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

Although communicative competence, and specifically written expression, is planned as transversal in most pregratuate studies, the expected standard does not seem clear. In addition, at the university, only a minority of professors or lecturers assume it as a personal challenge, specially about questions of orthographic competence. Most of them, bycontrast, consider that it is not their business, do not know how to act or think that it is impossible to include in their syllabus and schedules. However, in the teacher training these last two reasons are not justified, since the teaching plans of all universities ensure the scope of the competence in linguistic communication and all its subcompetences. The proposal is to become aware of this reality and face it with a realistic and operative approach, through an innovative pedagogical design in the development of spelling competence in the university, which has been put into practice through teacher training in Early Childhood Education and Primary Education. In addition, the proposal is strategic, given the influence, in the written skills of university students, of the linguistic competence of their preceding stages teachers.  

During the professional exercise, men and women who have had the privilege of opting for a professional degree, have the opportunity to practice, in addition to the competences of their discipline, the set of citizen competencies that they have constituted during their training process. Within these competencies, responsibility should appear as a result of the formative intention in the field of citizenship that universities intend to offer, and which is regularly raised in the university curriculum. The sense that this responsibility acquires for the professional, turns out to be an important indicator to start an analysis of the social conflicts that we observe in the daily life of our country. 

In recent years the debate has taken strength between single-sex education and sexually mixed education. Supporters of the first are based on the biological differences between boys and girls. The subject where more impact these differences is the Physical Education. In our school we have a scientific experiment that involved 938 students, for 8 years, to check what kind of education is better in the subject of Physical Education. The conclusion seems clear: in mixed classes students get better performance, especially boys. This article contains the detailed description of the experiment, the results, a detailed analysis of them and conclusions.

The task of educating is, by nature, an adventure. We do not know the starting point and the point of arrival. The knowledge of the human being escapes us like the water betweenfingers of the hand. We can never affirm categorically that the child, adolescent, young or adult that we have in our hands is the object of a finished knowledge. There are so many variables that intervene in the configuration of the personality of each human being that is inaccessible in its entirety. We can approach "certain" knowledge and make conjectures based on it, assuming the risk of founding an educational act on an unsafe basis. And despite everything we "dare" to educate. But how manyeducational actions we feel safe, and why not stop acting ?.

EDUCATION IS AN ADVENTURE. Pedro Ortega Ruiz, Director of RIPAL, International Network of Pedagogy of Otherness- REDIPE. He affirms that the task of educating is, by nature, an adventure. We do not know the starting point and the point of arrival. The knowledge of the human being escapes us like water between the fingers of the hand. We can never affirm categorically that the child, adolescent, young or adult that we have in our hands is the object of a finished knowledge.

From the formative point of view, the music-education relationship let us consider Music in a triple sense as education field: music as common education field, music as specific education field and music as professional and vocational education. In this triple technical meaning, music allows us to develop common, specific and specialized educational values, respectively. The present paper it is focussed on the common and specific education fields, all of them related to music and new technologies, and from the point of view of Mesoaxiologic Pedagogy. When pedagogues talk about “Music Education”, the music becomes an instrument of education (music is not only the aim-goal of education -education ‘for’ the music-; music is also the mean or the instrument to educate, music education means education ‘through’ the music). In case of education ‘through’ the music, the music brings common educational values as any other cultural experience area –that is why “Music Education” is substantively education-. But, besides, the music gives us the opportunity to purchase specific educational values that contribute to understand its meaning and its educational value and it gives us too the chance to improve our personal decisions concerning to our actions and our sense of life –and thus, “Music Education” is adjectively musical-. To educate with music means that music as experience area is submitted to mediated processes; that is to say, each mean is educationally evaluated (mesoaxiologically processed by Pedagogy). In this context, the New Technologies are one of the most necessary means in our actual society, which are going to be used in the mediated processes of education. Therefore, the foundation of the music-education-new technologies relationship is music and media (in this case, the technological ones) must be educative and adjusted to the meaning of education; it is to say, pedagogically valued as means of Education and Music Education. Based on this, I really believe it is possible to educate through music in adult education (over 55 years old) at University. And it is possible too to integrate the Information and Communications Technology (ICT) to teach music. They develop and make easier to learn for educatees, to self-learn, to experience with music and to feel part of a community, as long as the technological mediation comes from the Mesoaxiologic Pedagogy approach (which evaluates each mean as educative).

The present research “Articulatory Phonetics in the English Language Pronunciation Development” is aimed to determine whether Articulatory phonetics use enhances English Pronunciation development or not; to describe the sounds of speech, consonants and vowels, through their manners of articulation and points of articulation, stress, and intonation; besides, to develop a teacher’s intervention within the class and analyze the obtained data before and after it. Finally, it is aimed to socialize the necessity of improving English pronunciation development through the learning of Articulatory Phonetics issues; in this way, they would enhance their English Language oral communication skills.   This descriptive research is focused on quali-quantitative approach and for the consecution of its goals, a quasi-experimental research is developed. Quasi-experimental research had two groups of students to implement Articulatory phonetics: the control group, which was formed by 121 individuals and the experimental one with the same number of students. Both, the control and the experimental groups of students were not chosen randomly. Besides, this investigation was focused on field research since the researchers made a class intervention. Furthermore, it was bibliographical research as well. The population was formed by 6 groups belonging to third English level in Language Center at Escuela Superior Politécnica de Chimborazo during the period October 2017 – March 2018. For collecting data, a pre and a post-test were taken by the students before and after the researchers’ intervention. Pre and post-tests consisted in a pair oral interview. With the obtained and analyzed data, the researchers verified the hypothesis with T Student mathematical method. The obtained results showed that students did enhance their English language pronunciation development with the use of Articulatory phonetics in the researchers’ intervention. Accordingly, it is highly recommended to emphasize those topics within the didactic class planning in order to encourage students to pronounce correctly for a better communication.

The main objective of this study is to implement a ludic and pedagogical strategy aimed at boys and girls of kindergarten level, in order to strengthen the attention span in their learning process; for which, it was necessary to develop an investigation with a mixed approach, of descriptive type and with the application of the inductive method. Surveys for children, teachers and parents were designed; which yielded information that added to the non-structural observation made to the school, in its physical environment and the characteristics of the teachers; provided the necessary data to generate the guidelines for the design of the strategy. The kindergarten group was selected with a population and sample of nine students, four boys and five girls; resulting in the possibility of reducing the influence of noise in the internalization of knowledge and the attention span of the student through the use of a ludic and pedagogical strategy called "Triqui Mágico

The development and performance of the industrial engineers is in function not only of how well they can be prepared, as a result of their passing through a higher education institution, the functionality and effectiveness of the IES is evident at the moment that the professionals put in practical their knowledge obtained and how affective or ineffective their performance, it is reported through the opinion of employers who are responsible for establishing the requirements that a particular job needs. Therefore, the opinion of employers have become an important subject for IES, so, according to what found in this study, it was found that academically industrial engineers have a low English profiency as a second language, the research carried out so far has served a indicators for IES, regarding the performance and functioning not only of these institutions, but also to the engineers in the companies, from the academic point of view is of vital importance, form that the graduates of industrial engineering have an optimal performance at the moment of achieving a job in the industrial environment, of course, depend of the characteristics and quantity of available jobs, it is important to point out that a factor that currently helps to achieve an early insertion is through English profiency as a second language, it is a resource highly valued by employers of important companies that depend of degree of commitment of the engineers, they can aspire to this type of companies and achieve success at professional level.

The attention in the styles and rhythms of learning, starting from this premise the objective of the project is to establish the existing relationship between the learning styles and the metacognitive abilities of children of the children of initial level, will allow to generate metacognitive strategies that help to generate a learning significant. To develop the theme, all the information regarding learning styles, metacognition, early education, learning, child psychology was documented, where the main exponents are: (Egido, 1999), (Ministry of Education, 2014), (Kolb, 1996) , (Flavell, 1976) and (Gardner, 1984). What allowed to determine that metacognition is a fascinating field; analyze it will depend on the teacher to motivate and guide the child so that he can understand and identify with the teaching-learning processes.