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

The purpose of this article was to establish the incidence of techniques to generate ideas in pre-writing in the students of Basic General Education of "Francisco Huerta Rendón" High School of Guayaquil in the period 2019-2020.Aqualitative-quantitative methodological approach was used, 59 students of 151 belonging to the tenth year were evaluated, of which 44% were men and 56% women, using an observation guide based on the Likert scale, to determine the incidence of the problem in the sample studied. The results showed that 29% agree that it is difficult for them to organize their ideas and it takes them time to start short writings, 29% state that they do not notice that their teachers carry out procedures to be able to write easily, showing that only 15% totally agreed that teachers apply procedures to facilitate writing, noting that 32% totally agreed that teachers should be updated in relation to pre-writing techniques. It is concluded that teachers do not have the necessary resources, they continue with a traditional teaching style and rarely apply techniques to facilitate the generation of ideas and it is offered a series of pedagogical recommendations that could be adapted to English classes in the development of writing.

This paper presents an analysis of the bioelectric response exhibited by students from a circuit course at the University of Quindío, when they are in class and are subjected to different stimuli generated by pedagogical mediation. For this, a device was implemented to measure the galvanic response of the skin and the cardiac pulse, using an Arduino card. These responses were measured in different classes, in which the teacher presented the concepts, presented images, and asked the students different questions. The data obtained was graphed in MATLAB® software. The analysis performed on the graphs obtained showed that the lectures, the presentation of graphs and the group questions within the classes did not generate changes in the galvanic response or in the cardiac pulse of the students, while the individual questions exhibited substantial changes in the response of the measured bioelectric signals.

Currently, accounting standards have emerged that allow organizations to restructure their operations and ensure transparency in their accounting activities; Therefore, this article presents an experience in which ICTs were used to facilitate the learning of IPSAS by public officials from the municipalities of Monguí, Mongua, Tota and Firavitoba - Boyacá, Colombia. The research method used was mixed, with a descriptive approach and comparative design, the NICPS knowledge variable was studied and based on participation in an online course, public officials strengthened their knowledge, it was concluded that they recognized the scope and application of the norm in each specific case.

Many diseases affect the older adult population in Ecuador, especially Alzheimer's, which acts on brain cells leading to memory loss.  To help the use of cognitive therapies that stimulate the brain in the Hogar Corazón de Jesús of the Junta de Beneficencia of the City of Guayaquil, the SANAMENTICS System was implemented, software that manages the application of cognitive therapies. The objective of this article is to evaluate the usability of this software, for which a quality model was created using characteristics, sub-features, metrics and indicators according to the ISO/IEC 25000 SQuaRE. The model was evaluated in tests executed by technical and non-technical users and it was obtained as a result that the tool complies very satisfactorily with the usability characteristic according to the ISO 25000 standard.

The author reflects on the consequences of covid-19 for education. He summarizes them in an education in responsibility for others and for the environment. Without the bonds of responsibility that unite us to the other, there is no human being; neither is there a society. The other is part of me as a question and as an answer. But responsibility does not end with the other; the environment, the common home, also demands rights, recognition as a valuable asset in itself. We need a universal ethic that encompasses all forms of life in which human life is integrated in full harmony with other forms of life. Building a new society is the task of the whole tribe, not just the educational system.

This review article aims to articulate the task-based approach proposed by David Nunan with the experience concept described by Benjamin Walter and Valentin Voloshinov regarding the appropriation of discursive competence in the teaching and learning of the English language as a foreign language. This is based on the levels of mastery of oral and written discourse established at the international level by the Common European Framework of Reference and the effect of globalization in relation to discursive competition.

In the present document there is realized an analysis of descriptive and quantitative order of the urban environment of the housing of social interest that developed between the year 1911 to 1935 in the city of Bogotá, in the so-called hygienist period, conceived from the institutional policies that derived in the construction of the so-called “workers” neighborhoods, establishing attributes of the environment in terms of location, typology, services and social and community equipment, therefore takes as object of study the first consolidated neighborhood in this period called Urbanization San Francisco Javier or Villa Javier. When referring to the term housing of social interest as the one promoted by the state and that is constructed with or without its interjection, in this case we try to determine the measurable characteristics of the area that allow to determine indexes or indicators on the urban environment that defined and constituted it as a milestone in the housing of this type in the city of Bogota. This document proposes a historical approach to the city and the environmental factors that surrounded it at the end of the 19th century, how it grows and the factors that influenced its development, in addition, the proposed sector is analyzed as a result of its own historical, social, environmental and urban development, defining the aspects that shape it and the changes inherent to the city. The methodology used for this process was the application of surveys in each of the neighborhoods, where the years of construction of the neighborhood, the eventual risks of an urban nature, the analysis of distances, the evaluation of urban landscaping of the areas were taken into account. green, active and passive recreational areas, sustainable management of rainwater, educational policies on energy saving, the perception of the quality of life in the population, acceptance and coexistence with the different and promoting inclusion Social. Subsequently, a brief analysis is carried out according to the themes surveyed and according to the theory studied, to conclude that it is necessary to apply more specifically the aspects of covisibility, the scheduled renovation of the materials used in the construction of the urban space, the promotion of education policies for the urban population on the proper maintenance of green and hard areas, the use of energy, the management of rainwater, the treatment of vegetation as a source for the collection of carbon dioxide, and how oxygen production and the incidences of these deficiencies within the dynamics of the populations that inhabit these spaces as families and neighborhoods, to conclude in the aspects that for their constructive quality and social acceptance continue until today.  

The research proposal Contrastive Study of the Evaluative Models of teachers from three public and three private institutions in the city of Tuluá and its relationship with educational quality indices. It had the purpose of identifying the national conceptions on evaluation, established in Law 115 of 1994 and its regulatory acts, in addition to the documentary system of the Ministry of National Education. This identification consistently allowed establishing a roadmap, a must be, against the evaluation guidelines of the PEI and evaluative practices. It also sought to identify the nature established in the PEIs of three public and three private secondary education institutions, in order to verify the consistency between these and the national directives and the differences and similarities between the evaluative guidelines of the public and private sector. Information was obtained that allowed us to clarify why in Tuluá the evaluative results of private institutions exceed (in the Saber 11 tests) public institutions, in addition to whether or not they respond to national policies in this regard.

Knowing, teaching and educating do not mean the same thing. To teach, in addition to knowing, we have to get the student to do things so that he gets to know and act. To educate we have to go one step further, because there are teachings that do not educate: we have to value each medium that we use as educational and adjust it to the characteristics inherent in the meaning of educating. The objective of knowing is to get to know, the objective of teaching is to make that the educatee knows and acts. The objective of educating is to get the educatee to be able to decide and carry out their projects and become an agent, actor and author, of those projects. This article looks for the formation of criteria about the meaning of “education” and the importance of Pedagogy for the construction of educational fields. Knowledge of education makes it possible the creation of educational fields by means of cultural areas. The meaning of education is the conjunction of pedagogical character and sense. The character determines the meaning, the sense gives it quality.

This document reflects critically and purposefully on the need to rethink, with a comprehensive edifying, civilizing mentality, contemporary educational conceptualizations and practices. Emphasis is placed on the particular way in which these educational processes, to the swaying of criteria and indices that leverage socio- economic progress (which takes advantage of and sometimes inspires even delirium of techno- scientific progress, and which has been coined under the euphemism “human development”) are increasingly distancing themselves from the original and more meaningful principles of education and pedagogy. It is not possible to educate under criteria of human progress and existentially involutives, such as those imposed by capitalist modernity. We educate for a humanized social development that contributes substantially to the evolution of human and planetary life. In order to contribute to the clarification of the language related to the action of education, it is proposed to re-definitive meanings of concepts such as pedagogy, education, human development, life, humanization, humanization of education, teaching by educating, edifying understanding, ethical understanding, among others.