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

Goal: To discuss the main theoretical categories into the thought of John Amos Comenius, historically contextualizing the author’s contribution to the field of modern didactics. Method: Theoretical-bibliographic research, based on the systematized categories in The Great Didactic. Results: The author, during his work, intended to present to educators a whole, safe, easy, quick method of teaching “all things to all men” based on nature. Thus, making education more effective and attractive through careful organization, elaborated through didactic manuals that standardized knowledge. Hence, several categories were developed and those that relate to the human essence and the relationship between individual and society stand out; about the social purpose of education; curriculum and method; as well as the role of the teacher in the teaching process. Discussion and Conclusion: The main categories developed by the author were related to the field of didactics and greatly contributed to the development of modern pedagogy. It is noteworthy, however, that the method, which intended to teach “all things to all men”, aimed at teaching a minimum of content to a great number of students. A method deeply influenced by ideas from both the Renaissance and the religious tradition, which interested the bourgeoisie above all.

The predominance of an epistemological paradigm that remains linked to the linear, cumulative, and reductionist form of science highlights the delay with which transdisciplinarity spreads in the educational world. The debate on the need for a global education reform fails to materialize, which, despite its long-term existence, views the same operators/teachers as only partially aware of the need for change; however, they are never sufficiently involved to give force to this change. The system remains paralyzed due to a dead end for which students are paying. Therefore, this study proposes a teaching methodology (Draft-Visualization©®). If adopted as a collegiate tool, it is capable of allowing the students to independently work in a transdisciplinary sense regardless of the initial degree of involvement of teachers. Finally, the general operating scheme of a method is proposed (Vetas-Educando©®) as a result of direct experience, which is inspired by the theory of complexity and organized in the principles of transdisciplinarity. The study believes that each educational reality must be capable of conducting its work without renouncing the rigor of a method that enables it to verify and measure results. In this manner, a classic error of the school world is avoided, that is, its self-referentiality.

   Objective: the purpose of the research was to analyze entrepreneurship as a competitive element in small and medium-sized enterprises of graduates of university institutions in the city of Barranquilla, Colombia. Method: the methodology is descriptive, with a non-experimental-transectional and field design. The population consisted of 35 small and medium-sized enterprises of graduates of a university institution in the city of Barranquilla, Colombia, from which a sample of 16 subjects was taken who answered a survey consisting of 60 items. Results: It is shown that these companies seek to develop actions to reduce costs and project themselves according to their finances. It was determined that the planning of the enterprises is designed based on financial aspects, forgetting actions that position the brand and that through them they can provide added value for the rebound of working capital. In turn, the ventures need to consider the support of the State so that the projects, from the sphere of sustainability, can provide a good return. Discussion and Conclusions: the relevance of entrepreneurship from a business perspective and the way in which it significantly enhances competitiveness is highlighted.

Objective: this study conducts a comparison among three countries (i.e., Colombia, Germany, and South Korea) on the adaptation process of their educational systems within the framework of Industry 4.0. Method: a comparative study of multiple cases to analyze the differences between these countries, which are considered as ideal types of events in central and peripheral countries to understand the differences and similarities among their educational strategies. Analysis is based on secondary sources of information that enable comparability among the three countries. In addition, a documentary analysis intends to shed light on the educational systems and strategies proposed for each country. Results: evidence is obtained of various educational policies implemented in the three countries, which leads to doubts about the capacity of peripheral regions to remain up to date in this area. Discussion and Conclusions: many aspects, such as the level of economic development and central or peripheral position, directly influence the type of strategy applied by each country and its success rate.

Objective: To analyze the learning preferences of university students regarding distance education under the circumstances of the arrival of COVID-19. Method: The research was approached under a quantitative, descriptive and correlational approach, in which through 49 items the technical skills and experience with software tools were known. The population consisted of 900 students from different grades and studying different courses at the Faculty of Political Science and International Relations. Results: A significant relationship was found between learning preferences and technical skills developed by the students. Conclusions: The preferences of distance learning by young university students are directed to the use of computers, because through digital media they recognize that they have more training and more help in the use of different software for virtual classrooms.  

Objective: To build a Didactic Model for the Teaching of Philosophy Mediated by the Artistic Experience in High School Students to train students with critical, reflective, analytical, autonomous thinking and respect for the dignity of the human being. Method: The information processing was under the guideline of the phenomenological - interpretive approach. The key informants were three (3) students from the 2018 - 2019 school year and three (3) teachers of the Philosophy subject of the Official Preparatory School No. 29, of the general high school subsystem in the state of Mexico. Results: The findings allowed to generate educational changes and didactic proposals that strengthen the teaching of Philosophy in a contextualized way to the student's interests, while guiding him to face reality with greater sensitivity to the beauty and harmony of his own. existence. Discussion and Conclusions: The interpretation of reality framed in the teaching of philosophy and the concretion between the mediation of the artistic experience allowed us to understand the reality of upper secondary education in Mexico in order to forge a didactic model with orientations towards permanent learning, teaching reflection, authentic situations and heterogeneity.

Introduction: This thesis is a requirement of the Master’s program in Popular Education of the University of Cauca. Objective: The study aims to elucidate the implications of enhancing the visibility of popular subjects in the process of recovering from the history of the conformation of the indigenous Resguardos in Colombia. Method: The study employed the critical research modality, which is known as the collective reconstruction of history, using the preparatory and reconstruction phases of the processes or experiences being investigated. Moreover, it utilized techniques, such as individual and collective interviews, in favor of the unstructured type in addition to memory activation devices. The study audio-recorded the transcripts and analyzed the narratives and information. Moreover, it conducted a partial interpretation of the findings and their synthesis and socialization. Results: They consisted in recognizing the importance of history; elucidating the resistance and struggle in the vindication of popular subjects as protagonists in the history of a community; and presenting evidence of the active role of schools during the process. Discussion and conclusion: Writing stories from the voices of protagonists implies a review of their roots to strengthen the community process. The school, as a space for the circulation of local knowledge, provided open paths for the continuance of the investigation on local community histories.

Objective: This study aims to analyze two teacher-researchers’ stories about their socially enacted identities as a source of agency for transformation to revindicate what language teachers have to say and do about themselves and to position them as valid interlocutors of the educational system. Method: We used the narrative inquiry approach to analyze the participants’ small stories. The study attempted to answer the following research question: What reflexive and transformative perspectives do language teachers use to tell their story as English language teaching professionals? The data corresponded to two participants’ meaningful life stories that involved their personal, professional, and academic profiles. Those stories were collected through narrative interviews. Results: The analysis was encapsulated in the category titled Transformative Teachers’ Storied Agency Being Affected by Neoliberal Dynamics. It is defined through two emerging subcategories—Asymmetric Social Relations: Educational Equality through Teacher-Researchers’ Storied Agency Despite the Neoliberalism Hierarchy and Teacher-Researchers’ Decisions and Actions for Tackling the Univalence and Ambivalence of the English Language Teaching Curriculum. Discussion and Conclusion: We account for the participants’ transformative teacher-researcher identity as a site of agency in the frame of macro policies with a neoliberal influencing force. Our definition of the categories reflects one of the lessons we learned after our small story analysis: the concept of storied agency.

Educación y Humanismo receives the news that it has been accepted by Scopus, one of the most important and internationally recognized bibliographic databases. It is worth mentioning that, in Colombia, only 6 journals in the field of Education belong to this database. Educación y Humanismo is the seventh to do so. This demonstrates, on the one hand, the high levels of excellence, responsibility, ethics and commitment with which the editorial team has been working and, on the other hand, the quality of the articles published. From 2019 to 2021, a total of 77 articles were published, from authors from Argentina, Brazil, Chile, Colombia, Ecuador, Spain, United States, Guyana, French Guyana, Mexico, Mozambique, Venezuela, among others. Being in Scopus guarantees our authors greater visibility for their work, in a broader spectrum and in an ecosystem of international stature. Twenty-four years have passed since the journal was created in 1998, within the framework of the Bachelor's Degree in Social Sciences at Universidad Simón Bolívar (Unisimón). Subsequently, this publication established the conditions and served as the foundation for the Master's Degree in Education, which began in 2007, and the Doctorate in Education in 2012. Until 2007, the journal was published in printed format and, from 2008, in electronic format in the Open Access modality (Open Access). During this time, the journal has benefited from the contribution of authors of international stature, referents in the fields of Education, Philosophy, Gender Studies, Cultural Studies, among others, who, from different perspectives focused on people, investigate, question, problematize and complexify educational phenomena in a global, national, regional or local context. Educación y Humanismo is a reflection of the commitment of the Universidad Simón Bolívar with Open Science. In this sense, the entire scientific collection is available at no cost, electronically, for those who do research, for those who work in the Academy and for the community in general. This contributes not only to the dissemination of knowledge, but also to its democratization by making it more accessible. This November, when Unisimón celebrates its 50th anniversary, Educación y Humanismo joins the institutional celebration by joining Scopus, demonstrating the quality and excellence achieved over time. Our thanks go to the authors -the center of the editorial process- for their confidence in our publication; to the peer reviewers for their valuable work that ensures the quality of the articles selected for publication and, finally, to our readers for their support in this journey to disseminate scientific knowledge with criteria of excellence.

Objective: The objective of the study was to carry out a comparative analysis to establish the differences and similarities in the valuations of diversity among university students. Method: A cross-sectional quantitative study was carried out with the participation of 693 students from two public universities in Colombia and Mexico whose mean perceptions were tested for differences. The instrument used collected information on the following variables: inclusion, ideation, understanding, treatment, adjustment, power, cohesion, and values. The data were processed using JASP 0.15 software.  Results: The main differences between Mexican and Colombian students were found in the variables inclusion and power, while the perception of values was similar in the two countries. Discussion and Conclusions: Mexican students perceive that the levels of inclusion and equal participation are lower, compared to Colombian students. Regarding power, Mexican students perceive the existence of hierarchical structures that must be accepted, compared to the perception of flatter structures in the Colombian scenario.