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

The present study seeks to evaluate school coexistence for citizens in its dimensions of Inclusion, Democracy and Peace in students of the second basic cycle of two establishments with high vulnerability indicators. For the present study, an instrument validated by Chaparro, A., et al (2013) of the Autonomous University of Baja California was used. According to Kerlinger and Lee (2002) The research is non-experimental in nature. According to Hernández, R .; Fernández,C. and Baptista, P. (2003) is descriptive. His approach was quantitative (Tamayo, 2004). The sample of students to whom the questionnaire was applied was made up of 292 students. The main results were that there is a respectful treatment of teachers to students, that there areteaching actions of good treatment and support for students with difficulty and that there is mutual trust between students and teachers. As aspects to be improved, it is shown that even ifthe relationships between teachers and students are good, there is no equitable treatment with the students and no promotion of collaborative work among students is perceived.

Through a descriptive study it was intended to know the relationship between attitude and resistance to change presented by teachers with the use of information technology andcommunication within the processes of educational innovation. The sample consisted of 179 teachers (116 full-time teachers, 20 part-time teachers and 43 teaching staff) at the University Institute of Peace in Barrancabermeja, Colombia. The results reflect how the attitude and resistance to change variables on the part of teachers directly influence the development ofICTs. Finally, some recommendations based on the results are discussed.

The management of emotions applied to higher education, is a way to respond to social needs not addressed in the classroom to mitigate aspects of violence, aggression and conflicts that may occur during the pedagogical process. From the above, the concept of emotional competence is based on theories of emotion, neuroscience, multiple intelligences and emotional intelligenceto contribute to the professional work of teachers and learners through the recognition, understanding and regulation of emotions such as Principle of psychosocial well-being that influences training within higher education institutions. For this, a quantitative approach with a descriptive-correlational non-experimental design is used to identify the self-perception of emotional competences in the teachers of the Nueva Granada Military University and the relationship that this variable has with the resolution of conflicts. Due to this assumption,it is intended to give evidence that gives importance to the design of plans and actions at the curricular level and social welfare aimed at emotional education as an articulating principle of the permanent training of teachers, which can be reflected in a scalable manner in the classrooms for the orientation of the emotions of the learners and promote spaces for debate and use of the conflict in a positive way.

Emilio Uzcátegui García (Quito, 1900 - 1986), educator, composer, athlete, playwright, writer, columnist, professor, philosopher, politician and historian; is one of the greatest pedagogical references that the education sector in the country has had. His work and thought, evidenced in his more than 40 books, have turned out to be a contribution in politics, psychopedagogy, history, didactics, which with a marked Marxist tendency have also managed to be a criticism of society and governments of those contexts that can easily to be coupled to the current reality, since many of the issues dealt with in his works continue in the problematic of the Ecuadorian communities. From its political participation it manages the conformation of the National Union of Educators, motivating the unionization of the teaching profession; and the structuring of this also intervenes in the constitution of its brazopolítico, the Popular Democratic Movement.

The article focuses on the theoretical foundations underlying the methodological guidelines forthe development of teaching to engage in collective years of University actions. From the curricular dimension with interdisciplinary and systematization of social sciences, so that students from their reality assume a leading role at possibilities to identify economic problems,to discern the origin of these and establish the similarities and differences in the relationship from the universal, the general and the particular, also achieving, reaching the choice of alternative routes and possible solutions, refuting thesis, offer them and defend them. Finally it favors the formation of an economic culture in students to achieve their general culture.

The aim of this project was to make a documentary review about the scientific production aroundtraditional swimming in South America during the last fifteen years. In the same way, a reflection was made about the current role of the universities in the production and contribution to the knowledge in the development of society. A selection was made from several scientific portals. Thirty-seven articles were reported whichthe difference of production and publication by Brazilian universities respect to the rest of theSouth American region is noted.

To a great extent, the crisis that the West is experiencing is usually manifested in a key institution, interested in the formation of subjects. This institution is the school, in it the conflicts of culture, of the economy, of politics, of ethics aremanifested, in short, what is the western subject. In this direction, Martha C. Nussbaum focuses her analysis on this in two of her books. One: The cultivation of humanity. A classic defense of the reform in liberal education. The other: Non-profitwhy democracy needs the humanities, in which it sets its position in defense of the education ofthe educating subject, as a world citizen from the teaching and cultivation of the humanities, in the face of a ruthless and commercialized education of the moment. The purpose of this chapter focuses its reflection on the ethical and humanistic attitude of Nussbaum.

We started this primer for the CEIDE, taking into account the guide of options of degree for thefaculty of right, CEIDE, 2017, (1) as well as the book of Professor Pedro González. (2) First I recommend having the following topics clear (Course of legal argumentation of Manuel Atienza.) (3) Before the monopoly of the scientific I propose the ethics of the discourse, of Apel, and the material ethics, of Enrique Dussel. (4),  In order to focus the issues to work from the functional right as well as from the right and notonly from the structure of the rule, the positive law. In the first part, the training curriculum on ethics and research is worked with its four sections as well as an ethics module applied to research. In the second part, we see the general aspects of informed consent, as well as ethics and research methodology. In the third part is the most important documents as a guide to do research, as well as the bibliography

Por principio de significado, los valores derivados de los derechos de tercera generación se consolidan como fundamento de la educación para la diversidad, la identidad y el desarrollo cívico. Desde esa  perspectiva de aproximación al tema, la formación para la identidad y la diversidad es ejercicio de educación en valores, fundamentado en los valores derivados de los derechos humanos de la persona, pero de manera singular en los derechos de tercera generación que se vinculan al desarrollo cultural socio-identitario y se ejercen en un locus territorial de la convivencia ciudadana. El sentido transnacional de los derechos de tercera generación nos ha permitido salir de nuestro marco territorial ciudadano por medio de las redes de comunicación y experimentar un cierto modo de convivencia ciudadana mundializada en el contexto de la comunicación global; lo podemos ver al hablar del sentido intercultural de la educación, de la convivencia ciudadana en las redes y de la influencia de los medios de comunicación y de las artes musicales y del cine en la convivencia. La posibilidad de establecer comunicación y transmisión de valores con la familia y con personas situadas al otro extremo de la red en situación transnacional gracias al desarrollo del medio, nos convierte en espectadores activos y en emigrantes virtuales que experimentan la convivencia interpersonal ciudadana desde el medio.Ahora bien, si hay educación para la convivencia ciudadana, cuyo objetivo es el desarrollo cívico, no hay razón para cortar la fluidez de la idea y no asumir la posibilidad de generar actitud favorable al compromiso con la idea de marco territorial más allá de mi país y afrontar, desde los derechos de cuarta generación, la convivencia ciudadana con sentido de cooperación solidaria transnacional, y por tanto,planetaria. Se trata de ir más allá del poder de relación interpersonal que proporciona el medio cultural y tecnológico en cuanto medio instalado en los derechos de tercera generación, es decir como medio que identifica y diversifica. Hay que ir al uso de los medios y de los recursos, asumiendo el hecho real de que nuestro territorio es el mundo y que no estamos aislados, ni ajenos al resto del planeta en nuestra comunidad particular. Palabras clave:Desarrollo cívico, educación para el desarrollo, convivencia ciudadana planetaria, consumo, sostenibilidad,emprendimiento

Los derechos humanos de tercera generación, derechos culturales, centrados en la identidad y la diversidad, son el fundamento de la educación intercultural como respuesta a la interacción cultural en la sociedad pluralista, multiétnica y democrática.La educación siempre ha tenido que responder al problema de la formación respecto de la identidad y la diversidad y la diferencia. En el siglo XXI hablamos de mundialización, transnacionalidad y de glocalizacióncomo referentes de la interacción cultural, pero eso no cambia en nada el hecho de que la educación tenga que formar a las personas en el lugar en el que viven, atendiendo a la individualización y a la socialización.Identidad, diversidad y territorialidad convergen en cada orientación formativa temporal. El sentido de la educación exige mantener sin ambigüedad la vinculación entre el yo y todo lo demás, conjugando la identidad, la diversidad y la diferencia en cada acción educativa, atendiendo a las categorías conceptuales de espacio, tiempo, género y diferencia específica.En el contexto académico se puede afirmar que ‘interculturalidad’ es un término que no añade nada al concepto de educación bien entendida, pero también se puede afirmar que la interculturalidad es el significado necesario de la relación educativa como relación de alteridad, como relación con el otro. Mi propuesta es defender el significado de ‘intercultural’ en la educación como respuesta cualificadora del sentido de la educación vinculada a la relación entre el yo, el otro y lo otro en cada acto educativo, atendiendo al principio de la diversidad y la diferencia, desde la categoría conceptual de género (cultural).Palabras clave Educación intercultural, educación para el desarrollo cívico, identidad, diversidad, significado de educación, concepto de educación.