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

The following article tries to expose a reconstruction of the social representations of sexual diversity. Our analysis centers around the question: How do teachers who teach a citizenship subject in a Higher Education Institution of the Metropolitan Region located in the commune of Santiago represent sexual diversity? We conducted semi-structured interviews to investigate their assessments and experiences through questions induced with audiovisual stimuli. According to our investigation, it was possible to conclude that the participants’ knowledge about sexual diversity is not formal, thus destructuring the representation of the object. On the other hand, teachers’ attitude towards this topic is primarily positive, without failing to recognize a slight hint of negativity depending on the context. However, being mainly positive, the representation of the participants is one of normalization, understanding, and acceptance. It is important to note that, as in other studies, it was possible to perceive that the teachers’ social representations of sexual diversity are still under construction.

Introduction. Once emergency remote teaching (ERT) emerged in the context of the COVID-19 pandemic, several articles began to be published documenting this experience from different perspectives. Hence, there is a need to gather the available evidence on the barriers teachers have faced to have a comprehensive view of the subject. The research objective was to characterize the different barriers or problems teachers overcame in the first year of ERE implementation after the appearance of COVID-19. Method. An integrative literature review was conducted. It included the five corresponding phases: identification of the problem, search, initial evaluation, analysis, and publication of results. The literature screening process allowed us to select 64 articles for review. Results. Ten barriers distributed in four categories were observed. Barriers or difficulties associated with infrastructure (equipment and connectivity) and personal barriers (mainly stress and anxiety) predominated. Those difficulties related to infrastructure and connectivity, digital and didactic competencies triggered fourth category barriers such as psychological and affective ones. Conclusions. The term 'resilient' has been used to describe teachers who have creatively overcome these problems. To overcome the difficulties in this prolonged emergency, teachers require support for their emotional well-being. There are gaps to be filled to provide continuity to research associated with this topic.

This article collects the main milestones in the evolution of the response to diversity in the Spanish Educational System. For this, the 8 state educational laws have been reviewed, from the Moyano Law (1857) to the current LOMLOE (2020), as well as declarations and other internationally recognized documents, deepening the applied approach and highlighting their impact on the educational response to diversity. The results suggest that this legislative succession has led to an educational paradigm shift, thus being able to situate the current debate around the inclusive education. Finally, and focusing on this paradigm shift, an approach to the current state of research around the object is presented, as well as an analysis of the concepts "barriers to learning and participation" and "educational support" as key elements in the response to the students' diversity.

Finding the mechanism that awakens in students the creativity projected in their academic activities is a challenge for teachers in Ecuador. We start from the idea that gamification can promote creative learning of biology in the educational process in the classroom, although it is necessary to specify its concrete contribution. In this descriptive study, teachers, students, and experts achieved the objective through surveys and interviews analyzed by comparing means at a descriptive level. We determined that gamification promoted creativity and observed that the tendency to enjoy learning within the framework of competition and games helps to consolidate the Biology curriculum in the Ecuadorian high school and the activity of those involved in its construction. The literature review helped to identify some gamified strategies for teaching biology, which serves to acquire skills for teamwork and generate a greater attachment of students to the subject. All this can lead them, later on, to decide on a scientific vocation based on a positive experience during their youth. It is recommended that teachers attend to the classroom’s needs by analyzing the student’s field of interest and looking for a narrative that fits those interests. In other words, creating missions aligned with the content and valuing scientific knowledge and creativity is essential.

Training university faculty is considered a fundamental need for improving student learning. How academic development programs train such faculty in psychoeducational knowledge is little known. However, one of the aspects included in the training is a reflection on practice since it plays a central role in how teachers organize their teaching and articulate theory. This paper aims to study teacher training programs in the Chilean university context and to analyze their pedagogical design concerning the teaching of reflection. Our work uses a mixed qualitative and quantitative method. We collected data through a questionnaire and analyzed training proposals. We examined twenty programs from different Chilean Higher Education Institutions. Results point to the existence of training organization and implementation that differ in purpose and characterization if the teaching of reflection is both a learning object and an innovative teaching practice in Higher Education.

The article is part of the Master’s Program in Educational Evaluation of the Universidad de Playa Ancha (UPLA), located in Valparaíso, Chile. The objective is to present the main results of the questionnaire applied in two curricular activities of two Higher Education Institutions in the Metropolitan Region of Santiago. Evaluative research distinguishes four dimensions and five questions in its logical matrix. Still, this text focuses on the fifth question that examines the construction process of specific competencies in educational evaluation. This discursive corpus was codified, classified, and categorized through content analysis. The results reveal three content axes. The first one highlights the role of personal strategies in managing emotions, behavioral control, and self-regulation of learning. The second highlights the importance of social design in implementing collaborative work and learning in a group and individual manner. And the third highlights academic strategies and their valuation by the teaching profession and educational evaluation. When ordering these results, a greater frequency is evident in the first axis of content.

The subject of this study is teaching pedagogical practice during the pandemic. The objective of the research is to analyze the pedagogical practice of pre-school and primary level teachers in times of pandemic. It is a qualitative study that collected information with a semi-structured interview through the Zoom platform. After analyzing all the findings, the following conclusions were reached. The teacher-student interaction has been a great challenge due to technological difficulties, so motivation with various strategies and working with parents has been an optimal method to face it; Also, the educational process has been affected by different difficulties of the individual context of each student, which has caused a greater workload for the teachers and, finally, the reflective process has allowed the teachers to question their practice and transform it into the search for an optimal pedagogical exercise.

The objectives of this study were to determine which student variables (academic, sociodemographic, socio-educational, socio-educational, economic, and personal) have a significant relationship with retention and dropout. Both were measured at the end of the first year of study. The instrument used to obtain the information was the Characterization Survey, applied when students enter the institution. The data analysis considered three applications (2017-2019) and used a binary logistic regression model. The results showed that most of these variables show no correlation with dropout or permanence in studies.In contrast, those that correlated with dropout are academic (weighted average in PSU and high school grades), firstly and secondly, social (being a foreigner), and economic (tuition fees and working while studying). The school of origin appeared as a retention factor, with an advantage for students from private subsidized schools. The research allows us to conclude that student entry characteristics constitute a profile of the student who drops out, the most relevant being the factors related to the student’s academic trajectory.

This article aims to make an initial approach to inequality in Colombia and the constitution of subjects concerning the category of “difference,” which covers populations considered diverse, with disabilities, in conditions of marginality, vulnerability, and exclusion. We aim to unveil the silences of these populations, their history, and the reality they experience in scenarios of inequity and inequality. The State’s strategy of recognition and commitment regarding policies it has installed for their attention, naturalizes their stigmatization in Colombia.

The objective was to determine if stress constitutes a risk factor in university students’ academic performance during the COVID-19 pandemic in Puno Peru. The study uses a correlational quantitative approach. Stress was measured using the additive index construction of the Patients Health Questionnaire (PHQ-9) and through the factorial analysis of principal components from PHQ- 9. Furthermore, the academic risk was calculated using the probit regression method; a group of 1046 university students from three study programs were the sample subjects. The results show that students who experience higher levels of stress are more likely to report a decline in their grades and learning achievements during the pandemic. It is evidenced that an increase in an additional unit of stress increases the risk of deterioration in academic performance by approximately 3%.