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

Background and Aims: Xylella fastidiosa subsp. fastidiosa, the causal agent of Pierce’s disease, is a γ-proteobacterium, native to America and present in Mexico in wine-growing areas of the Valle de Guadalupe, Baja California, Parras de la Fuente, Coahuila and Ezequiel Montes in Querétaro. This pathogen has numerous hosts, in some of them without causing disease but representing an important source of inoculum, while in others, it causes decay, chlorosis, wilting and even death of the plant. Despite the potential damage it can cause, there are no reports of the quantification of losses, presence and distribution of hosts in Mexico, which is essential to develop management strategies. The objective of this work was to determine by means of Geographic Information Systems, the presence and regional and altitudinal distribution of host wild plants in Mexico.Methods: A base of 7695 georeferenced data of plants reported in the literature as hosts of X. fastidiosa subsp. fastidiosa obtained from herbalized specimens was developed. The information was analyzed using Geographic Information Systems to determine the distribution of species by state, physiographic regions, altitudinal, latitudinal, and longitudinal ranges.Key results: Twenty six reported wild plant species were identified as wild hosts of X. fastidiosa subsp. fastidiosa, widely distributed in the 32 states of the Mexican Republic. The largest number of sites with species presence was recorded in the states of Mexico, Veracruz, and Sonora. The plants inhabit an altitudinal gradient of 0 to 4146 m a.s.l. and are concentrated in the physiographic province of the Trans-Mexican Volcanic Belt.Conclusions: In Mexico, there are conditions for the development of species of wild host plants of X. fastidiosa subsp. fastidiosa, especially in the area of ​​transition of the Trans-Mexican Volcanic Belt, in the State of Mexico, Mexico City, Durango, Michoacán and Veracruz.

Background and Aims: The Bromeliaceae family in Mexico is made up of 422 species, of which 96(22.7%) are found in Veracruz. Ten of these species are endemic to the state. The objective of this study was to identify and report the bromeliad species that had not been recorded in the entity. Methods: Botanical expeditions were carried out in different regions of the state of Veracruz as part of the research of two doctoral theses. Additionally, collections of Bromeliaceae in the herbaria CORU and XAL were revised. Key results: We documented new state records for Veracruz of two species of the genus Tillandsia (T. bourgaei y T. roseoscapa) and one species of Pitcairnia (P. xanthocalyx). Another species (Tillandsia prodigiosa) represents a rediscovery for the state´s flora. Finally, information regarding distribution and habitat, as well as photographs of each species, are presented. Conclusions: The results obtained, together with other new previously reported records, confirm that the central zone of Veracruz state, especially the Córdoba-Orizaba-Zongolica zone, had remained, until recently, poorly studied from the floristic point of view, highlighting the importance of xerophytic vegetation present in the area, where species occur that are shared with the flora of Tehuacán-Cuicatlán valley. The same applies to the northern portion of the state, in the Totonacapan region, which has received little attention from Mexican botanists.

Background and Aims: Currently, 21 species associated with the genus Rhytidhysteron are recognized. In Mexico, only Rhytidhysteron rufulum has been reported. The genus is characterized by its navicular to apotecial histerothecia, the margin is striate or smooth; the colours of the epithecium vary from orange-reddish, yellow, green to black and its ascospores present three longitudinal septa. The objective of this study is to carry out a taxonomic review of the genus Rhytidhysteron in Mexico, based on macro- and micromorphological characters. Methods: Ten exploration trips were realized between 2017 to 2019 in several regions of Mexico. In addition, the specimens deposited in the fungus collection of the ENCB herbarium were reviewed. The specimens were studied, described and determined according to traditional mycological techniques. Key results: 381 specimens belonging to the genus Rhytidhysteron were reviewed, of which four species were determined: R. neohysterinum, a new species for science, R. neorufulum and R. thailandicum, new records for the country, and the previously cited R. rufulum. Conclusions: The genus Rhytidhysteron has a high diversity of species in Mexico. Most specimens have been found on decomposing branches, mainly of genera of the Fabaceae family in tropical dry forest, which suggest that this group of plants represent the microhabitat to which Rhytidhysteron species have best adapted.

Background and Aims: The genus Thelephora belongs to Thelephoraceae, Thelephorales, Agaricomycetes, Basidiomycota, and corresponds to ectomycorrhizal macrofungi, with at least 50 species known around the world. Of these, 28 are found in tropical and subtropical ecosystems. Nevertheless, it is considered they are poorly known in the tropics. Therefore, the objective of this work was to contribute to the knowledge of tropical thelephoraceous fungi present in an area relatively unexplored in Mexico from the mycological point of view, such as the Yucatán state. Methods: Collections were made in a subdeciduous seasonal dry forest in the south of the Yucatán state, in Tekax municipality, during the rainy season of August-December 2017 and June-August 2018. All the material was examined using macromorphological data from fresh specimens, and micromorphologically by basidiomata sections observed with the optical microscope. The specimens are deposited in the herbaria IBUG and UADY. Key results: Thelephora dominicana was only known from Dominican Republic, hence this record increases its distribution range. Moreover, we report its potential association with species of Fabaceae and Polygonaceae families, such as Coccoloba spp. and Gymnopodium floribundum. In Mexico, only nine species were previously reported in Thelephora, T. dominicana being the tenth one and the seventh for the Mexican Neotropical region. From the Yucatán peninsula, T. cervicornis was the only known species of this genus, thus this is the second one from this area. Conclusions: This is the first report of T. dominicana for Mexico and the second time worldwide.

Background and Aims: The Nyctaginaceae family is distributed in warm regions of the world, mainly in the southwest of North America and is composed by approximately 31 genera and 405 species. For Mexico, 18 genera and about 110 species are reported. The aim of the present study was to perform the taxonomic treatment and to document the Nyctaginaceae species present in the state of Aguascalientes.Methods: Collections were carried out from August 2012 to June 2015 at different sites in the state of Aguascalientes, in which the geographic coordinates and the type of vegetation were registered. The collected material was identified by means of taxonomic keys and collated with herbarium material. For taxonomic treatment, descriptions for family, genera and species, dichotomous keys for their identification and distribution maps were elaborated based on data taken in the field and from the herbarium specimens consulted.Key results: In Aguascalientes the family Nyctaginaceae is represented by six genera and 15 species, two of which are new records for the state's flora: Commicarpus scandens and Pisoniella arborescens. The genus with the highest number of species is Mirabilis with six, followed by Boerhavia with four and Allionia with two.Conclusions: Within the state, the largest number of Nyctaginaceae species is found in the Asientos and Tepezalá municipalities, in xerophilous scrub. The present study contributes to the knowledge of the flora of Aguascalientes and the family Nyctaginaceae in Mexico.

Several studies have demonstrated the positive impact of Consciousness-Raising tasks (CRTs) on the teaching of grammar, especially in foreign or second language learning. However, few studies have examined their effectiveness for the development of writing skills. With this in mind, the goal of this project is to explore the impact of CRTs on three aspects of writing in expository essays: text structure, cohesion, and coherence. To accomplish this goal, the study followed a mixed-method approach with a component of Classroom Action Research. The study was conducted in an English as Foreign Language class with a group of 12 eleventh-grade students at the International Baccalaureate Program at Palmares Bilingual High school, in Alajuela, Costa Rica. The data consisted of two sets of essays, classroom observations, and questionnaires to the students and the cooperating teacher. After comparing results from the first and second essays, the most noticeable improvement in the students’ writing was in text structure and cohesion, whereas coherence showed the lowest improvement. This points to a limitation of CRTs for addressing aspects of writing involving a larger number of rules and more abstract concepts, such as coherence, instead of a smaller number of rules, like cohesion. In conclusion, the authors suggest enquiring about the use of CRTs with simple topics involving decisions tied to explicit rules versus more complex topics involving abstract thinking and decisions not always linked to rules. Lastly, the authors recommend exploring strategies to make consciousness-raising a collaborative process as a way to mitigate task complexity

The present text sets out the objective of identifying the current training needs, as well as the pedagogical-administrative challenges and scopes, that implies the updating of the curriculum so that the theatrical pedagogy is integrated as a regular subject in the Association for Children and Exceptional Adults (APNAE), therefore, the current state of Inclusive Education and Artistic Education in Costa Rica is contextualized. Then, its expose the conceptual axes of the research, which give way to the construction of the analysis categories that are explained in the qualitative methodology, in which a participatory diagnosis was executed with the three study groups. The limitations of this research are that the institutional body (CONAPDIS, Department of Educational Supports for students with disabilities of the Ministry of Education, people or entities of Ministry of Culture and Youth) was not integrated as part of the research subjects due to a time limitation in the inquiry progress. Finally, it is concluded that the main pedagogical needs are: body-vocal language, gender and critical literacy. On the other hand, after the lack of articulation found between the public institutions in charge of ensuring the improvement of the educational center, it is recommended the creation of an Artistic Education Department in charge of ensuring the articulation of the different public institutional entities for the improvement of the statutes, regulations and curriculum of the APNAE, and in this way the theater pedagogy strategy is contemplated from a universal design.

Since 2009 chilean school system has experienced a series of adjustment, and structural reforms which tend to the consecution of inclusive schools that respond to the social claims for equity and quality. This process presents continuities and ruptures that might be tackled to comprehending the senses and scopes of the understandings about inclusive educative system oriented to social justice. In this context, we present the analytical deployment of a qualitative research, developed in 2017-2019, that questions the latent discursive senses in educational policies in Chile around diversity and inclusion in the educational system. This was a qualitative documental policy inquiry, with a hermeneutic and critic theoretical frameworks. The study presents social configurations and re-structurations which would be produced by the educative policies. They represent the forces of the integrative scheme in the core of the discourses about inclusion. policies which narrates the delivery of equitative and high-quality educative services to students who present or not disabilities. another main finding is linked to the emergences that are observed in the transit from an integrative scheme to an inclusive one; aspects such as the modes of materialization of the inclusive discourse in the regular classroom, they posit the diversification on teaching and the elimination of any learning barrier, finally, the article reflect on the displacements of the chilean public policies in education on the last decade, declaring its silences and contradictions

Mexico has started to promote inclusive education policies. In this context, it is increasingly common for preschool schools to incorporate students with special educational needs, including those with Down syndrome. These inclusion cases have been sparsely documented, so an investigation was proposed whose main objective was to know the characteristics of the teaching practice of those who work with these students. This approach was generated from four dimensions: personal, interpersonal, institutional and didactic. A qualitative research perspective and case study method were adopted. Three educators with experience in inclusion to students with Down syndrome participated. The technique used was the semi-structured interview, the data were categorized inductively. It was identified that teachers: have conceptual clarity in inclusive education and barriers to learning and participation; are looking for continuous training spaces for a relevant practice; emphasize the leadership as favorable for an inclusive education; its didactic planning privileges learning for life with the use of teaching materials; emphasize the importance of taking care of the student's location in the classroom, as well as following work routines; develop a qualitative evaluation of learning and promote collaborative work with parents and regular classroom support services. The research allows teachers to analyze efforts to attend students with relevance, through the self-training and support of the school community

The present essay analyses the outlook of the education for sustainable development in Chile. For that aim, we examine different proposals from international organizations, and, in turn, how these proposals have been adapted and introduced into the Chilean educational system. The epistemological fundaments that support these “eco-educational” politics are put in tension on this text, inviting to deconstruct the foundation of the sustainable development model, and its limitations to the practice of an active citizenship in the local context. In order to accomplish this reflection, the article firstly expounds on the primary landmarks of sustainable development in the educational subject, facing the concept of citizenship that this programme proposes, with the concept of citizenship displayed in the main landmarks of political thinking. Secondly, the analysis delivers a proposal regarding the tools given by critical pedagogy, in order to expose the complexity involved when dealing with the sustainable development model in the classroom. For this purpose, we base upon Paulo Freire’s critical pedagogy’s approach. As a final reflection, a pedagogical perspective is proposed, which allows a transformation of the instrumental nature given to future citizens by current educational activities, with the aim of developing an active citizenship from a collective and local perspective. Finally, the text prompts the question about the extent in which the early training of future Chilean teachers contributes to develop the necessary pedagogical competences, in order to examine and enrich the civic recommendations proposed in the educational programmes regarding sustainable development.