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

This article discusses the mediation strategies that have been used for the teaching of grammar both at the secondary and higher education levels. Neurolinguistics has taken advantage of the progress of medical advances in neurology to better understand how the human brain works in everything related to the communicative capacity of speakers, not only in terms of their production and listening capacities, but mainly their abilities. construction and interpretation of messages; area that is more related to logic and the parts of the brain that are linked to it. In such a way that when pretending to mediate in the learning process of grammar if students are induced to fragment a text or a sentence into parts, they are being asked to use their left hemisphere, but when they are asked to identify the components syntactic through questions of the type Who? What? and whom? for sentence components, you are misled because this type of question implies the concept of animity, which the right brain recognizes well, so that it fails to give non-animated answers to questions that demand an animated response. Hence, there is a constant idea to respond with animated subjects and animated indirect objects, while there is a tendency to consider direct objects as inanimate, which limits the analysis and understanding of texts.

The following article consist to an investigation about didactics of literature whose main object is to elaborate a didactic proporsal to strengthen the linguistic, strategic and literary communicative competences of the high school student based on the semiotic analysis of the image in contemporary Costa Rican poetry (2010-2020). The methodology used consists of a case study applied to a ninth-grade student. The results point to a development of the student’s reading comprehension and oral literary creation skills.

As part of the efforts of the Sede de Occidente to reflect critically on the teaching of the arts and languages, this introduction explains the motivations that gave rise to the organization of the “Primer Congreso Centroamericano sobre Didáctica de la Lengua y Literatura”, held in mid-November of the previous year. It also constitutes a preamble to the pertinent articles presented by various participants in this activity, which, from different theoretical perspectives, invite readers to find new ways to improve the educational process.

Greenhouse gas emissions with two fertilization patterns (organic and mineral) with or without shade of Moringa trees (Moringa oleifera) were compared in a coffee plantation (Coffea arabica), Obata variety, in the Santa Lucía Experimental Farm in Barva, Heredia, Costa Rica. The following was conducted for the treatments; T1: with shade and organic fertilization, T2: with shade and mineral fertilization, T3: without shade and organic fertilization, and T4: without shade and mineral fertilization. Emissions were measured for only three different gases: carbon dioxide (CO2), methane (CH4), and nitrate oxide (N2O). Three fertilizations were conducted (mineral and organic) since 2016 and, by 2018 every time there was fertilization, greenhouse gases were sampled using the closed chamber technique for subsequent analysis by chromatography. Gas samples were taken during the three annual fertilizations on days 0, 5, 15, and 30, following application. Sub-samples were extracted from each sample on minute 0, 10, 20, and 30, right after the trap chamber was set. Emissions were also related to climate variables such as temperature, humidity, and precipitation. Different outcomes were obtained for each gas. Gas emissions were lower under shade. Regarding types of fertilization, emissions were higher in organic treatments compared to mineral fertilization. Only carbon dioxide emissions showed correlation with climate factors, registering higher values as temperature increased.

Knowledge integration is seen as the ability to bring together diverse bodies of knowledge to solve complex problems and facilitate innovation. The aim of the text is to elucidate possible frictions, triggers and opportunities to promote integration processes among those responsible for Social Action projects as a strategy for social innovation in the academic context. The methodology involved the collection of information through two primary sources: firstly, interviews were applied to a sample of sixteen qualified informants, from the analysis of the information collected, a categorization is made, and the needs are condensed to identify twelve opportunities for "Outcome-Driven Innovation " (Ulwick, 2014). In a second stage of research these twelve opportunities were incorporated into a questionnaire in which a sample of twenty-five informants were asked to rate the degree of satisfaction and degree of importance using a Likert scale on each opportunity. At the same time, publications related to knowledge management and transfer were reviewed. The results of this exploratory identification show that some triggers for integration occur under emergent conditions, sense of duty and purpose. Peer collaboration occurs to the extent that the basic needs of security, perceived benefit and reciprocity are met. The quantification of results demonstrates the need to provide training and motivation to engage in integrative processes that result in greater innovation. Finally, considerations are raised for the prospective analysis of the case.

Los portafolios han sido utilizados como estrategia evaluativa por cerca de cuatro décadas. Actualmente siguen siendo alternativas de evaluación relevantes en diferentes campos de la educación incluyendo el área de la escritura en lenguas extranjeras. Siguiendo una metodología convergente de enfoque mixto bajo el paradigma pragmático, el presente estudio investigó el grado de convergencia entre el uso de los portafolios como estrategia evaluativa en los cursos de escritura en la carrera de la enseñanza del inglés en la UCR, Sede de Occidente y los principios teóricos de evaluación mediante portafolios. Los datos analizados fueron seis guías para la preparación de portafolios creadas por los docentes participantes las cuales fueron analizados mediante el uso de una lista de cotejo creada según principios teóricos y la información proveniente de los cuestionarios que seis profesores respondieron. A pesar de que se encontró evidencia de que los participantes poseen altos niveles de conocimiento sobre el uso de los portafolios como herramienta de evaluación en la escritura a nivel teórico, los resultados indican una clara discrepancia entre el conocimiento teórico que poseen los docentes y la implementación de los portafolios como estrategia de evaluación en cursos de escritura por parte de los profesores. Con base en estos resultados, se sugirió la necesidad de capacitar a los docentes participantes en la implementación de portafolios como estrategia de evaluación de la escritura, de modo que se les pueda ayudar a cerrar la brecha entre la teoría sobre el uso de los portafolios como estrategia de evaluación y su implementación en cursos de escritura de inglés como lengua extranjera en la carrera de enseñanza del inglés en la UCR, Se de Occidente.

The central objective of this text is an approach to the experiences and experiences, to the feelings and reflections of the practice of teaching in times of remote education that surprisingly imposed the SARS-CoV-2 pandemic that causes COVID-19 in the year 2020. This is done with a general introduction on psychological issues and on social research. Then, we delve into and deepen around online education through vivid personal stories of two teachers in the times of the coronavirus pandemic and distance education in Mexico. One from a private basic education school and the other from a public university, however, coincide in the perceptions, sensations and emotions of great stress, and in the need for rest, as well as a reevaluation of the work situation, and even personal.

This essay presents a bibliographic analysis on the implementation of digital technologies in the educational sector in Latin America; a tour is made of some documents that support government and educational policies, as well as the approach taken from the pandemic caused by COVID-19. In addition, it deals with teacher preparation in digital technologies and the barriers that are shown when implementing them, as well as a series of paradoxes that manifest when incorporating digital technologies. Finally, some risks of the use of said technologies for underage students are exposed.

The enjoyment of literature goes hand in hand with the motivation it has.  It is a challenge to get adolescents interested in reading and to be able to understand literature as an ally for entertainment and not as an obligation. To get students excited, it is important to generate new ways of approaching the text, and transmedia studies are a good tool to achieve this. Through adaptations of literary texts into comics, the student learns a new way of appreciating literature and enjoying the stories, which is why the proposal to work on a story by Edgar Allan Poe and its respective adaptation into comics was generated as a central axis for reading motivation.

This article aims to reflect on the process of individualization as a form of sociocultural organization and its repercussions in the political sphere. In the first instance the phenomenon of individualization is described and later reflection is made on the aspects that affect the disenchantment of political activity in the liquid times. To guide our reflection, we use the theoretical contributions of Zygmunt Bauman.