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

Learning based on the 5 knowledge declared in UNESCO plays a very important role in the curricular design of the Ecuadorian educational system. Consequently, the objective of this research is to analyze the understanding of the 5 fundamental components for the teaching and learning process that must be taken into account when addressing the competences and skills with performance criteria as the purpose of highlighting their importance in design curriculum of Ecuador. The present work was carried out with a documentary analytical approach, taking as bibliographic references of several authors. To give continuity to the methodological scheme of this research, a search was carried out for the factors that influence the integral development of the Ecuadorian curriculum, where proposals from international organizations such as UNESCO, OECD, CRES, among others, are reflected. This process was based on the phenomenological research design that began to identify the research problem that allowed to develop the analysis of the factors that affect the curriculum. Keywords: Knowledge; general skills; UNESCO; performance; resume.

The relationship between higher education institutions (HEIs) and civil society organizations (CSOs), and their specific focus on urban-marginal and rural communities, seeks to promote a transformational future for the society in Ecuador. Besides generating knowledge, HEIs are responsible for transferring such knowledge to society. For this reason, this article seeks to offer a proposal for the management of community outreach work based on an exploratory research method used in the projects, proposals and community outreach models of HEIs in Ecuador and internationally. We seek to answer the question of how to articulate the substantive functions of higher education in order to acknowledge the significant weight that community outreach has in academic work. The outcomes of this research are: a) a design of articulation of research, teaching and community outreach; b) a management system to connect HEIs-CSOs; and c) a meeting platform between IES and CSOs. This will open the way for continuing to research and empirically validate the instruments

This article presents a teaching innovation experience developed in the first year of a Social Education Degree at a public university in Spain, using a service-learning methodology. The experience involves two disciplines from this degree program working collaboratively and the results show students’ perceptions on the personal and professional skills they acquired. The proposal is based not only on the notion of SL as a tool for the construction of committed and active citizenship, but from the consideration of SL as a methodology able to produce authentic learning, which involves transformations that go much further than cognitive changes and affect students’ own personal construction. We have used two sets of students’ narratives: a questionnaire about their learning perceptions and another on their reflections throughout the experience. The data shows that students more emphatically refer to personal learning, followed by curricular-professional learning and finally learning about the reality. We also found that evaluation of the experience was mainly positive, pointing especially to the idea of learning by doing. We conclude that the methodology used generates in the students personal and social conceptions that go beyond what is achieved with traditional methodologies, showing that SL can be considered as an optimal teaching methodology to generate motivation for learning and commitment in future professionals.

Innovation is undoubtedly one of the key factors in assessing the best contemporary pedagogical outcomes. Our paper approaches the notion of virtual learning-service as an innovative modality that allows the inclusion and development of this methodology in distance or virtual educational environments. Specifically, we seek to provide a definition based on experience that also serves to identify elements and practices that allow others to start in this particular modality of service-learning. Therefore, we try to reflect on what elements and related practices help to define the development of this type of project. We believe that this reflexive approach would allow us to conceptualize the experience in a specific project of virtual learning-service and identify the key elements that would allow for replication in other contexts.

Solidarity Service Learning is an educational innovation proposal that optimizes teaching-learning processes, which has acquired great academic relevance and wide dissemination in the international scene. However, these practices are not yet common in the area of developments that focus on the musical field and especially on non-formal educational processes. Based on a review of the institutional documents of the Orchestra School of Chascomús, a visit to its different projects and interviews with various agents involved in the establishment and development of this school, this paper attempts to establish a baseline in order to both promote the institutionalization of their practices and to implement a model for the future evaluation of the socio-educational impact that this project has for the community, its students and the school.

Teacher training should be practical and applied, so that teachers learn how they should apply different educational techniques in their classes, as is the case with service-learning. If, however, training takes place online, some difficulties may arise in the promotion of service-learning, such as, for example, teachers not valuing service-learning enough or not knowing how to implement it in their teaching. For this reason, it is important to study and properly plan online training experiences for teachers. Therefore, the objective of this study is to improve the promotion of service-learning among future teachers in order to extend its use to more classrooms. For this purpose, the opinion of teachers in training was evaluated, after they took part in a brief experience that showed them the most important aspects in a training of this type, with a view to its subsequent improvement. The results show that teachers value the practical part of the training as the most positive aspect for understanding the benefits of this technique; however, they give a low rating to the development of certain skills and the materials available to apply service-learning. These results will help us reflect on the aspects that an online training in service-learning should focus on in the future.

Secondary school students are not immune to the proliferation of discriminatory ideologies that promote violence against others on the basis of exclusionary and aggressive nationalism. Schools must promote attitudes based on justice and solidarity, without avoiding criticism of the existing reality. Service-learning projects make it possible for students to learn about situations other than those they have experienced and, at the same time, increase commitment and experience the satisfaction of working for the collective good. Based on these premises, over the past three years La Foia d'Elx High School has developed the project Western Sahara, which through teaching and learning activities, talks, cultural activities and solidarity initiatives, has sought to promote critical attitudes and increased commitment to the Saharan people among the whole educational community.

This paper presents the Way of the Future project, a six-step game carried out by the Brazilian NGO Movimento Futuro which aimed to bring together the realities of two schools in Brazil, making it possible for students who would otherwise never be able to meet to do solidarity learning projects together

RiDAS, 9, complete issue