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

The amplexus of a couple of Dryophytes eximius that occurred inside a bucked with water is reported in to the graveyard of the municipality of San Jose “El Vidrio”, Estado de Mexico, Mexico.

We report the first evidence that suggests that the lizard Liolaemus torresi may consume the native insect, the sphinx moth Hyles annei.

We found an albino individual of the genus Pristimantis in the Ecuadorian Andes. This is the first case of complete albinism for direct-developing anurans in the Neotropics and the first record in amphibians for Ecuador.

In Higher Education Institutions that train engineers, the investigative competence integrates knowledge, skills and attitudes necessary to learn on their own, reconfigure mental schemes, remain receptive to scientific-technological changes, solve a problem in a real context and improve the possibility of academic and professional success. The research is based on Becker's Human Capital theory (1993) limited to education as the generator of scientific and technical knowledge to increase work productivity. The purpose of the work was to evaluate the level the investigative competence in four institutional components: study plans and programs; teacher training; technological infrastructure, and support programs for research. The research approach was descriptive-interpretative that derives from a case study, providing substantive topics of analytical generality (Stake, 2005). For data collection, an analytical rubric was developed that was applied to 146 students who completed their studies to identify the level of mastery of the investigative competence; and in-depth interviews to know and understand the experiences of the subjects. The participants were: 12 resident students, four methodological reviewers and seven directors of the Technological Institute of the Mexican Southeast. The validation of the instruments was carried out through expert judgment. The content analysis of the interviews was carried out with the Atlas.ti v9 software. The findings revealed weaknesses in the formation of the investigative competence, only 16.43% of the reports showed higher order performance; lack of teacher training in the formation of human capital for research, as well as the lack of real scenarios that provide the link between theoretical and practical knowledge with updated technology to represent and explain application models in engineering.

In the first quarter of 2020, the news of the spread of a virus was heard around the world, the uncertainty of what could happen gripped a large part of the planet's population. By the second quarter of 2020, after the arrival of the global pandemic caused by SARS-CoV-2, all areas of human life were altered, mainly those that have to do with human contact and direct coexistence, highlighting the educational sphere. In this study, a correlational investigation of the Mexican educational system of Preschool, Primary and Secondary education and a documentary methodological analysis were carried out. The variables are as follow: a) actions undertaken in response to the pandemic, b) alphabetic conditions of the tutor or parent to carry out academic monitoring, and c) use and management of information and communication technologies applied to knowledge. As a result of this study, we detected the main problem, namely: the digital divide that we have in our country, since only 44.2% of homes have a computer and 60.6% have internet. To this we must add that Mexico does not have universal coverage of electric power service, mainly in rural areas. In conclusion, the digital gap contributes significantly to the epistemic gap, which, since Bonilla's position (2021), has differentiated expressions according to the uneven and combined development of capitalism while having territorial dimensions. An epistemic gap is observed in the center of the capitalist system compared to its peripheries. Consequently, due to the scarcity of technological resources, it is impossible to remain in the educational system, which means that the dropout and dropout rates increase, even with the policy of the Ministry of Public Education of zero failures.

The following scientific article deals with an investigation carried out at the Elementary School "Ma. Enriqueta Camarillo y Roa" located in the municipality of Nezahualcoyotl, State of Mexico during the 2021-2022 school year specifically in third grade "A" and the objective is focused on demonstrating that didactic strategies favor reading comprehension in third grade level. primary, in this way the approach used is from the qualitative, for its part the method used recovers the research-action, likewise the methodological work involved a diagnosis with the application of instruments to have an approach to the educational reality, it also integrates a theoretical framework to know the main currents that support the work in this case from the Multiple Intelligences of Howard Gardner and Celestine Freinet with their pedagogy for life, it was also necessary to plan and evaluate a solution proposal that would achieve an expected learning associated with understanding of texts to acquire new knowledge, in addition to exploring informative texts, analyzing their function and content, finally the results are presented from the triangulation of data considering the diagnosis, the intervention and the products achieved, in addition to realizing the impact of the proposal in 12 students.

Towards the end of the 19th century and the beginning of the 20th century, the emerging theories of human development and evolution came into vogue in public policies that sought the biological and social regeneration of all those considered a danger to the development of the nation. National life and patriotism constituted a vanguard that had to be preserved at all costs; therefore, eugenics seemed one of the most feasible ways to carry out this objective. The heyday of nineteenth-century biological theories in social collectivity and progressive institutionalization led post-revolutionary governments to implement eugenic measures for social regeneration. The materials that were used as support for this research are secondary sources, such as books, magazines, newspapers, articles, among others, which have served as a structural basis for the historiographical construction. The method of analysis that has been followed is the historicist deductive method, which consists of drawing conclusions from premises, propositions, assertions and general hypotheses trying to give an approximation to the object of study as a product of becoming. As far as results are concerned, it has been obtained that formal and informal education played an important role in the propagation of the ideals of perfect women and men, the implementation of social and moral utopias; the monitoring of heteronomous that served to regulate the behavior of students within educational institutions; as well as the execution of educational guidelines to follow with and for the indigenous population, especially within the nascent socialist education; All these measures had the function of applying a social engineering that will renew those phenotypic and genotypic characteristics considered a potential danger for the construction of the nation, progress and mainly, the dominant classes.

This proposal arises from the conditions of the present historical time referring to education, which require stopping to reflect on the knowledge and experiences for survival that subjects put into motion before a hegemonic world that faces the unprecedented event of COVID-19. Rather than thinking of hegemony as an abstraction, we observe it in a capitalism (ours and that of others) that is not uniform, demonstrated in a devastating patriarchy and racism that annihilates the subjectivities of the subjects; Faced with this, here we look for that knowledge that emerged on the border of the institutionality, sometimes in accordance with what was instituted, but many others in the counterpoint between those who are subjects of power and subjects of difference in education. In this way, we are interested in making visible perspectives and experiences of education closely linked to the idea of making the future possible, for which it is necessary to claim the centrality of life as a way to subvert the current hegemonic capitalist values, both at the of experiences of the subjects as of ideas of thinkers and thinkers who have emphasized the notion of survival. Based on what has been said, the approach of this article is: What knowledge for survival have the subjects built for education? With the above we pursue the objective: Recover the knowledge for survival for a future of life within the event of COVID -19. On this axis, it is possible to reconstruct the political-cultural guidelines for a possible future from COVID-19 as an unprecedented event that attracts various effects such as threats to life, confinement, the change in the spatiality of educational processes and the emerging transformation of teaching work in the predominance of virtuality.

In the face of the crisis caused by the SARS COVID-19 virus, Mexico not only reconfigured the modes of action in the field of health, but also in various other fields, in the case of education: school establishments moved to virtual classes, this resulted in a change of the work schemes of students, parents and teachers.  The present contribution puts educators at the center of analysis, who during the pandemic have played two relevant roles: Parents and teachers from their homes.  The research systematizes the experience of these actors who managed to transfer their traditional academic activities to the virtual modality and correspondingly, cope with family life.  The study is qualitative in nature, its interpretation approach is phenomenological, five senior-level teachers participated of wich four where full time and one subject teacher. The semi-structured interview was used, which explored five categories of analysis: the transfer, the family, the emotions, the pedagogical-technological, and the administrative saturation.  The data collection was carried out in their workspaces in the April to May 2022 period. The results reveal that confinement has gone through various stages of transition in the life of the educator, migrating from a face-to-face environment to a remote one and then returning to the new normality has meant for the teacher to overcome challenges in four dimensions: personal, domestic, professional, and technological.  More than 50% of the teachers stated that the most recurring emotions they experienced when trying to harmonize family life with professional work from home were attachment to connectivity, tension, fear, nostalgia, anxiety, sadness, and indifference.  Lastly, the contributions establish a reference so that the institutions consider the feelings of the teachers as well, focus training on a socio-emotional dimension and not only on cognitive, instrumentalist or technological aspects.