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

Today, indigenous children with disabilities are subjects of rights. Several national and international documents recognize the rights of people with disabilities to access and participate in different social places, such as accessing to inclusive education in regular indigenous schools. The study focuses on the qualitative paradigm from a comprehensive interpretive approach, which allowed capturing and unveiling a teachers’ social reality through in-depth interviews. The findings found are focused on teachers’ representations, based on experiences to attend to children with disabilities. Some of those are: lack of professional training and training received difficulties in their pedagogical practice, possible causes attributed to the suffering suffered by the students, the characteristics of the difficulties they carry, family context in the indigenous communities. Also, it shows the difficulties they face in the challenge of having students in the regular classroom.

This research reports the meanings that the teachers of the native’ primary education level of the school zones 010 of the Municipality of Chiapas, México, attribute to their teaching practice with tsotsil children from the agricultural work “milpa”, (the community harvest). Through the milpa and other activities, the tsotsil boys and girls build up their knowledges of the productive, cultural and social life, revendicating that these people have a specific pedagogy from which they construct their knowledge’s and language. Also, it was detected how these knowledge’s as an opportunity to legitimize them within the plans and curricula. This with the aim to generate skills, competences and evaluations from the pedagogy instead of being a subsystem developing arbitrary knowledge’s due to a cultural imposition. This research was developed from the qualitative basis paradigm, with an interpretative-comprehensive focusing; and to understand this phenomenon in depth, addressed to both teachers and children according to the criterion for selection; and in order to guarantee the credibility of the findings a theoretical triangulation was made.

Many times when remembering the education we had, good and bad moments come up, and among them, assessment experiences, some gratifying and others disappointing and even humiliating. Reviewing evaluation in the school system, we see that it has been used to privilege a way of being and even to define a model student, manufacturing hierarchies (Perrenoud 2010). This has produced effects in the lives of people and initial education has not been exempt from it. In this text, we will refer to evaluation that is carried out in the classroom or some non-conventional systems, but at a micro level. That is focused on learning of the youngest children of six years. We, therefore, invite the reader to review the pedagogical practices and give greater importance to stop, observe and learn from children and their ways of relating and learning, without showing an ideal fixed model. We will address the importance of an open observation, where the educator, in addition to considering learning objectives a priori, may acknowledge others to emerge, after the observation of the children, all of this if it has an openness and can look without "lenses" that cloud his view.

The present reflection takes into consideration key actors of early childhood, since it emerges from a collective analysis in OMEP Chile, based on the following question: how does the national feminist movement challenge in terms of gender equity to those of us who work daily to achieve quality in early childhood education? Undoubtedly, there is a commitment and a great responsibility among the professionals of education regarding the issue of gender in order to advance in an integrating perspective and recognition of the multiple actions that we must undertake. Therefore, this article presents the advances, as well as the challenges, in addressing gender identity and equity in early childhood education in Chile, based on relevant updated data, to promote diverse instances of analysis, discussion and debate of what has been done, in pursuit of the achievement of the objectives of Education for Sustainable Development (ESD).

This research is about Reading comprehension as this is sixth grade primary level students´ main learning problem. It responds to a request from the Ministry of Education aimed at developing pedagogical suggestions from the master´s program at San Ignacio de Loyola University 2016. Methodologically is an applied educational research. The sample used is intentional and judgmental in which we applied different methods and instruments as part of the field diagnostic that allowed us verify the current condition of the researched problem, the reason and the consequences in the students. As an essential conclusion we have shaped a methodological proposal which has scientific references and guides teachers´ transformation in directing the reading comprehension learning – teaching process from critical, reflective and metacognitive positions that affects students´ way of thinking, feeling and performing.

This article is structured on the basis of a critical observation regarding the scope of the Educational Model of the University of Chile, analyzing tensions produced between concepts and the epistemic assumptions that sustain the gearing of this model from the curricular perspective. Likewise, the implications of the competency-based training model and how it can be articulated according to the humanist paradigm that this university possesses are tense.

REVISTA INVESTIGACIÓN Y DESARROLLO ISSN: 1390-5546 0 / e-ISSN: 2361-2557   La revista Investigación y Desarrollo de la Universidad Técnica de Ambato (UTA),  recibe artículos en idioma español o inglés, de acuerdo a 2 convocatorias al año. Los autores y autoras interesadas en publicar artículos en nuestra revista deberán enviar sus artículos originales en formato Word, por correo electrónico a: revista.dide@uta.edu.ec.  Como regla general, al menos el 60% de los trabajos publicados provienen de autores externos a la Universidad Técnica de Ambato.

Revista de Divulgación Científica y Cultural INVESTIGACIÓN Y DESARROLLO Volúmen 11, Número 1 ISSN: 1390-5546 revista.dide@uta.edu.ec