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

The current crisis of values experienced by society has led to the study of social responsibility as a testimonial method for character education. This research aims to analyze the perception that teachers and non-teachers have of the social responsibility policies implemented by an educational institution in Chile. To do so, the questionnaire was addressed to employees of a secondary school in the Ñuble region. Finally, positive and negative gaps were found between the two subgroups, and showed that the teachers look favorably on actions linked to citizenship and participation.

This study researches the relationship between bullying in schools and empathy and prosocial behavior among children and adolescents. Participants: 278 students (162 girls and 116 boys), between the ages of 10 and 15, who attend public schools in the province of Mendoza, Argentina. Method: the existence of bullying, prosocial behavior and empathy was assessed through multidimensional questionnaires and the groups were compared in accordance with their participation in bullying. The results showed that those who abuse their schoolmates had low scores in emotional regulation and perspective-taking. When empathy and prosocial behavior were compared, differences were found among male assailants, who showed low levels. The prosocial interventions of the bystanders exhibited emotional self-regulation, affective response and revaluation of the other party.

From the philosophical perspective of education, this article aims to stress the educational ideals of the Mexican indigenous tradition, showing how its emphasis on character education has persisted in speeches and special mnemonic technologies, and to show that the educational ideals of training for fulfi llment are part of human nature itself. Thus, both the ancient idea of the "heart face" of the ancient Mexicans, preserved during the colonial period, and the current concept of the "good life" of the Tzeltal people of Chiapas, conceptualize the integrity of character education and may coincide with the Greek classic ideals which we know from the contributions of Plato and Aristotle in defense of prudential practical knowledge and the virtuous life.

The Catholic Church estimates that nine million children were enrolled in K12 Catholic schools in Latin America and the Caribbean in 2016. How has the number of students in Catholic schools evolved over the last two decades? In which countries is enrollment larger, whether in absolute terms or in terms of market share? Are Catholic schools performing better than other schools once controls are introduced for the students that enroll in Catholic schools? Finally, what can be learned from the practices of well-performing schools such as those managed by the Fe y Alegría network? To answer these questions, this paper provides trends in enrollment in Catholic schools in the region, estimates their market share, and discusses lessons from the literature with a focus on Fe y Alegría schools.

Multiple research works conclude that values education is essential for any effective teaching, helps to improve students´ learning and their socioemotional well-being. The objective of this work is to fi nd evidence of the relationship between values education and school effectiveness in elementary schools in the Basque Country. In addition, it will identify the habits and values of elementary school students enrolled in those effective schools with a higher mean score than could be expected once the effects of contextual variables have been monitored by linear hierarchical models, and will pinpoint good practices in the area. A questionnaire was distributed among 391 students (51.9% boys and 48.1% girls) and semistructured interviews were carried out with management teams from three of the schools. The results confi rm that students assess their learning of habits and values positively, but signifi cant differences were found depending on the gender of the participants. Cooperative learning is the strategy most commonly used to teach values in the classrooms. This study offers pedagogical consequences stemming from the different perceptions of habits and values, as well as from a stereotypical performance of the genders.

With the aim of testing a theoretical model with contributions on the study of the precedents and consequences of character, analysis was carried out of the relationship between school climate, character (resilience and moral identity), and bullying behavior (harassment and victimization). The sample was made up of 581 students (281 boys and 298 girls), aged between 11 and 15 (M =12.43, DT =.89). The results showed how the different dimensions of the school climate predicted resilience and moral identity, and these, in turn, predicted bullying behavior. These findings suggest the need to create educational environments which favor the positive development of character as a strategy preventing negative consequences in the educational environment .

In the current global context there are educational proposals which have arisen due to transnational phenomena. This is the case of character education, which received a clear boost in the US in the 1990s and soon transcended the US borders. In this paper we propose the need to assess the social, economic and cultural conditions of the specifi c local framework in order to determine the content of an adequate character education program. We consider this in the case of Paraguay, where the educational indicators, the lifestyle of young people or the great cultural diversity determine any proposal of intervention.