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

Experimental video-poem made remotely and virtually in the year 2021 from a sensory and poetic investigation of the tools and applications that we had available as a means of encountering our bodies during the isolation due to the Covid-19 pandemic. The objective was to experiment new ways of scenic creation in the distance and as a consequence, different digital and audiovisual materials emerged. Delfina Oyuela and Eva Palottini participated as voice performers and co-directed with the author of this article.

Shake and educateS is a palindrome and also the name of the project in which I appropriate and reformulate some of Luis Camnitzer's ideas about the function that art could have in society. These ideas printed with multicolored holographic vinyl on T-shirts accessible at a very low cost were distributed in numerous places. In this way, the t-shirts function as a mobile exhibition platform. The phrases are linked to certain thoughts that link art and education, a transdisciplinary space that perhaps allows in its fusion to activate other types of relationships with the world.

The project starts from a small performative gesture: a hug between two people. This action is recorded in two ways: on the one hand, an audiovisual record is made and, on the other, by sensitizing —with photographic chemicals— the clothes worn by the people participating in the hug, it is possible to make frames of hands and arms product of the contact between them and the effect of light. To obtain these impressions, it is necessary that the action last at least 10 minutes.

The excessive use of technology by minors can have negative consequences. This study, with a sample of 158 adolescents in compulsory secondary education, analysed the influence of social networks on their interpersonal skills, self-esteem and self-control. Through a quantitative descriptive-correlational research, a 55-item questionnaire was applied. Spearman's correlation coefficient, Mann-Whitney U-test, Kruskal-Wallis H-test, and content analysis were used for the open-ended questions. Almost 40% of adolescents did not feel comfortable speaking in public. 6 out of 10 perceived themselves as useless at times and would spend more time studying if they were not connected to the internet. Seventy per cent reported problems concentrating. Social networks were used more by women, mainly TikTok, Instagram and WhatsApp, and mainly for communication, entertainment and fun purposes. A significant relationship was found between the use of social networks and self-control. Although no serious levels of dependence were detected, self-control problems were identified in young people. It is recommended that programmes be implemented to prevent addiction to the virtual world and to encourage responsible use of technologies.

This study is based on the need to strengthen art education through the strategic development of graphoplastic and finger-painting techniques at the preschool level in Ecuador. According to the results obtained from the curricular instruments and guides of the Early Childhood Education career of the Universidad Católica de Cuenca, this approach can be used as a tool to stimulate creative thinking. For this purpose, the objective is to assess the contributions from various studies by means of a suitable systematization based on a playful approach, in order to design a pedagogical planning. A qualitative approach methodology, along with a non-experimental design and a deductive-inductive reasoning approach have been chosen. The results are organized based on relevance criteria at a first stage of theoretical outline. This is followed by a sequencing divided into five 30-minute sessions based on the contents, skills and learning outcomes disaggregated from the National Curriculum.

The purpose of this article is to identify and highlight the primary research conducted in Latin America and Colombia regarding the intersection between transmodernity and critics pedagogys. This bibliographic review aims to establish the groundwork for the development of a Latin American critical pedagogy based on the pedagogical assumptions of Enrique Dussel. To achieve this objective, a qualitative approach was adopted for a thorough search and analysis of texts across various scientific databases, leading to a Documentary Content Analysis of 42 studies. Consequently, three trends or theoretical perspectives emerged in the analysis of this connection: Firstly, transmodern pedagogy within community and social movements. Secondly, the relationship between pedagogy/transmodernity within institutional educational contexts. Thirdly, the connection between pedagogy and transmodernity from the standpoint of Latin American pedagogy. In conclusion, it was observed that there are multiple interpretations of the nexus between transmodernity and pedagogy as proposed by Enrique Dussel. However, this connection is often discussed in relation to specific pedagogical or social practices or is rooted in a pre-transmodern perspective (before 1992). Notably, there is a lack of systematic exploration of the autors work post-1992 concerning this link, suggesting that further research in this área is warranted.

This research aims to delineate the adverse effects of the COVID-19 pandemic on key psychosocial variables among Latin American university students. To this end, an integrative review of studies examining the psychological and social dimensions impacted by confinement and the shift in educational modality during the pandemic was conducted, adhering partially to the PRISMA guidelines. The findings, derived from a final selection of sixteen studies with a total sample size of N = 20,444 participants, indicate that anxiety, depression, and stress are the most frequently reported variables. The results reveal that female students and first-year university students of both sexes exhibit the highest levels of vulnerability.

Learning strategies are essential for the assimilation and cognitive accommodation of knowledge. This research addressed their influence on the academic performance of university mathematics students at the Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU), Emilio Prud'Homme campus. The sample, consisting of 57 students from the May-August 2023 period, was selected by convenience. The objective was to analyze the relationship between learning strategies and academic performance. A quantitative approach with a correlational and non-experimental design was used. The data collection technique was a survey, using the Questionnaire for the Evaluation of Learning Strategies for University Students (CEVEAPEU), with a reliability level, measured by Cronbach's alpha coefficient, of.897. The results show that extrinsic motivation is related to low academic performance, while the management of resources for the use of acquired information is associated with high academic performance.

Student mobility has multiple advantages for participating students. As a result of the COVID-19 pandemic, these stays recently had to be carried out virtually. Considering the particularity of these experiences, the aim of the study was to describe the opinions of students of a postgraduate degree in education about their participation in virtual mobility. A quantitative methodology was followed using the survey technique and an open-ended question instrument. The opinions collected correspond to four categories: a) achievements, b) difficulties and challenges, c) work with the co-tutor and d) general experience. It was found that virtual mobility met the expectations of the majority of students who obtained academic, professional and personal achievements. Communication was the most reported challenge and the figure of the tutor was relevant for the success of the stay. The benefits and difficulties associated with virtual mobility are discussed, and its relevance in teacher training is concluded.

Attention demands arising within the framework of students’ functional diversity are unmet and currently require strengthening teacher training processes. This systematic review aims to identify current approaches to teacher training and their impact on pedagogical practice within inclusive education. A qualitative analysis of scientific publications from 2019 to first quarter of 2024 is conducted using the PRISMA methodology, consulting Scopus, Science Direct, and WoS. Following identification, selection, and screening, 43 articles were found. The results reveal that concepts such as didactics, inclusive education, and awareness of the self-allow teacher training to impact pedagogical practice, with inclusive education as the central focus. This study suggests exploring the training of practicing teachers and invites the exploration of new strategies to promote inclusive education in classrooms.