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

Objective: This article aims to highlight, in dialogue with Marxist assumptions, the nuances of the precariousty of teaching work in Brazil, thickening and problematizing the so-called remote education as a strategy adopted in times of pandemic covid-19. Methodology: In the theoretical and methodological conceptions of dialectical historical materialism, we sought ways for a critical reflection on the theme, from a conjuncture perspective, with regard to ideological, economic and political influences and attacks on teaching work. The analyses are referenced in capitalist and neoliberal offensives that solatthe material and symbolic conditions of the teachers' work. Results: The results, in search of an original discussion, revealed that some procedures prescribed to the teaching work can be read and understood as (re)updates of the precariouswork. Conclusions  and  discussions: As conclusions, in light of Marxist assumptions. we point out that teacher precariousness refers to conservative and reactionary projects in dispute for hegemony in social, media and political contexts, which had already been practiced before the pandemic, and which, before it, has proved to be a powerful iminence of commodification of education and the emptying of the political and ontological sense of the act of educating.  

Objective: To analyse the perception of risk that university students have regarding the use of digital media, as well as the impact on their digital behaviour. Methods: The data were obtained from a structured questionnaire applied, using the survey technique, to a sample of 329 students in on-campus degree programmes at a public institution located in the city of Cartagena de Indias, Colombia, assuming a confidence level of 95% and a sampling error of 5%. Results: a) 50.15% of young university students consider having a high exposure to risks when developing their activities in digital media; b) 47.72% indicate that risks have a notable impact on their digital behaviour; C) The most adopted strategies for their protection against risks are: acting with caution when receiving messages from strangers (57.75%), blocking from suspicious pages (53.19%), and only connecting from a device they consider safe (52.58%). Conclusions: Young university students are aware of the existence of risks in the digital environment, as well as their impact on their digital behaviour; however, they continue to access these with great frequency, although adopting strategies for their safety, as they have become part of their daily lives.

Objective: To study how the development of social skills and emotional intelligence influence the academic performance of high school students.  Method: In this article we seek to analyze quantitatively and by means of unsupervised analysis techniques: Principal Component Analysis (PCA), Hierarchical Cluster and Association Rules, the incidence on academic performance of socio-emotional factors and learning styles, for a sample of 494 high school students of the Ciudad Verde Educational Institution of Soacha, Cundinamarca, Colombia. Results: From the results of the study we conclude heterogeneity in the development of social skills, emotional intelligence and learning styles of students, so that different levels of association between these factors and academic performance are observed. Discussion and Conclusions: Three groups or clusters of students are also identified, from which it is possible to raise suggestions for the implementation of strategies in the educational institution, which seek to strengthen their comprehensive training and improve their educational quality.

Objective: Design a virtual classroom to support the appropriation of knowledge of industrial mycology in the experiential context of students in the fifth semester 2020B of the Industrial Microbiology program. Method: A structured experiential survey was carried out, the responses were analyzed, and the virtual classroom was designed and implemented in Moodle, using different activities. Results: The virtual Mycology classroom was designed and set on the Moodle platform, in the same way, the mental mapping activities, workshops, and the recording of synchronous encounters were uploaded using BigBlueButton®. Majority of students agree that mind mapping was the activity with which they felt most comfortable. Discussion y Conclusion: The collected evaluations are consistent with other publications, where the virtual classroom created was liked by the students and facilitated the Teaching-Learning processes between teacher-student too. Likewise, in this way, the respondents agree that the mind maps were the activities that most facilitated the appropriation of the theoretical contents and the competencies proposed by Microbiology II. Other activities are also proposed such as invitation of experts.

Abstract    Objective: The objective of the study was to identify the socio-emotional and behavioral consequences of middle school education teachers in the state of Sonora, with respect to the forced migration of the educational process towards a remote emergency education generated by the pandemic. . Method: It is a quantitative, cross-sectional study with a correlational scope. The surveyed population consists of 1,214 teachers, of whom 448 are men and 758 are women, who work in middle school education. The research variables are related to each of the teacher's attribute factors using the SPPS program. . Results: It was found that women showed greater psychological risk than men. However, it is women who show the highest rates of resilience and emotional adjustment. On the other hand, it was detected that private sector teachers tend to be more resilient and show greater emotional adjustment than public sector teachers. Resilience indexes rise as teachers get older.. Discussion y Conclusion: Teachers in a marginalized urban context present a greater psychological risk than those in an indigenous rural context. It concludes, the teachers who rated the “learn at home” strategy as inadequate had higher rates of psychological risk .

Approximately 200 million children worldwide risk not fulfilling their full developmental potential, and most of them come from areas characterized by systematic inequality and scarcity of resources. Because under-five children of families that experience economic deprivation report poorer developmental outcomes, lately greater attention has been directed at studying and intervening in caregiver practices during early childhood. This study aimed to describe childcare practices utilized by caregivers of under-five children (N = 110) residing in a Colombian city; it also sought to test differences in caregiving practices across sociodemographic characteristics. Results from nonparametric statistical analyses showed that caregivers of high- and medium-income families engaged more frequently in tasks related to sleep hygiene (ꭓ2(2) = 9.34, p = .009, and less negative socio-emotional interactions (e.g., punishment) than low-income peers (ꭓ2(2) = 9.33, p = .009). Caregivers who were employed or students reported more involvement in sleep hygiene tasks and less negative emotional interactions than homemakers and retired caregivers (w = 1878, p <.001). An increase in the number of children in the household was positively associated with greater negative socioemotional care, r = .21, S = 173556, p = .02. Interventions and public policy would benefit from targeting full-time primary caregivers of low-income children aged 0-5. Particularly, by complementing their competencies to foster socio-emotional development.

Objective: To analyze the use of social networks to promote critical thinking in students of a higher education institution in Valle del Cauca, Colombia. Method: The research is exploratory and descriptive with a qualitative-quantitative approach, using the survey to collect information. It is part of the active students for the 2021-2 academic period during the social confinement due to the COVID-19 pandemic. Results: Students use social networks between 5 and 10 hours per week on average, the most frequented being WhatsApp (32%), Instagram (75%) and Facebook (66%); 50% of them acknowledge that they use them mainly for entertainment and social exchange purposes. Discussion and Conclusions: The COVID-19 pandemic has increased the use of social networks, causing substantial distractions in the development of classes. Its use is not affected by socioeconomic level, reducing the participation gaps that other scenarios of society usually have. Teachers can use them as a novel resource in the teaching and learning processes avoiding wishful thinking, pursuing the development of critical thinking based on the objectivity of knowledge linked to research, creativity, innovation and transformation.

Objective: to analyze the resolutions of 7 universities on public competitions to fill teaching positions in higher education in Colombia related to the areas of language (linguistics, literature and languages) and education, from 2015 to 2021. Specifically, we inquired about the professional profile demanded. Methodology: This is a descriptive-analytical study using the content analysis methodology. The documents indicating the requirements for registration, the resumes and the tests were analyzed based on the following categories: aspects evaluated, weighting and evaluation criteria of the tests. On this last aspect, a lexical analysis of the constants in the tests was made. Results: the data show an emphasis on disciplinary content, research and communicative competencies. The tests are not designed in terms of problems or projects and do not articulate research with teaching. There are no tests that really measure the pedagogical competencies of the applicants. Conclusions: the results of this work can be an input for Colombian universities to evaluate the competitions and, if necessary, modify the requirements and tests for access to teaching positions in the areas mentioned.

The objectives of this research article are to characterize models of socio-scientific explanation of climate change and to establish the types of multimodal relationships (cooperation and specialization) between the languages ​​used by students aged 13-15. The research is of a qualitative type with a comprehensive scope, case study modality, which analyzes the content of three modes of language (oral, written and graphic) used by students of a Colombian educational institution during their participation in discussion and debate scenarios. about a socio-scientific problem. The results of two models analyzed in depth are presented. The analysis allows to identify that the students focus their debate on the anthropogenic and natural causes that have been exposed by the experts related to the problem. The differences between the models identify greater scientific or social content (political, ethical and economic) of a different nature, as well as greater conceptual depth in the intersemiotic relations of specialization than of cooperation.