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

This article presents a course of action for including sustainability and cross-cutting skills in Higher Education. Starting from the concept of sustainability encompassed in the 2030 Agenda and the approach of the choreographies of teaching, the article shows how to assemble both concepts to a degree using active methodologies. The first part describes the features of the methodologies chosen: phenomenon-based learning, challenge-based learning, and research-based learning, followed by the presentation of a proposal to structure the integration of the cross-cutting skills suggested by the university with the specific skills of each subject and the Sustainable Development Goals. Finally, the second part presents the application of these guidelines in a degree taught at the University of the Basque Country.

The importance of education is clearly recognized in the processes of socioeconomic development of all societies as a factor that contributes to its acceleration. There is consensus among thinkers on the need to put into practice an integral education, in accordance with the nature of the human being. The objective of this study is to interpret and understand the essence of education and the nature of the human being in order to postulate a praxis of integral education in the Peruvian educational system. This research has a qualitative approach that makes use of the hermeneutic methodology of interpretation of texts of recognized authors in the academic field of education. The research concludes that the educational theories of post-capitalism or neoliberalism and the holistic integral theory recognize the need to implement an integral education, in accordance with the nature of the human being, but that in the practical action of education it is not implemented, as in the case of Peru, being integral education a pending issue of the Peruvian educational system.

This article investigated to what extent the teaching practices of evaluation in the classroom reflect a level of evaluative literacy. Through the use of qualitative methodology, the semi-structured interview was used as the main data collection technique and the ATLAS.ti 22 software was used for data reduction. Eleven active Basic Education teachers participated in the study, selected in an intentional non-probabilistic manner. The results show a diversified use of instruments for evaluation in the classroom, that teachers use academic and non-academic aspects to accredit qualification, ignorance of the main attributes of external evaluations, and a limited use of formative evaluation. It is concluded that they failed to identify the main attributes of external evaluations for their use in the classroom; By mixing academic and non-academic aspects in the qualifications, they did not achieve that they reflect the performance of the students and use various instruments for the evaluation, although these show deficiencies in the methodological training for its elaboration.

Nowadays, educational organizations, due to the great responsibility they have in the formation of human beings, face great changes and face innumerable challenges to provide high-level educational experiences and to ensure a relevant position in a challenging society. Therefore, the figure of the director is key because s/he is the natural leader of schools, and it is necessary to effectively and efficiently conduct school management. The present study intended to reveal the feeling of teachers of the San Juan de Miraflores district in Metropolitan Lima concerning the leadership in the director's management. It was research developed under a qualitative approach, which used the hermeneutical phenomenological method to interpret the interview made with four teachers from three private institutions of the San Juan de Miraflores district, who were selected meeting certain parameters. The findings allowed the definition of three key categories within the discourse of educators: the role of the director in schools, managerial leadership in educational management, and the importance of leadership in the director's management, which defined new research concerns.

This is a review of the book Educación superior y pueblos indígenas en el contexto del Covid-19, written by Fernando Garcés and published by the Salesian Polytechnic University, Editorial Abya Yala. This work represents a timely x-ray of the forced and anarchic migration from the face-to-face educational system to a completely virtual one and of the emerging strategies used by indigenous students (and their families), teachers, and higher education institutions to avoid completely interrupting the training process due to the socio-sanitary crisis. Moreover, the text as a whole is a novel contribution that will serve as a reference framework for many other investigations on the subject, based on the idea that the ravages generated by the socio-sanitary crisis are just in the evaluation process by the international scientific community. In particular, Latin American social scientists have the ominous task of reflecting on the world and its inequalities before and after COVID-19, also making visible some perverse strategies that capitalism has used in the framework of the crisis to generate economic returns at the expense of pain of people.

Sex education is one of the fundamental pillars for the integral development of the human being. For this reason, its approach has been studied during the last decade, where international organizations have intervened directly in conjunction with Ecuador's educational regulatory bodies to achieve a multidirectional approach. Therefore, this work aimed to analyze the approach to comprehensive sexuality education in the Student Counselling Department of the Chone-Flavio Alfaro Education District 2021-2022. The type of study was explanatory from a qualitative approach with a non-experimental characteristic; It also applied scientific research methods such as analysis-synthesis, inductive, and system approach. Furthermore, as an empirical method, a semi-structured interview was used with the 27 professionals who work in the Student Counselling Departments of the educational intuitions belonging to the Chone-Flavio Alfaro Education District of the Province of Manabí. The results made it possible to identify professionals' lack of academic and professional training about comprehensive sexuality education and the prejudices and cultural barriers within the entire educational community. In addition, insufficient knowledge of the professionals on the guides provided by national and international organizations to address the problem that is the object of this investigation was verified.

The relevance of managerial action within the school system became evident in the crisis caused by COVID-19. The purpose of this research is to show the experiences experienced by managers to meet the needs caused by the crisis. To achieve this, the qualitative and comparative approach was used, integrating the principles of symbolic interactionism, using focus groups as a technique for collecting information and, for its analysis, the inference ladder method. It is concluded that the impact on schools was different and diverse in each due to different conditions. Thus, the strategies undertaken by managers responded to their own reality. Conventional institutions found it more difficult to deal with the crisis, while versatile organizations were able to adapt to the new remote learning ecosystem more effectively.

This article proposes a conceptual device for the techno-pedagogical analysis of urban green spaces. It explores how urban parks are integrated into the networks of educational and learning practices that occur in the public space and if it is possible to organize them as pedagogical strategies. The Pedagogical Pentagon of Parks (PPP) is proposed as a conceptual, analytical lens to ensure that urban parks and everything happening and present in them communicate educationally. The PPP is a framework of five articulated categories (public pedagogy, learning cities, smart learning, cyberparks, and museographic language) that transform our view towards the parks to intervene in them as emerging learning territories.

Education for diversities and educational inclusion strengthen from an integral dimension, where disabilities also fit. Migrant population and disadvantaged socioeconomic population segments are also included. From this perspective, inclusive education is associated with the rights approach and the principle of equity. The concept of inclusion grants rights and encourages new commitments to achieve their validity. However, other voices look at the concept of inclusion from a critical perspective that questions inclusion as a discourse coupled with exclusion and linked to the discourses of hierarchy and normalization, playing a palliative role in structural social injustice. Both perspectives, the official positivist as well as those close to the critical theory and the decolonial theory, are studied in this article.