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

Functional illiteracy is a complex problem whose understanding and effects go through several dimensions: economic, social, political and, of course, cultural. It is a problem that has deserved sustained attention since the mid-twentieth century, although its conception as an economic problem has been dominant in the policies designed for its solution; an economic problem seen from a reasoning by indicators and based on the theory of human capital. It is true that illiteracy has negative consequences on productivity, the labour participation rate and labour supply, and even that it constitutes one of the pillars of economic inequality, however, an exclusively economic perspective ends up conditioning the understanding of the problem by reducing its complexity and thus putting its solution at risk. For this reason, here we consider illiteracy a complex problem whose determination must go through a critique of the definitions of public policy from which an attempt has been made to confront it, in order to lay the basis for a broad perspective that considers not only the many pernicious implications that illiteracy has, but also the enormous cultural and liberation opportunities that literacy means.

A critical documentary analysis of the proposal for the educational modality 4.0 is shown here, its features are identified and the consideration of the regional environment is proposed before the alternative of its instrumentation. The emergence of the Industry 4.0 proposal as an alternative derived from the needs of this field, has been transferred to education, however, thinking about the impact of public institutions of higher education in their local and regional environment, leads us to reflect that an effort of this type must consider its comprehensive scope, placing society as a whole as the recipient of the benefits at the center. It is a descriptive investigation, which uses the technique of collecting information in specialized databases. It consists of a theoretical assessment of the internal conditions of educational institutions for a similar kind of project, and the case of the Universidad Autónoma de Nayarit is addressed, in order to carry out, in the second stage of research, the necessary studies for the recognition of the environment on which it would be expected to affect. This is proposed based on the research project , which is currently under development, therefore it is not possible to show its results yet.

Within the school community – students, teachers, support staff and directors – each element plays a specific role to generate an adequate coexistence. The aim of our research is to identify the relationship among the perception of the school climate, the ways of coping with violence of academic support personnel (prefects, social workers, and counselors) and the perception of school violence in public secondary schools in the state of Sonora, Mexico. 154 people who do support work for the directive management in 46 public secondary schools in Sonora (46.6% male and 53.4% female) took part in this study. The results indicate that dealing with violence directly is positively linked to commitment and bonding and avoidance is linked negatively, while the indirect effects indicate that dealing with violence directly is positively linked to a favorable school climate and evasive coping is linked negatively. Furthermore, we found that the school climate is positively linked to the perception of violence. Ourresults indicate that the role played by support personnel in the face of school violence is marked by their perception of the school climate and the way in which they deal with bullying situations among students.

In the 2012-2018 presidential term Mexico underwent an Educational Reform that affected the regulations and structure of teacher training. This study is a systematic mapping of the educational research production on policies for in-service basic education teachers published from January 2013 to June 2020. Three dimensions of teaching policies were studied: teacher training, ongoingtraining, and institutions and processes of teacher policies. We found 97 documents, 58 of which focused on teacher training, 24 on ongoing training and 15 studies of institutions and processes of teaching policies. We concluded that educational research prioritized the study of policies related to the evaluation of teacher training, followed by ongoing training policies. This mapping provides systematized information for the reader to trace their own exploration routes to understand the lessons of our recent past in this area.

This article presents a proposal to address the high school dropout phenomenon by understanding the resources used by young people who continue studying in environments with social problems. We used the concept of Educational Survival Strategies to analyze the experiences and school trajectories of graduates of the technological baccalaureate program of Colegio de Estudios Científicos y Tecnológicos del Estado de Jalisco (CECyTEJ) in El Salto, a municipality in the metropolitan area of Guadalajara where we identified that young people have problems to complete that educational level. Our research focused on the sociocultural aspect, using the biographical method to retrieve the voice of our study subjects and institutional analysis as atheoretical approach to understand our subjects’ cultural productions in their passage through the educational institution.

The objective of this study is to determine the level of transparency and accountability in the municipalities of the state of Michoacán. The methodology used consists of a quantitative analysis based on the processing of information derived from the National Census of Municipal Governments and Territorial Districts of Mexico City 2019 of the National Institute of Statistics and Geography. The main results show that 0.9% of the municipalities have a very low transparency and accountability index, while 17.3% have a low index; besides, 34.5% have a regular index; also, 43.6% have a high index, and only 3.6% of the municipalities have a very high index. On average, the transparency and accountability index for Michoacán’s municipalities as a whole is 58.42%, which shows the limitations, deficiencies and lags in municipal institutional capacities in this field.

Face-to-face education is a learning process that facilitates the link between teachers and students, increases motivation and promotes understanding of content. In online education, students and teachers collaborate in virtual environments; the teacher needs to adapt the content of their educational subjects to elements of digital educational resources that are clear to the student. Online education is not a new model, however, with the arrival of the COVID-19 pandemic, its required implementation was without planning, affecting student learning. The purpose of this study was to carry out a descriptive and parametric analysis of the subjects that were taught under the virtual modality at the undergraduate level to determine if it favored the learning process. The research was exploratory and explanatory with a quantitative approach. In the sample proportion test results, the research hypothesis was accepted, in which more than 85% of the students consider the offered courses as acceptable, good or excellent, favoring their learning; however, the proportion of students who wish to take the courses under the virtual modality, preferring face-to-face education, is less than 60%.

El presente artículo tiene por objetivo problematizar el discurso y los aportes de intelectuales mapuche ante la política pública intercultural y el multiculturalismo neoliberal. Siguiendo los procedimientos metodológicos de la hermenéutica crítica propuesta por Ricoeur, que exige relacionar los acontecimientos con el texto que los contiene, y a este con su contexto, el artículo comienza asumiendo que en América Latina el colonialismo y la modernidad estructuran un orden racial multidimensional: epistemológico, social, político, económico, etc. En este contexto, la filosofía latinoamericana afirma la existencia de un sujeto que ha tenido la capacidad de negar esa dominación para irrumpir en la historia. Se argumenta que este sujeto, desde esa racialidad y con sentido creador a partir de su cultura y política, posibilita la crítica y la resistencia ante los desafíos de raza y clase impuestos en América Latina por la distinción entre civilización y barbarie propia del colonialismo capitalista. A partir de este planteamiento se analiza el debate entre intelectuales mapuche en torno al carácter formativo del kimeltuwün reflexionando sobre su relación con los acontecimientos del sistema escolar chileno. Se concluye que las vivencias experimentadas en ambos tipos de educación posibilitan la constitución de subjetividades y de prácticas políticas con gran potencial emancipatorio y en antagonismo al eurocentrismo, el capital y la racialización en territorio mapuche.