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

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Nineteenth-century Education is a social construction birthed from cultural control of the patriarchy that takes form in the heteronormativity of the Enlightenment Era. A debate regarding this Education involves considering several elements: feminist approaches, resistance, and patriarchal domination. It is crucial to analyze the visions that support the Nineteenth-century Education as female professors’ resistance-building mechanism within their social practices. There is, thus, a reference corpus of concepts related to previous notions plus the element of vision, as the organizing category of educational analysis. This debate is grounded on a qualitative approach by means of coexistence, situational problematization, social ethnography, conceptual redefinition, symbolic interaction, and discussion about: feminism, gender, women, andragogy and Higher education subjugation. The analysis is structured within all these visions: political, naturalist, religious, social dominance and social positivism. In accordance to such perspectives, Nineteenth-century Education creates an attachment to the discriminatory and nationalist chauvinism that already exists in the scientific disciplines to pursue female professors’ benefit. It also reinforces in these professors the racist guildism portraying them as useful artifacts, which leads to gender disparity and separatism within the sex/gender system. Education unveils civility through a pragmatic and underestimating education, emphasizing a masculine empowerment in women and the acknowledgment of their institutional and educational discrimination. This discourse allows glimpsing religiosity in education and a fear of breaking established schemes. In addition, it drives them to co-participate in the positivist patriarchy by means of the heterosexual oppression of the scientistic, thereafter establishing their epistemic and domestic invisibility. Finally, education reflects depersonalized female professors, robotized by science as they model the Nineteenth-century Education, strengthening their economic productivity and emphasizing their agency-oriented identities.

The objective of this article is to reveal the perceptions about inclusive education of practices of different professionals from the school Integration Program (PIE) and teachers, considering the pedagogical-didactic dimensions, cooperative learning, ethics and social action in an educational center of Los Rios region, Chile. This work is presented in a case study, using a mixed methodology of descriptive character. 36 people, 15 multidisciplinary professionals from PIE and 21 teachers from different subjects of primary and secondary education, participate in this investigation. A Likert scale questionnaire and a semi-structured interview were applied for collecting information on perceptions of inclusive education. The quantitative results show a slight tendency towards theoretical approaches associated with inclusive education. However, the findings that emerge from the teachers’ speech are associated with segregationist and exclusionary practices that inhibit cooperative work in the classroom, showing low expectations and an unfavorable attitude towards inclusion causing distrust among the actors of the school community. In conclusion, it is important to note the need for an inclusive curriculum that promotes pedagogical-didactic and cooperative learning as an essential component for inclusive education within the framework of an ethical and social behavior responsible for the complete development of the student.

This work analyzes the micropolitics of the school to know the organization of each particular center, as well as the conflicts that arise among their members. In this stage, the executive leadership takes most important role, because it allows dialogue to foster and the quest of consensus. This political dynamic save close relation with the macro structure hierarchical, rational and linear order. Therefore, studying will help to reach the core of the constitutional life, revealing the hidden motives that cause conflicts, discovering its constitutive basis, their interest games and the way that the power is nourished under the umbrella of the regulations and is tempered by its protagonists. However, the struggles of power for the common or particular interest allows the formation of groups or coalitions in defense of their objectives taking this into account, the object of this word paper is to present a short essay as a result of a bibliographic review related to the subject matter (leadership and micro). The same that its comforted with opinions, presented as empirical examples of members of the educational community of three central publics of the Zaragoza (Spain) city, obtained through ethnographic interviews. This heterogeneous group consists of three directors, three teachers, three parents, a head of studies and three students. The confrontation of views between the sources consulted and the judgments of the informants reveal that the leadership of the director, if there, plays an important role in promoting dialogue in schools role as the leader acts as a catalyst for participation and as mediator in the search for consensus between different positions in collective benefit, without these poses to the school principal lose auctoritas and potestas.

This text presents the benefits and the importance of humor and laughter in the classroom for the teaching-learning process. First, it is briefly reviewed the relationship between humor, laughter, and education, according to some approaches. Secondly, it is widely presented information and data obtained in a research conducted on the subject at Universidad Autónoma Metropolitana, Xochimilco Unit. Questionnaires were applied to university students with oOpen and close ended questions at the end of a course, which used humor in the classroom. Finally, the results showed and proved the benefits of humor and laughter as a teaching resouce. Hence, students who have been on a clas with laughter as a learning strategy will recommend it since they will learn better.

A profession’s knowledge is obtained in college in two ways: through academic approaches poured into the curriculum, and through abilities and skills they have acquired and are transmitted informally by the teachers. It is called hidden curriculum to all the knowledge of importance that teachers teach voluntarily or involuntarily. The main objective of this paper is to describe in particular how the students acquired knowledge and skills in their work from the knowledge transmitted by some of their teachers and with the characteristic that this knowledge is not part of the curriculum requirements. These results come from interviews made to all graduates of the generation 2014 who completed their studies at the University Center of Los Altos University of Guadalajara in Mexico. We present in a more specific manner how psychologists acquired skills they use in their work related to the neurological field even without using the psychometric material that are supposed to be used in laboratory, practice that was not carried out by the lack of necessary component. Similar facts regarding the application of group dynamics in labor skills, development of psychodiagnosis and neuropsychology were observed. All of this was possible because teachers who were in charge of different subjects, transmitted skills they have cultivated through daily practice of their profession and the main characteristic of those that knowledge are not explicit in the Psychology curricula.

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