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

In this paper, we analyze the arising dilemmas in the inclusion of people with disabilities in higher education, based on two formulations: identification and location. This research consisted of an intrinsic case study. The results show dilemmatic situations in four aspects: the prior notification about the presence of a student with disabilities in the classroom, the importance of the diagnosis for the realization of pedagogical accomodation, the feasibility of these students attending tertiary education, and the type of academic program they can study. The results also highlighted the role of teachers’ profile and attitude, as well as the importance of institutional conditions when dealing with dilemmas.

In this text we analyze the factors that make up the epistemological identity of Doctoral students in Education of a private institution in the city of Acapulco, Guerrero (Mexico). The theoretical positioning was constructed recognizing identity as an object of multifaceted study, possible to approach from different disciplines; as for epistemology, the main schools that support the genesis of knowledge are recovered. The epistemological positioning of the study is phenomenological, the methodological architecture was qualitative, with a hermeneutical design using the interview as a technique. Among the main findings it is possible to recognize that, for the conformation of an epistemological identity, researchers in the educational field need to understand the state of development of their own teaching identity, as well as the recognition of ideological non-neutrality in the research work.

The present article analizes critical theory in educational inclusion and its difficulty of implementation in neoliberal-capitalist system processes. The purpose is to consider critical pedagogy as an inclusion and exclusion analysis tool, as well as to have an approach on inclusion complexity within a system that prioritizes economical rationality and human capital.

This research aims to analyze the appropriation of significant learning in second-grade students of primary school in the Mexican rural area. It describes the context in which the students live to understand their motivations. Through the action-research method, four students’ aspects were evaluated: writing competence, reading competence, mathematical thinking, and self-evaluation of their performance, taking into account the characteristics proposed by the curricular standards shown in the Basic Education Study Programs 2011 (in Mexico). The main results found that 76% of the students have consolidated conventional writing, while the remaining 24% still do not achieve it. 59% of students can self-correct their written products; 65% read as specified by the program, and 53% solve problems using numbers up to three digits. 65% of the children could perform a self-evaluation of their performance. In conclusion, it affirms that frequently, to stimulate the appropriation of significant learning, recreational activities are also needed. It recommends that teacher accompany students in breaks or even when they play, when the student demonstrates a change in attitude and puts into practice what they have learned in the classroom.

The objective of this article is to analyze the positioning that, in retrospect, indigenous graduates of the Universidad Veracruzana Intercultural (UVI) in Mexico express about their research processes in their regions, identifying the emergence of subjectivities that involve both estrangement and self-affirmation as members of the communities where they investigate. This ambivalent subjectivity has generated differentiated ways of assuming themselves as researchers, who recognize or not the importance of their own knowledge for the construction and application of knowledge. Graduates of this University were interviewed, choosing eleven who have continued their postgraduate training and who have remained involved in research processes. It was found that their training in the Bachelor Degree in Intercultural Management for Development is strongly influenced by an ethnographic approach that contributes to the development of an estrangement on their own communities, and although they recognize their own knowledge, some consider it necessary to learn the “academic” ways of interacting and communicating with community actors, and, in general, refer to the need to resort to scientific theories to develop their research.

This essay discusses the topic of intercultural education from the paradigm of complexity, in relation to the educational practices of the school curriculum. The objective is to analyze educational practices in relation to the factors involved in the teaching and learning process, from a complex intercultural view. The methodology consists of a theoretical review of the scientific literature and scientific dissemination in international, national and regional contexts. Some elements involved in teaching learning in intercultural education are discussed. It is concluded that complex intercultural education has the challenge of making effective the double educational rationality, in which all knowledge is interrelated, for the construction of knowledge and thoughts of its own, taking into account diversity present in the classroom.

It is necessary to have instruments to evaluate inclusion processes in teacher colleges that are pertinent to the challenges of an information society and that apply socially-oriented training. In this respect, the aim of this study was to determine the validity and reliability of a rubric to diagnose inclusion processes in teacher colleges in accordance with a social orientation to promote better decision-making in teacher education. To do this, an instrumental study was carried out based on the following steps: 1) contrasting the construct’s validity using the Factor Analysis technique, and 2) determining the reliability of the instrument by applying it to a sample of 433 participants. The results of the factor analysis met the requirements for exploratory factor analysis (EFA). Statistically significant correlations were obtained between the items of the rubric, adequate commonalities values and the EFA extracted a main component. The reliability analysis shows a Cronbach’s Alpha value of 0.915. As a conclusion, a pertinent instrument is presented to diagnose inclusion processes in education aimed at teacher training, since, when evaluated, it showed a significant concordance in its content and high reliability.

This article aims to analyse assessments of IT graduates’ professional practices made by different actors linked to them (technicians, managers, teachers, students, graduates, businessmen) in the Professional Technician in Information Technology Infrastructure Support program of the province of Corrientes (Argentina). Professional Practices constitute an instrument of educational policy. In this paper, educational policy is understood as the result of a social construction process shaped by a field in dispute among different actors or groups that intervene with different resources, interests and assessments. This descriptive study relied on an intentional sample of three majors. Questionnaires with students and in-depth interviews with the different actors involved in this training program were used. As a result, it was observed that professional practices are generally valued positively, albeit with different nuances resulting from the interests and positions of the different actors. The limitations refer to contextual conditions, the absence of material resources – mainly connectivity – and the fact that some of the activities conducted do not correspond to the professional profile. Despite the difficulties, however, positive assessments are predominant, coinciding with the training potential these professional practices have.

In accordance with the Mexican Political Constitution, every person, without the need to accredit any interest or justify its use, will have free access to public information. In this sense, laws that regulate this right established several requirements for its compliance, such as filing the form to access to public information to dispute procedures. The name of the applicant is among these requirements, which plays a double role since allows its identification and represents a personal data on itself. Although its use is optional, it is appropriate to point out the following questions: What were the reasons to include it in the first place?; What problems does it generate?; considering that it is optional, in addition to personal data protection mandates, should we still include it or, if appropriate, can we dispense with it? In order to know the answers, it’s important to approach to the reasons that included the name of the applicant as a requirement in legal framework, its evolution and current status, as well as the challenges that its inclusion represents to the right to access to public information, to lastly point at the justification of its existence or, if applicable, its elimination.

This article analyzes the existence of definitions of crime in the Mexican legal system that restrict freedom of expression and that fall in the category of indirect restrictions, which are prohibited by the Constitution. It affirms that these definitions have an inhibiting effect of the diffusion of opinions, ideas and information in Mexico, for generating a type of self-censorship given that they prohibit, pursue and sanction conducts related to the obtention and spread of information, as well as other forms of expression. To demonstrate the thesis, firstly, the text conceptualizes freedom of expression and its importance, and highlights its dimensions: individual and social. Next, conceptual approaches to censorship, prior censorship, and self-censorship as restrictions on freedom of expression are made. Finally, by way of example, it reviews three analyzed cases by the Mexican Supreme Court in order to exemplify how these definitions were declared unconstitutional.