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

The Educational Project is a document to be prepared by the staff of the center in order to respond effectively and efficiently to the needs and demands that may arise.This document should be reflected all about identity, organization and curricular development; thus all factors that affect the daily life of schools and interrelated enter if you know at all times what their mission and purpose. In addition to organizing, this document reveals the peculiarities of each school giving them a character that is defined by the people who make the educational community and the environment in which it is located. Therefore it is an instrument of organization and identity. The Educational Project must comply with current regulations at national and regional level, since at present the Autonomous Communities have competence in education. It is the Educational Center project, the document "pillar" of a school, covering all areas and therefore is broad legislation that conditions.

Mandala is an oriental concept that that means thought contained in a circle. It has a particular graphical representation in the form of a circle organized concentrically with symmetry in various visual levels. It has been incorporated in the West and especially in the field of education as a pedagogical strategy that contributes to the attention, concentration and emotional development of children. The article explores the contribution of Mandalas in the development of spatial and geometrical thinking in pre-school children aged 4 and 5 from Cali (Colombia) through the creation and development of learning experiences built on the basis of both concepts. Through this research, it is expected to enrich teachers' work inside the classroom and thus to promote processes of understanding and deeper thinking in children thanks to the internalization of abstract concepts necessary for life.

In the Argentina, the dichotomy between what is public and the private is part of the basic structuring that the educational system has developed. This perspective is rooted in the common sense of the Argentinian population. It seems to be ignored that the fact that the “Ley Federal de Educación” passed in 1993, recognized the public status of public schools. Such status was extended when the “Ley de Educación Nacional” was passed in 2006. As far as we are concerned it is extremely importantto comply with the current regulations in order to avoid further misunderstandings. That is the reason why we have drawn up a historical summary of the process that a lowed public schools to make their offers furthermore, we attempt to clarify the concepts that make this law up.

The title of this issue corresponds to the editorial article by the Spanish pedagogue Pedro Ortega Ruiz, creator of the Pedagogy of Otherness perspective. The administrative autonomy of each institution, the ethical training of the teacher and of the members of the families and of the communities that constitute the environments of these, are some of the minimum that a school demands whose projects do not depend on the state as it happens, face to meet the umbilical challenge of the school: to form better human beings.The articles of this issue orbit around various topics of education and pedagogy, among others: technology and epistemology, neurosciences, development of creative, investigative and spatial thinking.

The ontological study of epistemological technology of the Basic Conceptual Approaches Epistemology, Internalization of Scientific Knowledge from Epistemology Ownership, the Syntagna a summation of paradigms in correspondence with epistemology , Approximations epistemological of the Epistemology of Technology . Referrals and general approaches that allow limiting elements for explanation and empirical and scientific reasoning.

Art as a resource for learning a new language have been too effectiv to motivate the students to express themselves , and to practice the new learning , drama has different techniques that are described in this paper and gives the learner in a cuasi-real context

The attention of students with different conditions and / or Special Educational Needs (SEN), becomes a challenge for teachers who today must face the issue of inclusion in the classroom (Decree 1421 of August 29, 2017). Taking into account that it has already begun with the application of some theories related to teaching methods, which allow the teacher to perform effectively in the face of themanagement of a group of students with different characteristics, it is urgently required to deliver the teacher the most appropriate tools for your daily work. That is why the design of pedagogical strategies for the inclusion of students with Special Educational Needs, is a very good possibility for teachers who wish to improve their pedagogical work, in the different public or private educational institutions in any space of the regional context and national. In this order of ideas, the project aims to involve three educational institutions of elementary school in Bucaramanga, including an urban public, a rural public and a private public in the city, to advance a study to identify and evaluate the Relevance of pedagogical strategies used by teachers today, and based on this propose other strategies to improve the teaching-learning process aimed specifically at students with diverse educational needs. The work is elaborated under the type of descriptive research with a qualitative approach, aimed at 96 students belonging to three groups of the fourth grade of primary basic education, to whom surveys, interviews and direct observations will be applied; with instruments that will allow the collection of pertinent and useful information for the study. Within the expected scope, the main purposes are to fulfill the projected by the municipal and departmental development plans, in addition to proposing this work as a possibility of execution of the professional practices for undergraduate students in Uniminuto child pedagogy.  

The main purpose of this work was to determine the ICT’s gap between generations of learners and instructors. The methodology applied was a qualitative paradigm, which supports analyzing, and interpreting of data. Also, it was a field research and a descriptive study. The total population was 450 students and 50 instructors from Escuela Superior Politécnica de Chimborazo. A sample of 126 students and 18 instructors was taken. A survey was carried out on students and instructors and was analyzed using Central Tendency Measures. The results of the study have been summarized into three relevant questions such as the frequency teachers used ICT’s in class, the various types of ICT’s used, and the perceptions of teachers’ need for training in the use of ICT’s. The results showed that the gap can be easily observed since instructor almost never rely on the use of ICT´s whereas learners demand their use on a daily basis. Finally, the conclusion obtained through this research showed that the use of ICT´s provides self-confidence to learners, especially Gens Y-Z, who are involved in the technology flow, playing an active role in the learning process. Besides, teachers see to be updated on the use of technology as a necessity which would help to improve their teaching performance.  

Autopoiesis to enhance Great Talent shows how this is carried out education in La Guajira, as approached from the direction of institutions, making teachers and their interaction with internal and external environment. This research is qualitative, based on ideas emerging from the postpositivist epistemology based systems concepts. The symbolic interactionism was the approach that allowed better develop research since its precepts, and type of ethnographic research was well suited to address l municipality from the perspective of its concepts. The research design was an elaboration itself, through the development of five times, thus emerging a theoretical construct and enhance the great talent through autopoiesis. The purposive sample consisted of six people representing the different roles of education. In the final considerations it could be observed that there is an embryonic development of some elements of the autopoietic theory, which serve as a basis to start implementation of the proposed theory in educational institutions. Among the recommendations referred, that of applying the theoretical proposal as a basis for improving the educational process in the municipality, take how interesting it is doing to apply by many other agencies involved more the environment through more efficient care disturbances that this presents.

ETHICS, EQUITY AND INCLUSION are the central themes of this volume XIII, inherent in investigative and reflective processes. The first work, for example, claims the ethical and anthropological vision of education, which continues to be a liability in the processes of reflection and formation. They are followed by productions around inclusion and educational and social equity. The other chapters constitute contributions from various areas of knowledge.