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

Despite the progressive increase in Protestantism, Peru remains one of the countries with the highest percentage of Catholics in Latin America. Due to this, and the degree of legitimacy that it maintains in society, it could be expected that the Catholic Church, its leaders and representatives will have a great political influence in the community that calls itself Catholic, making it relatively easy for them to obtain majority support and consent from this sector. However, the present work suggests that religious affiliation is an insufficient analysis variable to approach the political and mobilizing potential of the Church, its authorities and leaders in Peru. It is argued that, in a context where religious competition has increased, it is necessary to consider at least religiosity as a mediating variable between religious affiliation and the political potential of the Church. Through a quantitative methodology, the sociodemographic profile of each sector of Catholics is described, differentiated according to their self-perception of commitment to religion. In addition, through logistic regression analysis that considers sociodemographic variables, the weight of religiosity in the probability of agreeing with three forms of intervention of the Catholic Church in the political arena is also evaluated. The results indicate that religiosity has a considerable weight in the probability of supporting political interventions by the Church, its authorities and people with strong religious beliefs, allowing a new critical reading to be given to the majority percentage of Catholics in the country.

Based on a bibliographic review on politics in sociological work, as well as on personal and collective reflections on our sociological life, the following article seeks to retake a discussion about the political nature of the academic production and action of the Social Sciences —specifically, sociology— pointing out two necessary issues that must be made explicit in debates within the discipline: the loss of social totality and the irreflexibility about the political dimension in the daily and institutional work of sociology in Peru in the late years of the last decade. We offer some criticism and insights in order to historicize and locate our actions as sociologists within the social spaces with which we interact.

The unstable contemporary society, which includes the complexity of bodily technologies, violates concepts of home and border and is compatible with the subjectivity of migrants, who, far from their own, bet on integrating into other cultural horizons. For this purpose, they begin with their bodies and appearances, taking the sophistication of their corporal expressivities as aesthetic referents of transformation. In this presentation, we show, from two life stories, how the bodily technologies of dance become mediators in the construction of local leaderships and alternative citizenships.

The growing visibility of violence in schools has caused multiple demands to know their condition in our societies. Given this, the conceptual, analytical and methodological challenges faced between those engaged in their empirical research are evident. However, many of those who face these challenges do not analyze the parallel processes that are configured as the research progresses. This is the case of changes about the role of students in this collective effort. The objective of this document is to analyze the advances and dilemmas of the empirical research on violence in Mexico, focusing on the implications derived from the legitimization of the voices of children and adolescents. This analysis based on the specialized literature on school violence and the voices of students, warns that although studies that conceive these populations as individuals capable of providing data on this phenomenon through the application of numerous research techniques have been generalized, the idea of assuming them as sources of information and as passive and subordinated recipients of decisions and actions taken by adults. This analysis is aimed at experts, authorities and social leaders who, when considering the students as interlocutors in the empirical research on school violence, are committed to the recognition of the right to participation of children and adolescents, and the promotion of its effective exercise in schools.

University teachers are involved in a work environment where they interact with people (bosses, colleagues, students, etc.) and situations that can cause stress. The main objective of this research was to know the relationship between psychosocial risk factors and the stress perceived by university teachers. The focus of the work was quantitative, the design was correlational and transversal; the sample consisted of 117 university teachers from Lima, Peru. The results indicated that perceived stress is positively related to psychological demands, active work, compensations and double presence of the teachers; however, an inverse relationship was found between stress and social support received. The data showed that teachers who work by contract have a higher level of stress and that the main symptoms experienced are tiredness, not being able to sleep, headaches, poor concentration and variation in appetite. No relevant differences were found in terms of age and sex.

The present study analyzes the professional preferences in students of four engineering careers from a private university in Arequipa City, in relation to some aspects of professional identity. To that end, we took a sample of 422 students of Industrial Engineering, Electronic and Telecommunications Engineering, Civil Engineering and Computing Science. We applied two instruments: the Pereira’s Professional Preferences Profile and the Professional Identity Questionnaire of Arias et al. The results indicate that the engineering students have professional preferences according to its professional field, but a considerable percentage is located in the category of non-defined (24.17%). Moreover, the 18.22% of students of Industrial Engineering have professional preferences for Business Administration, and the majority of them have a professional identity with scientific and technical orientation, regarding object of study, methods and professional goals. 

The objective of this research was to determine the relationship between educational technologies, social skills and decision making in university students of the Industrial Engineering School from a private university in Lima. This study was basic, its design was non-experimental and cross-sectional. The population was composed of 80 students. The survey was used as a technique and the questionnaire was used as its instrument. The questionnaire had Likert Scale questions. The results allowed determining that there is a significant relationship between educational technologies, social skills and decision making, with a significance lower than .05. 

It was difficult for the interpretive opposing approach to fight the previous exclusive current with its ideographic approach to the study of a now subjective reality, which was consolidated and applied to practice with the transformative intention of the complementary socio-critical approach2, and through some of the qualitative methods: a) in the first approach, through the participant or non-participant ethnographic observation, instrumental, institutional, individual or collective study cases that provide understanding rather than previous description; b) in the second one, through the research-action or research based on the design that reverts the situation studied to free and improve it.

The present study has two objectives. The first one is to study whether the different stages of teacher professional development vary the levels of psychological capital, engagement and burnout on university teachers. On the other hand, the second objective is to study the relationship between the stages of professional development, psychological capital and engagement with the burnout of university teachers. The sample is intentional, not probabilistic and was composed of 250 university professors, with an average age of 39 years (M = 39.5 and a TD = 11.15); fifty one per cent of the participants were female. Thirty-eight per cent of the participants have been teaching at the university for five years or less; twenty seven per cent have been doing so for 6 to 10 years, and thirty five per cent have been teaching at the university for more than 11 years. To evaluate the variables, the Spanish versions of the Psychological Capital Questionnaire, Utrecht Work Engagement Scale and the Oldenburg Burnout Inventory were used. The results indicated that more experienced teachers have higher levels of psychological capital (specifically effectiveness, resilience and hope) and higher levels of absorption, an engagement dimension, than less experienced teachers. No significant differences were found in burnout levels linked to academic experience. Finally, psychological capital (specifically the dimensions of optimism and hope) as well as engagement (specifically the dimensions of vigor and dedication) inhibit the emergence of burnout on university teachers.

The study aims at analyzing the predictive role of students' perception about the class’s situational, school, social, and personal variables on the affective, behavioral, and cognitive engagement towards school tasks. The research was developed with 219 students of the primary education level from public schools in Argentina. For data collection,  four standardized instruments were used: –Scale of Engagement towards School Tasks in Primary Level Classes;  Inventory of the Perception of Educational Context as motivator; Questionnaire of Involvement with the School Center and Intrinsic versus Extrinsic Motivational Orientation Scale in the Classroom- as well as the absence record keeping throughout the school year. Furthermore, informed consent was also requested. The model evaluated through Path Analysis presents a good fit to the data (chi square=20.24, df=7, p=.005, chi square/df=2.89,CFI=.99, GFI=.99, RMSEA=.093–CI 90%=.047/.14-), and confirms the hypothesis, i.e., that the affective, behavioral and cognitive engagement is favored by the configuration of the class and the support  from peers and teachers, while personal beliefs mediate absence as school variables that exert a negative influence on every dimension of student involvement.