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

Introducción. La interdisciplinariedad escolar le permite al estudiantado adquirir habilidades para desenvolverse en la vida real, lo que hace importante emplearla en el aula de clase. Objetivo. Implementar y evaluar el impacto que la “Estrategia pedagógica interdisciplinar (EPI): Unidades de trabajo integrado” tiene en el rendimiento académico del estudiantado de primero en las pruebas estandarizadas de Matemáticas, Ciencias Sociales y Ciencias Naturales. Metodología. El enfoque metodológico fue mixto, con un método cuantitativo cuasi-experimental con grupo control y únicamente post-prueba en el caso del estudiantado y un enfoque cualitativo para las maestras directoras de curso. La EPI se construyó contemplando dos vertientes dadas en dos horarios: en la mañana en donde se enseñan los contenidos de forma integrada en unidades de trabajo y después del descanso en disciplinas académicas: Matemáticas, Español y Cátedra Lasallistas, colegio cristiano. En el estudio participaron 219 estudiantes de la Institución Educativa Municipal San Juan Bautista de la Salle y seis docentes. Resultados. Entre los resultados principales destaca que existen diferencias significativas entre los rendimientos del grupo control y experimental. Conclusiones. A modo de cierre, el estudiantado sometido a la EPI ha mejorado su rendimiento académico en la prueba estandarizada empleada como instrumento de evaluación en las áreas mencionadas anteriormente, así como lo indican las docentes directoras de curso, lo que pone de manifiesto que las EPI son útiles en el proceso de enseñanza-aprendizaje.

Introducción. La educación para la ciudadanía debe desarrollarse desde la primera infancia, considerando los conocimientos, actitudes y valores que se requieren para la participación. Uno de los aspectos que aporta en este sentido es la alfabetización científica, a través de la indagación, para lo cual se requieren docentes que puedan integrarlo en los diseños didácticos, de modo que permita el acceso a democratizar el conocimiento científico y favorecer el protagonismo y participación de los niños y niñas en la enseñanza básica. Objetivo. Aportar al desarrollo de la indagación científica en la formación de los futuros profesorados de enseñanza básica. Discusión. En esta perspectiva, la filosofía de Reggio Emilia puede aportar desde sus principios a la formación inicial de profesorado básico, para esto se recogen tres aspectos que son relevantes de incorporar como: el ambiente como tercer ente educador, los proyectos de aula y el personal docente como sujeto investigador plasmado en la documentación pedagógica. Con esto se busca integrar la indagación como un enfoque metodológico que puede ser abordado en la formación de docentes, para propiciar un aprendizaje desde la experiencia. Conclusiones. En este sentido, concluimos que la filosofía de Reggio Emilia, desde los tres elementos revisados, se presenta como una oportunidad de mejora de las habilidades de indagación y su incorporación en las futuras prácticas del profesorado de enseñanza básica.

Aim. This research proposes deeply analyzing the interactions between adultcentrism and the exercise of childhood protagonism in educational contexts. Method. The methodological de-sign assumes elements from Participatory Action Research through dialogic strategies of in-formation production, such as graphic, spatial techniques, social theatre, discussion groups, and interviews of adults. Twenty-one people participated in this research project, four teach-ers and 15 students between 10 and 12 years old from a school in Chile. The dimensions of analysis were adultcentrism, protagonism of childhood, relationships between adulthood and childhood, and gender diversity. The data analysis was based on the process of open, axial, and selective coding, allowing the emergence of new categories. Results. The research find-ings show that the main category is the interaction between adultcentrism and protagonism. This category is expressed in 5 subcategories: power relations, organization and decision-making, diversities, treatment and affections, technologies in dispute, and perspective and gender stereotypes. Conclusions and recommendations. The research promotes more open and democratic classroom practices in the education field, allowing the teaching staff to gen-erate collaborative work co-constructed and situated to encourage childhood autonomy. In its practical implications, this research allows considering the opinions of childhood in the elabo-ration of the plans that schools in Chile must implement, such as school connivance and citi-zen training plans.

Objective. This essay aims to reflect on the changes experienced by education in Chile since the implementation of the General Education Law (LGE) in 2009, which brought direct consequences in the implementation of various regulations and decrees from an inclusive perspective and valuing diversity. Discussion. This reflection is based on the epistemological view of Radical Constructivism as an explanatory domain of the ontogeny of knowledge from the subjectivity of the subject, his experiences, and interactions, rejecting the idea that reality is objective. Based on learning, this epistemic trend places the emotions as promoting elements of scopes for actions for the development of the teaching-learning process, which is coherent with the presented international studies that problematize emotions as a central element for such process. Conclusion. The conclusion is based on the understanding of emotions from an inclusive point of view, which allows explaining from what is proposed by the Radical Constructivism, the importance of emotions in the analysis of the results of the current public policy, and its affectation in the learning processes within the didactic space. 

Introduction. Higher Education Institutions (HEIs) in the Republic of Angola, committed to the development of Angolan society, have reviewed their policies to implement information and communication technologies (ICT) to help teachers to succeed and increase their teaching awareness and train the students. The methodological difficulties in implementing digital platforms from 2020-2022 in Angolan Higher Education and the adjustments made due to COVID-19 are still drawbacks for the appropriation of the knowledge to solve problems. Objective. To diagnose the current situation in the management of ICT in the HEIs of Angola. Methodology. The research was conducted with a descriptive project based on the qualitative and quantitative methodology, and the information was processed with the IBM SPSS Statistics 20 software program. Results. From the application, processing, and interpretation of the questionnaires applied to specialists, it is possible to infer that the use of technological resources can improve good educational practices concerning the possibility of personalized attention to the students, considering the needs and potentialities observed in the process of formation. Conclusions. The engaged participation of the researchers made it possible to conclude that it is essential to carry out pedagogical improvement courses in educational technology to achieve better levels of efficiency in developing the teaching-educational process in distance education (DE). Recommendation. The creation of conditions is needed for virtual teaching practices in Angolan HEIs.

Introduction. This article presents the results of an international research study for the Uruguayan case. The research analyzed teachers’ perceptions of emergency remote teaching in a national context. This context had two distinctive characteristics: universal access to technological resources for teaching due to the national coverage of the Ceibal Plan and online educational continuity. Objective: The study aimed to know the changes in teaching processes due to the COVID-19 health emergency. Method. The study was based on a mixed descriptive design that integrated quantitative and qualitative data. The information was collected through a self-administered digital survey applied to 470 teachers between May and June 2020; they were working at different teaching levels, from early education to university. Results. Even in a country like Uruguay with high educational connectivity, the suspension of in-person classes due to COVID-19 caused tensions and challenges at the work, pedagogy, and technology levels. There was a negative impact on occupational health and teacher stress. In addition, problems of low appropriation and pedagogical use of technologies the teaching staff experienced were registered. Discussion. One of the significant challenges the teaching staff pointed out is constructing new pedagogical formats to improve educational results with equity.     

Introduction. There is a broad consensus when recognizing the important role that education plays as an engine of change and social transformation, as well as in the development of a critical and committed citizenry. In this framework, the fight against global problems such as climate change requires efficient transversal, systemic, and affective-cognitive tools. Objective. The present study addresses this question in the context of initial training of pre-service primary school teachers that has, as a backbone, environmental awareness and looks for research-based evidence. Method. A teaching experiment has been implemented and studied through a qualitative approach and by means of a content analysis technique supported by software. Conclusions. The data describe changes in the participants’ environmental awareness that allow identifying opportunities to contribute to generating environmentally responsible behavior in future teaching work of pre-service primary teachers.

Objetivo. La presente investigación tiene como objetivo identificar los aspectos individuales que, en conjunto con aquellos propios del trabajo pedagógico y el contexto en el cual este se desarrolla, contribuyen al fortalecimiento de la resiliencia docente en profesorado. Metodología. En cuanto a la metodología, se trata de un estudio cualitativo de casos múltiples que incluye a once docentes noveles de enseñanza media que laboran en colegios públicos. Se utilizaron entrevistas y mensajes de audio vía plataforma WhatsApp, que fueron sometidos a análisis de contenido. Resultados. Los resultados muestran que la principal dificultad que enfrentó el personal docente corresponde al bajo rendimiento del estudiantado, situación que enfrentan a partir de la renovación de sus prácticas de enseñanza desde lo didáctico y evaluativo. El personal docente estudiado tiene en común una visión positiva acerca de las capacidades de sus estudiantes, la autonomía profesional, un alto compromiso con el aprendizaje del estudiantado, una visión común en torno al sentido de su labor y su contribución social. Estos aspectos compartidos contribuyen a un vínculo positivo con los pares y al desarrollo de innovaciones conjuntas en el marco del trabajo colaborativo. Conclusiones. Las conclusiones del estudio establecen el compromiso moral con la enseñanza del personal docente y la contribución de la innovación pedagógica en el incremento de su sentido de logro, así como la necesidad de generar condiciones institucionales que permitan fortalecer la resiliencia del profesorado principiante, brindando condiciones materiales y generando condiciones para el trabajo colaborativo docente que permita consolidar comunidades de aprendizaje profesional.

Objective. This article presents the empirical study conducted to identify the incorporation of technological means in virtual environments for teaching-learning processes of higher university education in social sciences at the National University of Costa Rica. This research is part of the academic research project titled Analysis of the principles and conditions of scientific, technological, and innovation development in teaching-learning processes in subjects from three Bachelor’s degrees in Social Sciences (Araya Muñoz y Majano Benavides (2019-2021). It is also part of the lecture titled The use of technology and application of the virtual classroom in the didactic process in university courses given at the International Learning Congress (Araya Muñoz y Majano Benavides, 2019). Methodology. The methodology is descriptive with a mixed methodological approach. Surveys are validated and applied to students and professors of the Faculty of Social Sciences (FSS), and the subject programs and institutional regulations related to the object of study are reviewed. Sources, data, and the theoretical basis are triangulated. The statistical study of validity and reliability of the data supporting the analysis is incorporated. The research context was the Faculty of Social Sciences (FSS) at the National University of Costa Rica. The study population is 220 students and 56 professors from eight schools with bachelor’s degrees at FSS. Results. The results include sufficient technological resources for learning activities. The institutional virtual classroom, Aula Virtual, offers training to users and is a strength in pedagogical processes. However, the incorporation of this resource in pedagogical mediation is limited, which shows little autonomous and collaborative work. The dependence of the student body on master classes prevails. Nevertheless, an increase in technological skills is reflected. Conclusion. It is concluded that the incorporation of technological means in didactics diversifies learning. Teachers must attend processes to strengthen their basic, technical, and technological skills to generate multiplier and innovative spaces with their peers and those who are part of their virtual teaching and learning communities.

Objective. This study mainly aimed to analyze the perception of teaching staff and 5th-grade primary school students about cognitive development and scientific skills. Methodology. A quantitative descriptive approach was used. Surveys were applied to a sample of 101 5th-grade students and 18 primary school teachers from a school in the Colombian Caribbean region. They were processed under the parameters of descriptive statistics and organized according to frequency distributions, percentage analysis, and trend measurements. Results. From the student perspective, it was obtained that low academic performance is associated with little understanding of the topics developed in the classroom as a result of the implemented methodologies. From the teacher’s point of view, academic difficulties are related to the low development of cognitive processes and students’ apathy towards their studies. Conclusions. In terms of scientific skills, the results show that the student body presents a limited performance in processes that demonstrate the understanding, construction, and analysis of scientific knowledge; so, from teaching practice, it is necessary to strengthen knowledge associated with scientific practices in the classroom. It was determined that traditional pedagogical practices are among the factors limiting students’ cognitive development. However, the teaching staff recognizes the importance of scientific skills, accompanied by innovative pedagogical strategies that favor their development.