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

This article demonstrates the role of Brazilian Masonic Lodges in supporting the trips by the Spanish lecturer and Freethinking Belén de Sárraga, in Brazil in 1911. Documentary Research in newspapers and magazines of the time demonstrated the existence of a communication network of Masonic Order in Brazil to explain how Belén traveled to more than 36 cities, giving her lectures in packed theaters, railway stations and with an itinerary that suffered no interruption, confirming that Freemasonry was indeed engaged in the project of dissemination of Free-Thought, through the support for Belén de Sárraga’s visit to Brazil in 1911.         

Semblanza/Profile Eduardo Torres-Cuevas (1942-2025)

Reseña/Review Hermes espírita. Narrativa esotérica de México (1870-1930), de José Ricardo Chaves. Ciudad de México: Universidad Nacional Autónoma de México, Bonilla Artigas Editores, 2024. 565 páginas. ISBN: 978-607-30-9571-6.

In the context of the fundamental role of Statistics in teaching Science through investigation, graphs and tables are used as tools for interpreting and analyzing results, contributing to the development of Scientific Literacy in students. However, the following question arises: are pedagogical teachers prepared to teach these two areas of knowledge in an interdisciplinary way? It is understood that statistical ideas and the practice of research are present in our daily lives. The integration between Mathematics and Sciences allows us to reflect on the importance of these themes in the contemporary context, where they are increasingly complex and necessary in an integral and interdisciplinary way. Therefore, the objective of this work was to analyze the importance of continuing teacher training in the context of the Initial Years of Elementary School, for the development of students’ Scientific Literacy. To this end, a qualitative approach was adopted and a critical review of the literature was carried out, seeking to theoretically support the relevance of continuing education and its impact on the teaching of Science and Mathematics. Additionally, reflections are presented on the difficulties faced by trainers when approaching topics such as Statistics, as well as in understanding the concept of Scientific Literacy. From these analyses, suggestions and recommendations are highlighted to promote a more comprehensive and interdisciplinary continuing education, capable of strengthening pedagogical practice and contributing to the formation of critical and conscious citizens.

The presence of mathematics in student education is essential, contributing to their intellectual and professional development and fostering reasoning skills crucial for tackling daily challenges. However, mastering this subject requires a level of reasoning that many students struggle to attain due to various factors, as evidenced by results from external assessments such as the Program for International Student Assessment (PISA). Using the Theory of Didactical Situations, this study looks into what happens when you use GeoGebra in a math Olympiad-based teaching situation involving a geometric problem from the 2023 Brazilian Math Olympiad for Public and Private Schools (OBMEP). Based on reports from the Institute for Pure and Applied Mathematics (IMPA), it is found that the mathematical education of teachers reveals significant gaps, directly impacting teaching quality. We used the four stages of Didactical Engineering as a research method to create a teaching session that uses GeoGebra to help students see shapes more clearly while solving Olympiad problems. This made it easier for them to understand geometry. The results indicated substantial progress in understanding geometric concepts, despite some identified didactical obstacles. Moreover, we highlight the importance of visualizing and manipulating geometric figures to solve complex problems, illustrating how GeoGebra can be a powerful tool for developing geometric thinking. Improvements that are being considered include slowly adding technological tools and creating activities that link pictures and ideas that aren't concrete.

The study aims to analyze the demands made by fifth-grade students from Chilean public schools regarding their learning environments. A qualitative approach was used, employing content analysis techniques. The corpus of analysis is based on texts written by children in response to the question: Would you ask your principal or teacher for something at school?, within the framework of the School Coexistence Monitoring System of the Habilidades para la Vida (Skills for Life), JUNAEB Program. Out of a total of 870 responses, 30.2% contained demands and/or requests related to the physical and/or psychosocial learning environment. Regarding the psychosocial environment, students highlight the need to establish kind and close relationships with adults, receive fair and equal treatment, and have teachers who are attentive to their needs and concerns. They also express the desire to learn in a fun and engaging way and ask their teachers to believe them and remember that they, too, were once children. In terms of the physical environment, students demand adequate material conditions for learning, such as the maintenance and repair of school infrastructure and furniture, the management of environmental factors to improve learning conditions (temperature, lighting, ventilation), the incorporation of elements addressing safety concerns in classrooms (lockers and cameras), and the ability to personalize and make decisions about their environment, including classroom decoration and seating arrangements. Understanding children's perspectives enhances the comprehension of the role that school environments play in learning and daily interactions, providing valuable input for the development of improvement plans and the strengthening of school climate.

After the pandemic, social-emotional competencies became more important in the achievement of comprehensive professional training. Cuba does not have adequate psychometric properties for their evaluation in tertiary education. Objective: To study the validity and reliability of the Socioemotional Competencies Scale in Cuban university students. Quantitative methodology, cross-sectional design, instrumental and exploratory type of study were used. The sample consisted of three groups of participants: 9 professionals (78% female and 22% male) with a mean age of 42 years (SD=12.7); the pilot sample, 100 students (49% female and 51% male; M=21 years; SD=1.53) and the final sample, composed of 355 students (58% female and 42% male), the age range from 18 to 26 years, with a mean age of 21 years (SD=1.53). Exploratory factor analysis was applied using the principal components method, the adequacy of the correlation matrix was previously verified and certainty was obtained on its adequacy of the correlation matrix was previously verified and its possible factorization was KMO index, and reliability was checked using Cronbach's alpha. The results show eight factors that explain 60.65% of the variance, related to emotional self-regulation, interpersonal regulation, empathy, motivation, conflict resolution and teamwork; they showed adequate reliability indexes for internal consistency and validity of the instrument. As conclusions, it is stated that the statistical evidence provided guarantees its usefulness in Cuban university students.

In this article, we carry out an analysis of productions elaborated on in workshops about the intersection between health education (HE) and popular education (PE). The grammar of visual design (GVD) was used to look at these works, which were made up of multimodal language (visual and verbal modes interacting with each other). In all the images produced, a dialogic dimension appeared, which was represented in the majority of the cases by a circle of people. Furthermore, although less frequently, we found representations of elements harmful to health—something that we linked to a problematizing/critical dimension of reality. On a smaller scale, we also found things that we connected to a transformative intentionality in productions. These were action, collective construction, struggle, organization in assemblies, and connections with the territories. The use of the GDV allowed us to recognize, among other aspects, forms of expression of dynamism and processes and transformations in graphic discourses and contributed to our understanding of the ways in which whoever constructs an image can generate dialogues and express positions towards those who read them. The analysis carried out provides us with criteria and elements to continue and deepen the training in HE from PE. The problematization of reality and its transformation linked to health were the dimensions least addressed, which is why they would deserve greater treatment and reflection in future training spaces.

In recent years, regulations and pedagogical practices have widely promoted school inclusion. However, the question arises as to whether these practices are truly inclusive or if, on the contrary, they remain within a predominantly integrative paradigm. This article looks at this problem through the lens of the theory of social imaginaries. Its goal is to find the main and new social imaginaries that teachers and the School Integration Program (PIE) team in Concepción, Chile use to talk about inclusion and integration in their work. So that this could happen, two clear goals were set: (i) to look at the interviewees' words and (ii) to find the social images connected to inclusion and integration in the PIE team's teaching methods by using the stories they gathered. The study was conducted using a qualitative interpretive approach within a phenomenological framework, applying content analysis techniques. The results showed that social imaginations related to the idea of integration were most common. These imaginations were shaped by the rules that govern PIE. However, an alternative imaginary oriented toward school inclusion also emerged, reflecting a tension between these two paradigms within the studied educational context.

This article investigates the notion of ontological violence in higher education, specifically in a university located in the Llanos Orientales region of Colombia. It proposes that such violence should be understood as the barriers that prevent the manifestation of otherness as a possible way of being in the university environment. This study seeks to understand how this violence affects students' life trajectories and their educational experiences. A qualitative methodology based on engaged and collaborative ethnography was used. Data collection included observations and field diary analysis, in which interactions with university students were recorded. This approach allowed for a deep and situated understanding of the experiences and contexts of the study subjects. Preliminary results reveal that ontological violence manifests covertly through the authority vested in us as teachers and through practices that invisibilize and nullify students' otherness. Students face significant challenges when trying to maintain their identity within the university setting. The narratives show how they use their experiences of discrimination as learning and research pretexts, generating a pedagogy that recognizes and reaffirms otherness. The research highlights the need for a deep pedagogy that prioritizes care and ethics in educational relationships, without neglecting the stories behind each student's face. Engaged ethnography provides a valuable tool for uncovering and confronting these forms of violence, allowing for the co-creation of possible worlds within the educational space.