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

Due to the importance of the teaching and improvement of the written language in Higher Education, as it constitutes a transversal macro-axis of the training curriculum and interdisciplinary node in the cognitive-communicative processes that take place in all the subjects of the initial training process; this investigation was carried out. Which aims to design a system of teaching tasks for the didactics of the construction of written texts from the educational project of the year with a social, cultural and professional approach and with a marked interdisciplinary, multidisciplinary and transdisciplinary character. It is a current issue, in order to guarantee a graduate in correspondence with what is required in the professional model of the career and society. In the investigation the methods of the theoretical level were used: historical logical, analysis, systematization, analysis synthesis and induction deduction; those of the empirical level: documents analysis, the survey, the interview, the observation, the pedagogical test, the consultation of specialists; and the mathematical method in the application of descriptive statistics techniques. The proposed experience allowed to corroborate the interdisciplinary nature of the didactics of the construction of the written text from its conception in the educational project of the year and its contribution to solve problems from the different components of the professional training process in each of its dimensions and scenarios; whose effectiveness has been verified and corroborated in its results and the criteria expressed by the specialists who participated in this research.

This article analyzes the problem that journalism students have to write in relation to subjects that have a high workload to carry out practical writing work, in order to perfect the different journalistic genres, such as: the news, the report, interview, chronicle and commentary. The article addresses the case of the students of the seventh semester of the Journalism Career of the Vicente Rocafuerte Lay University of Guayaquil, in the academic period 2019-2020. A mixed, descriptive, explanatory and longitudinal research methodology was applied that included the survey and self-assessment and knowledge tests on the application of spelling rules, punctuation marks, semantics, among other fundamental aspects that a student must know to apply correct journalistic writing technique. The results showed that the majority of the students registered shortcomings in writing due to the lack of mastery and knowledge of spelling rules, problems of syntax, coherence, clarity and precision in the development of news texts. As conclusions, there are problems of form and content that teachers have to deal with and must find teaching strategies that reduce this problem.

In the field of continuing education, fourth and fifth level studies require a contextualized, more relevant approach, focused on the development of professional competencies. The objective of this study is to analyze the impact of postgraduate studies on the Academic-Professional Competencies of Peruvian graduates. Non-experimental quantitative research of explanatory level, with a population of 1064 graduates based on the information provided by the Technical Registry of the University. The results show that graduate training has a significant impact on labor productivity, scientific production and achievements as dimensions consistent with the competencies of the graduates. In conclusion, graduate training has a significant impact on the competitiveness of professionals graduating from these programs.

Raising the perception of risk, increasing the level of knowledge and the degree of participation of the university community in confronting climate change is a priority for the Cuban University. The objective of the research was to present a methodology for the treatment of the content on climate change in the Physics discipline in the Agronomy career that is characterized by being systemic, integrating, flexible, developing and generalizing that allows integrating the contents of the discipline the bases of climate change in the teaching-learning process. The methods used were the following: criticism and source analysis, critical opinion and collective construction workshop, observation, documentary review and interview. The article refers to the stages in which the methodology and procedures that teachers must undertake to treat the contents on climate change and the appropriation by students of an environmental culture are structured. It is concluded that the methodology has demonstrated its effectiveness in practice, while transformations are observed in the way of acting of those involved to face and mitigate the effects of climate change. The research is part of the project Training of the University Professional for the Management of Local and Sustainable Development of the Las Tunas territory attached to the Faculty of Economic Sciences of the University of Las Tunas.

Educational processes require constant updating and innovation, evaluation in higher education requires analysis and feedback to adapt to current reality; constant efforts must be made to know, understand and improve it. The main objective is to offer a tool for approaching the notion of evaluation in the context of higher education, in the educational approach of socioformation; The purposes of this study are: to clarify the notion of socioformative evaluation, to identify elements that make up said concept, and to establish a proposal as an example of socioformative evaluation. The present study is in the literature review and supported by conceptual mapping; for which strategies such as search, organization and analysis of documents are applied. The results obtained expose the notion of evaluation from socioformation; categorization, characterization and differentiation of socioformative evaluation for a deeper understanding of it; socioformative evaluation division; they consider the socio-formative evaluation adequate to the Latin American context, its own characteristics and needs, considering the elements of the socio-formative evaluation identified: the individual facing the problems of his context, complex thinking, individual and cooperative skills, universal values, continuous improvement; Finally, aspects of linkage, methodology and exemplification of socio-formative evaluation processes for implementation are presented. Conceptualization and understanding of the evaluation processes that contribute in the search for quality training of the person.

The analysis of paratextual elements in the artistic-literary text implies that the student establishes certain relationships that enrich his cultural heritage and literary competences; however, there are shortcomings in the didactic treatment of exerges as a paratextual element. In order to influence the solution of this problem, it is proposed to establish the exerges-chapter relationship in the novel The Flight of the Cat, by Abel Prieto. The article aims to address the relationship between the exerges and chapters in the novel The Cat's Flight, in 12mo. grade. Historical-logical analysis, analysis and synthesis, and hypothetical-deductive analysis were applied as fundamental methods. The article addresses the importance of studying the proposed relationship and enhances the understanding, analysis and production of deep contents of the novel, not only in stylistic terms, but also as an indicative substance of historical, social, cultural and ideothematic information experienced. by a group of young people in revolutionary Cuba in the 1990s.

The research focused on the study of the school group. It transcended its traditional treatment and focused on its operation in virtual environments, as a consequence of the global health crisis and the containment measures applied. The objective of the research was to characterize structural elements of virtual school groups for middle and high school that functioned in the 2020-2021 school year during the COVID-19 pandemic in Cuba. For this, a quantitative methodology was followed with the application of an online questionnaire. The final sample was made up of 436 students and 82 middle and high school teachers. The results revealed the characteristics of the structural elements of these groups, which were generally identified by formality, low interaction, lack of norms that efficiently regulate the functioning of the group, and low levels of integration and significance of belonging to these groups. Significant differences were also shown in terms of teachers and students and the levels of middle and high school education that marked a diversification in the findings. The study included a projection towards future research that addresses in greater theoretical and methodological depth the relationships between the school group and virtuality and its possible edges in terms of the student-teacher relationship and methodological challenges of distance education.