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

The objective of the research is to compare the Backpropagation algorithm developed by the user under free Java software and the Multiple Linear Regression algorithm, the comparison demands of the descriptive statistical analysis based on artificial neural network. Specifically, two models of prediction algorithms applied to 451 patterns or records to be processed that are distributed in the first 401 rows for training of the neural network and the other 50 records for validation and testing, consisting of 4 input variables (Height above sea level, Fall, Net fail, Flux) and 1 variable to predict (Power turbine), for the different tests the training and selection parameters with the best results are: Architecture of the neural network, Type of scaling of data, Initial range of weight and thresholds, Learning rate and Momentum, Batched / online, Number of training epochs. Among the comparison results of the algorithms analyzed, it was determined that the error in the highest iterations is less than the responses of the 50 test patterns. In the Multiple Linear Regression algorithm the real variable is the value of the variable to be predicted, this variable is the one provided to be predicted by the user and is the predicted value of the neural network, the variable prediction is the difference that is made the subtraction of the previous errors and it is done to calculate the error and the total error is the minimum value to be obtained which represents the calculated error of all the data, that is, the error percentage of the back-propagation neural network. The lower this percentage is, the better the network will be, because the lower the percentage of error.

This article socializes the research experience taken from the project “Teaching statistics: a challenge addressed by mathematical modeling” financed by the Popular University of Cesar in its 2018 call, applied in 2019 with students of grade 5 of primary basic level, in an official institution located in the Jagua de Ibirico carboniferous area of ​​the department of Cesar (Colombia). A set of didactic strategies focused on mathematical modeling are implemented, with which the students begin with a scheme of problem situations in their context until the construction of a mathematical model, centered on the graphic representation where they describe each situation, comparing each of they and thus they are familiar or morning, to solve some real or hypothetical situation that is common in their daily lives. Likewise, these models may have problems that are interdisciplinary solved and that their relationship is transversal to different areas of knowledge. With the design and implementation of these strategies for the teaching and learning of statistics, the teacher goes from being a traditional educator of the exact sciences to having a teacher-researcher role and the student assumes a learning rhythm as proposed. The data obtained provided us with information that corroborates the initial hypothesis about school performance, since they are useful to the process of teaching primary school children. Theoretical lines have been developed around modeling with the same paradigm and different profiles based on the theories of Bassanezi (2002) and Biembengut & Hein (2004). Which propose the construction of models based on the context and the social and cultural environment of the student. The Ministry of National Education (1998,2006)  makes a very important contribution of how significant the modeling process is and it involves them in the solution of real problems that can later be mathematized and in general that those learnings are significant. In that sense, Villa (2007), which contemplates the modeling process in accordance with the basic standards of competencies and in our case, strengthens the knowledge tests in addition to the appropriation of basic learning rights. Likewise, in the subsequent test, a higher performance of each student was found. Therefore, it has been possible to generate spaces for communication with classroom teachers, where they have reflected on the different strategies used in the classroom to achieve better student learning and in turn generates a challenge in each of them in relation to the role Teacher research.

This article presents an educational proposal for the development of critical thinking about the processes of advancing biotechnology and the digitalization of life. To fulfill this purpose, the relationship between body, text and technology is worked as an aesthetic and ethical element that allows to understand the transformations of existence with the advancement of different tools in the field of technosciences and their implications in the transformations of corporality and subjectivity in its connection with contemporary social and cultural conditions. Likewise, based on a theoretical framework and methodological design tuned to the current debates in the field of social, educational and technological studies, the document presents the ways in which it would be feasible to consolidate actions in the classroom that allow the construction of pedagogical processes of convergence between different disciplines. This with the purpose of generating educational actions that respond to the critical - creative needs of a context in which the episteme of life as information requires new practices to think about ways of living and educating in a time of changes and transformations  Finally, biopragmatics is presented as the possibility of educational work in which a critical function of the imagination as an element is proposed to propose the processes of appropriation of existence as a work of art and of the body as textuality, which are required to pedagogically address a historical moment transformed by conditions such as the acceleration of time, the virtuality of space and molecular rationality, which are a consequence of the development of technologies capable of reading and modifying the code of life.

At present, the challenge of medical students is to develop skills in the use of Information and Communication Technologies (ICT), and these challenges are not only applicable to modern techniques offered largely in the specialties of research profile Objective: health is currently developing skills in the use of Information and Communication Technologies (ICT) and it was evidenced in students of the ESPOCH Medical Degree. Methods: a descriptive study was conducted to determine the group of students in the management of ICTs through random sampling, selecting 93 students, 61 female and 32 male. Results: 97.85% (n = 91) students have a smartphone, while 2.15% (n = 2) do not have smartphones, but use other mobile devices in the event that you want to install and manage health applications. Of all the study elements, limitedly 2.86% (n = 2) regularly use applications for health. Conclusion: the constant evolution of mobile technologies and health-oriented applications can be seen that there is a low tendency to use this type of applications due to lack of knowledge of them.

This article is the result of the review of different scientific contributions of Latin American authors, after making a brief historical tour of Education, Pedagogy and the school as a social organization, exposes the reasons why the debate on the epistemological status of Pedagogy in Latin America must be revitalized by educators and pedagogues in the Faculties of Education Sciences, who in addition to fully educating students, we are called to continue with the advancement and development of this science, to begin educating our children and youth with their own educational and pedagogical models that respond to the particularities, singularities, interests and real needs of the region, depending on our particular culture and history, and reflect the advances that have taken place in the countries that make it up and provide an emancipatory education that our peoples need so much.

The document presents an application of Project-Based Learning (PBL), mediated by Information and Communication Technologies (ICT), to overcome Mathematical Learning Difficulties (MLD), focused on basic operations. The population was 23 students of the sixth grade, from a Colombian public educational institution, with learning difficulties in three competences: conceptual, logical reasoning and operations solution. The research is mixed in nature, with the application of an initial and a final test to establish the change in mathematical competences. The group was divided into two: one built the projects from a Computerized Educational Material (CEM), while the other did it from written brochures. The initial test showed 27% of students in low performance, and 7% in higher; while in the final test, 83% of the students were in superior performance and none in low. It is concluded that PBL and ICT are an excellent learning strategy for the acquisition of mathematical knowledge, in students with learning difficulties.

The main objective of the paper based on the investigation of the Cathedral of San José de Cúcuta, located in the North of Santander, is to determine the symbolic, architectural and geometric characteristics of the dome, taking into account the documentary memory, comparing it with the data obtained on site, to favor the construction of a descriptive study of this neoclassical style temple, historical and cultural landmark in the city of Cúcuta.

The focus of this article is not education as a task or activity. Nor is the objective of this article to answer the question how to educate our way of knowing and thinking (Cognitive Education or Knowledge Education or Education of Knowledge). The objective of this article is integrated into the topic “education as an object of knowledge” (education as a ‘discipline’ and as ‘knowledge of education’: “Education as a discipline”, “Education Knowledge” or “Knowledge of Education”). Specifically, the objective of this article is to understand the place of theory within the knowledge of education, its diversity as a discipline and as research. It is possible to accomplish that objective, because the theory of education is knowledge of education; there is a relationship between theory and education through knowledge of education. Each way of understanding the knowledge of education allows us to understand the meaning of the theory in relation to ‘education’. The objective in this paper is to integrate the diverse positions that exist in the semantic plurality of the concept of "theory" in relation to "education", either as a discipline and subject of curriculum or as research.

This issue of the magazine Redipe Bulletin addresses, on the one hand, Professor Touriñán's mesoaxiological reflections regarding the degree of penetration of the theory of education in the Career of Pedagogy. On the other hand, there is the issue of the challenges of education, in which the other research articles converge, including that: inquiries that lead to the formulation of challenges in methodological, didactic, formative, epistemological, curricular, pedagogical and digital matters. One and other works are reviewed below. 

This article is derived from the research project: Pedagogical strategies to build peace in the region: Contributions from the Faculty of Education, University of Nariño, sponsored by the Vice-Rectory for Research, Postgraduate Studies and International Relations - VIPRI and developed by the Research Group for the Development of Education and Pedagogy - GIDEP, Research Line "Social Pedagogy". Its purpose is to analyze pedagogical strategies to build peace in the region, as a contribution from the Faculty of Education. In the framework of the peace dialogues, all the universities in the country have been invited to generate suggestions, to present proposals, initiatives and strategies aimed at building a lasting peace that contributes to economic, political, social and cultural development. For this purpose, a research process focused on the teachers and students of the programs of the Faculty of Education was used, characterized by the following aspects: the research falls within the Qualitative paradigm, with an ethnographic approach and participatory action method, including interactions between researchers and those investigated. Among other conclusions, it stands out that the Faculty of Education of the University of Nariño, in its Educational Project, conceives the concept of didactics, such as theories and practices that are consistent with the pedagogical foundation and in consideration of nature, history and The epistemology of knowledge allows the development of didactic transposition processes that lead to the conscious and reflective appropriation of scientific knowledge. The foregoing constitute irreplaceable inputs for the construction of peace strategies with a view to strengthening the processes derived from the Havana agreement and the post-agreement, culture and education for peace, pacifism, conflict resolution, mediation, among others, to contribute to the construction of peace in the department of Nariño.