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

The purpose of this article was to develop pedagogical actions for the attention of children with Attention Deficit Hyperactivity Disorder (ADHD). Methodologically, it was framed in a qualitative paradigm supported by an action research through the phases: diagnosis, planning, execution and evaluation. The key informants were made up of (02) classroom teachers, a (01) specialist for learning resources. For this, the interview was applied and two instruments based on the interview script and the field notes. It was concluded that the interviewees have a lack of training in relation to the issue of Attention Deficit Hyperactivity Disorder (ADHD). Situation that requires designing activities in a plan of action for the attention of the diverse behaviors manifested by the students, whose results generated the existence of serious difficulties in the approach of this condition in the students, which allowed the intervention with the presentation of talks, strategies and techniques for the improvement of the problem.

In the university institutions, the processes of teacher training are in dynamic and unfinished essences, even more when new curricular processes are subscribed that break with the preponderant status quo. The present essay aims to reflect and promote a process of teacher training at the Universidad Politécnica Territorial del Estado Mérida “Kléber Ramírez” (UPTMKR), in its National Program of Management Training, which presents an innovative curricular structure, where specifically the project unit , demand skills and attitudes in teachers who have not been properly prepared and that due to the characteristics of this pedagogical activity, it is necessary to speak deeply. Therefore, a foundation is made that of the legal foundations of the Alma Mater Mission and the National Training Programs, later on the critical socio-paradigm of Torres (1983), the Complexity or Transcomplexity of Morín (1998); and Ugas (2003), as well as some elements of transdisciplinary thinking, finally concludes with some thoughts Veliz (2009). The article by Zacarías (2015), guided in an important way the development of this work.

Educational management versus job satisfaction are two links that merge depending on the actions of each one, in terms of the functions that one fulfills and the way it projects to teachers. So we try to analyze how each of them intervenes in that organizational process that takes place in the various educational institutions. For this methodological critical analysis was developed from a qualitative perspective, establishing its search under an investigation of reference sources treated as a research technique, is supported by the theory of expectations of Vroom (1964), cited by Robbins (2009). It was found in the conclusions that teachers say they feel affected by some external and internal factors that affect their work performance, in some cases they refer that a satisfied and motivated teacher will demonstrate in their actions the reflection of the commitment they have for compliance and achievement of the objectives of the educational institution where he works.

Computational thinking is a relatively new concept that emerged at the beginning of this century and has quickly become popular motivated to its main premise: all people can use computer skills to solve problems in other areas. This concept is relevant because solving problems is one of the necessary skills of the 21st century. Currently, the idea that the development of computational thinking is directly related to the learning of computer programming is maintained, for this reason, the efforts to promote computational thinking have been oriented towards the inclusion of introductory programming courses in the curricula of educational systems. However, considering that learning programming is widely known for presenting various difficulties, it is necessary to reflect on other ways for the development of computational thinking. In this sense, the purpose of this essay is to present reflections that lead to a proposal based on metacognition, for the development of computational thinking during the execution of activities of daily life.

The social actors that participate in the culture can not be alien to the variations or pre-established forms of it; so in the role of researchers, we start from two basic premises. The first is that, when approaching the object of the inquiry, it is not done in an unprepared way, but that this approach is based on a personal interest, which implies prior knowledge. The second is that by becoming observers in turn participates in the phenomenon that is observed, contributing to its construction. Based on these basic ideas, the position assumed in the research is defined as qualitative, so that the exercise is aimed at understanding rather than explaining; This means that the interest is to grasp the meanings and interpretations that are constructed and shared by the protagonists involved in the research.

The university, as a responsible organization, through its extension function produces impacts, possesses a Social Responsibility directly related to the university mission and its management processes. The purpose of this study is to generate a theoretical construct on the management of the Directorates of Culture and University Social Responsibility from an integrative worldview. The investigative process was based on the qualitative approach, with an emergent paradigmatic position clarifying, based on the phenomenological-hermeneutical method. The technique of in-depth interview was used, the information was processed through categorization, coding and triangulation, allowing the interpretation of the phenomenon investigated and generating a theoretical construct from the epistemological, ontological, axiological, philosophical, praxeological and teleological foundations related to the management of the Culture Directorates and social responsibility, based on the experiences of each key informant, from an integrative worldview. The cultural extension allows to form students and communities in knowledge, knowledge and experiences, in the university environment, from a multidisciplinary learning. It is concluded that universities should provide spaces for exchange between knowledge and knowledge with a critical and creative stance for comprehensive and interdisciplinary training aimed at physical and mental well-being, strengthening professional training, action, scientific, cultural, technological and environmental towards the benefit of the community.

This essay exposes the thematic relative of the argumentation in the construction of the essay genre in which an affective community is involved, allowing the communication between people with a common language that transfers the historical and local hardware, conducting that the ideas exposed in the argumentative production should induce the generalizing thoughts of circumbient themes, which is carried out in the intersubjective speech. in such sense, the general objective of the investigation is to generate from the analysis of the discourse and the didactics of the language, a pedagogical proposal for the construction of the genre essay at the general media education level. For this, the study is inserted in the interpretative paradigm with a qualitative methodological approach. in correspondence with the theme it is possible to affirm that the argumentation is of common and spontaneous use in the daily variation and in the educational practices, included without percating of it. however, when the purpose of communicating the ideas is aware in an argumented form is for their possible understanding, this argumentation would be structured in the intentions of the discussing subjects and in the interests of the interpreters, since some argument would be valid or not, according to the characteristics of the own partners in relation to their historical and cultural beliefs. it is therefore raised that in educational practices, especially at the general media level, an intended building of a gender test for the purpose of communicating. However, no emphasis is made in the argumentation as a mode of discursive organization.

Traditional folk festivals are a characteristic feature of the Cultural Historical Heritage and therefore of the cultural identity of a town. They constitute an event of obligatory look in time, an integral vision as a catalyst for identity expressions. The present essay is addressed with the purpose of making known the patron saint festival of San Benito of Timotes as a historical legacy and cultural heritage of the Merida region, strengthening and refounding the Venezuelan tradition. The study was approached as reflexive critical field work of qualitative nature and bibliographic review to contrast and interpret realities. Referents studied that support the essay: Law of Protection and Defense of Cultural Heritage (1993) which establishes the preservation, defense and safeguarding of all works, groups and places created by man or of natural origin, that are in the territory of the Republic, and that for their cultural content constitute fundamental elements of our national identity. In the development of work, fundamental aspects such as cultural heritage, traditional festivals and the way of projecting culture are raised, as well as the elements that identify the San Benito dance and turn it into a reflection of cultural identity for future generations.

The essay exposes pertinent aspects to the theme "Collaborative Praxis of the Teacher from the Reflexive-Vivencial Perspective", in order to unveil the weakness in the collaborative practice of the teachers, due to the lack of application of projects of shared work in the pedagogical daily life, which could generate an attitude of change that, eventually, is not due to the lack of dialogical communion, collaboration and reflection. This manuscript aims to illustrate the value of experience as a fundamental fact of the reflexive and self-critical process of the collaborative work of teachers, in the development of the practical thinking of the reflective professional. This review considers collaborative work as a co-constructive model of reflective practice, a tool for and for teachers, proactive and participatory members in an educational center. Therefore, it is necessary that teachers, as an effort of social and collective construction, give relevance to this task in the school where they work.