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

This article discusses how people raised in disadvantaged contexts are socialized by specific cultural codes that limit their development. To illustrate it, a fragment of Samir Almasi's life history is presented. He was a minor offender who became an educator after a process of juvenile justice reform. One of the fundamental key related to this extraordinary change was the fact that during his childhood he had acquired a culture that allowed him to function adequately in any social environment, not only in his context of origin. Most of his colleagues in the centre of internment of juvenile offenders could not react and develop alike because they were socialized in specific languages of interaction, and behaviour not accepted by the majoritarian society. We make an analogy of that situation using the “restricted codes” notion from Bernstein's socio-linguistic theory. The results show that people who has experienced a culturally limited socialization makes emancipation unreachable outside of their primary environment. From a critical intercultural perspective, we argue that it is necessary to analyse the determinant factors of this unequal situation. Likewise, we argue for the acquisition of a minimum culture for all people, fundamentally, those from culturally depressed environments, in pursuit of a true equal opportunities and an inclusive society. The public education must be a guarantee of this cultural right.

La presente investigación descriptiva – cuantitativa transeccional, tiene como objetivo analizar políticas y normativas de Chile que orientan el diseño web para garantizar un nivel de accesibilidad acorde a la sociedad actual. Existen leyes como la 20.422 que establece derechos de las personas con discapacidad, el Decreto N° 1 de junio 2015 que aprueba norma técnica sobre sistemas y sitios web de los órganos de la administración del estado y una guía de accesibilidad web actualizada el año 2017, del Servicio Nacional de la Discapacidad que establece nivel AA como exigencia para sitios gubernamentales, elaborada en base a las pautas de accesibilidad para contenidos web (WCAG) 2.0 del World Wide Web Consortium (W3C). A partir de estas referencias y normativas se evaluaron, usando herramientas automáticas especializadas como TAW y eXaminator, páginas iniciales o home desarrollados por el Ministerio de Educación y de uso habitual por parte de docentes, estudiantes, apoderados, padres y público en general, tanto de carácter informativo como de apoyo educativo. Todos resultaron ser sitios no accesibles, siendo las debilidades más recurrentes la ausencia de textos alternativos en imágenes, videos u otros elementos que lo exigen y enlaces poco claros para una navegación asertiva, exigencias básicas de accesibilidad. Estos resultados preliminares de evaluación evidencian carencias en el diseño que no es acorde a un Diseño Universal o Diseño para Todos que busca satisfacer necesidades de información de todo usuario independiente de sus capacidades físicas, motoras y/o intelectuales, además de cumplir con la legislación vigente en Chile sobre accesibilidad web.

Current network society and inclusive schools needs an specific training for teachers, focused intercultural education and in cultural diversity and identity. In the educational field, it is understood that the intercultural model is the most adequate to manage diversity and train critical citizenship. The objectives of this study are to define what active methodologies are (cooperative and collaborative), and to define their function within the framework of teacher training for interculturality. In this way it will be possible to guarantee that the training is: of a technical-pedagogical type, of procedural and / or methodological type, focused on the active learning of the students, and on a teaching approach based on competency-based learning. All of them are basic aspects for teacher training for interculturality.

The multicultural reality is more evident in our society, it is transferred to our educational schools. This fact highlights the formative level of the different agents which are part of the educational community in relation to the acquisitional degree of the so-called "intercultural competence", as a strategy given by an effective response to diversity in the classrooms. The study presented here is focused on the analysis of this intercultural competence in the I.E.S. Miguel de Cervantes, Sevillian school, from the perspective of students (N = 76) and teachers (N = 9). This school is located in a neighborhood with a high population rate of diverse cultural origins. For its realization, we opted for a 'hybrid' design, using combined interviews and questionnaires, after analyzing the official documents of the center. The results indicate the needs to develop a multicultural curriculum to facilitate the optimal integration of the different groups presented in the school, since the students show some acquisition degree of this competence while it is shown prejudiced and stereotyped attitudes towards people of other cultures and beliefs. Likewise, the training of teachers in this issue appears as a crucial element for the improvement of socio-educational processes in the school.

Information and Communication Technologies allow the establishment of virtual spaces that modify the way people interacts between themselves. This paper analyzes the perception of future teachers who are studying Preschool Education on the use of digital networks to promote academic interculturality. For this, we carry out a quantitative methodology by applying an ad hoc questionnaire. Among the results, it is highlighted the social use that students make of digital networks over academic use for communication and collaboration among equals. Finally, we found that the use of digital networks in teaching bring on interculturality.

Interculturality in education was one of the main objectives proposed in the World Declaration on Higher Education for the 21st century. UNESCO in its report on science (2015), develops a series of arguments that give us the keys to generate policies with an adequate orientation towards success. In this regard, in the context of the National University of Education, a research was developed whose purpose was to innovate the higher education plans of the country through the creation of new curricular elements contemplated during the implementation of the Degree in Intercultural Bilingual Education in the year 2015. The sample of this study was constituted by the governing documents of the teaching process in Ecuadorian higher education; besides those derived from the curricular design of the academic offer in question. The data was collected using the document review technique. The conclusion of this study allows us to see how the research competence is traced as a transversal axis of all the curricular elements throughout the nine semesters of the degree, becoming an element of teacher training referring worldwide.

This study investigates the perceptions of literacy teachers participating in the continuing education program of the National Pact for Literacy in the Right Age (PNAIC), from 2013 to 2015. The specific objectives were to verify if the literacy teacher understood their role in the management of pedagogical work and the concept of literacy at the right age, in addition to identifying if there was appropriation of educational policy guidelines for the training of the literacy teacher as an agent of social responsibility in the teaching and learning process. A theoretical contribution was sought in Day, Gatti, Nóvoa, Sacristán and Tardif. The eligible literacy teachers participating in the research acted as regents in the classes of the literacy cycle. The data collected for research were obtained through questionnaires answered by ninety-six (96) teachers of the educational network of São José dos Pinhais, a municipality in the state of Paraná, and analyzed according to Bardin's proposal. As a result, the analyzes showed that literacy teachers understand the meaning of literacy at the right age, but did not appropriate all the guidelines of this educational policy and it was possible to verify that less than half of the participants do not assume the pedagogical work in literacy with social responsibility.

En octubre de 2015 se realizó un seminario internacional sobre la reforma de la Iglesia en Roma, con la participación de treinta académicos y académicas pertenecientes a diversas disciplinas teológicas y provenientes de trece países. El objetivo del encuentro no se orientaba solo a discusiones teóricas sobre la reforma, sino que pretendía aportar un estado de la cuestión actualizado y ofrecer una serie de recomendaciones para la implementación práctica en el corto, en el mediano y en el largo plazo. El presente artículo saca a la luz algunas ideas centrales allí expuestas, formula opiniones sobre diversos aspectos de la reforma en curso e, incluso, aporta sugerencias precisas como algunas modifi caciones en el Código de derecho canónico. Palabras clave: Sinodalidad, colegialidad, papado, curia romana, iglesias locales An international Symposium on the reform of the Church was held in October 2015 in Rome, with the participation of thirty scholars from various theological disciplines coming from thirteen countries. The objective of the meeting was not only oriented to theoretical discussions about the reform, but rather aimed to provide an updated state of the issue and offer to a series of recommendations for its practical implementation in the short, medium and long term. This article brings to light some of the central ideas set out therein, formulates opinions on various aspects of the current reform, and even provides specifi c suggestions, such as some amendments to the Code of Canon Law. Key words: Synodality, collegiality, papacy, Roman curia, local churches

La presente conferencia fue presentada como ponencia en el XXV Encuentro de Obispos y Teólogos realizado en Madrid entre el 30 y el 31 enero del 2017, que versó sobre “Religión y sociedad multicultural”.

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