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

Resilience as a social construct raises a confused and diverse conceptual panorama that includes its visualization as an individual quality, as a collective feature, or as a dynamic process, among others, with the common denominator of the adaptation that is generated in the face of a challenging situation. In the historical exploration of the origins of this concept, it is evident how the social sciences have tended to attribute the greater part of the responsibility of the adaptive process, to the individual in itself more than to the relations that this establishes with the multiplicity of events and factors that are experienced throughout life. The present essay analyzes this situation and proposes the consideration of resilience as a coevolutionary and dynamic process of learning, not only of the individual but also of the environment with which it is in close coevolution. We conclude by highlighting the importance of considering current neuroscientific evidence to analyze resilience as part of a neurobiological and coevolutionary process that allows diversity, the survival of the species and the exploration and understanding of the mutual affectation between organisms and their environments.

Teacher training is conditioned by the educational policies of each country, as well as the consideration society has of such profession. Thus, teacher characteristics and their training are one of the key education elements for the improvement of educational practices and teacher professional development. This study was conducted with the aim of knowing about the training in-service teachers have in four Mexican states. The sample consisted of 600 teachers from 43 schools with different level of achievement (high and low). A survey was used to collect information. Mexican teachers basically update their  disciplinary knowledge; although they consider that the greater incidence in their formation is more related to didactic-pedagogical contents.

Building virtual learning environments (EVA) that shorten emotional, cognitive and geographical distances is a challenge that many teachers face today. This article relates an experience of Techno-Pedagogical Accompaniment (ATP) with a learning community of 149 teachers in a private university of San José, Costa Rica between October 2016 and March 2017. The objective of the research consisted in knowing, analyzing and documenting the transfroming lived by this learning experience and the process of technical-pedagogical accompaniment that allowed them to move from repositories of online documents to virtual learning environments, The ethnographic method was used with the support of an online questionnaire through an online questionnaire, the survey of participants' expressions in forums and the participant observation as methods of data collection. The experiences of teachers in their process of appropriation of technology and change were analyzed. on their practices based on the meanings they assigned to the process and its transformation. The main findings of the research were first, it is evident that the accompaniment process favored the progressive construction of learning spaces through the use of technology in a creative way; second, the experience generated an innovative, flexible and fun attitude towards the learning processes that led to substantial changes in rigid and traditional educational models; third, the identification and differentiation by teachers between a repository of online documents without evident pedagogical intention and an EVA that encourages interaction and creativity, showing the presence of teachers and students; fourth, they began to visualize technology as an ally in their professional practice, since it allows them to offer different learning alternatives to their students through collaborative design and writing tools.

Este artículo presenta una evaluación diagnóstica del modelo académico de carácter matricial implementado en la Universidad de Guadalajara. Muestra los resultados de un benchmarkin interno sustentado en la aplicación de una encuesta censal a los coordinadores de carrera (de programas educativos de pregrado) que integran la Red Universitaria de Jalisco. El trabajo tiene como finalidad revisar el nivel de matricialidad académica de los programas educativos de pregrado, identificar áreas de oportunidad que permitan fortalecer la matricialidad académica y aportar elementos que permitan elevar la calidad de dichos programas. El benchmarking interno permite realizar un análisis y evaluación diagnóstica que puede servir de referente para tratar la matricialidad académica de los programas educativos de pregrado de las denominadas macro universidades. Para obtener la información de análisis se aplicó una encuesta estandarizada con 53 reactivos a nivel censal. La información se recabó a través de una plataforma virtual a los 200 coordinadores de carrera de los 15 Centros Universitarios (6 metropolitanos y 9 regionales) y Sistema de Universidad Virtual (SUV) que conforman la Red Universitaria de Jalisco. El resultado muestra que en la Universidad de Guadalajara (en su Red Universitaria) el nivel de matricialidad de los programas educativos de pregrado se encuentra en proceso de desarrollo y consolidación, en virtud de que solo el 48.3% del total de departamentos académicos participa en la oferta de las unidades de aprendizaje que integran los planes de estudios. Asimismo, los niveles de matricialidad de los programas educativos de pregrado por tipo de centro universitario presentan diferencias significativas, ya que en los centros universitarios temáticos el promedio de participación es del 70%, mientras que en los mutidisciplinares es del 39%.  

Higher education as well as basic education, is committed to teaching the common values of society, which are the link that regulates their coexistence, affecting people’s quality of life. One of those values, solidarity, is called to enhance human being’s nature as an intelligent system, favoring the environment to become decisive in human coexistence, therefore it is convenient and relevant in pedagogy to examine how such concept becomes evident in curriculum by means of teachers from an institution that is recognized for its profile in the work of cooperation. The research is developed in the Cooperative University of Colombia, by the Faculty of Education in the Social Communication Program, understanding that the professional in this discipline is trained to generate messages that lead to social interaction within the public-private sphere. The study’s objectives are to determine the presence, characteristics, management and relationships of the concept of solidarity in the contents of the institutional curricula in Social Communication; it was carried out under an interpretative paradigm, following the logic of the qualitative and using the methodology of content analysis. The study involved 135 students and 4 teachers from the area, a survey and an interview were used as instruments. As a main result, the investigation made it possible to show that the concept of solidarity is present in the construction of the analyzed curricula, but not as a substantial element of an institutional project; for teachers, solidarity -more than apprehended- is assimilated within the practical scenarios and for students there is no strong presence of this value under the characteristics of being solidary. It is recommended that the term solidarity should be present precisely in the micro curricula, as part of the solidarity profile of the institution. In the area of social communication, it was evident that solidarity is necessary from the reciprocity in the transmission of messages, in the elaboration of works with the community from the interaction and from the perspectives that overcome the concepts of issuers and recipients by social subjects. Therefore, to relate communication to pedagogy in the teaching of values must be a disciplinary interaction, since both constitute collective action.

The purpose of this investigation was to analyze the relationship of the instructional design of a face-to-face and blended Calculus and Linear Algebra (CAL) course with the performance of the students. The design of the study was quasi-experimental with a sample of 64 students of the Instituto Tecnológico de Costa Rica, which was implemented in two phases; the planning and intervention phase. The data of the instructional design variables: objectives, contents, learning activities, educational materials and evaluation strategies were collected in 2013 using a Likert scale through the self-administrated survey technique. According to the results of the t of student and the multiple linear regression, it was found that there is a statistically significant relationship between the perception of the students regarding the instructional design and their performance. These findings indicate that an adequate planning in the design of a course contributes positively in the performance of the students, either in a face-to-face or blended course. Therefore, the main recommendation is to incentivize the teachers to use the instructional design in the development of a course and to assess, as an alternative, the blended modality due to its schedule flexibility, especially when proving that the type of modality is not a significant factor in the mathematics performance.

Resumen: Este artículo ofrece una visión general de las condiciones de trabajo de los docentes especialmente en el sector público en la República de El Salvador. Como consideraciones iniciales se hace un recorrido histórico de la profesión, pasando por las tres etapas principales que caracterizan su formación inicial: el empirismo, la normalización y el paso a las universidades. Luego presentamos el marco legal en el que se encuentra hoy el magisterio, después se describen las características que tienen los maestros en el sector público, su formación inicial, especialidades, estructura salarial, el empleo y la crisis de la empleabilidad. Por último, se analizan los cambios en el salario de los docentes en el período 2011-2016 y para ello, tomamos como referencia el salario mínimo y el costo de la canasta básica de alimentos.

This article presents the results of a study on the teaching styles and the epistemological beliefs of the mathematics teachers of secondary education, graduated from the University of Costa Rica. Also, given that the research followed a descriptive and correlational methodology, a questionnaire of unique selection items was applied to 110 Mathematics teachers, for data collection. On the other hand, the epistemological and pedagogical dimensions linked to the teaching styles were analyzed through the Factorial Analysis of Correspondences (AFC), since this allows to find similarities in projections of few dimensions according to the response modalities obtained. Finally, these findings offer a frame of reference for assumptions related to Mathematics, the nature of the discipline and its teaching, which are useful for analyzing classroom practices and teacher training.

In the framework of the research entitled Relating pedagogy, curriculum and didactics: the case of the majors offered by the University of Costa Rica, reaccredited by SINAES, this essay shares some theoretical reflections from a Iberoamerican perspective, enriched with the contributions of people interviewed, who coordinate or lead projects and programs directly linked to the teaching faculty of the University of Costa Rica with the purpose of promoting the improvement of teaching performance. The essay is structured in two parts: the first part is a reflection on education, pedagogy, curriculum and didactics in order to understand the pedagogical bases of the majors under study. In the second part, these concepts are reviewed in the light of three pedagogical approaches with the idea of promoting that faculty members identify themselves with one of these approaches according to their teaching interests and practical application.

Perception of school social climateas well as the degree of satisfaction with life and students’ surroundings are currently getting a major  interest from the scientific community, within the framework of the permanent concern for school coexistence and the individual and social variables that participate in it. To contribute to this purpose, the perceived School Social Climate and the Total Life Satisfaction of 479 primary and secondary students were evaluated through the Multidimensional Student Satisfaction Scales (MSLSS); Student Life Satisfaction (SLSS); School Social Climate (ECLIS), and a sociodemographic survey. Through a cross-curricular associative-comparative strategy and a design of natural groups, it was found that Total Life Satisfaction was predicted mainly by the School Climate perceived around the School and the peers. The Vital Satisfaction dimensions most explained by the predicting variables were those related to school (37.3%), friends (20.9%), and total life satisfaction (33.2%); indicating the relevance of the school context for students’ satisfaction with their educational environment, especially the peer group. The implications of the findings for future studies are discussed, as well as the public educational policies on school coexistence.