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

Ecuador, as a constitutional State of rights and justice, intercultural and plurinational, has generated transcendental institutional transformations aimed at the recognition of rights and faculties of the indigenous peoples and nationalities that make it up, without this meaning the disappearance of their own identity. In this sense, the Andean cosmovision, as a counterpart of the colonial western postures, displays epistemological tools that constitute the basis of the rationality that promotes and sustains social relations in community, among them duality, which constitutes the structural foundation of the existence of elements that far from being contrary are the complement that contributes to balance and social harmony.

This doctoral thesis had as object of study the configuration of the teaching practice of Biology through ICT of a teacher linked to the Secretary of Education of Bogotá who teaches at the basic secondary level (seventh to ninth). The statements collected through different types of interviews, the actions that characterized some teaching practices from direct observation and indirect observation of the technological tools used by the biology teacher were interpreted. The configuration of the teaching practice of Biology through ICT was characterized from the content analysis, which allowed generating the interpretive corpus of propositions and the category system, being the relevant inputs for the formulation of the case. The results made it possible to collect relevant antecedents related to the category system. Likewise, the interpretive corpus facilitated the obtaining of an interpretive model of the configuration of the teaching practice of Biology through Resugh's ICT, as well as the formulation of the theory of this data-driven configuration. The research provides knowledge regarding the approach of an intrinsic case study, and is based on a techno-didactic model for the teaching of Biology and data collection on elements that make up the teaching practice of Biology through ICT.

This article tries to analyze what is the degree of importance of tax education within the framework of the fight against tax fraud and how it influences the taxpayer's morality that affects the degree and form of compliance with their tax obligations. Likewise, its basic normative degree is analyzed and, especially considering the fundamental or basic rights that may be involved. Finally, the latest measures carried out in the field of tax education are analyzed both by the State Tax Administration Agency (AEAT) and at the European Union level. As a result of all the above, it is concluded how this matter, tax education, despite not being totally new, has been gaining prominence over time because it has a special link in the taxpayer's behavior.

This paper addresses a triad of issues. On the one hand, tax ethics, which is based on deliberative democracy and the principles of social justice. Tax compliance, which is not only based on legal obligation, but also on people's commitment to their own community and in the role of citizenship. Both extremes can be strengthened by education in tax matters, whose purpose is not only the proper functioning of the tax legal system but also of public institutions in general.

This contribution is a critical review of the implementation of the Bologna process in the studies of law, as it entailed the commodification of the curriculum through the influence of private interests in determining the knowledge and skills to be implemented in the degree. This, not only was carried out to the detriment of the value of education and knowledge as common and structural goods in the development of personality, but also implied the incorporation of the Human Capital Theory in the creation of the new academic curricula, cornering subjects related to rights human rights, philosophy or theory of law, anti-discrimination law, deontology of law, among many others, which have little to do with this process and the neoliberal values ​​promoted by globalization. Faced with this reality, which poses a danger to the social and democratic rule of law state itself, the incorporation of the legal clinical model is suggested, in order to recover some of the fundamental knowledge that the Bologna plan left aside, considered as basic in the training of future legal experts.

A proper teacher training is crucial to achieve the SDG4. This article intends to analyse the curricular insertion of human rights and sustainable development contents in the career to become a primary teacher in the City of Buenos Aires. In order to do that, I investigated the three main documents that determine the contents for the carreer: the Lineamientos Curriculares Nacionales para la Formación Docente Inicial, the Diseño Curricular Jurisdiccional elaborated by the Ministry of Education of the City of Buenos Aires, and the Plan Curricular Institucional, written by the public institutes that offer the career to become a primary teacher. The relevant contents on human rights and sustainable development were highlighted and I used thematic indicators to facilitate the sistematization and categorization of those contents. The result was that even if there are elements about human rights and sustainable development in the documents, mainly related to diversity, equality and non-discrimination, there is no human rights perspective. Furthermore, the transversality of these contents remains as a challenge. It will also be concluded that human rights education and education for sustainable development will need to work and cooperate with other disciplines to achieve its noble and ambitious purposes.

Human rights education is a reality sometimes more theoretical than practical. Despite the important international declarations in its favor, many reasons play against it, both political and pedagogical. The strategies for teaching human rights continues to be, therefore, a challenge in the Spanish University. This study reflects on this challenge both in the field of social and legal sciences through a triple analysis. First, a historical review of Human Rights Education taking the United Nations as a reference, from the 1948 Declaration to the Sustainable Development Goals. Next, the interest shifts to Spain with the intention of describing its development in practice, through various Amnesty International reports. Finally, some observations about how its teaching should be, and the importance of History, both of human rights and their teaching, in order their proper understanding.

There is currently a lack of comprehension and argumentation skills among university students. Therefore, the teaching staff has the obligation to try to make up for these deficiencies in students, so that they can achieve a complete education. The teachers of the subject Introduction to Commercial Law set themselves the objective of encouraging students to develop their decision-making skills. Through an innovative teaching activity, the aim was for students to acquire the ability to shape thinking linked to processes, strategies and mental representations. Students were presented with a situation in which technical, ethical, scientific, legal, economic, ecological issues could be involved... Once the problem had been posed, they had to look for information and decide what decision to take.