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

This research essay is presented as a contribution of the authors within the framework of the philosophy of science, with the purpose of reflecting on the call of multiple Colombian educational communities to a genuine and decisive scientific revolution in education. The authors describe the research approaches and trends, philosophy and science, of great representatives who made significant theoretical contributions through the socio-critical paradigm in general and later in Latin America. Then, specific contributions to education and educational management are characterized, ending with the positions of an influential proponent in Colombia. The socio-critical paradigm pretends from critical theory, liberation in terms of thought and emancipation of educational actors in the contexts that they experience, through the communicative reason and argumentation of positions that involve the social transformation of their environment through the exchange of intersubjectivities that result in the restructuring of the educational system. From the positions of the socio-critical paradigm exposed, the authors conclude the article, with the chapter that presents these contributions in front of the guide 34 (Guide for the institutional improvement of the self-assessment to the improvement plan, established by the Colombian Ministry of Education) as an input for the realization of continuous improvement processes, adjusted to the institutional reality of educational management in Colombia.

The teaching of writing needs to be in tune with real and contextualized practices that allow the student to have purpose in what he or she writes. Gone are the practices where writing was done without any intention. In this particular case, the purpose of this essay is to offer a teaching methodology for teaching writing academic texts based on Problem-Based Learning (PBL). To achieve this, we resorted to the review of sources on writing, academic writing, PBL and proceeded to design a strategy that links the above mentioned, with the contribution of the contextualization of the issues to be analyzed derived from the Sustainable Development Goals (SDGs) and that can be applied in remote teaching conditions, given the event of isolation by COVID-19. In this sense, it is considered a complete and robust strategy that can be used by other teachers in their classrooms to strengthen the development of genuine writing processes and the production of highly complex texts, which contributes to the appropriation of writing skills, as well as disciplinary and interdisciplinary learning on the part of students.

This article presents an examination of the challenges faced by the educational systems with the return to face-to-face study after two years of studying from home motivated by the COVID-19 pandemic. The review is based on the period from March 2020, corresponding to the beginning of the confinement derived from the COVID-19 pandemic, until the current June 2022, wich is the time in wich this document was prepared. We reviwed 45 articles hosted in Google Scholar, Scopus, Redalyc and Scielo published in English, Spanish and Portuguese whose relationship with the proposed topic was determined with the key expressions: “Post-pandemic education”, “Education after COVID-19”. The choice of the articles that shaped the discussion is base don a data matrix elaborated from the articles reviwed and for its production the fundamental features of the process prior to returning to face-to-face clases were taken into account, such as connectivity, socialization and mental health. The results lead us to think that educational systems, after the worst of the pandemic, have before them the opportunity to review their essential postulates and generate adaptive processes with the potential to produce a revolution in teaching in educational centers. The analysis and review seeks to offer an alternative view of the well-known hopeless discourse that assumes that all eforts to educate remotely during confinement were unsuccessful and that suffering from this crisis leaves us no lesson.

Universities have always been highly relevant to society. These institutions constitute a determining role in the development and economy of every country since they are largely responsible for scientific and technological progress, research development and the training of future competent professionals, who must be capable of facing all the challenges and changing situations of society. The characteristics of leadership, thinking about the responsibility of educational leadership, does not only fall on management and/or the people who run these institutions. Although quality assurance helps institutions to acquire the necessary conditions to improve processes and increase the quality of results, obtain renewals of qualified registrations, etc., the scope of educational leadership cannot be limited by mere certifications or accreditations or sponsored solely by a handful of managers. Thus, all the members of a university community have a significant role in educational leadership. It is necessary to emphasize the role of teachers because these are the people who ultimately have direct and constant contact with students and manage to forge learning communities. The aim of this essay is to demonstrate that university educational leadership must be based on the establishment of a quality culture that advocates the participation of the entire educational community and benefits the personal, labor, social and professional training.

In this era called by some industrial era 4.0 in the 21st century, a series of requirements arise that each individual needs to perform with economic and social solvency in society, one of these most outstanding conditions is to have high-level thinking skills that can be useful and functionally applied in terms of building the society that the 21st century demands. It is therefore logical to understand why thinking skills are a relevant and decisive component in the educational process. What is evident is that in order to give a correct response to the demands of the 21st century, it is necessary and pertinent that knowledge is supported by the capacity for critical thinking, that it is assumed and projected in a creative way, and reaches an association that allows the implementation of information and communication technologies (ICT). It is notorious today that the teaching of chemistry has become a very complex task for teachers. On the one hand, the process of updating educational plans must be continuous in the profession. In such a way that the teacher needs an adequate planning, which includes the use of a language that is easy to understand, for the students, facilitating the process of learning the explained contents, being an essential requirement the active participation of the student in the process as means of guaranteeing the success of the teaching work.

The research is developed with the purpose of analyzing the role of the family in the learning process of the students of third grade of Primary Basic Education of the IE El Siglo of the municipality of Ciénaga de Oro. The previous purpose allowed the configuration of the categories of analysis: Family learning process, Family teaching process, Parents' accompaniment of their children and Parents-teachers interaction, are approached from the postulates of Vidal (2001); Minuchin (1982); Sanchez (1994). Similarly, arguments associated with the family-school relationship are presented from the contributions of Gubbins and Berger (2002); Riviera and Milicic (2006), among others. Methodologically, the research was located in the qualitative research paradigm with a phenomenological type of study, which, from the application of a structured interview and a focus group, as data collection techniques, it was possible to capture the discourse of parents, in relation to what they consider is the accompaniment they should provide to their children in the learning process. The results show a positive characterization of the aforementioned categories, that is, parents recognize that they do provide support to their children and that this influences the formative process continued in the educational institution.

From cultural diversity, integrating aspects of societies and cultures can be recognized and visualized. Colonization has inherited a series of disagreements in relation to the presence of ethnic groups throughout the country, especially a low value to society. The educational institution, through education, could be the right place for boys and girls of the Saraguro ethnic group to share with other cultures and other ways of conceiving the world. The Saraguro are a culture that has remained over time, recognized in Ecuador for its presence and development. This work shows from education, the integration of boys and girls from other cultures, especially from Saraguro and shelters them from a dominant culture. Tolerance, respect and coexistence are necessary to recover spaces in education and in society. The educational experiences collaborate with the views towards the diverse and allow one to re-think the need to coexist in and from the educational spaces towards the plural society such as Ecuador. This experience gives an account from the Saraguro ethnic group, the possibilities and limitations that arise from education and the importance of coexistence. Finally, it is necessary that each culture is recognized in society as an integral part and that, from education, processes are strengthened and work is done for cultural diversity and, on the other hand, society in general must open itself unconditionally to each culture.

The development of the following article aims to relate the importance of forming the inferential reading comprehension competence in students in the rural area of Pitalito Huila, from a pedagogical strategy supported by a Virtual Learning Object (VLO). From this perspective, the conceptual and investigative description of different arguments that highlight the need to transform the teaching practice, by means of innovative resources and tools, which are at the forefront of today's society, is proposed. In this sense, the articulation of new technologies is established as a strategy to guarantee the promotion of interest and motivation towards learning and development of reading comprehension skills, which allow the student to obtain a favorable academic performance that approaches the requirements of the Ministry of National Education (MEN) in Colombia. In addition to this, the importance of the constructivist theory in this educational process is established, since it makes possible the identification of previous knowledge, to take them to the interaction with other knowledge, and thus, create new mental schemes, which contribute to the integral formation of the students

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