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

Background: distance education is attractive to develop teaching activities with increasing application in lifelong education strategies.Objective: to show the opinions of the professors of the “Hermanos Ameijeiras” graduate center on the use of this modality in the development of a course held in 2015-2016.Methods: an observational study was conducted in which theoretical methods were used: analysis-synthesis and induction-deduction, and empirical: the questionnaire survey to explore opinions on general and specific aspects related to the educational, technological and educational process. assessment of its future feasibility. For the data processing, central tendency measures and percentage analysis were used.Results: the majority of respondents had no previous experiences in the virtual environment. The highest averages of points awarded corresponded to the quality of evaluation instruments, fulfillment of objectives, motivation for reflection and quality of learning resources, the least valued were the possibility to debate and exchange, and the time available to carry out the activities, related to the development of the educational teaching process. The main difficulties related to the use of technologies due to connection problems, mostly soluble.Conclusions: teachers' opinions about the realization of this modality of distance education were favorable, so it was considered feasible to be applied in other educational contexts.

There is a problem evidently widespread and observed among professionals related to a basic professional competence: linguistic communication; the authors have investigated the issue and present examples of how lexical and syntactic levels are essentially affected; some substitutes are proposed to avoid lexical impropriety and clichés because they provoke a vitiated, tedious and monotonous atmosphere in the communication as evidence of impoverishment of the vocabulary, which shows a poor linguistic image. It means this other action directed to the reflection and communication improvement of these professionals.

The shifts of debate and reflection are a fundamental link for political-ideological work in medical students; the adequate selection of their subjects and the realization of the debates assuming novel methods, the prominence of the students supported in the search of data from the technologies of the information and the communications constitute a necessity to stimulate the controversy, the capacity of analysis committed and revolutionary critic, knowledge and respect for history, the objective analysis of the main problems and difficulties related to the political and social life of the country and the rest of the world. It is the authors' objective to reflect on some aspects related to the performance of this activity.

Fundamento: la política de inclusión de todos y para el bien de todos, preconizada por José Martí tiene amplia manifestación en el proyecto socialista cubano y es  objetivo sumario en los programas de la Revolución; sin embargo, varios siglos de predominio del heterocentrismo han generado actitudes homofóbicas entre algunas personas.Objetivo: identificar los niveles de homofobia en los estudiantes de Medicina y Enfermería en la Universidad de Ciencias Médicas de Villa Clara.Métodos: se desarrolló una investigación descriptiva, con enfoque cualitativo, entre mayo-junio 2018. Se aplicaron métodos teóricos: analítico-sintético, inductivo-deductivo e histórico-lógico; empíricos: encuesta en forma de cuestionario a estudiantes y matemáticos para los valores absolutos y relativos.Resultados: predominaron bajos niveles de homofobia entre los encuestados, los más homofóbicos resultaron los masculinos de la carrera de Medicina y los menos, las enfermeras; la mayoría de los padres tienen nivel universitario o medio, y conviven en ambientes donde la homofobia es mínima, los alumnos demostraron tener pocos conocimientos acerca del significado de las siglas LGBTI, participan poco en acciones contra la homofobia y tienen poca disposición para participar en ellas.Conclusiones: a pesar de que las cifras de homofobia se consideran bajas, se impone una alerta acerca de los índices que expresan distanciamiento social, por lo que urge la capacitación de los docentes para el tratamiento del tema a nivel curricular y la movilización del estudiantado en acciones donde se reconozca la diversidad sexual como muestra del respeto a la dignidad plena del ser humano.

Involving primary and secondary school teachers[1]1 as researchers of their craft is a topic that has been under discussion for many decades and which has garnered growing importance in today´s world. A study probing into knowledge acquisition and professional development by faculty fosters the importance of learning and acquiring new types of knowledge to respond to the different challenges and needs imposed by complex educational contexts. There is a broad consensus by those who defend the role of teachers as researchers as a decision-making, evidence-based strategy for assessment and innovation of practices. However, it seems that there is less of a consensus regarding the concept of the teacher as researcher and the actual research context. The goal of this article is to reflect on current roles and perspectives of teachers as researchers in reconstructing teacher expertise using a conceptual framework as an architectural baseline. This thought allows us to conclude that need for teachers to research their craft must, essentially, be a systematic process of reflection and thought on the efficacy of their work and not necessarily have to obey the stringent and traditional criteria of academic research. [1] Este artículo está orientado en el profesorado de primaria y de secundaria, y no incluye al profesorado de educación superior. A lo largo del artículo se usa el término profesorado para referirse a docentes de primaria y secundaria.

La institución educativa está en crisis porque diversos elementos ponen en duda principios fundamentales como la equidad y la calidad. Este estudio revisa la cadena de valores que existe en la institución educativa, que abarca desde las agencias supranacionales hasta la escuela, desde la perspectiva de la educación musical. El método se enmarca en el diseño cualitativo, según la teoría fundamentada centrada en el Método Comparativo Constante. Los resultados muestran que la decadencia de la institución educativa se replica en la educación musical y, lo más preocupante, las desigualdades socioeducativas surgen durante el diseño curricular. En conclusión, el enfoque sociomusical hace posible la superación de la crisis, ya que reconoce la complejidad del mundo cultural al promover una interacción sistemática entre la institución educativa y el resto de los grupos sociales en el mundo.

The results of a phenomenological study are presented with the goal of understanding and describing the meaning that teachers attribute to their responsibility as educators. Preschool, Grammar School, Middle School and High School teachers as required by Colombian law, participated in this study. This research was qualitative with a phenomenological methodology of responsibility enshrined in: resignation, concern, openness, giving and affection towards the Other as well as Max Van Manen´s space, temporality and materiality. Data gathering techniques included phenomenological interviews. Results reflect that experiencing educational responsibility is based on a process where teachers must become detached and open to the overwhelming presence of students and, thus, respond to the demands of the Other: a response to ethical demands. To conclude, one can state that a teacher´s responsibility towards education is a vocation towards the Other. We recommend broadening faculty selection criteria for future studies as well as applying phenomenology of responsibility to other educational agents.

Global trends in the 21st century highlight the importance and necessity of technology use for students to demonstrate their learning processes, thus facilitating their language learning in meaningful technological contexts (Eaton, 2010). This paper seeks to address some issues dealing with the importance of technology in relation to second language learning and teaching, including the benefits, challenges, considerations, and perceptions of teaching with technology. The purpose of this paper is threefold. First, it explores technology in education as it has been commonly construed, challenged, and used. Secondly, it presents technology in education ideas to second language learning, and discusses some benefits and challenges implicit in the interaction of both. Lastly, it shares ways in which the authors, all currently working in diverse educational contexts, have implemented some of the free resources that they collaboratively compiled in an online LiveBinder.