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

Gender stereotypes are schemes which limit the behavior of persons according to their sex; they lead the actions and decisions of the persons who are influenced by the context in which they develop, including the educative-institutional one. They affect everyone who participates in the educational community; as a result, in this context there are issues that women and men go through due to the sole fact of being so, giving place to the normalization and distinction due to gender. In this article we describe how these conceptions influence the cognitive processes (what one believes one knows), skills (abilities one thinks one has), and performance (how one thinks one must act) in the student body of the degree program of the Universidad Autónoma de Coahuila. The study made is empirical with mixed methodology with structured data in a centesimal scale made up of 150 students. The objective is to show which actions the student body considers correspond to the men and which to the women. Among the conclusions it’s found that, according to the evidence, although there is gender perspective in their answers, there are still ingrained stereotypes that hinder the equality of social-academic opportunities...

Inspired by the notion of critical consciousness proposed by Paulo Freire to achieve a liberating education (2009) and the re-reading of his work made by bell hooks (1994), we carry out the design and implementation of a situated and ecofeminist educational proposal for the identification of male chauvinist violence—one of the most invisible oppressions in our society (Puleo, 2019)—in an indigenous elementary school with a multigrade organization, located in the municipality of Tlaquilpa, Veracruz, Mexico. In this article we show the results of said implementation, whose theoretical lines are the ecofeminist approach proposed by Puleo (2019) and situated learning related to a liberating education by Freire (2009) and hooks (1994). From a participatory methodology (Denzin & Lincoln, 2011) and with a case study approach (Simons, 2011), we designed an educational proposal based on Learning Progressions proposed by Sandoval et al. (2021). We use interviews, informal conversations and participant observation to inquire about its implementation. We show the results in two areas: a) how, through ecofeminist and situated teaching-learning processes, we contribute to a critical consciousness in the classroom; b) what implications are generated by the approach of said proposal in a historically patriarchal space, such as school.

Based on the concept of literacies, understood as social practices that encompass all the capacities needed for the effective use of language in a discursive community, same that represent the link between the individual and the social, and that generally vary between groups and societies, arises the need to develop a theoretical construct around literacies and their relationship with history. In this exercise we work the difference between literacy in history and historical literacy, focusing on the second concept. The topic has been poorly explored in Latin America, that is why we focus on the design of a construct that describes its meaning, the elements that integrate it, and the potential utilities that can contribute in the educational field. We specifically refer to seven elements that we disaggregate for analysis: historical language, historical identity, historical memory, historical consciousness, historical culture, historical empathy, and historical resonance. With these elements, we propose an explanatory table to carry out a screening exercise, used as a metaphor; through their filters, it is possible to visualize the historical literacies in a better way.  

This work shows a literature review about the contributions of virtual mode for learning in the development of research competencies. Two axes of analysis are reviewed, which are: investigative competence and virtual mode for learning, for which a literature review was carried out with scientific articles no more than five years old. The results show that the quantitative approach was predominant for the two thematic nuclei, it is identified that students can develop the skills for research through a virtual course, it is also recognized that virtual mode provides the teacher with speed to carry out the tasks of feedback and guidance; however, there is a need to strengthen the interaction between students and teachers.

Online education, isolation and social distancing have revealed shortcomings and opportunities for improvement in teachers and students. This study aimed to describe the relationship between strategies for coping with stress during online classes due to theCOVID-19 health contingency in university students. The research was quantitative, cross-sectional, descriptive and exploratory. The sample was 1,118 students, 66% of which were women and 34% men, and their mean age was 20.9 and SD was 3.24. 95% were single, 2.8% were married, 2% were cohabitating and .3% were divorced. We found that 67.9% of the students reported medium to high levels of stress. Females presented higher levels of stress; likewise, females reported more stress response strategies than males. The strategies used by women were personal resource planning and management and support seeking, while men relied on positive reappraisal and personal resource planning and management. Our conclusion was that institutions should implement stress-coping and life skills programs on an ongoing basis. Flexibility, empathy and student-centered education can be strategies for coping with stress in students.

Local and worldwide expressions of the contemporary environmental problems confirm the need of environmental formation to support civilizing paradigms that favor the environment, a task to which educational institutions are inescapably commited. The theoretical identity of environmental formation is a crucial aspect often neglected in plans and programs of study of higher education institutions and even in specialized literature. This research proposes as a basis the category Subject in the process of environmental formation, to contribute to the theoretical construction of environmental formation and its elucidation as a process in itself in order to advance in the conformation of the subject required by postmodernity, capable of facing the difficulties generated by environmental insecurity. Our research was guided by the methodological-interpretive paradigm and the phenomenological-hermeneutical approach, with the participation of two universities in the state of Sonora, Mexico, and 29 subjects (students and teachers) through semi-structured interviews. The results highlight a distinction between formation and education, the direct relation between formation and environment, and regarding the properties of environmental formation as a process in itself, located in experience, the "human" aspect stands out as capable of being modified to become an ‘other’ in the world and produce an effect on it and on oneself.

This article presents an approach to the teaching practices of rural and marginalized urban mexican elementary school teachers during the COVID-19 pandemic. Teaching work is studied through the dimensions of real and represented work proposed by socio-discursive interactionism. The methodology was organized in two phases: in the first, the practices of 24 professors are monitored through a logbook required from students of the Bachelor’s degree program in Psychopedagogy for their professional practices; in the second, five participating teachers were interviewed. The results show that teachers organize their classes synchronously and asynchronously; in the latter, the use of materials created by them and handed in personally or through WhatsApp prevails. We also identified that the main difficulties faced by teachers are the management of technological resources and work overload.

The aim of this research is to analyze the experience of fatherhood in some university students, taking into account the main difficulties and opportunities they experience in this process. Using a qualitative methodology and a case study approach, semi-structured interviews with an approximate duration of 60 and 120 minutes were ethically negotiated with male university studies at a UNAM campus. For young men who are university students, being a father transforms and continues to modify their lives in regard to their involvement with others.  It is an experience that transforms their lives and involves difficulties because it confronts the normative trajectories of being a young person and a student, which implies a loss of freedom but also meanings of opportunity in the sense that being a university student becomes a way of being responsible, a good father, and being able to access better working conditions by continuing their studies.

This article describes and reflects on the methodological and epistemological framework of a doctoral thesis in Social Sciences on the educational policy of Special Education in Argentina, specifically in the province of Entre Ríos (1993-2013). Central aspects of the topic in which the research is inscribed are first discussed, and a state of the art of the studies and intersections that preceded the research is presented. Two study groups are located: on the one hand, studies that focus on social sciences and disability, and on the other, studies focused on education and disability. Finally, the different methodological and epistemological decisions and focalizations (Muñoz, Naput, 2001) made in the construction of the thesis are reconstructed.