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

Este artículo aborda la problemática en torno a la conformación de una educación “propia” resaltando el aporte precursor del maestro Simón Rodríguez en el siglo XIX. Hace una descripción del aporte rodrigueceano en los textos que sobre el problema educativo él publicó, resaltando su acepción de lo educativo social y popular, y a partir de dicha impronta se hace igualmente un recorrido para contextualizar otros educadores y pensadores que dieron luces sobre la educación desde una perspectiva identitaria o antihegemónica. Posteriormente, se centra en la presentación de las cualidades y características de la educación propia en relación a la territorialización, lo social, político, pero especialmente desde una aproximación otredista, en tanto educación otra, así como su inscripción en el ámbito poscolonial/decolonial y por ello en el paradigma posmoderno. Finalmente, se presenta unas conclusiones que permiten apreciar la dificultad de estructurar concepciones propias en torno a la educación propia otra en Latinoamérica y la necesidad de reconocer la vigencia del pensamiento de Simón Rodríguez.

Emotional intelligence in rural teachers was approached from doctoral studies and as a result of this, some findings are presented from an investigation that was oriented from a mixed methodology, not experimental. The main deductions are aimed at recognizing that teachers, from their pedagogical practices, intervene in the school culture and it is reflected in the life studies of the members of the community, as well as in the institutional organization and in the teacher’s own life. However, few teachers are making use of emotional intelligence to carry out their intervention actions in context. For this reason, it is concluded, among other elements, that it is necessary to deploy training, advice and monitoring in the emotional sphere to the teacher to generate work-level performances closer to reality, with efficiency and effectiveness, as well as a better quality of own and community life.

This writing focuses its attention on a figure that today has taken on great relevance in the contemporary world: the refugee, the displaced, the marginalized, approached from a social ontology of the same, in relation to their social and political condition, from a framework referential of poverty and its political impact in an unequal world, but at the same time of hospitality towards this social being.

From mathematics education, the generation of discussion spaces in school is essential for the development of mathematical thought analyzed from contextualized situations, supporting the understanding of analyzed social, political, economic and environmental phenomena, from a critical perspective, in accordance with three types of knowledge: the mathematical, the technological and the reflective, implied in the achievement of a mathematical literacy of the individuals. This article presents how, from a class discussion about a social problem, learning environments are generated that allow critical and reflective action in the development of socio-critical mathematical thinking with the use of digital tools and the internet, starting from the design of a mathematical task supported by the formulation of problems located in the economic, social and environmental contexts.

The main objective of this study is to recognize the possible scenarios and the praxis of dialogic educational leadership in the transition of school organizations towards learning and development communities. To that end, the case of public education institutions in Santa Marta, Colombia is addressed, establishing an intercultural dialogue of inter and intrasubjective knowledge in the sociocultural context of said institutions, which go through organizational and leadership forms in the permanent search for the educational change to place it in tune with the needs and expectations of the educational communities socially mobilized to give attention to coverage but with educational quality and social equity. Three types of educational leadership scenarios could be identified: real, ideal and possible.

The purpose of this article is to describe the impact of the use of theater as a didactic strategy to reduce stage fright in oral expression activities in French as a second language classes. It also shows a documentary review of the topic focusing on the benefits of theater to reduce students’ fear of speaking in the second language. In addition, it shows how it influences the improvement of oral expression and other competences in L2. In this sense, this work is a documentary, descriptive research, inscribed in the qualitative paradigm and had as main findings that theater as a didactic strategy helps to reduce stage fright in university students and positively influences other aspects such as pronunciation, vocabulary use, L2 listening comprehension and collaborative learning. All this allows us to affirm that, although theater does not completely eliminate the stage fright of L2 students when speaking in public, it does allow students to improve this difficulty, because it helps them to practice dialogues with the help of their classmates, offers dynamics that facilitate a better and closer teacher-student accompaniment and undoubtedly enlivens the classroom environment. 

Bicentennial Schools are a group of educational establishments that surge as a project in 2011 whose objective was to provide answers to the ailing secondary education in the country that follows the model of emblematic schools which selected honour students to get academic achievements. However, that same year, the protest movement of undergraduate university students of would start to form a new educational, politic and social scene that would insistently demand change in the system. Pushing forward a new free of charge, secular and public education. From a case study, we will present this transformational phenomenon of a bicentennial school in the Maule Region in Chile that has been heading towards a different direction to the original selection project. This school has accomplished good educational outcomes by adhering to educational inclusion and equity, along with educational leadership, excellency, commitment and identity towards a common goal and a good learning environment.

The particular aspects that seem to characterize the activities of head teachers are taking-on responsibility, interpersonal relationships as well as the fragmentation of daily actions. The purpose of this article is to highlight how, despite common characteristics, activities develop differently in two European educational contexts: Spain and Italy. Six school leaders were interviewed during a case study in order to investigate some aspects related to their role and the educational context in which they operate. Results show that although both systems are centralized and give little autonomy, there are marked differences in the methods of selecting a school manager and in their respective careers. The conclusion reflects on the different organization of teaching activities, which, in part, is conditioned by the considerable differences in the size of the institute.

The development of a product PD implies the application of different models to take a product from the idea to the market launch, seeking to reduce risks, cycles and times of PD product development. The PD is generally done within methodologies or good practices of project management, which implies that there are many options to select the PD model, directly affecting the planning and sequencing of activities in project management. This article presents the results of research on product development models, conceptual components and phases with the objective of proposing a model that integrates the best of these models and evaluate the application in the academic development environment. An evaluation of the model compared to the STAR reference model is carried out to observe the performance in terms of times, resources and development cycles, for which 16 focus groups conformed for engineering students were taken that applied the two models in the development of a specific product, evidencing a greater performance with the proposed model.

The article proposes a complex analysis of recognition based on the objective, intersubjective and subjective dimensions. Fraser’s theory and his proposal of justice as participatory parity ensures moral equality and the objective condition of recognition. Honneth’s theory and the moral stages offer the conditions for personal fulfillment to ensure the dimensions of subjectivity and intersubjectivity. In addition, the school setting is proposed to integrate the recognition dimensions. The article is divided into three sections. The first section presents the discussion between Fraser and Honneth about recognition. In the second section, recognition is proposed as a complex category based on multidimensionality; and the third one appears in the school space, where it is possible to integrate the different dimensions of recognition. Finally, some conclusions are presented.