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

Índices de los tres números correspondientes al volumen XIII de la RIES.

Los investigadores y académicos que deseen proponer trabajos para su publicación en la RIES deberán presentarlos de acuerdo con estos lineamientos.

Directorio de la Revista, Comité editorial, Consejo Editorial, Legales.

Contenido del número.

In the context of university massification, the labor market insertion of graduates is an unavoidable topic in higher education.  This article analyzes the professional integration practices of students who graduated from massive private universities in Chile from the perspective of institutional actors.  Three massive universities were chosen as case studies, characterized by means of secondary statistical sources and interviews with institutional actors, in which we could identify four dimensions of the processes of integration into the labor market: follow-up of their graduates, support for labor market insertion, training in soft skills and fostering a sense of belonging.

Relación de los dictaminadores que amablemente colaboraron para el volumen XIII de la RIES.

This article analyzes the student community of the University of Buenos Aires (UBA), Argentina, during the first decades of the 20th Century. It adopts a research approach that focuses on student trajectories and the social representations that accompanied the process of enrollment growth, which has been scarcely studied in the academic literature on the topic. To do so, we analyzed the student files, student applications and institutional regulations, with the purpose of reviewing the diversification of the enrollment with the entry of women and students who represented the first generation of their families to have access to the university. The conclusions highlight that the circulation of the term "middle class" referring to the student community was very limited, but that different notions began to be discussed, such as that of "poor students", which at the time structured the social universe. At the same time, they show the reduced growth of enrollment during this period, the impact of normative ideas about gender and restrictions in the supply of secondary education on the access of women to university.

The COVID-19 pandemic and the resulting lockdown led to the suspension of all face-to-face academic activity at the National Autonomous University of Mexico (UNAM) and its transition to computerized distance learning. In addition to the modifications to the ways in which classes were taken and taught, this extraordinary event revealed the differentiated conditions in which the students’ community attend their studies. In an attempt to understand the student experience during this period, we established as our objective to explore how their practices and subjectivities were affected in the different spaces of belonging such as family, work and the school itself. To this end, between September and October 2021, while teaching was still at distance, we carried out in-depth interviews with young students of higher education at UNAM. The results show the diverse, tense and contrasting experiences in the different moments of the pandemic and the strategies the students implemented to give continuity to their university life.

In this article the author explores the concepts of assessing and grading, and specifically how grading has perverted the processes in the acquisition of learning in students, given the need to manage the work done by the school in a different way. As a result, these processes are reduced to mere quantifiable statistics and administrative procedures to make a difference between those who obtain good marks and those who do not. The author retraces the history of grading as from the emergence of didactics as a discipline in the sixteenth century and analyzes in three relevant works on this subject, the role given to the examination and how, over time, this examination was no longer considered as a space for reflection but as a means by which to determine how much one knows. The author develops a reflection on the assignation of a grade to the student and how this affects or favors his or her educational training. According to the author, the difference between assessing and grading is not a problem that can be solved by the didactics itself, but the analysis of this aspect opens many challenges for the transformation of education; consequently, the author suggests that didactics can help to reestablish working conditions in the classroom, so that the construction of training and learning processes, the substantive task of education, can be revalorized and potentiated. Administrative and managerial methods should not be confused with the purpose of education.

This article presents the results of a design-based research in which the authors analyze the perception of university students when making use of learning objects through the H5P platform. A sample of 208 students from the economic-administrative area during the 2020-1 and 2020-2 cycles were involved in a quantitative, descriptive, inter-sectional and correlational study. Through the implementation of a questionnaire, it was possible to evaluate from the students' perspective the dimensions of learning, attention, fulfillment, and usability of the H5P learning objects implemented by the teachers as a teaching strategy. The results showed a high valuation, except for marketing students, who presented a low perception in relation to the other educational programs.