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

Presented at session 1948

Historically, universities have become benchmarks for training, creation and exchange of interdisciplinary knowledge and practices that coalesce and  are deployed in the figure of the teacher and all his accumulated pedagogical experience and knowledge. However, the development of his profession is situated in different problematic and conflicting contexts that have led the teacher, as a social subject, to put out a discourse that explicitly or tacitly reveals a form of political culture that is commonly expressed in a certain field. That expression, either social, educational or cultural, is subject to their interests, principles and motivations. Using a qualitative   approach in which in-depth interviews were applied  to teachers of public and private universities, it was found that narratives agree in understanding the political culture as the form of organization and administration of the State,  with  power as a category throughout different areas of struggle.  They also articulate political culture in their pedagogical practices according to their disciplinary field; nonetheless, public sector teachers show an understanding from critical discourse, but also from action because they articulate their positions with social movements of resistance. That does not show in thhe private education professionals, whose understanding tend to be only of the discourse without any involvement in direct action or civil resistance processes.

Currently, school violence is one of the main problems that afflict the educational system at all levels. In recent years, it has received special attention, since it has shown that schools and institutions are not exempt from the conflictive environment that has permeated Mexican society for some years. Despite the growing attention to the phenomenon of violence between equals, known as bullying in academic literature, few studies have been specifically interested in institutional violence, which is exercised on school premises by authorities and teachers towards students, and continues to be in force despite the legislative efforts of the Mexican authorities to guarantee educational spaces free of violence. Addressing the different types of violence that exist from the already well-known violence between equals to institutional violence in the academic context and its consequences on the people involved is necessary in a social context where educational policies developed by the authorities to combat school violence practices have had limited results. The present study aims to analyze the presence of school violence, its types and main consequences in a public high school in the metropolitan area of Monterrey, N.L.

Higher Education currently has emphasized new educational policies, focused on the transversal development of skills in the research field, generating training of competent professionals who provide immediate responses to social needs.  However, universities can only fulfill this mission if the training of these professionals is structured on a scientific basis.  Therefore, promoting research skills in third-level students in Ecuador constitutes an inescapable need, which demands a deepening of the domain of scientific research, from the teaching-learning process.  Allowing to establish the analysis of the real situation in the National University of Chimborazo through the review of institutional regulations that explain this need.  This research is descriptive explanatory, it works from a qualitative approach, with a qualitative perspective of an interpretive type, which allows us to indicate the understanding and interpretation of the reality of skills in the research field, the documentary analysis was used for the development of the present work framed in the research field

The purpose of the research is to validate the five-fold helix model by identifying strategic axes as factors that influence the training of students at the Francisco de Paula Santander-Cúcuta-Colombia University, according to their profile, perceptions and needs. For this study, a survey was conducted on the total population of students enrolled in I-2020, as well as graduates and external entrepreneurs.  The methodology is based on a mixed, descriptive and content analysis approach. Result: Emerging categories considered as major strategic axes generation of value chain with knowledge and knowledge generation, Identity and, circular university, for the community, modern and intelligent, with sub axes University with quality management in the formation towards the excellence, university with research, productive and innovative management, sustainable university, resilient with equity and quality habitat, multicultural university with management for the coexistence, the protection of the human being, the peace, the sport and the well-being; university with management in networks, disruptive, competitive and international, phenomenological categories present are equity, sustainability, global, integrated and inclusive.

In the social area, there is exclusion to Homeless People regarding their educational processes, in spite of the existence of some policies that focus on them but are not accomplished  The aim of this case study was to interpret the participation of a homeless person in an educational process in the English area through Cultural Encounters, we did this taking advantage of public places and the experience of the participant. For the sessions, we took into consideration some theories such as Kolb’s (2015);  Engstrom et. al. (1999); Christiansen, Galal & Hvenegaard-Lassen  (2017), where we took the experience as an element that facilitates the teaching of a foreign language. Likewise, the use of public places were facilitator tools for the participant and his learning. For this research project we applied three instruments:  post-facto notes, semi-structured interviews, and a survey, having the objective of understanding the homeless person and his process within an academic context. Finally, the interpretation allowed us state some important factors in the educative process of homeless people, as well as the modifying factors that arose.

The current work aims to identify the scope of the use of the blog to continuously evaluate the learning of university students.  The use of blogs within the area of Education has allowed interaction with one or more authors.  The ease of entering multimedia content or information on the subject in question has attracted the attention of more users to incorporate comments to this type of website.  Its easy handling to interact has given more value to this type of virtual tool in the European community where there are studies related to continuous evaluation of students.  The interest of this study aims to highlight the use of the blog not only to interact but also to evaluate Ecuadorian university students and build learning from these evaluations.

The legislation of the Spanish State on the University Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching does not include a great normative development on these studies, leaving certain fundamental academic questions to the discretion of the faculties and universities. In less than a calendar year, the credential is awarded to students from all kinds of degrees unrelated to teaching or pedagogy so that they can be certified as teachers in secondary education or vocational training. The final master's projects and their presentation in front of a tribunal are the last act to be carried out by students and future teachers. In the case of the University of Malaga, these projects include the requirement, at its outset, to answer why and what we teach for, a question for which students sometimes do not have the training and enough resources to answer with solvency.

This article reports the results of a study which aimed to characterize the ICT tools used to communicate with parents and teachers in the official educational institutions of the city of Duitama-Boyacá. The research was carried out through an exploratory and descriptive quantitative approach, where a self-administered survey was implemented to collect data from the study population, made up of 405 parents and 149 teachers. As a result of the study, the traditional media and the ICT media that teachers and parents use to deal with school issues were identified. Likewise, a comparison was made between these results and the basic indicators of ICT tenure and use reported by the National Administrative Department of Statistics - DANE in 2019. It is concluded that thanks to the characterization and analysis carried out on the use and access of ICTs by the study population, it is evident that the official educational institutions of Duitama have the conditions to implement ICT-mediated strategies to strengthen communication between parents and teachers.

This paper provides a critical view about the phenomenon of globalization, from the power relations that emerge from global and local practices in education; in addition to the meanings produced by understanding the teacher as a cultural identity and subject of knowledge from his/her territory. Some conceptual positions are taken in order to understand the glocal pedagogy from a cultural, free and pluralistic perspective, based on the approach of the capacities.