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

Globally, there is a need to guarantee the sustainability and quality of the water resource, understanding that its management derives from the hydrological cycle that links a chain of interrelationships between different natural and anthropic components, so it is associated as an intertemporal learning process of human beings. Most countries give the highest priority to water supply, given that it is one of the basic human needs, however, according to UNESCO in the 2019 world report on water resources development, a third of the world's population does not have access to safely managed drinking water. This is the case of several communities in the department of Boyacá, Colombia and in particular of the rural communities of Tibasosa municipality, where despite having two main water tributaries such as the source "La mana del padre", and "El rio Chicamocha”, which can meet the need for water; the supply source is concentrated in the Chicamocha river, whose availability and quality of water resources is deficient as it is one of the most polluted rivers in Colombia. The object of study is the identification of the capabilities that a community must have when its purpose is the start-up of a domestic Wastewater Treatment Plant (PTAR), for which an investigation was carried out in terms of important characteristics such as technical and human training, innovation and technological development, social and labor organization, quality planning and management, systematization - research and political and social impact. Subsequently, the approach of a methodology for the management and coordinated development of these capabilities was carried out, with the purpose of managing water in interaction with other natural resources, and striving to maximize the resulting social and economic wealth, in the rural area of Tibasosa, Boyacá.

This mixed sequential study of validation of the Guide to strengthen the implementation of police mediation in the rural sector of Colombia, is important for the National Police of Colombia because it impacts the process of innovation and continuous improvement of the police service in the field rural area by evaluating and adjusting a structured document within the framework of an applied investigation at the Gabriel González Police School. The exploratory scope of the study is carried out in three phases that allow the application of all the modules included in the guide using a non-experimental and cross-sectional quantitative approach to assess conflicts in the selected areas and a qualitative approach that provides feedback on the general conditions of the validation process. The results of the study allow to establish the improvements applicable to the Guide to strengthen the implementation of police mediation in the rural sector of Colombia so that it adapts to the characteristics necessary for its implementation in the rural area, specifically in the Palomino district (Valle del Cauca) and the village of Torres (Cauca).

Alejandra Basualto is a little studied yet significant Chilean prose writer and  poet  whose first short story collection, La mujer de yeso (1988), exemplifies the redefinition of the woman writer that occurred in many female- authored fiction texts published during the Pinochet regime. Exemplifying the aesthetic of censorship and silence characterizing her entire short story collection, analyses in this article of “La espera” and “1954” reveal how Basualto undermines the repressive hierarchies defining Chilean politics of the dictatorship era as well as the national literary establishment through what I call her aesthetic of silence and censorship. The art of censorship recalls the context of dictatorial repression Basualto confronts in this collection, while the aesthetic of silence points to the dialogue with international feminist thought perceptible in the compilation. In these two short stories, creative women protagonists challenge institutional power structures by assuming the feminized positions of vulnerability and silence. Basualto incorporates literary strategies like metaphors, mythical allusions, and ellipses to create an intricate textual dynamic representing repressive military tactics like censorship and disappearing dissidents. A story inscribed on a tortured and repressed female body longing to create, an extended metaphor for the Chilean nation and its writers, “La espera” showcases artists’ frustrated attempts to create during the regime while representing the psychological despair of Chileans suffering due to the “disappearance” of their loved ones. The focus on women and writing in “1954” depicts women authors’ need to identify female literary models and to imagine belonging to same-sex writers’ communities to succeed as authors despite the male-dominant literary establishment, traditional gender roles, and military and self-censorship.  

Early childhood education has evolved; therefore teaching methodologies must also do so. We leave behind traditional education that has limited the teaching - learning processes, forcing infants to acquire knowledge only in an unidirectional way where the teacher is the only one who provides knowledge. With this type of education we limit the abilities and capabilities of children, when in reality we could stimulate multiple Intelligences to the point of creating competent human beings ready to function and interact within any environment, thus becoming empathic social beings that have a democratic sense, are critical and autonomous. In the study that we have carried out, we can determine that within the group that was analyzed, most of them showed a higher inclination for visual intelligence and a lower inclination for interpersonal intelligence. Based on the results obtained, the teachers will have the possibility of using this data to propose new methodological strategies that make a significant contribution to stimulate Multiple Intelligences.

This article reports on research aimed at developing mobile application programming skills in ninth grade students. The work was carried out under a mixed approach, of a quasi-experimental type. The intervention was carried out with 20 ninth grade students, with whom we worked on 6 topics to develop 7 computer skills, through 3 pedagogical strategies: Moodle, web page and app inventor. The main result was that students learned to program applications for mobile devices, while developing digital competences, along with a leadership and innovation attitude. We conclude with the need to continue implementing ICTs as a pedagogical strategy, since they motivate students to learn, while facilitating the work of teachers when teaching.  

In order to describe the current state of school mediation in the rural sector to use it in the Police service as a tool to enhance the use of Police mediation in rural communities, a qualitative documentary investigation was carried out that allowed establishing a contextualization rurality, schooling in that area, educational conflicts that arise, mediation by peers to stir them up and their relationship with police mediation. It is worth saying that the main finding is the little existence of significant experiences that document this aspect and therefore there is no basis to speak of a successful school mediation that offers inputs to enhance police mediation, therefore after the own discussion offered by the results and in the face of the impossibility of thinking about contributions from school mediation to police mediation when the former only exists theoretically; it was decided to invest the proposal so that the rural school mediation is projected from the institutional framework of the National Police and, in the future, this is the foundation of rural police mediation.

The use of technology in recent years has become widespread in society, in the case of the school population use technology as tools to facilitate learning. In this article we explored the opinions of undergraduate students from a public university in Mexico, regarding the use of the Schoology platform as a tool for learning citizenship skills, during the covid-19 crisis worldwide. The methodology used was qualitative, the study was carried out on 51 participants, the activities they carried out during a course called Human and Social Training were followed up, a questionnaire was applied to find out their opinion using the Google form. The results obtained allowed us to observe that the participants did not use the Schoology platform to carry out activities on the subject, although they thought that it was a platform that allowed them to learn the contents of the subject. As a conclusion, it could be observed that technology can help in crisis situations, however, the change from a face-to-face school system to a distance one mediated by technology cannot guarantee the development of citizen competencias.

This article reports the findings of a study which aimed to strengthen the critical secondary reading competence of elementary school students, through a didactic strategy based on memes. The work was carried out under a mixed approach of descriptive scope and action research type. The sample corresponded to 31 ninth-grade students from a Colombian educational institution. The initial diagnosis indicates that most  students  do not spend time reading and, therefore, fail  to recognize the main  and  supporting  ideas  of a text. For the pedagogical intervention, 7 environments were carried out, where activities were carried out according to the needs of the students. After working in the classroom, the students were able to acquire skills in relation to critical reading. It is concluded that the didactic strategy mediated by memes is adequate to strengthen critical reading, after the increase in the number of students who passed the initial and final tests from 18% to 82%; as well as the level of acceptance that students had for the didactic strategy, since it was innovative and increased their willingness to learn.

The aim of this study is to determine the relationship between critical thinking skills and reading comprehension.  Data was collected from treatment sessions, a self-evaluation and a test on critical thinking skills with two groups of learners from a language department at an Ecuadorian university.  The results showed insignificant relation between critical thinking skills and learners' reading comprehension.  The findings also revealed both groups had small differences during the pretest and posttest.  The pretest and posttest showed minimal changes between groups, as well.  Participants’ lack of concentration in texts, the unawareness and scarce use of their critical thinking skills were evidenced in their grammar, syntactic and semantics’ mistakes.  The implications of these findings suggest further research in this area, exploring teaching practices that foster students’ critical thinking skills and reading comprehension.

In the English language learning, the technology is considered as a very important factor, even so, in the public-school context, teacher’s expertise, and knowledge to integrate are vitally important in the classroom. The aim of this study was to demonstrate the inclusion’s incidence of Duolingo platform in a third-grader's class led by a trainee teacher, who was concerned about why children presented several difficulties to assimilate a foreign language, this event motivated him to propose on his lesson plans permanently the inclusion of this platform during the development of his teaching practicum, which was convened with the home teacher, so he decided to investigate the effect of Duolingo’s use with his researcher sight, during its sessions. For the analysis of this study was considered theories from Čok (2016), Loeb, (2018), Ahmed(2016), Vesselinov & Grego (2012), among others, which were perceived Duolingo’s digital support as a facilitator element for the English language learning, it was also vital the teacher’s sight and expertise at the moment of including technology in the class space. For this research, three instruments were applied: Trainee teacher’s field notes, a survey, and a questionnaire, to measure children’s language knowledge knowing different perspectives of this experience, thus, to have arguments to invite the teachers to assume these challenges. Finally, the results let us to know the increase of the English grammar knowledge and vocabulary, after Duolingo’s implementation in the classroom, demonstrating a meaningful academic improvement also behavior changes were noticed and with that, value changes, tending to the education of an integral being, in the scholars.