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

The objective of this article is based on the bibliographical review through documentary analysis, with emphasis on the heuristic, hermeneutic and holistic phases of the components that shaped the formative research operationalization in the current Latin America university with the purpose of characterizing and strengthening the teaching-learning processes carried out in this educative experience. This paper focused on four dimensions of analysis named: formative research epistemology referring to the conception and implementation by educational actors; students’ development of investigative skills during their academic formation; teaching practice of research project professors and/or tutors, as well as institutional strategies used to promote scientific culture through academic activities and university policies. It presents and discusses different theoretical contributions, academic proposals and institutional strategies which have gradually helped universities and their educative actors to reach the objectives set out in the institutional policies, both national and international, regarding research. It seeks to obtain the consolidation of professionals’ integral formation which promotes the construction of better societies from the study areas that form the higher education system. As part of the results, it was found that Latin American universities conceive and implement formative research in a similar form looking for its consolidation. However, within the conclusions, it can be observed that there are educational processes related to formative research which need to be strengthened such as: the level of development of the students’ investigative skills, the formation in research and teaching of the professors, as well as the diversification of academic activities and the revision of institutional policies for their adaptation to the current needs of formative research.  

This work aims to generate evidence of lexical mastery in the context of the semantic relationships of synonymy, antonymy, and theme. This multidisciplinary study analyzed an instrument composed of 21 items, presented to 3864 applicants that took the Academic Aptitude Test (​​Prueba de Aptitud Académica [PAA] in Spanish) for admission to the University of Costa Rica in 2021, and whose ages ranged from 17 to 21 years. The results show that lexical mastery can indeed be measured in three categories that represent broad and common relationships in reading. The ability to identify these types of relationships affects the applicants’ performance, especially when solving items in the categories of opposition, paraphrase and reduction (all typical to the PAA) that require a level of lexical proficiency. Therefore, it is important to understand the links between lexical mastery and the semantic relationships themselves, free of context, to ensure that the measurement of general reasoning abilities is not affected, or to find mechanisms that avoid factors causing irrelevant variances in the instrument. 

The general objective was to know the relationship between evaluation, education and creativity in students of the Venustiano Carranza High School of the Autonomous University of Coahuila. The methodology used was: quantitative, which refers to the relative frequency from the instrument that contains numerical variables to process them using statistical methods; qualitative, which is reflected in the integration of inputs and contributions from each axis of research; transactional, since it is an investigation that collects data at a single moment; expository, since it describes and explains what underlies the phenomenon and correlational and integrational, by defining the existing relationships and denoting the relevance between the factors of the phenomenon under study, for such reasons, it is oriented to the original development since it highlights referent underlying structures to the themes. The answers were reached with a numerical type instrument made up of 158 variables on a centesimal ratio scale. The sample was made up of 150 subjects, for which a non-probabilistic sample was used using the convenience strategy. The data analysis were: frequencies and percentages, characterization, correlation, comparison and integration. The main findings were developed through factorial statistical processing from which the proposed paradigm emerges, which indicates that evaluation has a fundamental role in training, which is necessary to plan comprehensively, taking care to promote quantitative and qualitative aspects, since they seek to strengthen the educational quality, as well as the authenticity of the being, and with this, full development of the individual is shown in extracurricular activities that impact the quality of life and the environment. The outstanding conclusions indicate that education in virtual mode is the central axis by which the students exploit their creative abilities to the maximum splendor, in addition, the fulfillment of the student's academic goals lies in the application of quantitative evaluations, which will be a key pillar to promote responsible behavior, finally, the diversity of pedagogical approaches in curricular design contributes to the transformation of the productive field, based on educational processes that trigger attitudes of reflection. 

The objective of the research was to know the socio-emotional well-being of students, teachers, and parents of some public schools in the province of Curicó-Chile, in the context of the pandemic and virtuality. The participants were 49 people who belong to public primary schools in the Province of Curicó, Chile. The research design was cross-sectional descriptive with a mixed approach, using quantitative techniques: Natural Semantic Networks (NSR), and qualitative: semi-structured interviews and identity drawing. Descriptive statistics and microanalysis elements of the Grounded Theory were used in the data analysis. The findings evidenced a discrepancy in the emotions of the teaching staff, new socio-emotional experiences and domestic routines on the part of the parents, and formative experiences of the student body with various obstacles and diverse emotions. Of the latter, the most recurrent were frustration, sadness, and fear. On the other hand, there is a wide appreciation of the community of the face-to-face socio-educational context over the virtual one. It is recommended to promote social-emotional well-being, for it represents an element in the formation of the human being, through strategies such as emotion recognition drawings in teachers, students, and parents. 

There is a solid relationship between educational quality and the quality of teaching offered at universities; therefore, special importance is given to the evaluation of teaching performance. Thus, the objective of this paper is to determine if there exists a congruence between the teaching practice, the perception of the student population, and the grade assigned in the evaluation of teaching by the students. Regarding the approach, the investigator used the qualitative one complemented, in turn, by the quantitative one, as well as descriptive research and case study. For its part, the sample consisted of 10 teachers and 10 students from the academic areas included in the Universidad Veracruzana (UV). Likewise, the researcher collected information from classroom observations and open interviews to later analyze it through a congruence matrix. This is how it was found the lack of consistency between the qualification that the teaching staff obtains in the performance evaluation and their practice in the classroom, taking as a reference the activities that the evaluation instrument of the Programa de Estímulos al Desempeño del Personal Académico (PEDPA) of the UV values. The absence of consistency lies in the perception of the students and in the assessment elements that the evaluation instrument does not consider, for the teaching staff puts into practice greater knowledge, skills, and attitudes than those evaluated, where affective attributes, interpersonal relationships, and personal characteristics stand out. Therefore, these findings show the need to create a teacher evaluation system that includes various techniques such as self-assessment, feedback, observations, peer evaluation, among others, that allow for a more effective evaluation of teacher performance. 

The present article aims to describe and analyze the experiences of secondary school teachers around the inequality that the pandemic made visible in the use and access to different technological resources, both at the time of pedagogical continuity in 2020, and at the time of return to schooling, in 2021. To achieve this, a corpus of 19 semi-structured interviews conducted by the ENCRESPA Network (Network for the Collaborative Study of Representations on the Pandemic in Argentina) was analyzed, within the framework of the Project Identities, experiences and social discourses in conflict around the pandemic and the post-pandemic, of the Research Program of the Contemporary Argentine Society (PISAC): The social and human sciences in the COVID-19 crisis (National Agency for the Promotion of Research, Technological Development and Innovation). The data was processed with the Atlas.ti software, by identifying and coding meaningful extracts regarding the inequality of resources, stressing the divergences between public and private schools. Among the results, it is highlighted that the access, use and appropriations of certain materials conditioned educational experiences, affecting both students and teachers. This limited the scope of the educational policies designed in the context of the pandemic, so that the links between actors, the times, the possible pedagogical strategies, the learning, and the ways of teaching were unequal. Based on this, it is concluded that education in the pandemic has been virtual, sustained, and simultaneous only for a few, while for the majority it was remote, intermittent and asynchronous. The data analyzed is a valuable input to rethink educational policies, highlighting the needs that appear on the ground and the pending debts regarding inclusion. In this sense, greater dialogue is recommended between the macro (state) and micro (school) levels, to build policies more linked to institutional realities. 

Strategy and tactics are constituted as the two essential elements of the strategic planning of education. While the first constitutes the action plan of the educational organization, the second is the specific operations to respond to its effective and efficient development to guarantee the achievement of the organizational vision and mission. Therefore, the author developed a documentary-type investigation oriented by the following study objectives: to determine how the works explicitly or implicitly delimit the concepts of strategy and tactics; to identify if the works establish a procedure for the design of strategies and tactics, appropriate to be implemented by the director to draw up the strategic plan of the educational center. To meet these objectives, the published works on Strategic Administration, Strategic Management, and Strategic Planning in general and in the specific field of Education during the period 2010-2020 were considered as study units. The exploration of the study units was generated from the keywords strategic planning, educational planning, director, educational manager, strategies, and tactics. In addition, the researcher considered the following databases: Google Scholar, EBSCO Information Services, eLibro.net, and ScienceDirect. As for the results of the investigation, the study units explicitly define both concepts and agree that there is a binding and subordinate relationship between them. Although they describe types of strategies and tactics, they do not establish a procedural model for their design. Given the absence of such a model and the relevance they have for the strategic planning of education, a model was developed for its design integrated by four stages and supported by three theoretical references: Director, Strategy, and Tactics. In conclusion, the study units carry out a broad conceptual delimitation and an extensive typification of the strategic and tactical concepts, however, it does not develop a model for its design that can be implemented by the director in the outline of the strategic plan of the educational center. 

For this case study, the teacher training needs of the Brunca Region regarding the teaching of English represented the object of analysis. To inquire about these needs, the researchers created a series of focus groups and questionnaires with different participants from the regional curriculum: experts, representatives of public universities, employers, teachers, and students, who provided inputs for an inductive analysis through the qualitative approach. The results reflect that the teaching of English in the region requires promoting the incorporation of elements of critical applied linguistics (LAC), information and communication technologies (ICT), and the teaching of English for specific purposes in the classroom (EFS). Thus, the authors conclude that a specialization program in the teaching of English that considers the aforementioned elements can have a positive impact on the quality of education, competitiveness, and the humanistic training required to generate higher levels of social and economic well-being in area. 

Since the appearance of the SARS-COVID-19 virus, higher education has undergone significant changes in academic innovation, which is reflected in how knowledge is transmitted and acquired. The aforementioned made it controversial how the students implement new conditions for learning; in addition, it leads to the appearance of new challenges in academic training, which has generated uncertainty about the possible scholastic lag that most students at all levels may experience. To carry out this study, the researchers used the qualitative documentary method, which is the result of a bibliographic review of expert authors in the field at the national and international level, with an exhaustive, descriptive, evaluative review and with the review of clinical cases. Through all of the above, the investigators sought to identify the main components of educational innovation and the new challenges that accompany it since the health emergency that emerged in 2020. Among the findings, resistance to change can be identified as one of the main concerns faced by teaching staff and students in this new way of innovating in education. Secondly, the research demonstrated the challenges of how knowledge will be transmitted, as well as the importance of universities in this teaching-learning process through adequate training and the use of learning technologies and internal communication in the institution. 

This bibliographic review aims to analyze the structural organization of knowledge management in education and its educational benefits in the axes of educational transformation, organizational improvement, and social approach. From a search in Google Scholar and Scielo, the author established a corpus of 42 texts made up of research, essays, and models of knowledge management in higher, secondary, and basic education, which were published between 2015 and 2022. With the analysis from this corpus, the stages and threads of knowledge management in education were determined, which allowed, in turn, to propose educational processes that should integrate and differentiate it. In accordance with the above, the suggested taxonomic organization of knowledge management includes three stages: knowledge creation; storage-transfer and application of knowledge, where properly educational processes such as praxis, interdisciplinary work, educational research, systematization, ICT, innovation, empowerment, school learning and educational quality is integrated. The emerging structuring is circumscribed within the social appropriation of knowledge and its democratization.