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

The Educational Research Congress in Chihuahua (CIECH) has been taken as the object of study in this article. First, some aspects about academic communities in the educational research field are pointed out. Afterwards, some Social Network Analysis (SNA) techniques are used in order to set the relationships among authors according to their co-authorships and the interinstitutional relationships based on the institutional affiliation of authors. The actors with the most degree of centrality in the authors’ network, the most intense co-authorships’ relations and the principal interinstitutional links are shown. Finally, a strain between interinstitutional and inbreed links (co-authorship among authors members of the same institutions) is observed, which raises the Clark’s idea of a permanent straining between centrifugal and centripetal forces.

This research is located on higher education institutions of Bariloche. Starting from the complex relationship that exists between the western colonizing project and the educational processes, from a decolonial perspective in dialogue with critical theorical categories, it is inquired in the educational experiences of teachers, students and graduates; recovering traces of colonization, in terms of ways of being-living-doing in the world and knowing; and clues as breakdowns in the construction of political subjectivities. Based on a qualitative inquiry, it can be understood that colonization and decolonization processes are given simultaneously, an although, the experiences that breakdown the hegemony, are present in formal and informal areas, being more frequent in the latter. We point out that in all of them the subject is affected in the corporal hermeneutical transits or remained aesthetically affected. Some constructions teachings that are visible as potential breakdowns, do not have the impact that we are looking for. Concerning the pedagogical processes regulations policies, in some cases they facilitate emancipations, and in other cases, colonizations are reproducing.

This article presents a discussion between the expectations of doctoral students related with the competences they should acquire after their doctoral training, the European regulations, specifically, the documents that come up from the Bologna Process and the Chilean regulations, defined through the guidelines developed by the National Accreditation Commission for postgraduate training. From this dialogue, it is proposed to develop a standard Graduate Profile for Doctoral programs in Education, through a quantitative methodology, based on content analysis. As a result, a standard Graduate Profile is presented, based on the New Zealand model, where the different competences that a Doctor of Education must acquire are contemplated, with it is intended to advance towards the homogenization of the Graduate Profiles of this university level and to contribute to the evaluation of existing Graduate Profiles.

It is important that schools have the tools to identify and satisfy the Special Educational Needs (SEN) of some of their students, particularly those who belong to vulnerable groups, such as children living with HIV, since this condition can affect their cognitive development and their academic performance. The objective of this study was to identify whether children living with HIV have SEN, and if it was the case, identify whether their schools are trying to satisfy them. This study followed a mixed-methods design, descriptive and transversal approach. The participants were 10 school-age (ages six to 14) students, their caregivers, their pediatrician and their teachers. Semi-structured interviews were carried out with students, caregivers, pediatrician and teachers, and eight subtests of the Weschler Intelligence Scale for Children (WISC-IV) were used with the students. Five students living with HIV may present SEN not associated with the virus, but to their life conditions. Some children living with HIV may develop NEE related to their emotional situation and low socioeconomic status. Their schools are not trying to satisfy those special needs, as they don’t identify them, which could in turn place them at an educational risk.

Educational inequality is one of the main problems of the national educational environment, given its influence on the effective exercise of population’s rights and its implications for social mobility. Despite its importance, the matter has been underdiagnosed at the state level and even less for the municipal level. This paper seeks to contribute in this sense by quantifying educational inequality in the municipalities of Michoacán state, through the Gini coefficient for education. The results suggest the existence of significant inequality gaps between the different municipalities of the state, as well as the concentration of the most unequal municipalities in the southern part of the state; this zone extends through the coastal region of the state, ranging from the limits of Michoacán with Colima state and rising to the border with Guerrero and Estado de Mexico, finding the greatest inequality in the municipalities of Nocupétaro, Tumbiscatío and Carácuaro. The mapping of these data can contribute to the decision making in the matter and to locate compensatory actions that collaborate to counteract this problem.

The goal of this paper is to identify the existing geometric notions in the design and elaboration of güilile (an artifact of widespread use) in a Ñuu Savi community. This artifact is a working tool and, according to the Tee Savi villagers (Mixtecos) helps to optimize the work. The research is based on ethnomathematics, in particular, on the practices of measuring, designing and explaining. This is qualitative research and employs the ethnographic method to study the social unit (community Ñuu Savi) and relies on semi-structured interviews (videotaped) to three key informants to collect the data. On the other hand, the explanation of the results is descriptive and interpretative. The results indicate that in the design and elaboration of the güilile, the population of the Ñuu Savi community use diverse geometric notions such as circumference, the intersection of straight lines, parallel lines and paraboloid of revolution. From these results, some implications for teaching in the article are discussed.  

In this article is exposed and analyzed the results of a survey applied between 2013 and 2014, to students who attended the last year of the upper middle school level in the region known as Northwest Chihuahua (this region includes the municipalities of Ascension, Buenaventura, Janos, Galeana, Casas Grandes, Nuevo Casas Grandes, Zaragoza and Gomez Farias). The objective of this work was to know the educational interests, the labor and professional expectations according to the gender. The results obtained allowed to identify the tendencies of professional choice, the economic-social differences and even aspirational. It emphasizes that young people receive mostly the support of parents, but it is interesting the answers expressed in relation to continue with the university studies, because while the men do not assign great importance to obtain a grade, women consider a life plan that includes graduating from a bachelor’s degree and continue their graduate courses. However, labor expectations of women measured through wage income tend to be lower than men, since it does not rise to more than five thousand pesos per month. It is concluded that gender influences in a decisive way in the choice of the bachelor’s degree program, the labor and professional expectations.

Chilean public policy tries to reduce the gap in educational level between municipal schools, subsidized and private schools, through a process carried out during the last decade. The Preferential School Grant Law (PSG) has been part of the Chilean state’s solution to the aforementioned problem. This research links PSG predictors with their classifications as a variable answer. The objective is to evaluate the impact of the law, through the analysis of enrollment variables, educational results, and vulnerability indexes, in contrast to the assigned PSG classification, using a quantitative statistical model. Statistics of eight consecutive years (2008-2015) the cohort of Valparaíso region was the universe selected to assess the consistency between the law and the classification of schools. The study methodology is quantitative, longitudinal, explanatory and correlational. The data analysis techniques, descriptive and inferential, establish that the predictors studied, and considered by law, did not have a significant or sustained impact over time regarding the classification, concluding an inconsistency between the projected and the observed. The impact of the PSG is not the answer to bring the results to the same level.

Universities have started a process to transform their physical spaces in places where innovation is practiced, promoted and built. This study presents an analysis of the data obtained in an innovation laboratory of a university in northern Mexico, where students, professors and collaborators (actors) participate in interdisciplinary projects to put innovation into practice. Through a qualitative methodology with a focus on grounded theory and with the use of interviews and focus groups, categories are established based on the functions, uses, and identities that this space provides for its users, as well as the challenges of innovation in the academic context. The results indicate that in the context studied, the sense of belonging, collaborative learning and networking are fundamental criteria for creating an innovation ecosystem. Also, we emphasize the importance of having innovation spaces within the university to transform the teaching and learning experiences of students and teachers alike.

La actividad investigativa precisa no solamente del desarrollo de un proceso sistemático de interrogación y búsqueda de datos para comprobar supuestos, sino que obliga al investigador a que, una vez concluido su trabajo, encuentre los mecanismos para la difusión de resultados, de manera que sean útiles para la solución de problemáticas específicas; o bien, para que inciten a la generación de nuevas interrogantes que sean el principio de un nuevo proceso de indagación. Desde hace unas cuantas décadas, cuando la investigación educativa en México se encontraba en proceso de gestación, el posgrado comenzó a visualizase como un espacio para la generación de conocimiento, aunque permeado con la idea de que el proceso investigativo concluía cuando los estudiantes presentaban la tesis y cuando los ejemplares impresos llegaban hasta el estante de una biblioteca. Poco a poco los investigadores educativos avanzaron en su carrera de profesionalización y en la adquisición de una identidad propia como comunidad científica, una vez que comenzaron a abrirse espacios de diálogo e interacción para la comunicación de resultados (Latapí, 2008).