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

La irrupción de las tecnologías de la información y la comunicación (TIC) en la educación es una realidad presente, siendo necesario el estudio sobre el liderazgo electrónico y la competencia digital que poseen los docentes. Asimismo, el objetivo de este trabajo fue conocer la incidencia del liderazgo electrónico de los docentes de las cooperativas de enseñanza de Andalucía. Para ello, se aplicó una metodología de corte cuantitativo, utilizando como instrumento de recogida de datos el cuestionario. Entre los resultados, se destaca el alto grado de influencia que poseen los líderes electrónicos en el resto. Sin embargo, la mayoría de docentes recibe escasa formación tecnológica, lo cual deriva en la baja competencia en torno a la creación y desarrollo de contenidos digitales. Finalmente, aunque se han comenzado a establecer pautas para la introducción de las TIC, la formación y capacitación de los docentes se sitúa en niveles iniciales.

El artículo tiene por objetivo analizar los beneficios de la solidaridad promovida por el voluntariado en la formación de familiares en diversas escuelas, de educación infantil y primaria en España, que son Comunidades de Aprendizaje.  Los resultados que se presentan son parte del estudio más amplio, ‘La mejora del sistema educativo a través de la formación de familiares de grupos vulnerables’ (2014-2017). Se ha llevado a cabo trabajo de campo cualitativo en 8 escuelas con familias, alumnado, profesorado y voluntariado, de cinco comunidades autónomas. Entre los principales resultados se constata que el voluntariado contribuye a fortalecer las dinámicas solidarias en estas escuelas y a mejorar el clima escolar. La inclusión de voluntariado, especialmente en escuelas de entornos desfavorecidos, está promoviendo formación de familiares que está contribuyendo a la mejora del aprendizaje y la motivación no solo de los y las familiares sino también de los niños y niñas. Estos resultados ofrecen más evidencias a las ya existentes sobre factores que contribuyen a la superación del determinismo educativo que establece que el logro académico está determinado por el nivel socioeconómico y educativo de las familias.

This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.

Studies show that face-to-face aggression extends to other types of bullying behaviours through digital technologies. Current research is limited in primary education and contradictory in terms of gender. This study looked at the prevalence of bullying and cyberbullying in Spain at an early age, identifying groups of victims from a gender perspective. It also associated school variables (sense of belonging at school, absenteeism or student confidence in STEM subjects) to the most vulnerable profile. In a second analysis, 4756 Spanish 4th grade Primary Education pupils completed the TIMMS 2015 standardized survey. The results showed four groups of victims, two characterized by multiple victimization (bullying and cyberbullying). There were significant gender differences between the groups. The percentage of girls in the profile of victims of severe harassment was higher. However, overall there was a greater presence of boys across the different groups of victims. The school variables considered were associated differentially according to gender. The student sense of belonging at school was not the same for girls and boys, nor did they have the same attitude towards absenteeism. The results are discussed in relation to other studies together with conclusions regarding the design of educational interventions and future research.

The sporting activity in Cuba from 1886 to 1888 was located in the west fromSancti Spiritus to Pinar del Río, because in this part of the island the capitaland infrastructure necessary to execute sports practices were concentrated.The execution of the sport was done in the private sphere. The Cuban sportslife of the years of study was very intense due to the great cultural influenceand the proximity with the United States. The practice of the different disciplineswas monopolized by the Spanish nobility and the Cuban economicelite along with some members of the American and European colonies.With respect to baseball, its popularity was due to the fact that it reinforcedthe local feeling among populations such as La Habana, Matanzas, Pinar delRío and Cárdenas among others. Also its expansion was that it allowed thepractice of blacks and children, included women as honorary members anddedicated parties to charity. The sport activity was controlled mainly by mendue to the sexist vision that existed of the same one.

This work gathers the context around the novel book El Señor Presidente(Mister President), published in 1946 by the Guatemalan writer MiguelÁngel Asturias. It briefly looks into History of Guatemala and its State, relevantdetails about president Manuel Estrada Cabrera, and the author’s life.It addresses some general aspects of the novel book, to later refer to specifictopics from my personal view. The paper has the particularity of showing aparallel accompaniment for the reading process. It consists of writing poetryverses according to the chapter structure of the novel, mostly décimas espinelas3as an initial goal. Writing verses seeks to map out, reflect on, describe,or condense relevant aspects about topics, characters, and events. In somecases, difficulties forced me resort to a smaller verse structure called redondilla4.Verses cover two of the three parts of the novel, and resulted in 25décimas and 7 redondillas. They are attached to this work.