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

The objective of this article, the result of an investigative exercise within the ECSAN, is to strengthen the psychosocial skills of police officers to improve the provision of their service and increase social trust. The National Police must be capable of responding to the needs of the community in an appropriate and timely manner, and therefore must have sufficient tools to perceive, control and express emotions, both their own and those of others. That is why the strengthening of psychosocial skills, among which are assertive communication, emotional intelligence and other types of intelligence, such as conflict resolution and empathy, must be differentiating elements within police training. As a significant contribution to the research, the design of a diploma in psychosocial skills for police personnel is proposed.  

The article is the result of a qualitative research methodology with a descriptive approach of an exploratory nature. It seeks to describe the pedagogical practices developed by teachers who implement projects of creation and innovation in the classroom and who contribute to the development of competencies in students. It was carried out at the Universidad Francisco de Paula Santander and Escuela Superior de Administración Pública in Norte de Santander-Colombia, in mathematics and pre-university course’s. The target population of the research is made up of students and teachers of mathematics I calculation and pre-university courses. The instrument used is a survey applied to both students and teachers of these levels. The results indicate that the pedagogical practices carried out by teachers contribute to the development of competencies in students. Compared to the competency-based approach, they consider it to be positive, because the knowledge assimilated should be used in practical life.

With the present text we intend to carry out a reflexive exercise on the state of art regarding the sociology of education and its field of study from functionalist, interactionist, reproductive, correspondence, resistance and credentialist theories. An analysis is also presented on the impact of sociology in the study of the inequality of educational systems in Latin America and the implementation of educational policies that guarantee equity and equality of opportunitiesto access public education. To this end, the contributions of the theory of reproduction to the study of educational systems in Latin America from Bordieu and Bernstein are reviewed, as well as the reproductive notions raised and examined by Karl Marx, as opposed to education in a Capitalist system, and the notions of resistance, proposed by Henry Giroux, against a radical. pedagogy.

The research is based on a documentary analysis, a qualitative approach.  Its objective is to design the curricular trend to guide courses, modules and subjects of the different academic programs of the Francisco de Paula Santander University located in Cúcuta Colombia.  The validated curricular trend is focused on the development of competences and skills from the critical dialogic approach oriented to research and innovation training supported by communication technologies. Conclusion: the tendency has promoted in students and teachers the development of skills of formal thought, creativity, generation of ideas for the enterprise, development of investigations from tic, design and generation of prototypes for the innovation.

The purpose of this review is to present the central elements of the book Teaching Educating by Julio César Arboleda, in order to identify the way in which said document becomes a fundamental reflection when thinking about educational, didactic and pedagogical processes based on a deep connection to life and transformative action. To do this, some of the central theses addressed by Professor Arboleda are explored in order to identify the aspects that make adecisive commitment to complex interactions between education, didactics, ethics and praxis visible in his critical work.

The article focuses on the study of the philosophy of science in post-truth contexts. A discussion is made between 'knowing' and 'knowledge', understanding its social value and usefulness. To say 'philosophy of science' implies the study of the rigorous postures and questions of the great thinkers of Western history, but also, it means understanding the meaning they have in the framework of human social relationships; that is, of the ways in which human beings understand things, phenomena, the cosmos, the parts, the subject-object, reality, truth or uncertainty. The text contemplates some discursive ideas that remove the curiosity and the critical spirit on the discussions of objectivity of knowledge, in order to continue scrutinizing in the fundamental questions: Why does the man know? What does he know? How does he know? Is it possible to get to the reality of things? What is the use of knowledge? Is knowledge true? In effect, the discussion about the epistemology and the philosophy of science is also established, seeking a turn on the traditional vision and its meaning in the framework of new logics that are woven in this liquid, multidimensional, complex and constantly evolving society, with paradigmatic changes and post truths.

The author presents in this paper a proposal on moral education that has its theoretical foundation in the work of E. Levinas. It offers a distinction between ethics and morality. For the author, both terms, used indistinctly in the pedagogical discourse, have different contents. While morality has as its reference the fulfillment of the norms or laws of a community, ethics, on the other hand, has as its reference the other, the historical subject, in his situation of radical need and vulnerability. The author presents the "conditions" for another moral education centered on: a) abandonment of idealism; b) renunciation of self; c) testimony; d) widening the moral horizon; e) a new language; and f) a critical attitude.  

This article focuses on the analysis of the project methodology that generally applies to different types of organizations under the triangulation of the parameters of scope, cost and time and their contextualization with the planning and management processes, implemented operationally and functionally, by multidisciplinary actors that systemically aim to achieve results in favor of the organization or direct benefits for the social community social connectivity , managed in a timely manner. With this reference framework, the methodology of projects has been linked in the Republic of Panama to the management of the educational organization, specifically the Schools and the operational and functional articulation of the pedagogical planning tool, called Educational Projects of School Center (PEC), which is built with the participation of the Educational Community led by the director of the School whose strategy should be to integrate the pedagogical actions of the classroom or focus groups of the classroom , which together build the School from the pedagogical field, which is developed through the learning teaching process, which requires other collateral elements to achieve satisfactory transmission of knowledge to students in the school environment both internally and externally since the educational system is part of society. The analysis of the project methodology applied to schools was carried out in a qualitative and quantitative manner through the use of the DITRAS method, (Sequential Transformative Design), information was collected using the survey technique and questionnaires applied to members of the Educational Community, pedagogical leaders and regional education authorities in the Panama East area, perception results and quantitative validation evidence that the management of the planning of the Educational Projects (PEC) built by the Education Community are not functional.

Today in the Academic Unit of Accounting and Administration (UACyA) of the Autonomous University of Nayarit (UAN) of Mexico, four bachelor’s degrees are offered, with the Bachelor of Accounting, with 929 students holding most of the curriculum. The lag of reprobation that exists has a high index, according to the data that has been issued by the SADCE, which is the program that has the information of the students of the Autonomous University of Nayarit, is above 30% in in general, showing a high rate of failure in those learning units that are contained in the study plans of the 4 undergraduate programs, offered by the UACyA-UAN, which imply mathematical calculation, so it presumes some rejection of students to the mathematical content and therefore lead to failure in the subjects that include such content. As an objective, the identification of the subjects and the factors that influence the correct development of mathematical and calculation knowledge and which result in the failure of the subjects that include these competences in their content, of the students who are studying for a degree in Accounting of the UACyA of the UAN Mexico, which can contribute to the establishment of strategies to reduce the serious problem of failure. For this, non-experimental, cross-sectional research was carried out, and in a qualitative way. A survey was applied to 100% of the students of the degree in Accounting at the UACYA - UAN who were found to be irregular due to non-accreditation of subjects and thus determine the learning units of mathematical content, both calculation As for solving problems that have the highest frequency of failure, school year August-December 2019.

The first 4 articles of this issue of the Redipe Bulletin magazine revolve around the function of educating and the teachings that educate, elusive topics in current education, pedagogy and didactics. Each author has thoughtful and purposeful experience around these imperatives of authentic education and pedagogy. They are creators of constructs of education, pedagogy and training based on original principles and meanings of education and on knowledge and practices that take care of these: Perspectives of alterity (Pedro Ortega Ruiz), mesoaxiological (José Mnauel Touriñán), radical inclusive (Agustín de la Herrán Gascón) and Comprehensive building company (Julio César Arboleda). Proposals that have been enriching the curricula and training actions of Ibero-American teachers and institutions. The following works that this copy collects constitute research articles, mostly, and others of propositional reflection that affirm one of the senses of pedagogy and knowledge associated with education: building knowledge of education, reflection and educational practices. on edifying principles. Let's see.