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

This research was carried out in the department of Córdoba-Colombia. It was sought to identify which are the pedagogical elements of the educational curriculum in the rural area of ​​Cordoba, Colombia, which could contribute to the construction of a culture focused on peace from the education that is taught. The municipality of Tierralta was taken as a case study, given its strategic location in the country's conflict zone during the armed conflict that hit several municipalities in Colombia, including Tierralta. The rural area of ​​Tierralta was affected by violence, today, after the peace process, in the post-conflict, education must repair or, at least contribute to the healing of the consequences of violence in the contexts of educational institutions. For this, it is necessary that the curriculum contain pedagogical elements that help this process. It was found through a group interview, a semi-structured interview with the managers of Tierralta-rural zone, a case study and a documentary analysis, that there are not enough elements in the curriculum for this purpose, and that first of all it has been Added a host of concepts and thematic contents that only serve as history but do not permeate the social fabric of educational institutions. A non-thematic transversal axis is proposed to help the curriculum of the rural area of ​​Tierralta to build a culture of peace in the post-conflict from the education that is imparted.

The present essay was carried out with the objective of proposing political intervention approaches from the branches of public power for the comprehensive overcoming of poverty in Latin America. For this, the qualitative methodology was used, with a document analysis technique, through the bibliographic review of scientific databases, such as Dialnet, Scielo, Redalyc, Researchgate and Google Scholar, after entering the following expressions in their search engines: as overcoming poverty in Latin America, political intervention to poverty and causes of poverty in Latin America. As quality criteria, the following were taken into account: seniority (articles not older than ten years since their publication), relevance of the content and relevance (credibility and transferability), by the number of citations from other authors. As a result, the proposed political intervention approaches consist of the political unification of the Latin American countries and the definition of a Regional Economic System, with adjustments to the functions of the branches of public power. Thus, in the legislative power, the appointment by meritocracy and democracy of the leaders is proposed. In the executive branch, strategies are proposed in each ministry that structures it, according to its function. Finally, in the judiciary, in the face of crimes, in addition to deprivation of liberty, training and community service measures are proposed. In conclusion, from a critical point of view, although the previous proposals are necessary, they are not enough; additionally, its actors must be motivated by principles of honesty and professional ethics.

This research focuses on describing teachers’ conceptions of the teaching and learning of modern mathematics. More specifically, it looks at teachers’ training in mathematics, as well as their knowledge of the different areas they are expected to teach according to the math program of the Ministry of Education. Based on analysis performed on diagnostic data, a proposal of professional development for math teachers working in grades first through sixth was presented. Implementation of this proposal was conducted in several schools in the Betania area in the district of Panama. Eight math teachers participated in a qualitative study that used the hermeneutic interpretation approach. Data was collected by means of interviews, observations and document analysis. The results of the study show that teachers’ knowledge of mathematics is limited to basic natural number operations. This may be due to teachers’ prevalent view of classical mathematics and their academic background in education school. Teachers used a limited repertoire of strategies and techniques to teach modern mathematics. This is partly due to teachers’ own education as well as the content of the revised national curriculum of mathematics which is not fully mastered by teachers working in primary schools. As a result of this diagnostics, a professional development program which focuses on modern mathematics as it appears in the Ministry of Education’s new curriculum aimed at elementary school math teachers was designed, implemented and evaluated.

The objective of this document is to present an approach to the concept of research, defined fundamentally as a "set of systematic, critical and empirical processes that are applied to the study of a phenomenon or problem, with the result or objective of expanding their knowledge" (Hernández & Mendoza, 2018), meaning that starting from a problem we can find a solution to it under an approximate study of the phenomenon, from different epistemic models and make a tour of the research methods of each model, as integral elements of life of the human being and that leads him to constantly question himself. This seeks an explanation or solution to the phenomena and problems that occur daily, trying to improve the surrounding environment, style, rhythms and quality of life of the human being from clear conceptual horizons, which contribute in a holistic and integral way in the building a better and prosperous future. Achieving this, expanding the frontiers of knowledge with methodical and analytical processes increasingly articulated and reasonable with the objectives applied to various studies of multiple events in the various fields of knowledge, which is taken from the position of several authors giving validity and consistency intellectual to the described approaches.

In all Educational Institutions, the directive, academic, administrative and community management falls directly on the team of Teaching Directors, as rectors or coordinators. Given this great responsibility, it is necessary to design a Resilient Management Proposal that facilitates effectiveness and efficiency in their work performance. This article reports on the progress made in the research, originated within the framework of the Doctoral Program at the Metropolitan University of Science and Technology, UMECIT, entitled "Resilient teaching managers, a proposal to face the educational reality within educational institutions officials from the municipality of Bucaramanga, Colombia”. In order to account for the ongoing research, the guiding objectives of the research are first addressed. The theoretical foundation on managerial management models at the international, regional and local levels is briefly presented and resilience as the articulating axis of functional and behavioral competences. Next, the selected methodology to direct the research process is exposed. Then the main results obtained will be considered with their corresponding discussion and interpretation based on the specific objectives. Finally the final conclusions to take into account in structuring the final product of the investigation.

Technology is changing the methods used by entrepreneurs to manage their human resources. Many employers have already started to dismiss the completely human exercise of their managerial prerogatives, totally or partially delegating them to more or less smart machines. Data collected through workforce analytics practices are the fuel to fill the tank of algorithmic management tools, which are capable of taking automated decisions affecting the workforce. Notwithstanding the advantages in terms of increased labour productivity, recurring to technology is not always risk-free. It has already happened, also in the HR management context, that algorithms have revealed themselves as biased decision-makers. This problem has often been exacerbated by the lack of transparency characterising most part of automated decision-making processes. This is also the reason why it has been underlined how workforce analytics and algorithmic management practices may implicate an augmentation of managerial prerogatives unheard in the past. It has also been stressed, above all when looking at the international debate on this topic, that this should entail an update of, or even implicate the need of rethinking more generally, employment laws that, as they are today, may be inadequate to address the issues posed by the technological revolution. The aim of this paper is thus to understand whether Italian employment laws are equipped with regulatory antibodies capable of preventing improper abuses of employers’ managerial prerogatives potentially arising from the increasing recourse to algorithmic management practices. More specifically, this article tries to demonstrate how the rules relating to burden of proof and the ones granting employment judges with broad powers to obtain evidence, above all if combined with information and access rights provided by the GDPR, can alleviate the issues of both lack of decision-making transparency and improper abuses of employers’ managerial prerogatives connected to the always more massive use of algorithmic management practices. Lastly, this paper points out how there are many arguments to claim for a more robust exercise of the powers of employment judges to obtain evidence, driven and at the same time limited by the criterion of the proximity to the source of evidence. This would facilitate the quest for the material truth hidden behind the algorithm, thus making Italian employment laws even better equipped to face the challenges posed by the technological revolution.

This article focused on theoretically analyzing the quantitative, qualitative paradigm, approaches and research methods. Theoretically it was based on Sandín (2003), Buendía, Colás and Hernández (1998), Padrón (1998), Capocasale (2015), Husserl (1962), Strauss and Corbin (2002), among others. The documentary-type design, whose source of information were texts, articles and digital materials, which generated the findings of the investigation referring to the definition of paradigm as model, system of conviction, beliefs of the researcher related to the ontological, axiological position, epistemological and methodological, differentiating the quantitative, positivist paradigm from the qualitative, interpretive paradigm; Likewise, the epistemological approaches associated with the paradigms were identified following what was expressed by Padrón (1998) and Capocasale (2015), finally the phenomenological-hermeneutic method was characterized, and the grounded theory as methods oriented to understanding and interpretation. It is concluded that the approaches are associated with the paradigms, with their respective methods and methodologies.