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

This article presents the results of a research which objective is to analyze the phenomenon of the glass ceiling in the Chilean public sector, from the representation of women in the appointments of the Senior Public Management competitions developed between 2010 and 2017. Descriptive statistics procedures were used to examine a quantitative database obtained from the Civil Service in Chile, noting that only 29% of the contests were adjudicated to women, concluding that there is an important vertical segregation in the appointments of the first competitions and second hierarchical level of the state administration in Chile, which allows to infer the existence of gender inequality in said system that configures the glass ceiling.

Starting from the idea that electoral systems represent the conjunction between the theoretical principles of democracy and its materialization in political representation, this article proposes an analysis framework to assess the level of representativeness in a subnational legislative congress in Mexico from : 1) the notion of representation on which it is based on the Mexican electoral system, 2) the same notion on the representative, and 3) the crisis of representativeness suffered by the deputies. A characterization of the Mexican national and subnational electoral system is offered, with a predominance of the descriptive representation in territorial terms, and the cases of eight federative entities with different amount of population represented are shown. It is concluded that although the Mexican electoral system is based on a totally territorial notion, local deputies do not consider it as the main element to ensure a better representation.

This article analyzes the crime prevention policy during the administration of Mexican President Enrique Peña Nieto (2012-2018). Theories of New Institutionalism and Failures of Government are used to argue that the lack of results in the sexennium about the security policy was due to three fundamental factors: The problems inherent to the bureaucratic supply, the problems of implementation, and the political decentralization in the country. The conclusions are that such lack of results shows, on the one hand, the cooperation of subnational governments in priority policies of the central government, such as the approval of the so called structural reforms and, on the other, the lack of coordination about violence and insecurity, problems that ended up atomized at the end of the period.

This article analises the formation years of the Argentinian thinker Juan Carlos Portantiero as a public intellectual. The aim is to reconstruct his career path to show how the intellectual figure is indissolubly linked to networks, spaces for socialization and to an exercise in the practice of writing, which puts into question the idea that intellectuals are natural geniuses. His years of militancy in the Argentinian Partido Comunista (Communist Party) and its controversies are reconstructed, his teachers and generational peers are identified and, finally, the causes of his departure from the party are analyzed.

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This work explores theoretically the relationship in Mexico between public security –as a dependent variable, and the instruments by which it is obtained: citizen participation and governmental action –as independent variables. Democratic concepts coto vedado (forbidden limits) and ámbito de negociación (negotiating area) are also considered. Two hypothetical scenarios are analyzed: one in which the state does not meet the objective of providing public safety, and a second one in which it does. Conclusion shows that the relationship between variables is different, since there is a curve of indifference in which the citizen sometimes gets the same satisfaction and loses interest in one instrument or another, because the utility that this could represent to him is the same in any case.

This article analyzes citizen diplomacy conducted by international foundations and civil organizations in Mexican territory, dealing with migration issues in particular. Through six case studies, in which some of international civil organizations representatives are interviewed, it’s described how activities conducted by these international organizations search for influence, directly or indirectly, internal public policies in Mexico, as well as United States government best practices regarding migration policy. To achieve that, they develop public management transnational and transborder processes in alliance with nongovernmental actors. We claim that these actions become citizen diplomacy.

This article looks for showing results of an study about life experiences in young sex workers in the historic center of Ciudad Juarez (Mexico). Based on the qualitative interview analysis, the document focuses on the construction of the subjective experience of the meaning of life of young women from low socio-economic strata, who have had to link to the paralegal world of sex work with the intention of mitigating the scenario of poverty that they face. Its originality lies in separating normative-punitive visions that have dominated the debate around sex work, to address the construction of the life experience of young women –who generate negotiation tactics for the growing precarization that characterizes their daily environment.

Introduction: Disruptive classroom behaviors cause a lot of problems in the course of classes, among students and even in the mood of teachers. The teacher is the main factor avoiding this type of behavior if he develops good skills. The objective of this study was to analyze how teacher competencies can predict disruptive behaviors in the Physical Education classroom. Method: 680 students of mid highschool took part on this study from the provinces of the Region of Murcia and Alicante (Spain) participated (339 boys, 341 girls, Medad = 14.83, DT = 1.45). The distribution by course of ESO was 152 in 1 º ESO (22.35%), 160 in 2 º ESO (23.53%), 182 in 3 º ESO (26.76%) and 186 students in 4 º ESO (27.35) %). A questionnaire composed of the following scales was used: Evaluation of Teaching Competencies Scales (ETCS), and Physical Education Classroom Instrument (PECI). The statistical analyzes that were carried out were descriptive, Pearson correlation and simple linear regression, with the SPSS v.22. Results: A positive relationship was found with the behavior of aggressiveness and negative, with behaviors of low self-control, disobedience to the norms, irresponsibility and alteration of the classroom environment. Conclusions: The Physical Education teacher has an important role in the behavior of students in the classroom as can be seen in the results obtained from this work. On the contrary, an incompetence of the Physical Education teacher predicts inappropriate behaviors in teenagers.

Aumento de horas lectivas en educación física: ¿realidad o ficción?  A través del presente artículo intentaremos dar respuesta a esta cuestión desde una dimensión práctica y real. En concreto a partir del análisis y repercusión del Proyecto Deportivo de Centro (PDC) que desde hace 6 años venimos desarrollando en el IES Prado de Santo Domingo (Alcorcón, Madrid). Éste se caracteriza por un aumento del número de periodos lectivos en la materia de educación física y por poner la materia al servicio de dos señas de identidad: el fomento de la autonomía y el desarrollo de experiencias positivas en todos los alumnos. Pero el factor determinante en este estudio no se encuentra únicamente en la descripción del PDC, sino en cómo se plasma éste en el aula. Es por ello que haremos un recorrido desde los aspectos más generales del proyecto hasta la descripción de situaciones de aprendizaje concretas, donde el uso de metodologías activas y procesos de evaluación formativa y compartida se convierten en el eje fundamental de todas ellas. Pretendemos que esta propuesta sirva de utilidad y orientación para todos aquellos centros que quieran apostar por una Educación Física de Calidad que contribuya al desarrollo integral de los alumnos.AbstractThis article attempts to respond, from a practical and real dimension, to the debate that has been generated in recent years around the needs of Physical Education (PE): Quality and/or quantity? Specifically, based on the analysis and repercussion of the Sports Centre Project (PDC) that has been developed for 6 years in the Secondary Education Institute (IES) Prado de Santo Domingo (Alcorcón, Madrid). This PDC is characterized by an increase in the number of teaching periods in EF and by putting the subject at the service of two signs of identity: the promotion of autonomy and the development of positive experiences in all students. Throughout the article we propose a journey from the most general aspects of the project to the description of specific learning situations, where the use of active methodologies and processes of formative and shared evaluation become the fundamental axis of all of them. We intend this proposal to serve as a useful guide for all those schools that want to bet on a quality EF that contributes to the integral development of students.