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

With both the promulgation and enactment of the Loi nº 2019-791 du 26 juillet 2019 pour une école de la confiance, a new period of normative changes has begun in France. These changes concern the organisation, structure and even certain principles the French educational system has been erected with. In the name of confidence some measures have been purposed, some of them of great magnitude, with the main purpose of guaranteeing equal opportunities for the student body of this country. In order to do that, there have been expounded, among others, initiatives focused on the extension of school attendance, diversity outreach, teacher training, institutional innovations by creating new organisms and evaluation measurements in support of educational quality. From an international and comparative perspective, the analysis of this act generates great interest, on the one hand, because of the contents it tackles and, on the other hand, because of the role France has played as a laboratory and enterprising country in educational issues throughout history. This circumstance turns it into referent of other countries in southern Europe, Africa and even Asia, which influence in their educational systems is indubitable.Without losing sight of the magnitude of this reform and its relevance, this brief analysis recognises its significance and the remarkable impact that is generating, both inside and outside of the country. Probably, from now on, there will not be just a few papers that highlight the scope of its proposals and its possible consequences.

INTRODUCTION. Our historical time has a certain obsession with the role of teachers: (i) because of its key role in a certain idea of the quality of education; (ii) for the supposedly necessary and unavoidable improvement of their initial education programmes; (iii) for the desired transformation of their processes of selection and induction. METHOD. We analyse the ideal teacher of the XXI century promoted by the Organisation for Economic Cooperation and Development (OECD) and the European Union (EU) from their documents, as well as the paths they propose to achieve it. It is done in two phases. First, collecting all reports on teachers since 2005 (n=32) and secondly analysing 3 of them for reasons of relevance and social impact. After this, the French teacher recruitment system for the primary and secondary levels is studied in depth. The exams teachers must passed are also described. RESULTS. From the EU is presented as a normative ideal teacher the one who gives protagonist to the student, to accompany him as a mentor in the learning process and who has got a didactic competence. The ideal teacher promoted by the OECD, as it is deduced from the analysis that we have developed, is the competency based teacher capable of collaborating with other teachers, who is autonomous in his decision-making and who is well prepared in cultural diversity. France, on the other hand, far from betting on soft skills for teacher improvement maintains that, in order to have the best teachers of the 21st century, we need to evaluate their scientific, didactic and pedagogical skills in a specific field of curricular instruction as a priority goal. DISCUSSION. Undoubtedly, this is an example of resistance to the global reformist agenda that we believe can bring new discussions on the improvement of the teaching profession in Europe.

Displaced populations are made up of emigrants, immigrants, asylees, refugees and stateless persons. Each of these people leaves their country and their vital attachments for different reasons. The aim they share is the search for security, either vital, legal or economic security. The objective pursued is not always achieved. This clash between expectation and reality adds up to a permanent uncertainty to a large number of the displaced people. The most vulnerable can develop a specific immigrant syndrome with chronic and multiple stress (Ulysses Syndrome). This psychosocial mismatch, since 1985, is tackled interdisciplinarily from medicine, psychology, education and social work. In this discursive-informative article some results of two investigations that combine quantitative and qualitative methodology are transferred. Objective 4 of Research CSO2016-77549-P (National R&D Plan, AEI / FEDER, EU) and the prospective research Literacy for social integration of immigrants and adult refugees in Spain (Europe-Research Assistance Program. UNED-Banco Santander, 2017/2019). The results of these investigations in the field of education, sociology and social education indicate some of the educational and socio-community strategies that can help displaced people arriving in Spain to lower their level of uncertainty and increase their sense of security. They are strategies that put into practice will avoid medicalizing people who do not need drugs. People who suffer from a psychosocial imbalance that needs emotional support, psychoeducational therapy, legal advice and empathic treatment by the society of the host country. The execution of these strategies will help to emotionally strengthen each one of the displaced people, being able to redirect the behavioral, cognitive and psychophysiological expression of the response system given to the perceived negative emotions.

This research explains the essential characteristics of the organisation of compensatory education programmes as they are implemented in a centre in the Community of Madrid (Spain), It also presents the typology of compensatory education and approaches the results of the investments made in them according to their modalities and to a specific theoretical analysis. Once the study was contextualized, sets out the procedure and requirements for participating in each type of compensatory education programme according to the usual professional practice and describes the profile of pupils eligible for such programmes meeting the requirements of a linguistic nature, curriculum and tutorial. Specific mention is made of the important role of the family in compensatory education and its crucial role in achieving satisfactory results. The present case study includes data between the 2007-2008 school year and the 2014-2015 school year. It is a question of making an inferential analysis based on the percentages of the data collected in six consecutive academic years in three specific modalities of compensatory education programmes that include an analysis of the educational responses and the results obtained from them within a concrete reality. Data on repetition and promotion and qualification are analyzed. The conclusions revolve around the need to compensate for social disadvantages in order to ensure the achievement of academic achievements in terms of equity despite the fact that in recent years investment in resources for these programmes (especially with regard to the provision of the necessary staff) is progressively being undermined. The solution could focus on adjusting the approach to a prism more in line with the principles of inclusion.

When in 1975 Spain leaves to its fate the inhabitants of the former Spanish province of Western Sahara, most of the Saharawi population has to flee their homes chased by the armies of Morocco and Mauritania in the operation known as “Ecouvillon” while the civilian population marched to Saharaui territory in "The Green March" .In this flight to the desert find refuge in an inhospitable territory of the Algerian Hamada where, located in four camps, declare the Sahrawi Arab Democratic Republic (SADR), organizing basic services that allow the survival of the population as well as the possibility of return and government of the territory of Western Sahara in the future. Within the hardness of the situation emerges something exceptional and it is the main axis of this article. The Saharawi people are able to create in the desert refugee camps an educational system that reduces illiteracy in the population as a whole and in childhood in particular. They have been able to organize an educational system in which practically 100% of children are in school, reducing the illiteracy of 90% of the population, in colonial times, to data similar to those of developed countries. In the education of the camps you can study children's education, primary, secondary and also vocational training. In this article we will go deeper into the main characteristics and difficulties of a structured educational system practically without economic resources, but what represents a great commitment to education as a form of struggle, social and political progress. We will also analyze the role of the Spanish Government as a donor of humanitarian aid to these people, as well as its political responsibility in a conflict that has been open for more than 40 years, with Western Sahara being the only territory in the world pending decolonization.

Migration of Central Americans in transit through Mexico has decades of history, however, a few years ago has taken a notorious visibility. In this article, based on the review of multiple sources and especially in reports of non-governmental organizations, it is argued that the cross-border and irregular human mobility of Central Americans who passed through the shelters and houses of the Documentation Network of the Defending Organizations of Migrants (REDODEM) in 2015 can be analyzed from the category of forced migration. The use of this category allows: 1) Address the structural causes of migration; 2) investigate the transit processes of migrants in contexts of accentuated vulnerability; 3) account for the violence suffered by migrants and the lack of respect for their human rights (in Mexico). Through the review of various studies on the subject and especially reports on the situation of Central Americans in transit through Mexico of the Documentation Network of Migrant Defender Organizations (REDODEM), the forced migration of Central Americans for a specific period of time (2015) is reported, with an emphasis on three processes: 1) the socioeconomic and demographic characteristics of Central American migrants; 2) the description of the type of crimes suffered by migrants and the spatial distribution of the places where this happens; 3) and finally a list of social actors and institutions that violated the rights of migrants. The temporal delimitation has to do with two processes: the crisis of unaccompanied Central American migrant minors (2014) and with the implementation of the Southern Border Plan one year earlier (2014). One of the contributions of the work is to realize that the processes of violence were not generalized and that they were concentrated especially in certain specific places. In addition, it realizes that these processes of violence were differentiated depending on the social actor or institution that committed the crime.

The aim of this study was to analyze the relationship between acculturation stress and symptomatology in migrant adolescents from Peru, Bolivia and Colombia living in Chile. The final sample consisted of 146 participants between the ages of 11 and 17 (M=13.77, DT=2.01). Of these, 47.9% (N=70) are men and 52.1% (N=76) are women settled in Arica and Antofagasta (Chile). The results show statistically significant relationships between the two scales (r=.488, p<.01). The relationships between internal symptoms and discrimination (r=.461, p<.01) and internal symptoms and longing and nostalgia for the country of origin (r=.402, p<.01) stand out. External symptoms correlated with feeling family broken (r=.381, p<.01). Internal symptomatology was the dimension with the greatest relationship to the total stress scale (r=.477, p<.01). Finally, the usefulness of the results, their limitations and applications are discussed.

The objective of this work is to apply the analogical dialectic developed by Plato as an adequate methodology to understand his thinking. In this sense, I will first address the terminological clarifications necessary to delimit the approach to the issue and pay special attention to the notion of symploké introduced by Plato and later developed by Jesus G. Maestro as one of the central hermeneutical criteria that the Critique of literature must take into account to avoid falling into the interpretative univocity or the own equivocality of postmodernity. Second, I will make a methodological approach to the reading of the dialogues of Plato in order to show the necessary articulation of the dramatic and doctrinal aspects to understand the Platonic philosophy from the notions of dialectic and analogy. From this perspective, I will present in third place the notion of dialectics in some dialogues of Plato and the use of analogy to show to what extent dialectical methodology can be the instrument capable of guiding reason in the process of ascension towards the search for truth.

Since its definition as a method considered as ‘scientific’, towards the end of the 19th century, the comparative method in the social sciences has relied on the principle of causality. In shaping this conception of comparative methodology, the example of the natural sciences and the impact of the orthodox philosophy of science have always been crucial. However, in contrast to scientistic assumptions of this kind, this article refers to far-reaching paradigm shifts and theoretical reorientations that are associated with the emergence of interdisciplinary theory programs on 'self-organization', 'autopoiesis' and 'complex causality'. The article is aimed, then, at delineating an alternative approach to comparative analysis, i.e. an approch that promises to take more adequately into account the complex causal relationships that are characteristic of macrosocial configurations, as well as the irrevocably historical nature of the social world.

Music education is one of the most recent subjects to be included in the respective school curricula of Spain’s compulsory education system —infant, primary and secondary— and it is where praxis finds its raison d’être. The problem lies in understanding what is involved in this procedure —praxis— as well as knowing the difficulties arising from its application. To this end, it is necessary to answer complex questions related to defining music and music education, as well as understanding the importance of relating music education to comparative education as a means by which to conduct valuable research in this subject.