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

The purpose of this study was to assess the actions taken by the Physics Chair of the Exact and Natural Sciences of the Distance State University of Costa Rica regarding the implementation of evaluative activities which promote academic honesty, using an oral test with a virtual and synchronous format in a subject. Therefore, research was carried out with a qualitative approach, a narrative design and with a descriptive scope. The period of analysis covered the three academic quarters of the years 2020-2021, as well as the first quarter of 2022. Likewise, a group session was held with all the teachers who participated in the subject of Physics during the study period to find their perceptions about the evaluation activity in such a way that, based on these results and the advantages and disadvantages mentioned, adjustments were made in the synchronous oral test as part of a continuous improvement in the applied evaluation. In addition, the main conclusions show that the application of the virtual synchronous evaluation strategy encourages collaborative work and promotes academic honesty.

This article reflects on the need to reorient school management so that it meets, on the one hand, the requirements of the national educational policy in terms of measurable quality indicators typical of the global economy, promoted by the Colombian Ministry of Education, and, on the other hand, three axes of interpretation are integrated into the notions of educational quality: 1) thinking about school management as a bridge from the institutional educational project; 2) educational quality and school gap; and 3) fearing or humanizing efficiency and effectiveness. Likewise, it seeks to show the importance of humanizing educational management in the achievement of objectives and goals, under the notions of efficiency and effectiveness in basic and secondary education in a scenario of social gap, educational change, pedagogical turn and training crisis.

Due to multiple critiques of traditional pedagogy and its impact on the education of legal professionals, some recommendations have been made which include adopting alternative pedagogical approaches, implementing curriculum changes, and introducing new didactic and evaluation strategies, among others. Nevertheless, it is appropriate to analyze whether these suggested changes are sufficient to overcome the traditional pedagogical model. This essay intends to examine the possibilities of a new pedagogical model for Law teaching and learning, taking into consideration elements such as exercising pedagogical authority and instructors’ capacity to reflect on their own praxis. Therefore, it is suggested that renovating the pedagogical model entails an integral approach that includes different dimensions, especially the epistemological and political ones before tackling formal or methodological aspects.

Educación básica indígena y educación superior intercultural son conceptos que remiten a dos metarelatos que responden a dos contextos históricos que delinean la relación del Estado con la niñez y la juventud indígena en el ámbito de la educación. Si en los comienzos del siglo XX se proclamó la integración cultural a través de la educación básica, en este principio del XXI, se erige la educación intercultural como respuesta emergente a la multiculturalidad globalizada. Las preguntas de este ensayo centran en las diferencias de esta compleja relación y abren rutas para conectar un proceso permanente de integración cultural de la persona indígena a la sociedad moderna llamada nacional.

This essay proposes a deconstructive approach of structural coordinates that, situated at the intersection of being, knowledge and power, are institutionalized as governmentality devices that organize educational narratives of domination. These narratives are sustained by objectivist and reifying epistemological assumptions articulating hegemonic constructions of knowledge, as a condition for the updating of exclusion systems based on colonial discourses and practices that produce and perpetuate subalternized otherness. Putting the premise of ontological reality in parentheses, we address the relationship between being, knowledge and power as an educational justice issue, focusing on the dimensions of distribution, recognition and participation as axes for the displacement of educational scenarios embedded in colonial frameworks.

This essay intends to show that digital technologies have their own goals since their creation and that some possible consequences of their indiscriminate use in education are misinformation, solipsism, loss of privacy and labor rights, the instrumentalization of reason and life, generating benefits for a few companies and business people that promote them to accumulate riches concentrated in few hands. From this reality, we propose that their use be revised so that their application does not follow parameters issued by big companies, financial entities, or neoliberal governments, that they be used critically, ethically, and politically to benefit those that have fewer opportunities, nature itself, those that are unprivileged, and social justice to reach an ethical, aesthetic, and transformative learning.

This essay intends to show that digital technologies have their own goals since their creation and that some possible consequences of their indiscriminate use in education are misinformation, solipsism, loss of privacy and labor rights, the instrumentalization of reason and life, generating benefits for a few companies and business people that promote them to accumulate riches concentrated in few hands. From this reality, we propose that their use be revised so that their application does not follow parameters issued by big companies, financial entities, or neoliberal governments, that they be used critically, ethically, and politically to benefit those that have fewer opportunities, nature itself, those that are unprivileged, and social justice to reach an ethical, aesthetic, and transformative learning.

American democratic values and ideals affirm that all people have the same chance of success regardless of race, ethnicity, or gender. The equal opportunities that all students must have do not apply to all educational institutions in this country. Leadership theory, instructional as well as evaluative practices have had and still have a great impact on this inequality. In this regard, educational leaders need to put a brake on the policy they are enforcing to balance resources and provide everything needed for an education tailored to all social classes. Higher education should be the means of educating a multicultural society where neither color, race, origin, nor the gender of people comes first. Educational equity must be present in each of the institutions to offer the educated equal opportunities to seek universal social justice.

La División de Educología, del Centro de Investigación y Docencia en Educación, de la Universidad Nacional, se complace en presentar a la comunidad nacional e internacional, el volumen XVII, número 1, de Ensayos Pedagógicos. Iniciamos un nuevo ciclo de trabajo con total disposición para afrontar los próximos retos que se nos puedan presentar.

El proyecto EVEPRIM 6: Educación Virtual para Estudiantes de Sexto Grado de Primaria, fue ejecutado en el Instituto Tecnológico de Costa Rica (TEC) durante el segundo semestre del año 2020 con el fin de ayudar al sector educativo, debido a la afectación ocasionada por la pandemia de la COVID-19. Este proyecto consistió en el análisis de diferentes recursos educativos que se puedan utilizar en educación a distancia, con el objetivo de elaborar materiales educativos que puedan ser utilizados por docentes, padres y estudiantes de sexto año de primaria. Al finalizar el proyecto, se logró la elaboración de dos libros interactivos para las áreas de Números y de Relaciones y Álgebra para el nivel de sexto grado. Además, se crearon 43 videos educativos que explican todos los temas que se abordan en cada una de las secciones de dichos libros. Todos los materiales son de acceso libre desde la página www.tec.ac.cr/eveprim y se rigen por los programas del Ministerio de Educación Pública de Costa Rica para el área de matemática, vigentes al 2020 y contemplan los cinco ejes disciplinares que el programa especifica.