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

Objective: In this article we review the support of several representative Primary Education schools in Spain (2015-16) for a pedagogical renewal that move away from the traditional model. Method: The methodology focuses on the study of outstanding bibliography, interviews with significant members, observation of centres and analysis of the content of educational projects. Results: The centers selected for analysis show multiple common pedagogical aspects, such as the participation of the educational community, the promotion of creativity among the students, as well as curricular, methodological and organizational flexibility. Discussion and Conclusion: Despite the uniqueness of each project, all show multiple common pedagogical aspects. This is due to the direct influence of the Spanish pedagogical renewal developed throughout the 20th century which has shaped the current renewing map of which this article analyses specific examples

Objective: The rationale of this study was to analyze the relationship between explicit/implicit correction techniques when speaking and teaching objectives, form and meaning, in language teaching and Content and Language Integrated Learning (CLIL) contexts. Methodology: The methodology applied to the gathering of information in terms of oral errors (N=147) and teachers’ correction techniques. Language and CLIL sessions (N=36) were observed in a private school in Madrid (Spain) considering Years 1-6 of Primary Education. Results: The results showed a shared preference between both groups of teachers in relation to the use of explicit correction techniques whose objective was the form of the target language. However, CLIL teachers also chose to focus on language meaning when using implicit correction techniques. Conclusions and discussions: The main conclusion points at the extensive use of explicit correction techniques, together with the form of the target language as the main teaching objective. However, CLIL also holds the opposite view. This situation might be applied to language settings through the contextualised use of language for authentic acquisition purposes.

Objective: To present and highlight the emotional importance in the teaching-learning process. Emotions are part of educational competences in our days. Emotions and especially the humor and laughter are important in education in general, as approaches theoreticians and results of empirical studies presented here. Method: Qualitative with University students focus groups and quantitative surveys and questionnaires. Results and conclusion: the review of theoretical and empirical studies presented show the need for emotional education on the one hand, as well as highlight the importance of humor and laughter in education and its benefits. 

We are pleased to present in this version 36 of the journal Education and Humanism eight texts of research results and two of bibliographic review that point towards a new understanding of student learning in areas of new complexities present in contemporary contexts, from diverse experiences coming from universities from Spain, Mexico, Colombia and Venezuela.

Introduction: This study presents the results of an investigation, which addressed trends in teaching humanities and ethics when training future elementary school teachers participating in a distance and virtual education program. Humanistic education is understood to be a way to develop human sensitivity towards cultural and social diversity in order to understand the world. Objective: Its purpose, among others, is to foster the development of humanism among students.  Current problems focus on the most basic and primitive behaviors of the human being, such as their ability to annihilate, reject, exclude, isolate, dominate and control others. Universities have interpreted these ideological conditions as the educational processes that fall within commercial and industrialized educational frameworks. Method: This study was then conducted as an ethnography, which utilized videos as a non-participant technique for observation and record of virtual activity, collected and analyzed through ATLAS-Ti. Results: The results show that the most common pedagogical trends emerge from teacher-student interactions, which are integrated through socio-constructive, cognitive and behavioral processes. Discussion y Conclusion: In particular, such experiences as the need to persist teaching values, ethical principles, and the teacher’s role in training and transmitting humanistic and ethical knowledge can be shared with the community.

  Objective: to analyze the mathematical competences as a success factor for the realization of the Pro-universities test of Barranquilla Colombia. Therefore, the postulates of Albrecht, Fernández (2010), Martínez (2009), Méndez (2013), Tobón (2013), among other theorists with equal relevance, as well as different documents published by the Colombian Ministry of Education were assumed. Method: The postpositivist paradigm was assumed, whose methodological expression is the quantitative one, with a non-experimental, field design and a descriptive scope. The data were obtained through a questionnaire, which was applied to 244 university students in the last two semesters of their careers. Results: It is inferred that applied teaching strategies to promote the indicators indicated as skills to be learned in the strengthening of mathematical competencies of university students are appropriate for their academic and professional lives. Discussion y Conclusion: The selected population evidences a balance located in the "favorable" range, which would contribute to reach the foreseen objectives

  Objective: Identify if the intelligences, emotions and chronotype explain the Academic Performance in university students. Method: Quantitative, exploratory study, with a sample of 493 university subjects (age M = 22.06 ± 4.59) 32% men and 68% women. Results: Associations were found between Academic Performance and Age [X2=7.386 (2), p= .02]; Academic Performance and Positive Affection [X2=6.623 (2), p= .03]; Sleep quality and depressive symptoms (R2= .211), depressive symptoms and suicidal ideation (R2 = .408); Chronotype and depressive symptoms and suicidal ideation (R2= .113; R2= .106 respectively). Through a multivariate regression, it was identified that only 1.1% of the Academic Performance variance is explained by Age [F= 6.512(1), p= .01]. Discussion y Conclusion: It is concluded that emotional variables, multiple intelligences, suicidal ideation and chronotype do not explain Academic Performance in university students. It is argued that Academic Performance as dependent on factors such as intelligences, emotion and chronotype cannot be explained properly

Objective: Analyze the features of teacher models in the history of education in Mexico to be able to take up elements that allow understanding its complexity in a new context characterized by globalization, neoliberalism and scientific and technological advances. Method: It is located within the qualitative approach, the authors analyzed were: Woods (1987), Goetz and Lecompte (1988), Clifford (2001), Álvarez Gayaou (2003), and Geertz (2003), among others. In order to try to understand to make visible the invisible, and give voice to the participants. The strategies used were: observation, interview and life histories, later, information was crossed with the analysis of plans and study programs that have been used in normal schools through analysis matrices. Results: Among the main findings is that teacher training has evolved according to the political, economic and ideological framework, so "vocation," "commitment," "solidarity," "promotion of social justice," were transformed gradually. Conclusions: It has gone from being a social emancipator, to a technician of education, later to a facilitator of learning and in recent years to being competent with new features of: "quality," "efficiency," "effectiveness," and "equity," "In an environment of uncertainty.

Objective: this paper aims to take into account emerged bonds between memorable teachers and their mentors, especially in relation to their level of commitment. Method: this is a biographical-narrative research, according to transcribed fragments of interviews conducted to four Physical Education Teachers considered as memorable and based on those texts, the analysis is made. Results: there are deep connections between the committed attitude between memorable teachers and their mentors are evident. Discussion y Conclusion: the importance that this type of biographical-narrative research has in order to recover and value the good teaching experiences to construct teaching identities.

Objective: To offer elements of judgment to the teacher so that it concretizes an effective group work model in the teaching-learning of the computer programming in Engineering. Method: A group work strategy was adopted for 6 semesters based on three models: model 4Q, academic talent model and random grouping model. Results: The results allow to understand the interactions of each group and their internal dynamics. Conclusion: It was concluded that it is possible to choose a model for the formation of working groups in computer programming for Engineering if there are bases based on scientific research that in turn are supported by the Education Sciences.