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

The academic achievement has been the subject of countless investigations in the educational field, given its complexity and ways of interpreting its dynamics in the student body. Therefore, each educational institution has the responsibility to recognize the needs and expectations of the educational community and its environments, in such a way that a contextualized education is offered. And because of this the general objective of this research is oriented towards the analysis of the incidence of sociocultural factors of high school students, campus A and campus K of the Cirales Educational Institution in the self-regulation of learning and academic performance. In the methodological design, the qualitative-descriptive approach was made and supported by collection instruments called focal group, semi-structured interview and documentary analysis, to be applied in a sample of 16 students, three teachers and principal, belonging to campus A and campus K. The analysis and discussion of the results was carried out from the description and comparison of the reference framework with the findings in the sampled sites. Finally, the conclusions corresponding to the achievement of the main and specific objectives were defined. In that order of ideas, it was determined that the aspects that influence the self-regulation of learning and academic performance comes from the presence of dysfunctional homes, lack of school transportation, existence of dating in pre-adolescence, inappropriate use of cell phones, influence towards the usenes of psychoactive substances and deficiencies in teacher and student mediation.

This review study seeks to investigate research on the use of didactic strategies that allow the development of environmental competences from the Social Cognitive Theory, in addition, it is desired to characterize such strategies as well as the didactic resources used to develop them. Through the methodology of Systematic Mapping, a search study was carried out in different databases and using search chains related to the main categories of the research topic, 80 works were recovered corresponding to 100%, of which 5 were relevant, corresponding to 7.25%, attending to the inclusion and exclusion criteria, which show results where a research gap is evident between the documents found and the relevant documents.  In the same way, there are a significant number of documents that deal with one category or another, but do not combine the search chains. It is concluded that with this mapping methodology it was possible to have an ordered presentation of a panoramic vision of the scientific production of the topic in research in high impact journals, offering the interested reader a synthesis of the main production at a global level.  

This article aims to make an outline of the need and the courageous knowledge and training that students of Basic Secondary Education have to consolidate in relation to Human Rights. A systematic review of the literature is carried out, in order to the object of study, assessing the prevailing theoretical foundation but also the task of courage on the part of the teachers that surely it is necessary to achieve that it transcends the classrooms and that together with his students he can strengthen the foundations of a solid human formation and human rights; May each student be a light for her family, community and society like the sun. Human Rights Education must be strengthened so that each student can overcome illiteracy and be consistent as a human being.   The rigorous study of the literature that exists in all its dimensions about Human Rights is necessary and consequent for the theoretical and conceptual foundation but also for the cultivation of humanity and consciousness about the knowledge and application in situ of each and every one of Human Rights, the basis for a fraternal human society that without any distinction of race, color, religious creed, ideology or any particularity; each human individual achieves to be considered with respect and dignity. Being the educational scenario a possibility to know and strengthen the bases of theory and practice of Human Rights to transform in a unity a society that requires it, from each student they are impacted with their presence in the family and society as one more being human among humans and a farmer of peace and life. 

The research was carried out with physics I students from universities in the North Department of Santander-Colombia. Its objective was to establish the relationship between teachers' lesson planning and students' perceptions in synchronous environments.  Four instruments measured the students' perception of the pedagogical practice of physics teachers. The research followed a quantitative correlational approach.  Research results show that, students' perception of lesson planning does not keep a close association with teachers' consideration, streaming encounters show association with perception of focus, and learning outcomes. A high correlation is established between the implementation of considerations contemplated in the dialogic-critical approach and by competencies, on the part of a high percentage of teachers. The contribution of the actions carried out by the teachers to enhance the development of students' variational thinking through academic and pedagogical work, has a high relationship between what the teacher does and the learning results obtained by the students.  

The present research was carried out in an Educational Institution in the city of Medellín under the action-research project with a qualitative approach, which is established as a general objective to analyze the Primary Basic curriculum and its impact on pedagogical practices, to demonstrate how these practices contribute to an inclusive education, other objectives are also contemplated in this research and are aimed at characterizing the pedagogical practices of teachers and the perception of students regarding them. Instruments such as a documentary review, interviews and background information of a diverse sample of students and teachers were used for data collection. Among the results, it is important to highlight that a large part of the children surveyed have experienced discrimination in the school context, faced various types of exclusion either due to physical aspects, nationality, skin color, socioeconomic condition and personality characteristics, it was also evidenced that inclusion practices are transversal in the contexts in which children live. As conclusion, it is proposed that transformation for inclusive education is a process of planning, execution and self-evaluation, which makes it possible to identify the pedagogical practices that best adapt to the needs of children.

This article is the result of the project entitled: Research at Uceva's Bachelor of Arts in Foreign Languages: A Prospective and Retrospective Look at the Process (Phase 1), which aimed to synthesize research in foreign languages ​​at an international level between 2010 - 2019 through a state-of-the-art. Using a qualitative approach and a documentary review from queries made to databases such as Dimensions and VOS Viewer, the bibliometric mapping corresponding to the following thematic axes: Language Teaching, Language Learning, Critical thinking, Sociolinguistics, and Translation, was carried out. The result of this research becomes an input for the analysis of the investigative processes within the program. It is concluded that the researches carried out in the thematic axes mentioned at the local level at Unidad Central del Valle del Cauca is consistent with the publications contrasted at the international level.

Pedagogy and Philosophy are two disciplines which have functional autonomy, and both are part of the Pedagogy as a career. To distinguish and value both disciplines, it is necessary to understand each one of them. Something we do wrong, when in our university centers we give the impression that the interests of group or school are put over the epistemological developments of the Pedagogy by means of the political-administrative tricks that can be generated. In this dissertation I am going to argue about these questions from four theses: Due to pragmatic reasons curriculum subjects may mix contents from different substantive disciplines, but pragmatic reasons should not be confused with epistemological reasons, nor should they be violated by those On building of knowledge of education and inside Pedagogy as a career, plurality of theoretical researches in education is a fact: pedagogy and philosophy of education are different. There is a pedagogical mentality and there is a philosophical mentality Scientific disciplines and substantive academic disciplines can generate applied disciplines. There is applied pedagogy and there is philosophy of education, which is applied philosophy Inside the career of pedagogy, Philosophy of Education is necessary, but it is not enough. Knowledge that Philosophy of Education provides is not the knowledge that Pedagogy as a discipline provides.  If this is so, it can be concluded that Philosophy is not Pedagogy and Philosophy of Education is not “the” Philosophy (that is an applied discipline of this), although Philosophy of Education has its own place in Pedagogy career next to the Pedagogy as a discipline and alongside other disciplines which are part of Pedagogy career too.

This reflection article develops two conceptions (economic and socio-critical) of curriculum that underlie current teaching and research practices in the field of education. The former, at the beginning of the last century, responds to economic and technocratic considerations. The latter, to which the authors adhere, answers to social, historical, cultural and political considerations of socio-critical trends, which is making its way since the 1970s in an attempt to humanize the school as an institution, and transcend an economistic approach to education widespread in the globalized society of today. The positions argued about these two opposing curricular views are taken from our position of language teachers, from how we understand the socio-critical vision of curriculum in our academic field (bilingualism and bilingual education) and how this approach permeates our job.

One of the purposes of the Boletín Redipe Magazine is, in addition to socializing processes and results of inquiries and research within the framework of various areas of knowledge and educational and general knowledge, is to share reflections on education and pedagogy themselves, to inquire about to the objects of study and the core principles and more senses of these two disciplines and other related ones, and to present confusion, intentions, errors, disorientations and bad practices.

This project seeks to analyze the relationship of working memory with verbal learning skills in fourth grade primary school students of the Moderna educational institution in the municipality of Tuluá, using tools such as the Trail Making Test, the Taveci and the Academic Average. A total of 10 quantitative variables were measured, of which 24 significant relationships were obtained for high-performance students and 6 significant relationships for students with low-performance, and a variable that was graphically analyzed was the learning index. In order to achieve the production and understanding of language, the brain performs a series of processes that activate specific areas of memory, since it must go to the storage of concepts whether phonological, morphological, semantic, syntactic or pragmatic to achieve an effective relationship between what is spoken and the intention with which The communication is carried out. Therefore, memory is a vital factor for understanding both oral and written language (Baddeley A. , 1999). In this process, working memory plays an important role, as it refers to the retention and manipulation of information for short periods of time, in which more complex actions such as reasoning and problem solving are carried out, in addition to being in charge of managing behaviors according to emotional stages of the organism, it also makes it possible to carry out operations of coding and processing of information so that it is properly integrated with what is already possessed by the human being, recalling the memories that the long-term memory keeps, allowing the subject to perform specific tasks (Tirapu & Muñoz, 2005). Along this line, the process that plays a crucial roll in the short and long-term memory processes including semantic memory and auditory discrimination is verbal learning, seeing that this one refers to cognitive processes that relatememory and semantic knowledge , since the semantic memory is exercised in the short and long term for the recovery of information. 5 Here they play an important role, phonological awareness, word sound recognition and oral language comprehension, as they are factors involved in verbal learning.