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

El autor propone una técnica que ayuda a los estudiantes a aprender más y a obtener satisfacción intelectual de la experiencia.

Objective: The objective of this article is to understand the perception that teachers in training of a bachelor's degree program in Mathematics have of research, and its relationship with the Pedagogical Practice. Method: Teachers in initial training from fifth to last semester were interviewed, the sample was by saturation, in order to see their perspectives of these processes, in addition to confront it with the construct of the theoretical ideal, which allows a reflection on how these processes are taking place in the alma mater. Results: It was evidenced that there is a disarticulation of what is pedagogical practice and research in mathematics education, in addition to this, the graduates in training do not consider research important in their practice, nor in their professional field. Conclusion: It was possible to conclude that the graduates in training expressed that they do not feel they have enough competences to do a research work, besides that, they do not consider it necessary to have them because they do not consider research an important component within their pedagogical practice.

Objective: to take a deep look at the pedagogical reflection experienced in the pedagogical practice of the English Language Teaching (ELT) program at the University of Amazonia, in order to highlight the importance and influence of pedagogical reflection to potentiate the teaching processes -learning of the practitioners. Method: the type of research that was used was qualitative, was carried out through a systematic search allowed to discover twelve (12) studies published from 2009 to 2016, where a series of factors involved in the reflection process emerged; a) skills acquired through reflective practice, b) the strategies used to reflect, c) cultural aspects as predictors for the preparation of both practitioners and classes and d) the implications of the modern world in teaching. Results: The results showed that reflective practice plays an important role when professionals in training begin to explore the educational field because it helps them to be involved in a constant learning process. Conclusion: The research concluded that reflective practice leads practitioners to be critical, authentic, transformers and to be self-aware of the challenges that the educational field brings.

Abstract Objective: to analyze the theories that explain the complexity approaches, as well as the thought that makes it possible. Method: the contributions of Niklas Luhmann, Rolando García and Edgar Morin were recovered, establishing with them a comparative that clarifies their dissents, distinguishing possible patterns of conciliation among their postulates, addressing social and human problems from the premises of a complex thought, whose method is not alien to the theories associated with the systemic approach. Conclusion: In order to reach the necessary level of discernment within the social, human and behavioral sciences, it is necessary to understand that traditional logics arise as a product of historical events, of evolutionary social processes, conditioned by political and economic factors that strongly impact on culture.

The  far reaching changes  that  the  University  Simon  Bolivar  has  had during the last few decades in relation to science, technology and innovation, is not the product of a last hour  work, but aconsequence of the institutional effort made after understanding the global complex discourse that dynamizes scientific research at the highest level. Therefore, the profits obtained today are the effect of a better comprehension of how its dynamics work. Dynamics that in essence, have researchers and teachers as the main actors of its institutional history.

Since the environmental crisis is of a transdisciplinary nature that is reflected in the educational institutions, the implementation of an evaluation model was proposed, from the qualitative paradigm and from the hermeneutic approach in two phases. In the first phase, five evaluation matrices of the environmental dimension in the institutional documents were designed and applied, and the National Policy of Environmental Education was contrasted with the documents of the Corporación Universitaria UNITEC. The second phase assessed the International document Sustainability University Policy Evaluation (RISU) and contrasted it with the documents of the Corporación Universitaria UNITEC. It allowed identifying the environmental components and analyzed in the light of the National Environmental Education Policy, the curricular elements with which the environmental dimension was linked to the institutional curriculum in the School of Communication Arts and Sciences at UNITEC. Finally, the evaluation model allowed proposing a curricular model of environmental management that articulates and transversalizes the environmental dimension in an interdisciplinary manner in the programs of the School of Arts and Sciences at UNITEC.

Objective: The purpose of this study is to propose a training plan that supports the transformation of aggressive behaviors into learning opportunities through a program of school mediation and educational projects. Method: A qualitative methodology and a comprehensive-interpretative approach were applied to work with the material obtained from documentary sources, participant observations, and surveys applied to 28 students, 18 teachers, principals, and school guidance counselor of a public education institution in the city of Barranquilla. Results: It was found that the largest number of conflicts happen in the classroom and that although the institution has a committee of coexistence and the figure of the school mediator, these entities are not summoned promptly for their solution and a training plan for mediators is lacking. Conclusion: A training program in coexistence and in continuous school mediation is proposed involving all members of the educational community and the committee of coexistence. The program includes to open formal spaces for dialogue and initiate processes of exploration and formation of individuals according to their abilities and needs through the development of artistic, sports, and democratic projects and through teaching management of emotions with recreational workshops.