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

Objective: The objective of the research was to support, from the triad: cultural heritage - identity and - citizenship (PC-I-C) the epistemic axes of Transcomplex Heritage Education (EFA). Method: To this end, the diatopic, comprehensive and reflexive hermeneutics was used as a transmethod. Results: The PC-IC relationship in transmodernity is understood as a set of open, integrating possibilities and attention to complexity that allowed to achieve elements with diverse interpretations of the collective past in a decolonized context Patrimonial Education (EP), traditional cultural heritage manager (PC), inherits his modernist conceptions of reductionist paradigms and an objectified culture, conceived under contempt, devaluations, coloniality of power and knowledge. Conclusion: It was concluded that the EFA nests the educational exercise that is based on the patrimonial issue, which is essentially political and is shown as a dynamic element of citizenship and social inclusion. It was configured as an educational and social praxis that allows to elaborate pedagogical actions privileging transcomplex approaches, allowing the human being to perceive its historical dimension, strengthening its commitment as a citizen.

Objective: this abstract aims to describe and analyze different ways of understanding education based on construction of educational models. Method: information from great pedagogues based on each case study, was collected; Hermeneutics as interpretation system of written papers by various authors who suggest different ways of understanding education and promote different teaching models based on different concepts of the world, was used. Results:  some irregularities are identified taken from analytical categories, which establish a guideline related to the concept of the pedagogical model:  the teacher’s role, student’s role, teaching strategies, assessment devices, and concept of the human being, education purposes, learning concept, philosophical, epistemological and psychological foundations among others.  Discussion and conclusion:  this discussion deals with the concept of “pedagogical model”, analysis and objectives of related terms such as “didactic and educational model”, as a conclusive result epistemological quadrant of each of the selected pedagogical models; as well as the construction of the selected educational models:  educational technology, constructivism, competences and holistic education.

Objective: this paper focuses on the academic eustress based on a socio-formative approach. Method: documentary research, following the axes of conceptual cartography was used as strategy. Results: the concept of academic eustress was considered taking into account a socio-formative approach. To guide students to a state of academic eustress, in which their academic and emotional competencies help strengthen to respond to academic stressors, an accompanying methodology was developed.  108 high school students who submitted Math partial exam were sampled. The percentage of passing rate increase from 34% to 93%, while insecurity and frustration decreased during the exams submission. Conclusion: the proposed definition of academic eustress remedies a gap found in the literature related to this topic. The accompaniment methodology showed its effectiveness when was applied to a specific case.

The objective of this article is to study the socio-educational situation of children living in different Colombian penitentiaries, based on a study using the interpretative paradigm with qualitative approach and hermeneutical method. Interviews were used as technique for data collection with a sample of 5 centers out of a total of 8 penitentiaries in Colombia with mothers and children. The study found out a varied situation with relatively proper conditions for childcare and their mothers. However, as a conclusion and point for discussion spaces like socio-community environments could be helpful if the aim is to care about the proper development of these children, as dictated by law. In order to achieve this, a safe environment with the same conditions and possibilities of external socialization must be offered

Objective: : this paper aims to explore some implications related to the policies taken up for school hours extension by different countries from Latin America, and currently have been taken by Colombia. Method: A reflective analysis according to policies based on extended school hours, taken into account experiences occurred in different countries from Latin America, is conducted; this analysis, has been possible due to the similarities of the contexts which allows us to take different lessons, in order to improve all the policies related to school hours extension. Conclusion:  Although little improvement in their academic results are evident, this kind of policies suggest benefits in students’ life quality, especially reducing risk factors and vulnerability.  Based on these findings, it is proposed then, to extend school hours in Colombia,  considering some aspects such as school exhaustion and feeding, risk factors, linkage of the educational community, infrastructure and resources, and as last important category is the school time, which allows to offer students high quality learning process, if  Colombia aims to improve students’ academic results.

   Objective: Analyze the current state of academic research on post-conflict resilience management in secondary school students. Method: Theoretical review of the work done in this field of study through a triple analytical approach on the most common protocols for action in conflict resolution, as well as on its evolution in this area of ??work in the last five years. Results: Prevalence of a punitive conflict resolution intervention approach based on the scheme: action-sanction at the hands of the center's management team that, although in recent years has tried to incorporate collaborative negotiation strategies in the classroom, continues to grant them a secondary role. Discussion y Conclusion: Shortage of proposals for conflict resolution models in secondary education from an emotional approach in post-conflict phases and lack of development of tools to exercise resilient capacity in students

The objective of this research is to describe the obstacles and perspectives of teachers when using information technologies as innovative tools to teach accounting in a university institution. Theoretically, it is supported by the positions of González and De Pablos (2015), Díaz (2013) and Jaramillo, Castañeda and Pimienta (2009), among others. It is addressed under a descriptive methodology having as informative units eight (8) teachers from the accounting area that represent 80% of the total population to which a structured survey was applied for eighteen (18) items during the month of November 2018 The results allow us to conclude that there are no significant obstacles to the use of information technologies in the accounting teaching process, except for the need to expand the technological infrastructure to cover all students. Teachers' perspectives in using these innovative tools are also achieved, although the psychopedagogical criteria for their incorporation must be strengthened.

Objective: to analyze the effects of an intervention program based on critical debate on critical thinking of university students. Method: quasi-experimental study with pre and post-test with unique group. The sample was made up of students of psychology; the critical thinking test PENCRISAL was used. The programme of intervention was carried out in six working sessions, also providing advice and information through computer media and social networks. Results: a significant improvement in the critical thinking of students was evidenced after the intervention program, in the factors of decision making, problem solving and total test score. Conclusions: critical debate is a strategy that favours the development of critical thinking in university students.

  Introduction: Education is a fundamental right for each and every citizen regardless of socioeconomic stratum; however, In order to impact on integral development of learners, education must meet certain requirements of effectiveness according to the society needs and individuals intellectual abilities.  That is why, minimum quality conditions for the improvement of higher education in Colombia have been suggested, in order to be sure that not only educational institutions but also centers are achieving those proposed goals. Objective: This paper aims to analyze the justification of the Psychology program of the Caribbean University Corporation CECAR. Method: A qualitative study, with a type of documentary review investigation is conducted. Justification is examined as a high quality condition of the psychology program, included in the Qualified Record master document. Results: the analysis of the three basic criteria of this justification for the psychology program meets the characteristics of the quality condition No. 2 justification. Discussion y Conclusion: Since CECAR’s psychology program (Corporaciòn Universitaria del Caribe), meets the basic characteristics of the quality condition No. 2 justification, being this one the only corporation in Sincelejo, has been credited as a high quality psychology program.

Objective:  this paper aims to characterize emerging arguments for fourth grade students of a primary school when solving tasks in early algebra. Method: a case-study,  in order to collect empirical evidence of the arguments and algebra levels of fourth grade students of primary school, is implemented.  The Toulmin model to reconstruct and analyze arguments is used.  Results: results report arguments constructed by fourth grade students of a primary school in the solution of tasks in the early algebra; in this context, students and professors consider that there is a difficulty in the process of arguing from the mathematics. Discussion and conclusion: the integration of tasks looking for promoting argumentation and early algebra, favors the development of skills such as: reasoning, justifying and understanding mathematical concepts.