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

A review of the literature about identity is presented, particularly the one about basic education teachers had built in Mexico. The purpose of this article is to take in account related conceptual elements besides locating the perspectives assumed for their study, and to identify the categorical emphases that have been made in the production of scientific articles. In addition, an indispensable element is addressed in any study on identity that has to do with the tensions that are experienced in its construction and dynamic variation in a context of change: we refer to teaching identities crisis. The product of this effort, typified as a bibliographic study, is used as one of the reference instruments to facilitate the structure of a theoretical framework for the realization of empirical research with a qualitative approach that uses the narrative method, which are used to structure warps with collective meaning based on the different accounts of teachers who participated, which will lead to the construction of a doctoral thesis.

“White collar” jobs emerged from the late nineteenth and the first decades of the twentieth century, these jobs were considered suitable for women with limited resources. They saw a possibility of generating income when neither marriage, nor family, or simply orphanhood did not assure them a safe sustenance, which in parallel promoted the commercial formation of Mexican women. The objective of this work is to document, from primary and secondary sources, the development of commercial education for women in Nuevo León. The discourses that are built around the presence of women in public spaces will be analyzed, and we will observe the tensions that are woven between domestic and commercial preparation, thus concluding that the studies of telegraphy, secretary and bookkeeper, allowed them to be highly valued in jobs such as teaching, however, their development in commercial administration was more complicated.

Little literature exists that specifically addresses the issue of the meaning of the Mexican postgraduate focuses, in this regard, the objective of the text presented here is to identify the characteristics of the postgraduate focuses and understand the meaning of these from a perspective based on the established practices, through the contrast of the normative guidelines emanating from the governing bodies, with the implementation the previous represented through the perspective of coordinators from different programs, some with research focus and other professionals, framed in different university centers of the Universidad de Guadalajara.

The objective of the study is to analyze the characteristics of the doctorate in Education programs taught by Chilean universities, from the perspective of quality assurance processes considering a qualitative research approach, through content analysis and a convenience non-probabilistic sampling, to examine the accreditation agreements granted by the National Accreditation Commission to each program. The results obtained show that in most of the cases analyzed these programs are not accredited or have a low level of accreditation, associated with weaknesses and opportunities for improvement, which must be implemented in the short and medium-term. In conclusion, it is essential to advance in the legal obligation to accredit all postgraduate programs in education, as is currently the case with undergraduate training, due to the social relevance and the need to consolidate the educational field as a scientific field of excellence in Chile.

This work analyzes the activities proposed in the 7th and 8th grade study programs of the Statistics axis of Chile. One of the proposals that has been proven useful in promoting statistical understanding, which is informal inference, is used. This seeks an articulation between generalization and uncertainty when making judgments based on samples to promote statistical learning in a holistic way. The methodology followed was qualitative under a content analysis technique. The results show that a large number of activities proposed in the study programs have a marked tendency for sample-centered language. In some cases, activities suggest the possibility of making joint interpretations by integrating concepts of measures of center, position, variability of the sample, supported by the connection with the type of context that the activities present. In the particular case of the 8th grade programs (old and current), no evidence of these components was found, the possibility to develop inferential reasoning was restricted, however, some activities were found that can potentially be used as base by the teacher to integrate the components of informal inference and context and develop this type of reasoning.

This research, conducted in Chile, focuses on the intercultural education of the Deaf. It aims to recognize common and divergent elements that influence in the dialogic relationship between the hearing and Deaf culture. This work exposes an analysis of the theoretical background that explains the subordinate reality of this culture in the country, where most of the students attend a regular school with School Integration Programs. Besides, it delves into central concepts of intercultural education in a Deaf cultural context. They guide an empirical research conducted in the Santiago metropolitan region, whose objective was to identify the most outstanding elements of the relationship between Deaf and hearing students in a school with the School Integration Program that pursue the development of an intercultural project. This study takes into account an ethno methodological design and is interested in the social action between the Deaf and hearing culture. This field research integrates non participant observations and focus groups. Its results confirm the presence of some elements that favour the intercultural relation inside the classroom, which are affected by the communicative modality in both groups. They appear as a consequence of the lack of public policies to guarantee the linguistic rights of the Deaf students.

Assertive feedback is the evaluation process in which the teacher, respectfully, and cordially, provides data to the student about their level of learning proficiency. Despite its relevance, there is no instrumental proposal for its evaluation. Therefore, a device was designed as an analytical tool, which was organized in a single dimension (execution of feedback). For validation, it was subjected to expert review. Subsequently, a pilot test was carried out on two groups to evaluate affordability. As main results, the experts made suggestions; accordingly, for their part in the trial, all the items showed their content validity in the relevance and wording criteria (V> 0.75; LI> 0.60). In the application of the pilot test, an acceptable average resolution time (8 and 15 minutes) was determined and the understanding of instructions and items was of an excellent to an acceptable level. Finally, for the second group, an optimum reliability value was obtained (Cronbach’s Alpha: 0.906; 95% CI: 0.818 + 0.963). We concluded that the aspects that constitute the instrument belong to and represent the concept to be evaluated.

This article reports the most relevant results of a doctoral thesis and aimed to determine the effectiveness of the playful activities program in the comprehension of texts in second grade students of elementary education. Its foundation is based on constructivist theories, like Vigotsky’s sociocultural, Ausubel’s significant learning, Piaget’s stages, and Bruner’s discovery learning. A quasi-experimental design and a population of 72 students were chosen, to whom an observation card was applied, as a data collection instrument to quantify the text comprehension variable, validated by expert judgment and its reliability using Cronbach Alpha coefficient. The results show that most of students in both groups were at the beginning level of text comprehension, before the application of the program, subsequently ranking at the good and excellent levels of the scale. Likewise, highly significant differences were determined in the average ranges of the experimental and control groups, as well as in the pre-test and post-test of the experimental group. The effectiveness of the program is implied by highlighting its greater incidence of achievement in the literal and inferential dimensions.

The objective of this research is to analyze the practices and meanings of the academic capital appropriation of professors of the Universidad de Sonora to explain the position they occupy in the academic field. The approach of the study is qualitative; in-depth interviews were made with 10 full-time professors who were selected intentionally according to characteristics like how long they worked in the institution, their participation in incentive programs, and teacher achievement. The categories explored in the interviews are: objectified, institutionalized and incorporated social origin and academic capital. The main results indicate that social origin favors the intellectual and formative development; academic degrees provide the possibility of accessing positions within the field hierarchy; academic capital responds to the rules imposed by the institution, and the incorporation of academic capital privileges the condition of being a teacher, although practice incorporates habitus so much towards research.

In this study, the attitudes of university students that shape their entrepreneurial intention are analyzed through the Theory of Reasoned Action, identifying possible differences between two Mexican university centers used as case studies. The objective, from one point of view, is to analyze the influence of students’ attitude, control features and social factor on their entrepreneurial intention; and from another one, the advantages and obstacles of entrepreneurship over the student’s attitude. For the analysis, the structural equation model and the T test for mean difference were applied to a sample of 1117 students. The results indicate that there are differences between the two university centers, regarding the opinion of the factors analyzed; however, both have entrepreneurial intent. On the other hand, it is evident that the entrepreneurial intention is influenced by the students’ attitude and the behavior control, in addition to the fact that the advantages and obstacles impact on the entrepreneurial attitude as well as the subjective norm.