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

This article is concerned with the ethical and methodological aspects of research carried out during 2020, which investigated the children’s representation of Covid-19 in the Brazilian state of Maranhão. It queries the fabrication of an ethnography at a distance (with the children’s parents as mediators), taking digital technologies as means to access children and their narratives through short interviews, audio recordings, and drawings. Adhering to social distancing rules, without access to direct observation, it raises issues regarding the process of obtaining information and transforming it into data through systematization and analysis.

Actualmente la Educación Media Superior en México se enmarca en el desarrollo de las competencias, aspecto relevante para la construcción de mapas curriculares y diseño de asignaturas. La orientación por competencias pretende desarrollar de capacidades específicas en los discentes ya que se tiene un perfil de egreso específico, razón, por la que es importante que los docentes cuenten con diversas herramientas para aplicarlas según las necesidades de su contexto y los objetivos de aprendizaje de su asignatura, por esto es importante brindar una impronta conceptual que facilite el quehacer docente en el aula. El presente escrito explica el proceso de análisis de los atributos que componen una competencia, un fundamento conceptual y una propuesta de instrumento de evaluación. Estos elementos se desprenden de la competencia genérica “se expresa y comunica” que como su nombre lo indica, pertenece al área de lenguaje y comunicación, sin embargo, esta propuesta es aplicable a todas las áreas que conforman el currículo de la educación media superior.

Con el propósito de identificar las formas de socialización de género que viven niñas y niños de educación preescolar, así como aquellas presentes en la enseñanza de las matemáticas, se realizó una observación etnográfica en una escuela pública de la ciudad de Morelia, Michoacán. Se utilizaron dos dimensiones de análisis: relación docente-alumna/o y educación matemática. Los resultados mostraron que las profesoras promueven una socialización de género que legitima la posición subalterna de las niñas mediante: lenguaje androcéntrico, y prácticas que invisibilizan a las niñas. Respecto a la educación matemática, se pudo observar que se utilizan tanto recursos didácticos asociados al mundo masculino, como otros que trastocan estereotipos de género, éstos, permiten a niñas y niños superar dificultades en el aprendizaje de las matemáticas e incidir positivamente en la confianza y seguridad de las niñas. Se destaca la importancia de prestar mayor atención a esas nuevas prácticas educativas que modifican la socialización de género y favorecen la educación matemática desde las etapas más tempranas de escolaridad.

The purpose of the article is to share reflections that emerged during the elaboration of a final project in the specialization in Teaching, which developed the design of a didactic strategy based on experiential learning to promoting childhood healthy lifestyles. This article is aimed mainly to teachers, health promoters and sensitized people with the childhood. It is split in four sections: The theorical bases for the election and design of didactic proposal approaches; the design of the strategy; the evaluation proposal; and the suggestions and reflections for implementation in different scenarios.

This article derives from a research project whose objective was to describe the way in which the teachers at a public primary school in Yucatán deal with the effects on the learning processes generated by COVID-19. The study was developed under the qualitative paradigm, with a descriptive scope and a phenomenological design. The population was composed of all the teachers at a public federal elementary school in the southern state of Yucatán, Mexico during the 2021-2022 school year. The sample included five professors, who were chosen given the quantity of information they could provide. The information was collected through a focus group, which inquired about the activities that the teachers undertook to give continuity to the learning processes and their feelings about the changes in school dynamics. Among the conclusions, it stood out that the teachers creatively used the tools accessible to the reality of their context, adapting them to the socioeconomic conditions of the students, providing low-cost solutions. However, even though the way platforms such as WhatsApp, YouTube and Facebook were used for the transmission and management of content allowed the monitoring of students and the collection of academic products, it did not guarantee that actual learning was achieved, as the teachers were not trained in technological matters. However, it must be understood that even if they had had this training, the results would be practically the same given the diversity of contexts of the students, characterized by the lack of infrastructure and equipment in their homes.

When investing in human capital training, the company gets double benefit, the company can count on trained people to face its needs, acquiring greater responsibility and commitment to the employment situation, and the worker on the other hand increases his intellectual capital as well as his specific skills. To know the impact of the work experience acquired in the professional training of human talent, this systematic review of the literature was carried out based on Kitchenham’s methodology (2004).The temporal delimitation covers the year 2014 to 2021; the revision was made through the following databases: Business Source-Completed, Dialnet, Iresie-UNAM, Open Journal System, Redalyc, Scielo, Science Direct, Springer, Proquest. As a result, it was found a total of 49 articles containing the variables of the topic studied. Most of the texts reviewed indicate a positive effect on human capital formation of having work experience before concluding professional training.

This reflection aims to be a point of discussion of the policies to expand coverage in higher education that have been implemented during the current Government of Mexico and Yucatan. Specifically, the look of this analysis focuses on the literature review of two interesting aspects: the priority strategies that propose the creation of new public educational institutions of higher education and the granting of scholarships to students in a high situation of social and economic vulnerability; and the government's goals for expanding the gross coverage rate that were established at the beginning of the six-year term both at the national and state perspective. The focus of analysis is guided towards a critique of how these strategies and goals have been developed during the first half of the federal government headed by Andrés Manuel López Obrador and the state government headed by Mauricio Vila Dosal, and which are the progress indicators that today exist to identify trends and possible implications for the landscape of higher education.

During the process of learning a second language, students use different strategies linked to the learning style with which each student identifies, so each student will obtain different results of success or not in terms of oral production of the language.This paper describes the frequency with which students use certain learning strategies and analyses the relationship between their use and the development of oral production.The sample consists of 41 students who attend the pre-intermediate level of Modern Languages to which a questionnaire was applied focused on analyzing the predominant learning style in the students and the frequency with which they use certain types of strategies, thus, determining the success or not of their development in the oral production of the language. The research was developed with a quantitative methodology and the results indicated that the predominant learning style in the sample is the individual style with 29.3%, in addition to the fact that there is no relationship between the hours of study and the success in the development of oral skills.

This article derives from the study entitled: Construction of the university professor's teaching identity, which aimed to analyze the construction of the teaching identity of higher-level teachers. Perceptions about the origin and meaning of teaching and personal characteristics are considered as categories of analysis, in order to understand the elements that could allow the teacher to identify as teacher. The research followed the qualitative paradigm, had a descriptive scope, with a case study design. The results make available to infer that the conception that the individual has of himself as a teacher, and belonging to the group of teaching professionals, as well as the perceptions about his personal characteristics and vocation, allow the person to identify himself as a university professor.

This study investigated students’ perceptions of the participation of girls and boys in episodes of lack of discipline, at a public school in Belo Horizonte, state of Minas Gerais. The Diagnostic Questionnaire of Perception of Violence and Lack of Discipline According to Students’ Gender (Q-PIV), Table of Heteroclassification and Self-classification of Undisciplined Behavior (HAE) and semi-structured interview were used. 167 students from the 8th and 9th grades of elementary school participated. The results indicate that it is a mistake to think that the behaviors of girls and boys at school follow a strict pattern based only on social expectations of gender, since we found a multiplicity of attitudes of girls and boys towards school rules.