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

El presente ensayo analiza tres aspectos que la población docente debería tomar en cuenta al suministrar retroalimentación correctiva en el aprendizaje del inglés como segunda lengua. El primer aspecto es la medida en la cual el contexto y enfoque instruccional influencian la decisión de los docentes sobre el tiempo y el tipo de retroalimentación que se brinda. El segundo punto menciona cómo el análisis de los errores propios puede contribuir al corregir errores de los demás. El último aspecto es la forma en la que la población docente puede balancear sus preferencias y las de sus estudiantes al momento de suministrar dicha retroalimentación. Se establece una asociación entre las técnicas utilizadas para la corrección de errores y el contexto instruccional en el que se emplean (expectativas y antecedentes de los estudiantes, así como sus habilidades). Además, se examina la importancia de analizar los errores propios con el fin de preparar material correctivo relevante para la población estudiantil, a partir de la anticipación de sus posibles errores. Finalmente, se destaca la necesidad de procurar un ambiente en el cual puedan interactuar las preferencias sobre técnicas correctivas implícitas y/o explícitas que tiene la población estudiantil y la población docente.

The essay discusses, from a sociocritical perspective, the conceptual, theoretical and doctrinal elements about the functions, roles and responsibilities of the Costa Rican State, as guarantor of the legal effectiveness of the constitutional rights to social protest and freedom of transit, in the context of the mobilizations against the so-called "Fiscal Combo" of the year 2018 in Costa Rica. A bibliographic review was carried out about the main doctrinal references in relation to social protest, as well as international regulations and the Political Constitution of Costa Rica. The Doctrine of the Social Forum and the Doctrine of the Collision or Convergence of Fundamental Rights are discussed as elements of jurisprudential analysis and institutional action of the State at the time of reconciling and guaranteeing the legal effectiveness of the fundamental rights that converge in the scenario of social protests. This in order to determine the conceptual, theoretical and doctrinal background that regulate the exercise of constitutional rights to social protest and freedom of movement in Costa Rica.

This article determines the patrimonial elements present in Puente Mulas, a territory in Belén. Through the identification of the social and cultural values of its community, this research aims at contributing to the community’s efforts towards the protection and recovery of this territory. In order to gather community’s stories, semi-structured interviews and anecdote contests have been deployed. As a result, it is argued that Puente Mulas is a territory which is composed of an interacting array of elements, practices and particular shared symbols that constitute its population’s identity and well-being. It is pointed out that the most effective way for preserving and acknowledging Puente Mulas’s meaning for Belen’s residents is through a process of patrimonization that deeply includes the community.

This article deals with the concept of conscience, its philosophical-moral approaches, and its relations with the birth of the legal figure called conscientious objection through a phenomenological historical journey, in conjunction with the history of human rights, bioethics and biolaw. Reviews the international emergence of parallel concepts that saw the birth of the legal figure. It addresses concepts such as belief and ideology or other meanings such as civil disobedience. As part of its methodology, it historically systematizes the concept of conscience and the historical-philosophical bases that support its defense and its disagreements with certain ethical principles when applying the law. It contains notes that illustrate the current state of the issue from the Costa Rican legal reality, to close with some considerations on conscientious objection, linked to rulings given by the Constitutional Chamber of Costa Rica.

This presentation is located within the framework of the Curricular Transformation carried out by the Ministry of Public Education of Costa Rica, in which the student is the center; in other words, it is expected that the teacher is not the one who transmits the knowledge and in some way makes it feel that there is one who knows and the rest are empty, but that it facilitates learning and is not taught only to take, for example, a written test. Last said has as one of the starting points the State of Education Reports, so it has been considered convenient to recall some ideas of each of them, which allowed to outline said Curricular Transformation. Once the contextual framework has been described, reference is made to the most significant characteristics of the Spanish Studies Program for the first and second cycles, as well as those of the third cycle and diversified education. Also, it is described that the approach of these Programs is communicative. In this sense, as stated in them, linguistic competences must be worked on in a linked way, in relation to reading comprehension, oral-listening communication and the production of texts (written communication). To put into practice everything that was said, a pedagogical mediation process was proposed with seventh-year students from the Naranjo Experimental Bilingual High School. Through the didactic strategy developed, communication skills are linked through the techniques and activities that orchestrate the development of communicative competence from the story "The giant turtle", by Horacio Quiroga. The proposal consists of nine moments in which, progressively, knowledge is built and communication skills are interwoven. The unifying point of all the analysis spaces is the didactic strategy called QQQ, which implies a generation of triads of questions that guide the critical analysis of cases, situations, texts, images, and others. In the first instance, as an approach to the text, students must use online applications to build their concepts together. This activity is complemented by the projection of multimedia resources on the theme of gratitude (which predominates in the story of the uruguayan writer). Within the triple Q proposal, activities such as case analysis, argument inference from images, story reading and analysis are generated. In the final activities, a digital tool for the generation of mental maps is incorporated again. To conclude, the students write a composition that enhances the argumentative capacity based on all previous experiences, in the setting of the pedagogical mediation strategy for the development of communication skills in a linked way.

The internet and social networks have transformed the ways in which the communication process is carried out today. An example of this can be seen when Cross (2007) states that "the Internet allows people from all over the world to be connected on a scale unprecedented in the history of mankind" (p. 176). In this way, the way in which human beings relate to their peers and with the context in which they live, as well as the way they seek and appropriate information and, of course, the learning style has changed and is seeing strongly conditioned by the new forms of interaction and production that the internet provides for collaborative and meaningful work. Facebook and other social networks are an important part of the daily lives of students. It is not a secret that they use these networks (which they also trust and rely on) as a means to keep abreast of what is happening around them and around the world, therefore, it is important to exploit the wealth that these networks possess. websites, since they focus on concern for social problems and communication between peers. Thus, every day there is a greater need for the speed of downloading data on the Internet, the intuitive nature of applications and their versatility in relation to supporting the user's wishes. The analysis of Greek literary texts, the approach to Greek culture in general, and its contributions to our times involve participation, interaction and, above all, assertive communication. If the use that students give to social networks is focused on these purposes, that is, to share information (content, videos, photographs, among others), to be supported by the knowledge and other contributions of classmates Finally, to communicate, the idea of integrating them into the classroom context as virtual (or digital) interaction environments or mechanisms could offer effective results for the development of the teaching and learning process. In this way, by using Facebook, as a didactic tool, there is the possibility of incorporating the classroom, and the contents taught during the lessons, into the daily context of the students, that is, into real life, as Herrera (2012) manifests it when he points out that, through social networks, human beings have been allowed to transcend the barriers (break them if necessary), between learning contexts and real practice spaces.

An ideal profile of the Spanish teacher is proposed in this document, by transferring, in a contextualized way, the pedagogical leadership skills that every teacher should develop for their work with the educational community, in specific relation to this subject and the objectives of pursued formations. The foregoing, as a way of reviewing the competencies and skills necessary for these professionals to be able to put into practice, in effective ways, the objectives and contents proposed in a new program that came to break the traditional schemes of the DLL in the Costa Rican institutions. The teacher must be convinced of the role that he has as a transformer of the reality of the classroom, as a potential and real leader of these changes in the learning of Language and Literature, for the good of society. The foregoing from the tools that the current study program allows, so that it is possible to glimpse changes in the communication skills of people, in the short term, which transcend the memorization of grammatical rules and uncritical readings. In this way, some critical visions were established on the way in which educators have perceived and applied the new parameters exposed in the current Spanish program, as well as a reflexive proposal on the profile of the Spanish teacher as a pedagogical leader, who has in hands the possibility that the ministerial proposal transcends the documents, in such a way that concrete changes are produced in the way of perceiving the subject of Spanish, by the educational community.

The pandemic generated by COVID-19 and confinement as a preventive measure for the disease, have caused repercussions on economic activities, being unfavorable for sectors such as tourism. The objective of this research is to analyze the impacts of COVID-19 in the hotel sector of Cancun from the work experiences of the workers. For this, a qualitative approach and phenomenological design methodology were used. The in-depth interview was used as a data collection technique, with which twenty oral experiences were accessed. The results show that workers have been in disturbing situations since the outbreak of the disease, generating an imbalance in their work and social life. Psychological problems are observed both due to the pandemic and unemployment. There is also a greater presence of the use of technologies to continue participating in work activities; however, there is fragility for operational employees due to not being able to telework. As in other businesses, working hours have been reduced, leaving salary and employment at risk. With these experiences, there is evidence of a limited hotel sector in strategies that support the workforce, placing workers in a vulnerable situation.​

The paper reflects on the new parameters of the reading approach in Costa Rican educational centers and the constant ministerial assertion that the student develops reading competence, from an approach that places the pleasure and enjoyment of the text over the obligation of said process. The above is done in light of the new approaches to the teaching of language and literature, as well as the scope and impact of the new study program for the subject of Spanish, from the Educational Policy "Ethics, aesthetics and citizenship", of the Ministry of Public Education of Costa Rica. It is up to the Spanish teacher to emphasize the value of reading as an integral process, not only for enjoyment and fun, but as a basic competence for the life of students in society, especially when considering the possibilities of access that exist today to many literary and non-literary works. It appeals to the importance of balancing the training of students who like reading activity, in the different literary and non-literary genres, with the development of people who are aware that reading is not just a space for "leisure, fun and pleasure", but a "necessary" ability to access knowledge, learn about other realities and function effectively in society, because although it is not always enjoyed, due to the diversity of topics and personal tastes, it cannot be an optional practice.

This study aims at addressing the main difficulties faced by students from the Português Intensivo 1 course at the University of Costa Rica-Western Branch during the first, second and third terms of 2018. This paper is branched into two sections as follows: 1. Historical background of the Portuguese Language, CPLP, and its importance within the framework of dissemination of the Portuguese Language; and 2. The main difficulties in the learning of Portuguese as a foreign language as well as certain activities carried out by the teacher to overcome these difficulties during the practice and learning of the topics studied. The instrument consisted of a questionnaire with closed and opened questions used to interview sixty-six students. The gathered data showed that the usage of verb tenses, prepositions and contractions are the major difficulties that Portuguese learners face in the learning of this language. In light of that, the in-class activities that had more comprehension and acceptation amongst the learners to overcome their learning difficulties were the most traditional ones such as the use of exercises and practices, the use of songs and the analysis of cases.