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

The purpose of this article is to present the importance of promoting authentic situations of student learning  based on contextualization, as well as the evaluation of skills at the initial level. It compiles literature review regarding authentic situations or tasks, key concepts and principles to be taken into account for the identification of authentic situations, from the purpose to the resources to be used.

This article proposes an intervention program and describes the addressing of the students who practice“Cutting”, what the parents’ roles and participation are and how this influences in its prevention. Furthermore,it includes activities that strengthen the skills, qualities and abilities in affected and non-affected students thatinvolve different subjects at school.

The language disorder caused by injury to the central nervous system in a person who speaks two languages iscalled bilingual aphasia, and so that a person can recover one of the languages, several factors influence on it.Thus, while some authors stablish that the mother tongue would be more likely to be rescued, others point out that it would be the one that was used the longest.

Objective: We present an analysis that allows us to approximate the student dropout at the University of Los Andes (ULA-Venezuela), in order to interpret the factors that could be generating the absence of students from classrooms. Method: Google academic, Dialnet and Latindex were consulted with the key words: university desertion, student abandonment, Venezuelan universities. It is important to indicate that there were no official data to measure the phenomenon, so the information was extracted from estimates of non-governmental organizations or online journals. Results: The findings reveal that 65% of students could have dropped out, due to lack of future job opportunities, increase of their personal and academic expenses, interruption of academic work due to continuous social protests, lack of economic resources, low training secondary school and demotivation, mainly. Discussion: The desertion in the ULA is a growing phenomenon that increases as the economic crisis of the country worsens. Conclusion: Motivational and academic support should be provided to the student so that he remains in the classrooms despite the social and economic vicissitudes present in the country.

Objective: To analyze the dialogic implications in the taking of a position by the public employees of the Department of Boyacá, who participated in a diploma course in Ecology of Action and Mediations for the Conflict-Peace Transition, between November and December of year 2017. Method: The results arise from an action-research practice, carried out by the coordinators of the diploma course. The findings come from the phase called "construction of a collective position", exercise of deliberation and collective participation. Results: They highlighted the following issues in the taking of a position: family values and principles, appreciation of collective work, relations of dialogue and communication, democratic participation, solidarity and free exercise of thought and expression. The importance of dialogism as a source of reflection and taking a position on controversial issues and the manifestation of specific dialogical complex thought, useful for mediation and accompaniment in order to raise awareness about the peace process in Colombia. Conclusion: It is concluded that the exercise of reflection that includes dialogism and dialogic, promotes the analysis of the paradoxical conditions in which public servants represent their ethical participation, in situations of social and democratic conflict, favoring their inclusion as agents of change, additionally highlighting the importance of action research in processes of awareness, training and accompaniment coordinated from the academy.

 Objective: this paper aims to analyze the dance teaching and learning processes in order to get information about what are those factors that constraint the attention to a diversity of students. Method: : documentary analysis and seven categories of analysis related to dance teaching and learning processes were chosen to generate new procedures and strategies that focus on a diversity of students, were used as methodology. Results: factors related to dance, which have the greatest impact on turning the attention to the diversity of students are: the dance practice which does not fully match with dancers’ physical integrity; traditional teaching models as obstacles that hinder dance learning and also making high-grade lesions and behaviors of violence towards body and mind evident. Conclusion: As a conclusion, we consider to have the bases based on social – training to propose, strategies that allow the improvement of formative processes.   Likewise, new studies are suggested to strengthen theories that propitiate to turn our attention to diversity of students

Objective: Corroborate the reality of legal compliance regarding elimination of physical barriers in Santiago de Cali (Colombia). Methods: A fieldwork addressed was involving 167 residential units where information was collected regarding physical barriers and the measures implemented to eliminate them. Results: In only 11.11% buildings built after Law 1287 of 2009 obeys the compliance of accessibility. Conclusion: The population growth is forcing offer of residential units that, sometimes, lack inclusive norms for people with some type of diminished physical capacity. The study reveals that there is a need for more intervention from competent government entities in the compliance of inclusive designs.

Objective. To present the proposal of an analytical model of accompaniment to begining teachers within the framework of the educational policy in Mexico. Method. Analysis, synthesis and comparison of concepts, models and theories to frame teaching accompaniment, as well as references of national and international support policies, through the bibliographic review. Results. The analysis allowed to identify a lack of consensus to define the construct of accompaniment. In addition, the theory accounts for essential components that are not covered in the implementation of educational policies on accompaniment. A gap between the accompaniment mechanisms and the skills of the novice teacher becomes visible. Conclusions and discussion. It is evident that accompaniment has been regulated in politics, but relations that emerge within schools that cover the emotional, cognitive and formative needs of the novel have been neglected. It is argued that the challenges for the accompanying strategies are aimed at creating new learning conditions. The proposed model raises the need to transform the vision of accompaniment in terms of new generations and diverse contexts where teachers are inserted.

Objective: To review the main theories about the main theories about knowledge and learning, as the theoretical origins of Connectivism, as the most useful educational paradigm to understand learning in the digital era and e-learning processes. Method: Through an exhaustive compilation of pertinent original sources, selected based on their relevance and meaning within each theoretical stream, Connectivism is presented as an evolution with respect to previous schools and not a theoretical revolution in the pedagogical field. Psychoanalysis and the School of Gestalt, on their part, are regarded in this research as the earliest antecedents, and the influence of Instructionism, Constructivism, Chaos Theory, Neuroscience, Network Theory and Theory of Complex Adaptive Systems is also introduced in the present paper, as these theories are considered direct predecessors. It continues with the analysis of the influences received by the different contemporary and contemporary theoretical schools, namely the Theory of Conversation, the Actor-network theory, Network Learning, e-learning 2.0., Microlearning, Nano-learning, University 2.0., Curriculum 2.0., Pedagogy 2.0. and Navigationism. These schools complete the theoretical foundations on which Connectivism is based. Conclusion and discussion: The theoretical connections of Connectivism with the exposed theories are confirmed, and it is predicted an increasing relevance in the educational field of this paradigm due to its adaptation to the current social reality.