum. The research seeks to characterize the inclusion of AI in the current teacher training plan. From a qualitative approach, it analyzes the plan's content and the programs of 70 curricular units. As a result, it was found to be named directly on 21 occasions. The incorporation of digital technologies is identified, in general, throughout the entire plan. Digital competencies related to inclusion, communication, attribution, design of classroom activities, and data analysis are present. Weaknesses are evident in the incorporation of AI tools in the didactic dimensions. The number of curricular units in which it is directly referred to is 11; the recording of the risks that this entails is scarce. From the articulation of these curricular features with the country's background and trajectory in terms of technologies used for educational purposes (Ceibal), it is possible to design a SWOT matrix. The conclusions point out the need to more explicitly address the disruption generated by these technologies in the educational space. Thus, it is necessary to provide inputs for the proper use of artificial intelligence, with particular attention to those aspects that are little present in the plan.

The terminal classic period was a time of profound social transformations that affected both Mesoamerica and its surrounding areas. In the central region of Honduras, the emergence of the Tenampúa fortress (CM-1), located southeast of the Comayagua Valley, consolidated a new regional center that drove a process of reorganization, changing local dynamics between the 9th and 10th centuries CE. This article presents a synthesis of the available data on the site, which allows for identifying how local populations adopted more centralized forms of organization in response to changing social and environmental conditions. It is argued that Tenampúa played a strategic role in the concentration of political and control functions during the transition from the Classic to the Postclassic period, establishing a model that until then had only been observed in the organization of the first states. Integrating this information contributes to a better understanding of social change dynamics in frontier zones, highlighting how groups southeast of the border between Mesoamerica and the Isthmo-Colombian Area reorganized in response to these changes, a topic that until recently had received little attention in the archaeological research of the region. Finally, the need for more systematic studies in emphasized to advance knowledge of these processes. 

Educational leadership is a key factor in student learning, and specialists have tended in recent years to talk about the need for professionalization. However, scientific evidence is scarce, particularly in Latin America, and in a comparative manner. In an effort to foster debate on one of the key aspects of the professionalization of school leadership, this study aims to identify common strengths and challenges in the criteria and procedures for selecting school principals in Bolivia, Chile, and Costa Rica. Through an analysis of official documents and scientific literature, the selection criteria and processes in these three countries are examined. The results identify four strengths and six weaknesses, including, on the one hand, the presence of publicly known and objective criteria among the three countries analyzed and, on the other, the absence of selection instruments updated to daily practice and linked to leadership frameworks. The conclusion confirms the need to advance in a leadership career on the continent and, in terms of research, the importance of advancing in the analysis of other critical areas of the professionalization of the management role, such as initial and continuous training, evaluation, and contractual conditions.

The increasingly widespread and intense use of artificial intelligence in the educational field has led to an exponential increase in research in this area. Both the applications of artificial intelligence in education and the research carried out on it are framed in different dimensions of education, ranging from management at the educational system level to students' personal learning processes. Although some proposals for categorizations allow the different applications of artificial intelligence in education and the research that derives from them to be ordered and classified, these are proposals that are too broad and, to a certain extent, poorly defined in their structures. Through a systematic review process, different proposals for categorizations related to the binomial "artificial intelligence – education" were analyzed to arrive at the construction of a proposal that includes the existing ones but also transcends them. The result is the creation of a categorization structured in four dimensions and eight subdimensions, which can be used at all educational levels and is valid both for classifying Artificial Intelligence tools applied in education and for research on the subject.

The socio-cognitive humanistic paradigm is a novel approach to improving mathematics education in engineering programmes by integrating cognitive, social, and emotional processes that promote meaningful and applicable learning. However, the prevalence of traditional methods restricts its adoption and hinders the connection between theoretical knowledge and practical application, which is crucial for professional development. This study aimed to examine the relationship between academic performance in mathematics and the use of strategies based on the socio-cognitive humanistic paradigm, as well as students' perceptions of instructional quality in engineering programmes. A quantitative correlational and descriptive approach was employed, measuring variables such as the implementation of the paradigm and instructional quality. ANOVA, linear regression, and descriptive statistics were used to analyse the data. The results show a very strong positive correlation (R = 0.833) between the variables under study. The regression model explains 69.4% of the variability in the socio-cognitive humanistic paradigm (R² = 0.694), exhibiting a statistically significant fit (p < .001). ANOVA confirmed that instructional quality significantly predicts paradigm adoption, while the Durbin–Watson statistic (2.101) confirmed the independence of residuals. In conclusion, the socio-cognitive humanistic paradigm improves both academic performance and students' perception of teaching quality. Its implementation requires overcoming challenges in curriculum design and teacher training.