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

The article introduces new biographical-narrative research methodologies in education based on the arts from a decolonial feminist approach. A selection of multiple “graphies” characterized by reflexivity, intersectionality and situationality is described, i.e. autobiography, autoethnography, a/r/tography, cartography and corpography. The text covers Viaje (des)bordado, a practical experience of training as a researcher within the context of doctoral studies materialized in a piece of embroidery. Written in the first person, the narrative is structured in three sections, in dialogue with various authors, which serves to: a) rethink subjectivity and academic, vital, social, and ethnic origins to challenge the positionalities that we occupy, b) trace the artistic discoveries, encounters and landscapes of research through the journey that took place, which includes the migratory and learning processes, and c) shift the margins of education and research to the center, starting with the insertion of the body in the research action. The reciprocity between education and research leads to a reinvention of learning, knowledge and the construction of teachers’ identities.

In this article we ask about how to approach school experiences, which analytical dimensions are articulated in this category, and what links can be established with the debates and concerns about school democratization, specifically at the level of secondary school in Argentina. To do this, we star from a set of reflections and the results of two doctoral research works conducted in the city of La Plata, province of Buenos Aires, Argentina. Particulary we propose an approach to the study of school experiences, paying special attention to the articulations of the subjective, relational and structural dimensions.

This article intends to reflect on the articulation between teaching, extension and research from a specific device of the extensionist orbit known as Extension Practices of Experiential Learning, deployed by the Introduction to Sociology chair of the Bachelor’s Degree Program in Sociology of the Universidad Nacional del Litoral in the city of Santa Fe (Argentina) in 2019. To do this, it begins by recognizing the learning and tools that sociology brings to the dialogue between the university’s three substantive functions -teaching, research and extension- and draws on the emerging practices developed to show the potential of learning based on denaturalization and constant reflectivity. The project aimed to work in a denatured way on the life paths of the students at the end of the compulsory schooling stage, taking into account that they display variable routes and itineraries in theirtransition to adult life. Based on the work done, we were able to verify that the specific logics of university functions – teaching, research and extension – provided specific, irreplaceable elements that marked the course of the extension project. We understand that the continuous and reflective dialogue between the specific modes of production of knowledge of these functions is a common practice in our discipline and that at the same time sociology, due to its denaturalizing potential, could be key to the development of proposals for Comprehensive intervention on various topics, contributing from a scientific perspective to the resolution of social problems.

Social actions that contribute to facing the consequences generated by the pandemic of COVID-19 in the educational field are increasingly required. One of the actions taken in Mexican university spaces consisted of having an academic peers program that supported student learning through a digital platform. The objective of this study is to describe the experience of academic and counseled peers who have participated in a program with a service-learning approach, based on a technological environment, during the time of the pandemic. The action-research methodology was used because it allows us to make a contribution to educational change. According to the results of semi-structured interviews with 131 academic peers, the experience has been mainly challenging, enriching, innovative and focused on service. Most of the 452 counseled peers who responded to a survey about the service received expressed both gratitude and admiration. As part of the service experience, 19,607 academic consultancies were offered from February 2020 to June 2021. We concluded that academic peers have had to further develop their technological skills, social leadership and creative response in their ways of teaching.

The aim of this research was to analyze the influence of mathematics teaching practices, the teacher’s professional profile and their continuous training, as factors that influence students’ academic failure and dropout rates in high school. A single case study was undertaken, with mixed data collection techniques. An intentional sample of eight teachers of first-year mathematics was used, due to the higher failure rate in this subject. The results pointed to limited teaching strategies, the teacher’s professional profile being mostly in engineering, with a few teachers with graduate studies and marginal teacher training. We concluded that it is important that teachers master the syntactic knowledge of mathematics in addition to the substantial one, that they have a graduate degree and that they develop skills for the teaching of mathematics, as influential factors to reduce the dropout rate at this level of education.

The purpose of this study was to analyze the learning patterns of Mexican students from educational sciences, in relation to some academic variables -semester of studies, perception as a student, effort and academic performance-, measured through the Inventory of Learning Styles (ILS; Vermunt, 1998). Participants were 175 students from two private universities. A significant positive correlation was observed between academic performance and the pattern oriented to meaning, and a significant negative correlation between the first and the undirected pattern. A multiple orientation pattern predominated in students from both universities, followed by a pattern oriented to meaning.

This paper explores the use of urban ethnography in educational research and discusses its contributions, tensions, and dilemmas to answer the following question: How can urban ethnography be incorporated to explore and understand educational phenomena in public spaces? This essay seeks to contribute to current debates about educational research and its need to reinvent itself in times of uncertainty and complexity through the analysis of urban ethnography with a mobile orientation. The document is organized into three parts: first, we analyze the boundaries between the school/the educational; second, we define some tools of urban ethnography in relation to the study of educational phenomena; and third, we look at the contributions, tensions and dilemmas faced by educational researchers when employing urban ethnography. To conclude, the need to promote ethnographic invention is emphasized to develop new educational research strategies that allow progress in two directions: questioning the spaces and forms used in the study of educational and school processes in urban space, and promoting the generation of devices to retrieve data of a diverse nature in adherence to collaborative, artistic, decolonial and critical positions based on the co-creation of knowledge.

The following article analyzes the Contributions of the New Literacy Studies (NEL) to educational research processes, specifically those that deal with reading and writing in teacher training. This reflection belongs to the project "Academic Literacy of Spanish teachers" at the University of Cauca, in Colombia. We analyze the New Literacy Studies and introduce the social theory of literacy. It became evident why it is important to study reading and writing through the ideological model. We introduced two relevant concepts for the study: the notion of legal event and legal practices. Finally, we reflect on the importance of including ethnographic perspectives in research on reading and writing processes in teacher training.

The present article aims to show a proposal for the study of social mobility processes associated with higher education institutions (HEIs) from a socio-territorial perspective. The proposal is part of the spatial shift in social sciences that considers that space is not a neutral variable, but rather an element in which the political, social, and economic aspects of a society are manifested. First we present a description of the socio-territorial approaches to the study of educational phenomena. Then, we define the dimensions of analysis of social mobility and describe the relationships between higher education and spatial mobility. Later, we offer a theoretical-methodological proposal for the study of social mobility from the socio-territorial perspective. Finally, we show an example of the application of this proposal based on a case. Socio-territorial approaches are an invitation to analyze educational and social phenomena from different levels of approach and take space as a central element.

Open science and its practices are an alternative way of doing research, disseminating results of academic work, and sharing among researchers worldwide information which is available at no cost, strengthening the concept of citizen science. This paper discusses the barriers and facilitators to conducting research in this modality, finding that the main barriers are the prohibitions of the institutions, confidentiality and copyright policies, the English language, as well as the stability and reputation of the digital platforms where the data are concentrated. The facilitators that can contribute to the exercise of open science are linked to the values of researchers, the culture of information exchange, the possibility of obtaining funding, and improving the citation index. In addition, the current situation of open science in Mexico is also analyzed.