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

Costa Rican high school education is stagnant in terms of quality due to a prevailing traditional educational model. Based on this, a student’s profile that enrolls at the university can be defined by an individual without personal opinion and lack of responsibility for his or her educational process. In order words, this student is not educated for his or her autonomy. For this reason, university teaching faces the challenge to foster autonomy processes in the students, in order to let them find in the university the space to develop personally and professionally. One of the pedagogical challenges happens mainly with first-year students, as they do not come prepared with certain necessary skills for university life; it is the professor who strengthens those abilities. One of the main tasks is found in pedagogical mediation. For this reason, this essay aims to address four specific aspects that university teachers should face to perform a pedagogical praxis focusing their mediation on Freire’s Pedagogy of Autonomy.

This paper provides a conceptual review of the contributions of sociology in understanding the social segmentation of education, particularly from the case of the Chilean education system. Here, with the lifeworld of social phenomenology provided by Alfred Schutz and the concepts of habitus and reproduction incorporated by Pierre Bourdieu, empirical data regarding the Chilean educational context showing expressions of segmentation and other forms of inequality in school and university education are reviewed.

For many years, improving the educational experience to have better pedagogical transposition in teaching and learning processes has been sought. This led to the development of various theories of learning, including behaviorism, cognitivism, constructivism, socio-constructivism and conectivism. Each of them, based on its epistemology, fosters the development of teaching and learning process in a specialized manner. The objective of this analysis is centered on a description of learning theories and how they relate to environmental education in the Costa Rican Educational system. Through bibliographic study and the analysis of some socio-environmental educational activities, the use of these theories was related to the development of diverse skills focused on promoting the importance of natural resources and the conservation of these for their rational use by future generations.

La División de Educología, del Centro de Investigación y Docencia en Educación, de la Universidad Nacional, se complace en presentar a la comunidad educativa nacional e internacional, el volumen XIV, número 2, de la Revista Ensayos Pedagógicos.

The argentine educational system today lives a crisis situation, which becomes evident when high school graduates must undertake a college degree: they do not have the basic skills of reading and writing, which results in a high dropout rate in their freshman year. This state of affairs can be attributed to an approach that chose to ignore the direct teaching of abstractions, postulating that they can be learned indirectly. On this basis, we propose that the direct teaching of abstractions and complex concepts is necessary to promote not only a better academic performance but a better quality of life in general. To argue this position, we will resort the opinion of teachers, experts in the field, theoretical studies and practical experience, highlighting the urgency of a return to these practices to promote the development of a critic view of reality in a world that tends increasingly leans towards disinformation and over-simplifications. In a first instance, theoretical evidence will be analyzed about the importance of abstractions; then, the linguistic evidence will be addressed and finally the experimental work will be reviewed. Evidence from the analysis suggests that a return to teaching methods where abstractions play a key role would improve the performance that students have regarding reading and writing problems.

In this essay, we have tried to make an approximation to the concept of game and gamification since it is an innovative proposal that is currently being used in educational practices whose teachers are incorporating experiences of gamification in their classrooms. Based on the different authors that throughout history have reflected and concentrated on the role of education which started from the pedagogical methods of the new, current school of thought, we support its premise on the importance of implementing game in learning, also confirming a wide range of advantages that gamification and its integration in digital learning currently have, making it possible to increase the participation of students in the collective construction of knowledge, the projection of its interaction in the classroom, a greater motivation towards learning, and a more enriching and fun environment in the classroom and its experiences with the aim of engaging in the achievement and exceeding of the curricular lines set for their corresponding age and level.

This essay responds to a critical analysis of emotional education, considering that emotions in education are being addressed from a therapeutic perspective based on the hedonistic tradition of psychology, which does not correspond to a pedagogical knowledge, especially when the philosophical foundations of education are not considered. Taking into account this criticism, this essay is generated which aims to analyze the moral value of emotions. It is identified that the same emotion can have a positive or negative value in relation to the meaning of the educational goal. It is concluded that it is not possible to standardize the pedagogical-moral value of emotions since it responds to a qualitative analysis of the pedagogical situation.

The purpose of this manuscript is to rethink the administration of the school in the midst of dispersion as a place of hope towards the generalized contingency and channeling in which the control society has subjected it, which privileges a story about education in terms of competencies at the service of business and not in terms of knowing how to live with others and build a more humane society.

Science as organized thought is subject to rules and principles that are embodied in the daily practice of the subject who thinks and does research. Aligned with this, it is possible to identify irrational behaviors called cognitive biases, which affect the outcome of any process of inquiry and generation of knowledge. Based on this, a critical analysis is presented on those biases that affect the thinking of the scientist who makes and teaches science, in search of conceptual approaches that support new research problems.

La División de Educología, del Centro de Investigación y Docencia en Educación, de la Universidad Nacional, se complace en presentar a la comunidad educativa nacional e internacional, el volumen XIV, número 1, de la Revista Ensayos Pedagógicos.