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

The article presents the partial result of a documentary research that takes contributions from the Project of Dissemination of the Geography program and accompaniment to schools 2016-2022 – Diagnosis and proposal of training in Geography for basic and middle education of the Universidad Externado de Colombia and the Cycle Innovation of the Bachelor's Degree in Basic Education with Emphasis in Social Sciences of the Universidad Distrital Francisco José de Caldas (Bogotá, Colombia), within the framework of the research line Geographical education, teacher and citizen training. The relationship between education and geography is addressed to build a particular state of knowledge in the research of the category of geographical education, with the intention of identifying conceptual, pedagogical and methodological developments on the spatial literacy of schoolchildren or citizens and presenting the analytical axes recognized from the documentary research carried out. In addition, this process links a training exercise of entry for new members to the hotbed of research Training and Geographical Education Itinerant, with a work designed by it called The Accompaniment Scheme one by one, characterized by a tutorial exercise focused by the base members of the seedbed, in which in addition to contributing their experiences and knowledge, they learn to guide a process and produce knowledge in this case about the relationship between geography and education. The above-mentioned activity is assumed as an important part in strengthening the skills pedagogical of future teachers in social sciences. Furthermore, the article presents some of the trends identified at the theoretical and procedural level on current discussions against geographical education, using as a methodology the strategy of bibliographic informational mapping with the elaboration of summary and content matrices for the registration and theorization of the sources consulted. Likewise, these results allow to establish similarities and differences in the review carried out in the two projects; recognize what has been said in the face of the category of geographical education and reflect on the experience of the process lived as teachers in training, subjects and citizens.

At current time, innovation in teaching practice is a relevant issue in higher education institutions to strengthen teaching skills and professional practice as well as to achieve notable improvements in teaching and learning processes, which are materialized in teaching experiences through educational and innovative projects in public universities and Normal schools. This is the case of the Communities Network for the Renewal of Teaching-Learning in Higher Education, called  RECREA project in spanish. This paper analyzes the innovation experiences in the teaching practice of the Autonomous University of the Hidalgo State in the RECREA project during the training processes and the instructional designs that were derived from it, as well as the implementation of the experience in classrooms during 2018, which was the first year of the project operation. The methodology to analyze these experiences was based on action research because with it teachers can improve their practices from action-reflection. Therefore, participation and collaboration play an important role in innovation processes. With the description of the training stages during the RECREA project, it was possible to get relevant information in order to analyze the improvement processes, as well to identify opportunities to modify these teaching practices. The results show that there was a substantial improvement in teaching practices and in student learning. It also motivated the design of more creative and less fragmented strategies as it was a customary practice. So, like any improvement process, reflection-action made it possible for teachers to rethink their teaching practices and generate knowledge as a result of their educational experiences.

The development of research in the field of biology not only pertains to the knowledge of the function of life or its application in food production, health, or the sustainable management of natural resources. In parallel, another lesser known type of knowledge has been developed that has the purpose of generating reliable information about the different stages, the actors involved, the institutions and the analysis of the practices that are developed in education institutions where biologists are formed. This study summits a state of knowledge that arises from a bibliographic review of products of investigations on education regarding the formation of biologists in the higher educational levels in Mexico, from its origins in the past century until our current times.  The study was oriented into recognizing the diversity of topics, interests, approaches, and space-time tendencies, in addition to the disciplinary formation and theoretical leanings of its authors. These elements were established as a strategy to comprehend and to serve for an empirical analysis that would allow us to delimit analytical stages that defined the organization of the results. From the building of this state of knowledge, a general panorama is exposed of the topics and methodological approaches in the research on the subject, and it puts in evidence from its analysis, a process of profound change through time, from which can be seen the transit from research that is merely descriptive to more complex problems that allows us to distinguish and delimit different themes and stages. The process of transformation and diversification of the research that are shown in this research, show the possibility of recognizing a new field of study that confronts new challenges for the new millennium and contributes the first state of knowledge in this topic.

This educational research work systematizes the process of conformation of the Digital Collection of History School Notebooks (CESHIS), specialized in Mexican History and Universal History, coordinated by a team of teachers and researchers from the National Pedagogical University. This article describes the search, digitization and analysis phases of a cohort of notebooks on the History of Mexico and Universal History as a result of the comprehensive reform of basic education (2011-2016). The methodological design of the CESHIS collection and the content of the specialized database are presented. The results of this research on school productions invites students of written culture to generate a new look at school, its children's productions and writing practices in the teaching of history.

In this article, epistemic, theoretical and empirical references are intertwined that allow us to understand the subjective construction of high school adolescents-young people from a position based on post-abyssal thinking and the configurationist perspective, both proposals lead to rethinking the juvenile subject as the protagonist of their own subjective constitution. In this sense, I assume to the investigation as a social construct that implies an interrelation between the researcher and those investigated in a horizon of equality, reciprocity and otherness; considering to singular subject, historical, with experience and in constant formation, in a constant reconfiguration of his own subjectivity. That made it possible for me to rethink high school as a social scenario inhabited by adolescents-young people whose voices give an account of their subjective constitution, as their experiences are not only reduced to socializing processes in an instituted space, but they go beyond those routes by tensing and give meaning to school as a scenario of action by disrupting their vulnerability and mobilizing them to an appropriation to which they passionately cling to feel alive; under conditions of inequality and violence, they are exposed to experiences that makes them vibrate and know about affections or effects, adolescents-young people in this investigation are considered as open, sensitive subjects, with the impetus to venture to live, suffer and be.

El propósito del presente artículo es la incorporación de las valiosas contribuciones de Dorothy Lee, Paulo Freire y otros autores al debate actual sobre el aprendizaje activo. Al respecto, prestamos algunas ideas a partir de la tradición humanista en la antropología cultural de Dorothy Lee: sobre la valorización del yo, el aprendizaje de otras culturas, la comunidad como anclaje de nuestra identidad y la importancia de valores culturales tales como libertad y autonomía para el proceso de enseñanza /aprendizaje. También se extraen algunas contribuciones clave de Paulo Freire en cuanto a la educación transformadora y su relación con los movimientos sociales, la intervención espacio-temporal, la “concientización”, el pensamiento crítico, la esperanza, la educación ciudadana, así como el empoderamiento que resulta de la acción cultural y la transformación social. Estos valores fueron incorporados en un primer acercamiento al aprendizaje activo. El autor argumenta que las ideas de Dorothy Lee y de Paulo Freire desafían el paso del tiempo y siguen iluminando el quehacer en los campos del aprendizaje activo, antropología humanista, educación ciudadana, diálogo intercultural y la investigación-acción participativa. El legado de Dorothy Lee y de Paulo Freire es considerado como una contribución valiosa a los recursos pedagógicos y de investigación para contrarrestar las amenazas que nublan el horizonte de la democracia del siglo XXI.   Palabras clave: guerra cultural, libertad, yo, autonomía, aprendizaje activo, democracia, educación ciudadana, diálogo intercultural.  

Teachers belonging to the Upper Secondary School (NMS) of the Autonomous University of the State of Mexico (UAEMex) are joining forces to re-signify research at this educational level. To this end, different actions have been taken to achieve this. The Network of Academic Bodies in Educational Research of the UAEMex (REDIE) is led by Dr. Fernando Carreto Bernal who, since its foundation, has considered the integration of academic bodies with teachers interested in educational research at the Upper Secondary Level.  

The memes are communicational products that proliferate in social networks and are received by thousands of people, they are identified by their entertaining content and with innocent content, however, these devices have a lot of reception when there is a political event as in this case the Referendum 2018 in Ecuador. This research paper tries to identify how the memes help the construction of new political imaginary and how they visualize imaginary that are established in Ecuadorian society, will also focus on identifying what are the social imaginary built and visualized in two of the most visited pages in Ecuador that are Crudo Ecuador and Soy Revolución, from a specific political issue that is the Referendum 2018.

This research work focused on reflecting how Storytelling constitutes a strategy that drives the transition from a unidirectional communication model to a multidirectional one, as well as the scope it has to promote the configuration of an open, flexible education model. Interactive, in order to obtain the research results, a review of the state of the art in study areas such as Storytelling, dialogic and multidirectional communication and the application of Storytelling in the educational field was carried out. The methodological treatment used the search for primary and bibliographic sources from high-impact repositories. The foregoing allowed us to conclude that the use of Storytelling based on non-artefactual communicational and pedagogical considerations favors the consolidation of open, dialogic and multidirectional communication and education schemes.

In the world, journalism and communication entrepreneurships have been innovating in the face of digital era. Also known as startups, these entrepreneurships reveal in general the wish to start a project, to innovate, to renew. In this article, we reflect one of the concepts that describe the entrepreneurships scenario, such as digital appropriation and mutations of work dynamics; likewise, we explore the experience of two  projects: the portal of narrative journalism La Barra Espaciadora and the communication agency Orion. When studying them, we have observed common characteristics as well as specific particularities, which together reveal changes in both journalism and communication in the digital era.