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

We present reflections on the training received by preschool and primary education teachers for the indigenous environment at the National Pedagogical University, Unit 304 in Orizaba, Veracruz, and on the impact of this process on the political and sociocultural fields in the Altas Montañas region. We propose as articulating axes the professional trajectory of graduates of this institution and the collective actions that give them an identity as Nahua indigenous people in this region of the state of Veracruz. We view these teachers as social actors whose manifestations transcend the field of teaching.

While the immanent and pragmatic interpretation of reality seems to determine the utilitarian thinking and behavior of our culture, a transcendent vision demands recognition of its perennial relevance. Two views that might seem antagonistic but share, from the space of “Genestesia”, the inalienable attribute of complementarity. The principles of this notion allow us to articulate a dynamics of inclusive perception and potential reality, an awareness of the experience of encountering the holistic sense of the world, as well as the experience of apprehending it. This reflection, developed as an extrapolation of the epistemological dimension of a doctoral research, is based on introspective dialogue between the experience of intuitive perception and that of its retrospective awareness. It is a process in which the stimulus-response brought about by the reading of Lao Tse’s Tao Te King reveals how its ancestral natural or universal sense has been updated through history, while it also facilitates the perception and development of a plural, integrating, free, and liberating vision of transcendent ontologies and traditional epistemologies centered on Being, the other, and otherness.

Transepistemologies inherit the trans- connotation – meaning ‘beyond’ – from transmodernity, whose project is worldwide decolonialization. Their essence is to safeguard the epistemes buried by colonialization, hidden beneath the modernist-postmodernist-colonial project, their inclusions without prominence. They stem from transmethodical research, which is complex and transdisciplinary. In this article we analyze transepistemologies of knowledge that emerge in transmethodical inquiries. The transmethod of inquiry is comprehensive, ecosophical and diatopical hermeneutics. It is located within the inquiry entitled “Transepistemologies of knowledge and transcomplex transmethodologies”. We went through analytical, empirical and propositional moments in which the researcher is present with his/her feelings and thoughts as the essence of the transmethod. At the propositive moment, in non-definitive conclusions, profoundly inclusive transmethods seek to safeguard the thinking/feelingof de-elitizing, re-linking, un-linking disciplines by combining them, embracing knowledge that incites the diatopical and the legitimation of buried knowledge and its encounter with scientists. Knowledge is not disjoined in belonging to the buried, without any prominence. Empowering oneself in another way of building epistemologies, the transepistemological ones, being beyond the modernist-postmodernist-colonial methods, is an urgency and resistance in the ontoepistemological liberation of knowledge in planetary decoloniality.

This article addresses the relationship between Mapuche knowledge that emerges from and is preserved by family education, supported by the connection that the Mapuche people establish with territory and nature. The article aims to present data collected on Mapuche knowledge associated with the person-nature relationship. The methodology used is a documentary and descriptive review of scientific, normative and national and international dissemination literature, in order to systematize Mapuche knowledge associated with the person-nature relationship developed through the Mapuche relational ontology. Our main results show that the there is Mapuche knowledge that can be incorporated into school education; however, through the school curriculum the State has invalidated, denied or omitted this knowledge, relying instead solely on Eurocentric and Western knowledge. Finally, we offer contributions obtained through this review, in order to enable the incorporation of Mapuche knowledge on the person-nature relationship into school education through dialectic mechanisms between school contents and the knowledge found in the Mapuche relational ontology.

The arrival of COVID 19 has marked a ‘before’ and an ‘after’ in the contemporary history of education. Educational processes were suddenly restructured to make them functional at a time of uncertainty. English teachers in Mexico suffered the abrupt and unexpected transformation of their educational paradigm, not only academically but also in other aspects of their lives such as thephysical or the emotional ones. Since socio-constructivism is the teaching approach adopted by the participants in our study, we must ask which problems emerged for English teachers in Mexico during constructivist distance learning in the context of the pandemic. We approached the phenomenon from a qualitative approach through the case study method, with in-depth interviews. The information obtained was processed with the qualitative analysis software Nvivo 11. We concluded that although the measures for confinement in a health emergency had repercussions of various kinds in the lives of the participants, there wereopportunities for positive change as well as individual and collective resilience.

The purpose of this qualitative research article is to analyze the pedagogical practices of the teachers who are part of the Urban Active School Model (EAU) through their narratives. It intentionally establishes as units of analysis 10 teachers called liaisons from public schools in the city of Manizales. Our intentional selection was guided by their experience with the educational model studied and their trajectory in the pedagogical field. The information that supports the study was collected through semi-structured interviews and was systematized and triangulated using the Atlas.ti program where the operationalization of categories in order to understand the phenomenon under study was conducted, as well as the identification of convergent and divergent trends of pedagogical practices with respect to the EAU educational model. The results were then interpreted through a specific analysis. The findings and recommendations are structures narrated by the teachers, which makes this article a collaborative construction process.

It is recognized nowadays that knowledge has become the object of immense challenges. This allows for digital inclusion policies that are increasingly present in educational agendas, which translates into projects to furnish schools with digital devices as well as various pedagogical efforts to integrate technology as a idactic tool that guarantees an education that is helpful for everyday life. This led us to reflect on the Digital Inclusion and Literacy Program (PIAD) and the social scenario that was proposed for its operation in the communities of Tabasco. The first question that emerged as a starting point to explore this scenario was what type of technological appropriation elementary school children from marginalized communities of Tabasco have, based on their interaction with technological resources. Studying this social territory implied pointing out an objective that allowed us to analyze the technological practices developed by elementary school children from marginalized communities of Tabasco, based on their interaction with PIAD. This started a conceptual discussion of digital culture and the technological practices that lead to the understanding of Technological Appropriation. The path outlined is a heuristic perspective based on a case study, since this resource focuses on relationships within a system or culture, which finds its best explanatory angle in the transdisciplinarity of knowledge. The actions or tasks that boys and girls engage in through their relationship with technology acquire the character of exploratory, institutional, and informational appropriation, levels with which the question that mobilizes the study is answered, which takes shape in what is here called Techno-Educational Ecosystem.

The criticality, clarity, precision, organization and inclusion are gaps in academic reading and writing present in the upper secondary education student, which should be remedied in university education. However, various studies indicate that serious difficulties persist in postgraduate studies. To help solve this problem, a study with 15 postgraduate students is presented. With the Project-Based Learning approach and the action-research methodological model, each student prepares an intervention project according to her interests. This implies the preparation of documents that require a high level of performance in academic literacy; in order to support you, activities are designed to gradually improve your skills in this area. Individual and group progress is measured with an assessment recording instrument. In addition, personal feedback is offered. A significant increase in the level of literacy was verified, to the extent that at the end of the postgraduate course there is a proven ability to prepare academic documents, including essays and research articles. The need to create an environment where graduate students should work on reading and writing skills with close supervision is discussed. It concludes on the importance of creating a functional methodology in the various learning modalities.

The aim of this article is to analyze descriptively a teaching and learning experience focused on the writing of academic essays within a Chilean university. The epistemic, theoretical, and analytical perspective of the work establishes a dialog between symbolic-educational and emotions as specifiers of actions. Methodologically, four reflective logs written by students for seven weeks were analyzed and processed qualitatively with semantic and pragmatic clustering techniques. The results indicate the prevalence of emotional trajectories that shift progressively towards emotions that favor learning. This shift can be attributed to didactic mediation oriented towards agential visibility, the construction of an authorial voice, and the distribution of opportunities for participation in pedagogical communities of writing practice, the guiding principles of justice proposed in this scientific reflection.