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

Gender equality continues to be established as one of the goals common to all countries, and despite some encouraging achievements, coeducation is one of the measures demanded to achieve this horizon from the early educational stages. The objectives of this paper are to present the design and implementation of a coeducational initiative, as well as the analysis of its achievements and limitations. Specifically, the project has been implemented with all the courses of a Preschool and Primary school (61 students). Considering the methodology of the proposal, it has been based on gamification and service learning. Therefore, the experience has been enriched with significant elements of the game, and with a collective and social objective. 32 sessions on different curricular and gender equality content have been implemented for approximately one month. To make the development of this initiative possible, a crowdfunding campaign has been completed to pay for the materials, the filming of a video clip at school, among other expenses. In relation to the results, all the objectives set out in the coeducational project have been achieved, but the initial timing has been a difficulty for its optimal development. As future lines of action, the need to design proposals similar to the present one, but on other related contents such as gender diversity, family diversity, among other possibilities.

Looking back at the essence of education without focusing on the superficial is an act of courage and rebellion. In education, the focus has been more on the actions, methodologies and didactics that come into play, than on revealing and delimiting the very definition of teacher and consequently its characteristics. In this essay, the idea of ??pedagogical love will be used as a common thread to reel off the figure of the teacher from different points of view and in all its stages and areas. First, we will focus on the teacher capable of making his students fall in love, and then continue with the condition for that pedagogical love to happen: being in love previously; and finally, an study of the Initial Teacher Education that makes possible to turn from a in-loved person to a lover. With all this, it is concluded that the love that can be harbored in the soul of a teacher is not that romantic or attractive love towards and for the students, but a pedagogical love that turns the teacher into a being worthy of admiration and the profession he assumes.

Este artículo se presenta como resultado de la compilación teórica que, a través de las investigaciones llevadas a cabo por el autor sobre la calidad educativa en Colombia, permite reconocer ciertos factores que hacen referencia a la mejora de la calidad educativa y que en algunas oportunidades no se mencionan, o si se hace no se profundiza en la injerencia que tiene cada uno de ellos en la mejora de la calidad educativa. Dichos factores se han tenido en cuenta desde las diferentes perspectivas que se consideran luego de investigar sobre el concepto. En primer lugar, se presentan elementos que hacen parte del quehacer escolar y que se perfilan como coadyuvantes de la calidad educativa y se tienen en cuenta factores que han aparecido en estudios estadísticos como reportes desde la evaluación docente que se lleva a cabo periódicamente en Colombia o por resultados de las partidas presupuestales que destina el Estado para la mejora de la escuela en aspectos como la infraestructura escolar, los planes académicos de mejoramiento, etc. En segundo lugar, se profundiza en cada uno de estos aspectos, para después analizar su injerencia en la búsqueda de la calidad educativa; proponiendo alternativas a factores que a la postre no revisten la relevancia que esperan desde las entidades territoriales que regulan lo educativo; y al final, después del análisis que permite el artículo, se explica cómo el conjunto de los factores analizados contribuye a la mejora de la calidad educativa.

As a result of the research carried out through discussion groups with students and teachers of 1st of ESO addressed in the realization of my doctoral thesis "Tutoring in 1st of ESO. Need for reference adults in the transition from CEIP to IES in the Comunidad de Madrid "I propose to present an intervention program in the educational field to respond to the need for host in the transition from CEIP to IES and avoid, according to the students' own manifestations, feelings of coldness in the treatment, lack of of affection and loneliness and in which the figure of the tutor will play a primary role as expressed by both teachers and students.           It will be pertinent, in the first place, to base the theoretical framework to lay the foundations about the definition of the educational intervention program, what would be its situation in the general framework of the intervention and to know its backbones and characteristics. To then make an expression of the specific phases that we will have to go through to formulate our specific intervention program: "Welcome Program for 1st year ESO students at IES in the community of Madrid".           Finally, I will present the evaluations collected during 4 educational courses at the IES Eijo y Garay in Madrid. Keywords: primary-secondary transition, lower secondary education, 1st year Compulsory Scondary Education, tutoring, educational host models.

This article arises from the thesis "Reading on Screens: Adolescent Representations on Reading in Digital Media", for the Master's Degree in Educational Technology from the University of Buenos Aires (Argentina), with the support of the Lúminis Foundation. The main objective was to account for the representations that young people have, from the last two years of high school, on this type of procedure. After the analysis of the existing theoretical framework, it was observed that the reading processes have been analyzed over the years, through the description of operations carried out by the subject, in their interaction with the texts. Most of these studies are based on cognitive psychology and are experimental in nature. Few studies incorporate the concept of "representation", as a nutrient of the field of analysis. Based on a clipping of the existing theoretical framework, he aimed to carry out a qualitative approach, from an inductive logic, which sought the generation of categories of analysis using the design of informed theory through the constant comparative method. An intentional sample of high school students from the province of Buenos Aires was taken as an analysis unit and, through in-depth interviews, he began to understand "what young people say" about how they read on screens. The purpose of this work was to provide teaching tools, incorporating content that points to the development of these new capabilities that, to this day, have been developed intuitively and un guided.

The aim of this paper is to present and validate a questionnaire of teacher competences of Secondary Education teachers from the voices of those involved (in service teachers, students and teacher educator of the Secondary Education Master's Degree). The resulting instrument is based on 44 items, which are grouped around four dimensions and refer to the following areas: scientific (learning to know), methodological (learning to do), social (learning to behave) and personal (learning to be). The questions are set on a four-point Likert scale to measure the importance attached to each competence. For this purpose, we have carried out a reliability and validity analysis, calculating the parameters for each dimension of the questionnaire. In the reliability test we used Cronbach's alpha, while for construct validity we used first and second order exploratory factor analysis to confirm the unidimensionality of the constructs, using the principal component extraction method and oblique rotation. The results show that the instrument has satisfactory levels in those tests, so that it provides sufficient guarantees for its use and application in processes related to the teaching function.

En el presente artículo se pretende conocer y comprender la cultura democrática y la praxis libertaria del CEIP Trabenco. Para ello se muestra primeramente un acercamiento teórico a los diferentes modelos de educación democrática, al cooperativismo escolar y a la pedagogía libertaria. En segundo lugar, se expone la metodología utilizada para la consecución del objetivo, una investigación etnográfica, cuya recogida de datos se realiza mediante la observación directa participante, junto con un diario de campo, y el análisis documental del proyecto educativo del centro. La triangulación para la validación de los datos se alcanza mediante la contrastación final por parte de un miembro de la comunidad estudiada, el director. Las categorías de análisis se sintetizan desde la pedagogía libertaria y la educación a través de la democracia. Posteriormente se aborda el análisis de la cultura democrática del centro, atendiendo tanto al proyecto educativo del mismo como a la información recopilada durante el trabajo de campo, estancia perteneciente al prácticum de un máster cursado por el investigador. Para finalizar se compartirán algunas reflexiones derivadas del estudio, destacando cómo el centro mantiene la esencia de su origen cooperativista, considerado actualmente como una escuela referente en cuanto a innovación educativa.

The following work aims to analyze the perceptions that the members of a research group have on the relationship that exists between the three central concepts that arise from the study: university social responsibility, the mobilization of knowledge and interpersonal relationships. All this within the framework of inclusive research. The general objective is to know what interpersonal relationships are like in an inclusive research group and how they influence the mobilization of knowledge on the way to university social responsibility. Methodologically it is a case study based on the qualitative method contemplated within the interpretive paradigm. The study was carried out by conducting a focus group in which the 6 members of an inclusive research group participated. The results that characterize their interpersonal relationships are obtained both within the group and in relation to external agents. Likewise, the convergence that exists between the main categories is analyzed and how these are conditioned depending on the quality of their relationships in terms of: how it affects conflict resolution, empathy, learning from error and the process, among others. Finally, in the discussions and conclusions, the importance of humanizing actions and generating trust to empower the agent is highlighted, and all this with two indispensable factors such as humility and the need for people to meet.

The present essay aims to reflect from the analogical hermeneutical paradigm of the Mexican philosopher Mauricio Beuchot the theoretical and conceptual implications of multicultural education. To this end, it is shown that multicultural education not only resides in the recognition of social differences, but is integrated into cultural conditions. In short, analogical hermeneutics makes it possible to perceive education as a transformative process aimed at reflecting on the sociocultural field that allows for a homogeneous relationship. Thus, culture acquires a positive value as an exercise of freedom, equity, otherness, otherness, autonomy and free determination of peoples.  

Reseña de la siguiente publicación:  Verástegui, M. y Pérez, K. (2021). Miradas que mejoran. Guía para la observación de la práctica educativa. Fundación Promaestro. https://www.promaestro.org/documentos/fundacion_promaestro_miradas_que_mejoran.pdf