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

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This paper explores the transformation of politics in the digital environment, as a product of the arrival of a different media system, competitive with the mass media system which created contemporary communication. Social media are fundamentally different to mass media, and their direct relationship with contemporary political contention between cosmopolitanism and nativism is reflected in the diversity, oppositionality and conflictiveness of political discourses without intent or potential for dialog, in said social media. Connective action, understood as the form in which the collection of individually-motivated actions converge into an apparently collective discourse, bounded by digital media, is the common element to many of contemporary mobilizations, and have been aptly used by political and social actors for their own ends. It is postulated that cosmopolitanism / nativism as an axis of discursive conflict is the main motivator and enabler of connective action

After a period of governmental pax, at the beginning of an administration, governments continually face communication and governance crises, which destabilize the image achieved in the campaign, with which the next challenge is to build an image of government. After those hundred days of government, administrations must take into account that public opinion has moved to digital spaces, where public matters are discussed and deliberated. So, communication teams must be prepared for digital onslaughts and daily crises. Here is a small manual on how to deal with these situations and how to prepare communication teams to decide which battles are important.

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This article reports the results of the introduction of two constitutive elements of the tutorial methodology in regular classes at Angol School (Chile), in order to verify the impact that these have on learning. These components, which are part of a school innovation project established in the school as of 2017, correspond to learning challenges and metacognition through questions. The experience sought to confirm the hypothesis that both elements would allow students to be more aware of their learning process and deepen the mastery of skills specific to each subject. After an implementation period of three months, it was possible to conclude that the introduction of these work modalities strengthened the autonomy of the students and, in addition, improved the responsibility they had regarding their school performance. The absence of shared meanings on the part of the teachers regarding the concept of metacognition was also evidenced, despite the fact that it was present in certain cognitive processes carried out by the students.

School dropout in the Education of Young People and Adults (EPJA, by its acronym in Spanish) is a rising phenomenon and its considerable increase has become a challenging issue for public policies. The specialized literature understands school dropout as a multidimensional phenomenon, which requires Early Warning Systems (SAT, by its acronym in Spanish) that are capable of considering personal, family, social, cultural, and material factors to protect the educational trajectories of students effectively. In response to that, in the Chilean educational system, the incorporation of an early support component to the SAT is committed to a more comprehensive approach to the forms of school dropout present in EPJA. In this context, the present study reveals findings about how the early support component mobilizes and stresses the understanding of certain pedagogical and psychosocial aspects of EPJA, which, articulated with the purpose of attending to and facing school backwardness and failure, allows teachers to make critical knots visible in the diagnosis of risk factors, positioning educational trajectories and learning at the center, and move from the notion of compensatory education of EPJA towards one more linked to social justice and the importance of learning throughout life.

More than a year after the start of the COVID-19 pandemic, the changes in the configuration of life were evident. The educational field was not exempt from these modifications and had to fight to adapt to the new conditions imposed throughout the world. Within this framework, this article proposes a reflection on how these changes affected the lives of Chilean female school principals, based on the results of a research whose purpose was to investigate the transformations that occurred in the exercise of leadership and the work-family reconciliation process. The research carried out was of a qualitative nature and had as its object of analysis the report of ten female school principals. Among the main results, it was found that the interviewees reported changes both in their exercise of leadership and in regards to household chores. These changes tended to privilege the work over the personal space of the principals, a situation that presented itself as a tension for them, since, despite spending more time in their homes, the interaction they had with their families was less.

The purpose of this investigation is to comprehend the subjective theories of teachers of a private subsidized school, regarding the implementation of the evaluation decree (Decree 67) and its implications on the achievement of student learning. For this, a descriptive-interpretative qualitative research was made, using the semi-structured interview as a data collection technique. The participants in this research were eight teachers of different subjects and levels of education, with different years of educational experience. The analysis was made according to the Grounded Theory through constant comparison, culminating in a selective coding of results. Among the main findings of this research is that teachers perceive that Decree 67 not only promotes evaluation in each and every one of the students, but also diversifies evaluation instances. For its implementation, they argue, it is imperative that each teacher knows their students, in order to satisfactorily carry out the teaching and learning process.

This article explores what culturally sustaining education means for Latinx students. Drawing on the concept of Latinidades, the authors suggest that culturally sustaining education for Latinx students necessitates problematizing the boundaries of this term altogether and making visible the tensions and multiple axes of oppression around what it means to be Latinx. They take inspiration from Latinx students—including one of the authors of this article—who are challenging bounded notions of culture (such as “affinity groups”) and instead foregrounding questions about equitable practices in the day-to-day context of schools.