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

The results obtained when investigating intercultural educommunicative programs are presented from the importance for the transformation of learning. Participation and collaboration strategies that contribute to individual and social development, in addition to multidisciplinary integration. Educational programs in Ecuador are dedicated from the recognition of their 14 nationalities, in other words, reforms in educational methods are expected to be intercultural; However, since Kichwa has a greater number of speakers after the Spanish language, it is absent in classrooms and spaces for social development.   The limitation of native speakers to be able to access a quality education means the absence of students in the different educational fields and, consequently, the loss of the Kichwa language and indigenous identity increases inequality and lack of democracy. Studies show new educommunicational ways to incorporate interculturality through the virtual environment. In this way, the access of students from different spaces is increased, training educators in the Kichwa language in intercultural methodology. The platforms use programs that are developed in their native Kichwa language

The contents of Latin American philosophical thought have been reflected in Ecuadorian philosophy textbooks, from decolonizing perspectives through an ecology of knowledge and intercultural translation aimed at a dialogue and confrontation of knowings. It had a qualitative methodology with an interpretive approach of a hermeneutical nature. The results have shown that the approaches of Latin American philosophy are based on a US plural and diverse; and not in an individual being (ME); that dependency theory is not a philosophical current, but a purely economic one. In addition, that emancipation proposes to overcome situations of marginality and oppression. Categories related to coloniality that make it difficult to understand are also excluded. The texts of identity and culture are not clearly defined, since they are seen as invariable entities in time. The study pointed out that the approach to Latin American philosophical thought is minimal and generates interpretations that lead to consider that Western knowledge is bad; and, furthermore, it revealed the need for there to be content of Latin American philosophical thought to have a look at our context, to know reality and that there is a plurality of thoughts, voices and visions

This article was the result of understanding the dimensions that shape the fabric of the school experiences of young people in Argentina who recognize themselves in the Tastil indigenous people and attend a rural secondary school. It inquiries into the network of relationships and tensions between cultural capital (indigenous community and family) and school capital that underlies the social unit represented by a school configuration and that makes sense in the broader social and historical fabric. The focus of the research was from a qualitative design (Vasilachis de Gialdino, 2007). An exploratory case study was chosen. The data collection instruments were semi-structured questionnaires, in-depth interviews and participant observations. The empirical material obtained shows that the ways of speaking, communicating, conceiving and occupying the social space that students bring with them, keep significant distances with the cultural capital that the school imparts and legitimizes. More than a dialogue of epistemologies, there is a tension and confrontation that reveals the inequalities of power between indigenous groups and the school institution. Inequalities that are expressed through processes of minimization and discrimination that devalue student subjectivities

Interculturality in Ecuador in recent years has generated belligerence and a broad debate at a discursive and practical level around this polysemic concept. In this context, a series of guidelines and legal documents - Development Plan, Organic Law of Intercultural Education, and Ministerial Agreements - allow the incorporation of interculturality into the country's educational system. Thus, it is visible in the curricula of Intercultural Bilingual Education and ethno – education. Proposals drawn in terms of cognitive and social justice from a qualitative hermeneutical methodology when analyzing documents and texts. This essay reflects on the contribution of interculturality to the construction of societies with social justice and as a principle of the whole society, thus the relevance of the contents that allow us to assess knowledge of the different cognitive, historical, cultural and linguistic manifestations of the country. Hence, the need to understand curricula from the Philosophy of Liberation and the decolonization of knowledge emerges

This research frames the importance of education for peace in schools and in the Venezuelan national context. The methodology was documentary based on a review of the literature with a phenomenological approach. It is evident that Venezuelan educational management is facing a great challenge, given the existence of the conflict in the development of society context, the need arises for teachers to appropriate the humanist chair of teaching peace from the critical review of school violence. To achieve this, sensitive encounters should be fostered towards citizen peace, educating to promote the climate of coexistence as the nerve center of which significant elements are dictated in the Venezuelan educational system, as spaces committed for achieving peaceful coexistence.

In the recent years, there is a greater recognition of the importance of incorporating cultural diversity and interculturality as bridges of inclusion in university insti- tutions, mainly in the teaching-learning processes (their contents, approach and methodologies), in participatory action research and in the social-community link. The present work tries through the bibliographic review to determine the vision of the future of higher education in multicultural contexts, in a world that is increasingly technological and with the presence of risks such as the COVID-19 Pandemic. Thus, the recognition of interculturality and the dialogue of knowledge, are urgent needs that must be applied at all levels and models of education. Taking this into account, we can envision that the new generations are trained in the skills of the 21st century

Writing has a heuristic function that allows the investigation of certain codes in the meaning of facts which must be explained. Problems were identified around the theoretical bases, and with respect to writing as a process-product and epistemic act in the socio-cognitive transformation of the student. A creative writing workshop has been launched through the reading of a poem, to connote the spaces of meaning and self-regulation of the communicative act. To evaluate the certainty of the study, the pedagogical experiment method was used, in its pre-experiment mode, with a pre-test and post-test design. The positive effects achieved in the students of the experimental group with respect to the levels of creativity and proficiency have demonstrated the relevance and effectiveness of the proposed activities

The contents of Latin American philosophical thought have been reflected in Ecuadorian philosophy textbooks, from decolonizing perspectives through an ecology of knowledge and intercultural translation aimed at a dialogue and confrontation of knowings. It had a qualitative methodology with an interpretive approach of a hermeneutical nature. The results have shown that the approaches of Latin American philosophy are based on a US plural and diverse; and not in an individual being (ME); that dependency theory is not a philosophical current, but a purely economic one. In addition, that emancipation proposes to overcome situations of marginality and oppression. Categories related to coloniality that make it difficult to understand are also excluded. The texts of identity and culture are not clearly defined, since they are seen as invariable entities in time. The study pointed out that the approach to Latin American philosophical thought is minimal and generates interpretations that lead to consider that Western knowledge is bad; and, furthermore, it revealed the need for there to be content of Latin American philosophical thought to have a look at our context, to know reality and that there is a plurality of thoughts, voices and visions.

This volume No. 27, presents a compilation of 16 articles structured in 4 sections, which include; six in Education, four in Social Sciences; three in Natural Resources and the Environment and three in Agriculture. The results of these investigations contribute significantly to the innovative praxis of the university community, and constitute an educational and communication means to share with the community of professors, researchers and students of the academic world, in a critical, autonomous and emancipating expression in an environment of intercultural gender citizenships.  

The work consists of an explanation of the evolution of science, technology and technological innovation process in the colonial, neocolonial and socialist revolution in Cuba, with frustrated attempts in the first stages, finding in the last the possibility of limited development. The intentions of science, technique and technological innovation policy are intended to insert the country into the world economy, with greater economic diversification and greater food and ecological sustainability. The main characteristic of the science, technique and innovation process from 1959 to 1990 consisted of the technology transfer received within the framework of the preferential economic and scientific relations established; However, after the approval of a new economic reform in 2011 in which new economic, political and social guidelines of the party are approved, this policy takes off, where science plays important functions in the improvement of our model economic socialist