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

This is a book that, within the framework of studies on masculinities and paternities in our country, offers a perspective on a little explored dimension: the implications of the presence and absence of men, as fathers, in the life, daily life and relationships of the diversity of family arrangements that we can currently find. Both the theoretical elaboration that serves as an introduction to the book, as well as the particular studies that comprise it, offer a broad panorama of the ways in which, during the last few years, different social actors that make up family arrangements in our country live, experience, signify and re-signify the presence and absence of men as fathers. Absences due to issues as dissimilar as death, confinement, divorce and time absorbed by their jobs. Finally, these studies offer elements to rethink, theoretically, the emotional experiences and formative processes of people; formative in a broad sense, beyond the school as an institution, located in contexts of informal education, with all the complexity that this entails (Salguero & Yoseff, 2020). Translated with www.DeepL.com/Translator (free version)

To understand the functioning of hegemonic masculinity from secondary school, it is necessary to identify the guidelines that validate a way of being a man and inhabiting the school space. Without forgetting the disciplinary nature sanctioning time, activities, personality, bodies. Masculinity is usually understood as a process that produces relational dynamics, legitimizes practices and stories that speak of the experiences of adolescents in secondary schools in Mexico City. The objective of the article is to recover the practices and stories that challenge or question hegemonic masculinity, as well as its forms of management and school intervention. The methodological approach requires identifying the points of conflict, taking as the main source of information the narration or the account of the events in the school context, therefore, focusing on the practices, stories and experiences of sexual orientation, expressions and gender identities. The visibility of other masculinities supposes two transversal axes, present at the moment of interpreting and intervening: heteronormative surveillance as the disposition and forms of school surveillance in the production and legitimacy of male bodies; and the school management of emergencies as the way to intervene in the face of the challenges and tensions that emergent manifestations of masculinity represent. Keywords: hegemonic masculinity, heteronormative surveillance, emergency management, challenges; basic education.

Fatherhood is a process in the life trajectory of some men that changes their identity, their way of seeing and perceiving themselves and others. However, during the development of the children, the way of caring for them also changes. In the present investigation, the objective was to describe the care practices in a father with adult children from a relational gender perspective; For this, a case study is presented through semi-structured interviews. The results show that exercising paternity is a process that can lead to tensions and conflicts among its members, generating friction, disagreements and reunions throughout the development of the children. These, when they become adults, vary the ways of relating to their father, sometimes they are the ones who care for and accompany them during the aging process. Likewise, the care exercised by parents ranges from supporting in daily tasks, to advising and providing physical companionship, building affective relationships and mutual care, leading to a process of re-signifying gender identity for both the father and the son. Keywords: care practices; paternity; adulthood; gender; marital separation.

The objective of this research is to analyze the decision-making of some young people -who are parents and students-, to continue in the university. A qualitative methodology was used in its case study tradition, conducting interviews with men who were fathers and studied at a campus of the National Autonomous University of Mexico. Going through university life as a father and a student is a contrasting experience, whose choice revolves around the desire and aspiration of men to improve their quality of life and that of their families, seeing the possibility of completing their university studies, as the opportunity to be a better man, father and economic provider. They point out that the university degree will allow them to access less precarious working conditions, leading them to focus more on completing their studies than on enjoying academic life as students, assuming a more adult posture, despite having the support of their family or some institutional or governmental economic support such as scholarships, which, moreover, are scarce for male parents in Mexico. Keywords: fatherhood; university students; masculinities; decision making; youths.

The globalization of society combines technical aspects that come from technology with different skills for the development of an integral education for life, so it is important that the teaching-learning process is oriented not only to the development of hard or technical skills but also of soft skills. The methodology used consisted of a bibliographic review, documents that allowed the discussion to raise the importance of the development of skills from an early age. The contribution is considered from the need to implement strategies to enhance soft skills from web 2. 0, because it is an issue that influences the academic field in a globalized world that will have an impact on the different areas of life for which they must be prepared and provide solutions to the challenges that the XXI century society poses either in the educational, family, social and/or labor area, thus the objective of the work is to know the importance of soft skills from basic education at the secondary level, in the teaching-learning through Web 2.0 tools. Keywords: Soft skills; hard skills; teens; Web 2.0 tools; technology.

Most of the research on school dropout has analytically privileged the subjects who drop out of school, thus relegating the subjects who remain. This has resulted in an empirical and conceptual vacuum in studies on school dropout and, finally, a biased view of the phenomenon. For this reason, the purpose of this article is to analyze the intra-family relationships that allow generating the conditions that make it possible for the student to stay in the schools of the telesecundaria subsystem. Qualitative research was carried out under a case study. The subjects of analysis were families whose children are in third grade in the telesecundaria subsystem. After analyzing the empirical evidence with a qualitative data analysis program, it was concluded that staying in school is associated with a nuclear family model. Likewise, it is shown that there is a causal relationship between the socioeconomic level of these families and the extracurricular investment in their children.  Keywords. Elementary school; nuclear family; school permanence; telesecundaria; intrafamily relations; rural societies.

The objective of this article is to expose practices of school violence between boys framed in the daily school life of a public elementary school in the State of Mexico that occurred in the schoolyard. For its analysis, the school yard has been located as the place where the honors to the flag, recess and physical education class are performed. Moments of the school day in which practices of school violence between males determined by the mandates of hegemonic masculinity can be made visible. The methodology used is ethnographic with a gender and intersectional approach. The recovery of the empirical data was through participant observation. Among the conclusions is that masculinity as a practice needs interlocutors to make sense of the manifestations of school violence among men. Keywords: school violence; masculinity; gender relations; student experience, men.

This article addresses the processes of socialization, transitions and resilience strategies of two college trans women in the state of Morelos. Results of a qualitative research are presented, which, from the life history method, narrates the traditional sociocultural construction of binary gender identities. In particular, it is in school spaces where bodies that do not conform to the norm, such as trans identity, are watched over, repressed and reified. Trans women show their journeys in a context of violence, discrimination and exclusion in the face of non-acceptance of body and identity differences. Resilience strategies made possible the challenge, questioning and transgression of binary and hegemonic identities, in order to move towards the recognition, adaptability and empowerment of female trans students. Key Words. dissident masculinities; transsexuality; socialization; school space; transitions.

This is an analysis of three models of social action demanding social justice and promoting necessary and urgent social and essential changes through artistic practices that are framed in the concept of artivism. Therefore, the term itself and the movement are contextualized from various points of view, mainly educational, but also curatorial and the receiver of these events. In addition, the current technological context is taken into account as an element of analysis both from artivism and from the educational field to delimit its influence in all these aspects. The proposal does not intend to cover all the types that could exist, since one of the characteristics of artivism is its heterogeneity, transversality and breadth. It is rather a description of some of these practices in order to reflect on those that go further in their objectives, being all equally necessary and opportune and without any excluding the other. In this process, the relationship of cultural events with the market is investigated as the predominant cultural form today and how these practices interact with this cultural-commercial framework. From this perspective, it is studied what space and role these artistic actions have in education and in artistic education and what role the teacher plays. 

nclusive education aims to transform the culture and practices of educational institutions in order to promote learning for all students, regardless of their characteristics. Diversity is an inherent quality of the human being and educational institutions should promote an accessible and inclusive teaching-learning model. Although Inclusive Education refers to the incorporation of students belonging to different groups that have traditionally been marginalised and discriminated within the ordinary education system, this work focuses on the group of people with disabilities. Hearing impairment refers to any impairment in a person's ability to perceive sounds in the ranges considered normal, and there may be a partial or total loss of the ability to do so. Within hearing impairment, those with a very low level of hearing and those who cannot hear at all, deaf people, often use sign language to communicate. One of the defining characteristics of inclusive teachers is that they are concerned about the possibilities offered by technological media for the inclusion of students with disabilities. Educasigno is a visual and digital dictionary of sign language that aims to be useful for teachers in the field of inclusive education. The dictionary currently has a total of 202 signs so that teachers who have students with hearing disabilities in their classrooms can learn a basic vocabulary to be able to use communication other than verbal.