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

This article aims to generate a general approach to historiographical issues, around education in Chile, starting from the period of independence, then the dictatorship, giving way to the agreement as a time of implementation of changes proposed by the military, presenting important modifications until 2005, and finally the most outstanding achievements after 2005 in articulation with the agreements established by UNESCO 2000, thus generating an approach to education and the elements that have preceded it.

In this paper, a tour of knowledge is made, how it is generated and how it can continue to change and enrich itself, it is a process in continuous transformation, so it is necessary to talk about the complexity of this entire cognitive system. Knowledge is something that should serve to improve society, the good of all, but it is so complex to understand everything, it is necessary to look at it from different views, so the importance of observing it from various disciplines, that help and contribute to increase the knowledge for the benefit of humanity; This is how interdisciplinarity is born, in order to objectively see the problems and be able to provide effective solutions to the difficulties that arise. Transdisciplinarity also arises, which: “is a specific form of interdisciplinarity in which, the boundaries between and beyond the disciplines are transcended and knowledge and perspectives from different scientific disciplines, as well as non-scientific sources are integrated” (University of Southampton, 2005). Cited by (Henao C., 2017). At the end of the essay an analysis is made of why universities should look for their own teaching - learning models based on interdisciplinary groups that lead to transdisciplinarity in education. As Sánchez J.R. (2019) "Today, transdisciplinarity is seen as an alternative that seems to move towards a true integration of human knowledge."

This study shows how particular cultural knowledge is portrayed by Ninth grades at a public school in Floresta (Boyacá-Colombia) when developing a content-based instruction in EFL classes. The inquiry is a case study that aims to understand and describe participants’ culture following the qualitative research paradigm. Eighty students are the participants in the pedagogical intervention, in the English subject matter, but only five of them are the participants and data informers of the study because of a regularity parameter during the pedagogical intervention. The data were collected through participants’ journals and in-depth interview, the last one to analyze in-depth journals’ emerging themes. The pedagogical intervention consisted in the design of a curricular unit addressing the local culture artifacts as mediators to improve foreign language-learning skills. As a result of the data analysis process and interpretation of the participants’ voices two categories emerged (the first one, Knowing and understanding my culture and the second is My Cultural Heritage as Component of my Identity) that give account of the research question. The results show a participants’ positioning in front of being owners of culture and the responsibility to keep their cultural memory.

The scholar coexistence as tool for people to get related in a pacific way, uses strategies as the conflict resolution comunication, where respect as a sourse of action, allows the acceptance of the this article is to present a model of the restaurative justice process applied to the school, where the punitive vision is overcome to give space to the restaurative vision, wich enhances responsability, ethics, values an promotes the pacific coexistence. The scholar coexistence involves the filfillment of rules set by the group, the cordial treatment as a way to foment friendships, and the participation inside the group to discover the talents that each member can contribute to the personal and social development of whole educational institution. This process requieres actions wich allows, not only the conciliation on conlict moments, but repair the damages in case of transgressions, and propitiate the neccesary reflexion so these facts doesn´t repeat. To get this done, the incorporation of the restaurative justice in the school establishes an element which can give rules for students, teaches, executives, relatives, comunity members and so for the scholar coexistence committee and the municipal coexistence committee. This rules include the procesal guide of each fact, situations assesment, the responsabilities admission,  arbitrarion as an structured space and guided to assist the involved ones, facts socialiation, restitution of the caused damage, agreements supervision, and reconciliation with the other, so that a relationship can be stablished without grudges.

The management of the quality in the electrical distribution of the Zulia state is analyzed, specifically in the residential and industrial electrical distribution process. The research is descriptive, with field design, transectional and non-experimental. The population was determined by the department of electrical distribution in the municipalities of the Eastern Coast of the Lake of the Electricity Corporation of Venezuela (CORPOELEC); The key informants were: department managers, department coordinators and area managers. A census was conducted for the population. A data collection instrument was designed which contains the questions related to the study variable, dimensions and indicators. This instrument was validated by five experts and subjected to reliability through the Cronbach's Alpha method, resulting in 0.968. Descriptive statistics was used, presenting the results in frequency tables, for which the SPSS program was used. The research was supported theoretically by authors such as: Gutiérrez (2010), Cantú (2006), Camisón y col (2007), Cuatrecasas (2010), among others. Among the results are: the process dimension of the quality management system, gave an average of 4.01, obtaining an adequate value and as for the principles of quality management, the average obtained was 3.83, being rated as adequate . In conclusion, it can be said that both the processes and the principles are well developed in the electric distribution of the Zulia state.

The aim of this essay is to investigate the most relevant characteristics of the main contemporary curricular tendencies, as well as to look at the role that the teacher must play in each of them, so that they can contribute in an effective way to improve the quality of Education. It begins explaining the complexity that underlies from the same moment that it is tried to define what is the education of quality, later three questions are posed: What are the contemporary curricular tendencies? what are their characteristics? And what role does the teacher play within them? After the documentary review and in response to the first question are cited among others (1) curricular flexibility, (2) the focus by competencies, (3) the project approach, (4) the incorporation of manifestations of the hidden curriculum to the curriculum in action, and (5) the inclusion of information and communication technologies (ICT) and the definitions, characteristics and criticisms of each of them are detailed below. It is emphasized that the studied trends can be complemented, since they have common points such as the need to contextualize and the call made to teachers to abandon the traditional teaching paradigms and the comfort zone.

The current paper, is an analysis of the action research method in relation to its contributions to the area of education.  It starts with the problematization of the educational practice done by teachers, as a fundamental principle to develop an educational process in context; that is, coherent and inclusive.  In the same way, the dissertation ends by describing the advantages action research has, to improve the educational practice. Thus, the relevance of this method when training children and young people with the necessary skills to perform in the 21st century society, which is in constant change.