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

In eleventh months of a pandemic, traditional teaching methods have changed, university students in Cuba are now called to social work. The objective of the article is to present a methodological strategy of community intervention from the real English use approach to raise awareness in the surrounding community of the University of Pinar del Río, about what it is and how to prevent COVID-19. An ethnographic, descriptive and proactive diagnosis was carried out, where from the diagnosis the strategy based on the transdisciplinarity between community and environmental education and the teaching of English from a sociocultural approach is formulated. The strategy proposes a system of activities based on socio-cultural animation in its socio-community aspect. "The Line" is presented as an example of communicative, interactive and sociocultural activity.

The training process of the Higher Education professional offers possibilities to contribute to the comprehensive improvement of their personality, this implies the need to develop the socio-critical historical mode of reasoning so that the student acquires competent professional modes of action, enabling the analysis of the reality that is lived, become aware of it and be an active part in its construction; It was proposed as an objective to communicate the result of the strategic actions for the development of the socio-critical historical way of reasoning of the student of the Early Childhood Education faculty, during the process of professional training in Higher Education. The Materialist Dialectic was assumed as a general method, which determined and founded the use of theoretical methods such as historical-logical, analytical-synthetic and systemic-structural; in addition to empirical methods such as document analysis, survey and interview. Its starting point is the need to generate actions applicable to the training process aimed at developing the historical socio-critical way of reasoning that was based on the guidelines of Research-Action-Participation, in which reflection was joined to action. and social reality was understood as a concrete and complex totality to generate response possibilities. The design of strategic actions applicable in the training process for the development of the socio-critical historical way of reasoning of the Early Childhood Education professional, contributed to the domain of the process of investigating with intellectual insight, strengthening and autonomy in the learning contents for its professional performance.

Although there are various theories regarding the development of mathematical thinking in early childhood, there is a gap in the application of didactic strategies to enhance its development. The research was aimed at analyzing the essential characteristics of the categories Development of Mathematical Thought and Didactic Strategies, identifying and interpreting the didactic strategies used by nursery educators to develop mathematical thinking in girls and boys, aged between 2 and 4 years, in Chilean classrooms. The sample consisted of 7 key informants, who practice their profession in different regions of Chile. A qualitative method with an interpretive approach was used, which allowed describing, categorizing and theorizing about the realization of the aforementioned constructs. The conclusions highlight the importance of designing didactic strategies that favor the development of mathematical thinking in girls and boys, which is based on the experimentation and interaction of collective, playful and interactive activities that are coupled with pedagogical support. The foregoing makes it possible for the teaching and learning of mathematics to move away from traditional methods, and allow its development as a future thought.

The internationalization of doctoral programs is a relatively recent phenomenon, where first world countries exhibit the best results in the training of graduates. This contrasts with the incipient results of the few developing countries that have implemented this policy, mainly due to lack of resources and experience. This work aims to establish a theoretical-practical framework for the process of internationalization of doctoral programs, in pursuit of improving the quality and relevance of the profile of its graduates. The research used the dialectical paradigm, for which theoretical and empirical methods were used, among which are: analysis and synthesis, induction and deduction, documentary analysis, and interviews with specialists who have lived experiences in this regard. The constructs internationalization, internationalization of postgraduate and research, and internationalization of doctoral programs were systematized, which made it possible to establish a theoretical-practical framework on the internationalization of doctoral programs. A set of strategic actions is offered that makes it possible to internationalize doctoral programs and, consequently, improve the quality and relevance of graduates.

The article aims to describe the practices that emerged during the COVID-19 pandemic to resume classes in a rural school on the Ecuadorian coast. The research focuses on a case study of elementary school students of Natural Sciences in Jipijapa canton. The focus of the study is qualitative-ethnographic, exploratory, and descriptive. Data was collected over six months through in-depth interviews, focus groups, collaborative mapping, and field observation. The findings show that the Ecuadorian education system lacks contingency plans that address interruptions in educational processes. This is further relevant for rural territories, where internet access and mobility are particularly restricted. It is also clear that the contents for the teaching of Natural Sciences elude information from the students' context, which avoids situational education and limits the possibilities of achieving meaningful learning. The study concludes that the national education system requires contingency plans to address future crises, sufficient data to characterize students according to the context in which they exist, and content to facilitate situational learning.

The research covers the creative strategies for the development of reading, with the objective of analyzing the didactic strategies used by teachers for the teaching-learning of reading comprehension in the middle basic sublevel of the C03_04 circuit of the Buena Fe Canton. The applied methodology had a qualitative approach of an exploratory type, taking the position of several authors and the opinion of two experts on the subject that allowed affirming the criteria proposed in the investigation. A survey was applied to teachers to identify the teaching strategies they use to develop reading comprehension in students and an interview with experts to determine the characteristics of the creative teaching resources that teachers should use. The results reflect the limited application of creative strategies to encourage reading comprehension in students. It was concluded that the results of the research determine different innovative strategies through ICTs that teachers can use and in turn allow the student to build their own knowledge, considering their particularity or style at the time of learning.

The article aims to present a methodology to promote the development of the creative mode of action in the students of the Agronomy career from the teaching-learning process of the main integrative discipline Agricultural Production. It was derived from an investigation with a predominantly qualitative methodological approach, which used systematization as a method, combined with sessions and in-depth interviews with teachers and students, participant observation and documentary analysis. The methods applied led to the construction of a methodology that is distinguished by offering procedures focused on the use of the problems declared in the career professional model, from the use of the different agricultural training scenarios, with a collective communication that favors the acquisition of creative learning strategies. The transformations are specified in the necessary synergy that must be achieved between the components of the teaching-learning process (professional problems, objectives, contents, average methods, evaluation, forms of organization, student, teacher, group) to favor motivation, originality and self-determination of student.

The environmental problems of the contemporary stage become for man a mitigating factor towards life. In the Popular Council of San Andrés, municipality of La Palma, the environmental problems caused by the lack of awareness and of Popular Environmental Education are evident, which causes inadequate modes of action with the environment. Correspondingly, the present work aimed to present a program of Popular Environmental Education for social actors in the Popular Council of San Andrés, municipality of La Palma. Theoretical and empirical methods were used for the documentary review and the systematization of knowledge. As results obtained, a Popular Environmental Education Program was designed that included the following stages: assessment of the current environmental situation, organization, intervention and evaluation.

Historical empathy is one of the metacognitive pillars of the didactics of history most transcendental in the training of basic education teachers, since it allows them to understand the past in a contextualized way and teach the subject of history to their future students in a rigorous, systematic and critical. However, despite its great importance, in specialized literature there is little research on the development of historical empathy in teacher training. For this reason, in this article, the stories constructed by 36 future teachers of Basic Education from a university in southern Chile are analyzed, in order to evaluate the levels of development of historical empathy that they applied in their narratives based on one of the four main historiographical positions on the arrival of Christopher Columbus in America (Eurocentric, anti-colonial, conciliatory and chronological). The content analysis was used to identify the levels of achievement of historical empathy from the following typology: presentist historical empathy, experiential historical empathy and simple historical empathy. It is concluded that 8.3 % of the stories are based on presentist historical empathy, 50 % on experiential historical empathy and 41.7 % on simple historical empathy. These results are positive compared to other similar studies on historical empathy because most of them show that future teachers tend to express their historical interpretation from the presentist perspective.

In the Superior Education the work with the work martiana is of vital importance in the formation of values as the patriotism, internationalism, antimperialismo. With the appearance of the Notebook Martiano IV Martí in the University allows the university students to give continuity to the Notebook III. Preuniversitario where it is present the political-social thought and revolutionary of the National Hero. The present article has as fundamental objective to Elaborate a system of activities through the work martiana for the formation of the value patriotism using the Notebook IV Marti in the University. The improvement of the programs of the Superior Education offers an opportunity so that the non alone students from the class encounter, but also from the university extension participating in the Class Martiana familiarizes with texts little studied of José Martí. Methods of the theoretical and empiric level were used as: Historical and logical, the systemic-structural focus, the analysis of documents, the interview, interviews, observation. As a result a proposal of system of activities was elaborated through the work martiana for the formation of the value patriotism in the students of the career of Accounting and Finances that it allows a bigger profundización in the study of the thought martiano and they can develop a bigger linking with the profile of the profession.