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

This work reviews the relevant facts within the poet Elias Nandino´s childhood and displays the psychological analysis of his relationships with his parents and they behaviours. It intends to find a psychological interpretation that explains the poet´s sexuality heterodox nature. The analysis takes place in the qualitative methodology frame, with a narrative desing obtains the analysis units form Nandinos autobiography written in the book “Juntando mis pasos” (2000). The analysis is done from a psychoanalytical perspective.

The article introduces the design of a methodology based on the fundamental principles of the Monozukuri philosophy to train construction workers in skills, taking into account that this industry is intensive in unskilled labor, which impacts on the productivity and limits the potential for growth. The proposed methodology allows to improve the skills of the workers through a training routine designed specifically for the most relevant tasks, allowing them to execute the assigned task with the appropriate speed, in a precise and synchronous way. The methodology is based on three components, the first is related to the identification of the most critical construction processes. The second component focuses on a basic training program which is tailored to the profile of the worker; therefore, part of this component is the selection of human resources to train based on their biometric characteristics, concentration and skills capacities for subsequently define the skills development program. The final component is specific training, which addresses some concepts related to specific work, ergonomics, reconstituted positions and practical and standardized tasks. For the development of the work, applied research based on qualitative analysis was used, adapting the Monozukuri Genba methodology to the construction sector, where through the design and standardization of skills training routines, it allows workers to execute their work quickly, synchronized and with precision, which are fundamental aspects of a worker with skills in a specific job.

This article emphasizes the importance of the professional practice of Uniminuto university students during significant experiences in the business sector. The practices from their formative character, seek to consolidate as a reflexive and critical process helping to understand and interpret the reality of the profession in areas of knowledge with significant learning. They develop accompanying tutorials in search of understanding reality and highlighting, through reflections, the sense of development of the practice; Likewise, it is used as a parameter to measure the apprentices' learning with a focus or orientations in soft skills and organizational competencies. The sample is defined in three modalities: first: generate business ideas, second: organizational improvement plans and third: learning contract. At the end of their practice, the students present works through a business sample, where the jurors through a checklist qualify: Analysis of the work prepared according to the chosen modality, presentation of presentation and poster. In the general analysis of the sample a significant relationship was found in the development of skills and university training with their business performance. On the other hand, it was evidenced that the time established for the accompaniment of the teacher in the professional practice for the development of each student project, influences the performance of the work. It is also estimated that when choosing the project where the practice should be carried out, there should be learning in the areas delegated by the entrepreneur, in order to offer a better future performance.

Identified the relationship between the learning styles and strategies of students of the Faculty of Engineering of a Colombian university. Quantitative and correlational study. The sample was 230 students applied the Inventory of Learning Styles by Felder and Silverman, and for strategy, Scale of Learning Strategies abbreviated, From the Source, A., and Justicia F. Correlation analysis was performed among the styles and strategies of learning by program and the existing changes of the variables were analyzed by semesters of each program, a trend was found for the balanced style, followed by visual. The most used strategy: acquisition and the most applied sub-strategies related to social support, motivation, planning and control of tasks. No direct correlation was found between a particular learning style and strategy. There was no change in the preference and use of learning styles and strategies in the different semesters, so this is not attributed to vocational education.

Educational inclusion invites the incorporation of new pedagogical practices by the entire academic community, which contain playful strategies and promote an inclusive environment, allowing its students to achieve school success. Each student has different interests, capacities and learning needs, so the educational system must promote the application of innovative teaching techniques that promote the abilities and skills of students with special educational needs in regular education, taking into account their rhythms. and learning styles. The right to a quality education is based on the active participation and equal opportunities of all students in pedagogical processes, regardless of their physical, economic, social condition, etc. The inclusive school seeks to eliminate barriers to school participation and guarantee equity in education, through the application of curricular adaptations and the necessary support in a regular educational institution to ensure that students with SEN develop cognitive and social skills. Teachers, for their part, have the challenge of creating inclusive classrooms where changes and modifications are generated in terms of methodologies that allow the comprehensive training of students and the acquisition of meaningful learning.

The present investigative work has as its fundamental purpose the curricular integrality for the teaching of natural sciences, from deconstruction processes in the teaching exercise. For this, the use of a case study method applied to the seventh grade natural sciences teacher of the Cristóbal Colon Educational Institution of the Corregimiento Campanito Municipality of Cereté, Córdoba, characterized by an investigative phase that addresses three specific moments: a first moment of conceptual analysis of the curricular structure proposed in the Educational Institution under investigation, followed by a second moment on the interpretation of the teaching exercise, through the application of a semi-structured interview, the analysis of which will correspond to the use of Atlas-ti . Finally, a third moment in the deconstruction in which a documentary analysis is made of the natural sciences curriculum of the grade under study, from the integral approach. In the light of the applied instruments, results are found that conceive a practice that reveals the need for the construction of a possible proposal for a comprehensive contextualized curriculum that allows the student to understand the reality of their nature and confers responses to situations in their life everyday.

The development of numerical thinking in primary education is an important aspect of children's mathematical training, since it allows for a general understanding of numbers and operations in order to facilitate the development of their handling and application. The work allows the implementation of a pedagogical strategy based on didactic engineering, which allows students to identify and formulate questions related to the management and understanding of numbers and their basic operations together with the decision to approach individually and which ones in a group way while planning and making decisions in their development and evaluation of results. The study is framed in the quantitative paradigm, in a quasi-experimental design, working with control and experimental groups. Pre-test is applied to identify the development of numerical thinking in students and as a support to the design of the intervention proposal. Once the proposal is developed, it is evaluated by means of a post-test that allows identifying significant improvements in the numerical thinking of the children of the experimental group in comparison with those of the control group. This leads to the conclusion that the developed intervention contributes favorably to the development of numerical thinking in children.

  The professional training of the Gastronomy graduates of the Technological University of Puebla (UTP), is perceived as an essential part in the development of their professional skills to solve the problems they demand in the workplace. Food and Beverage Establishments increasingly require graduates to develop their professional skills as a key to performance, in carrying out specific activities in the different work areas. It is essential to verify that the students, by obtaining their Practical Stay (EP), achieve autonomous levels of performance in real work situations. 

The title of this issue is taken from the first reflection article by Mexican colleagues, Florentino Pérez Pérez and Nancy Chigo Toto from the Autonomous University of Chiapas. It claims, like most of the works contained in this edition, the need to face uncertainty with thought, and education here represents the institution that has to train in the desire to know and to know, processes that require thought, a plural thought thatallow to face the unforeseen that grows with human existence. The curriculum, learning, technology, inclusion, school mediation, didactics, multiple intelligences and evaluation, are, among others, relevant themes whose authors investigate by taking up this idea in their approaches. Let's see.

In this time of uncertainty, How can we position philosophical thinking in this crisis  evidenced by the Covid-19 pandemic? How to  activate and empower thought, from our vital spaces, to problematize and build proposals that motivate the desire to know? Added to the uncertainty, is the disenchantment for cultivating thought and desire in the construction of knowledge. These reflections, as a thesis, aspire to be a starting point that enables the formulation of a pedagogy of the desire to know and know.