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

21st century skills are related to a group of skills and abilities needed to develop ourselves in the modern world, one that, due to information technologies and globalization process, has created new social dynamics shaping what we know as society of information based on constant change due to the progress of technologies. Abilities related to critical thinking, communication, teamwork, collaboration, creativity among others, besides of being the skills of this century, are necessary for a suitable human development in a changing world and were taking into consideration by the Chilean Ministry of Education, supranational and intergovernmental organizations to promote them in school learning contexts. To this effect, the purpose of this article is to introduce how these skills in catholic religion foundations are tackled and promoted, based on abilities which are essential for people´s integral development and the education of judicious citizenship capable of being able to adapt to present society, linking these skills to the believer upbringing and the students´ spiritual and religious encouragement.

The following article reflects on the correspondences and internal tensions of Citizenship Education and Religious Education in the crisis of the institutions in Chile. For this purpose, we established this relationship in the context of Latin American modernity. This work proposes that, at present, both curricular areas are conditioned by structural (societal) factors resting on a hegemonic narrative about Western modernity which make it impossible to articulate both citizen exercise and religious experience from the individual toward the social. As a theoretical-analytical strategy, the categorization of Domingues (2009) of the modernity of Latin America divided into three phases is used. Finally, the importance of the processes of individuation in recent decades, the generational factor and the concept of postsecularization and the need to recompose the modern Western narrative for an understanding more in line with our sociohistorical context are highlighted.

One of the great socio-cultural challenges that School Religious Education faces today is the ecological issue which is closely linked to religious education itself. The environmental and ecological problem is part of that immense network of factors that affect religious education from the outside and from the inside. It could be affirmed that the religious maturation of children and adolescents today is inseparably linked to their ecological maturation, that is, to their configuration as “ecological citizens”. What is the relationship that exists or should exist between School Religious Education and the ecological problem? What can be the contribution of School Religious Education to the solution of the serious environmental and ecological problems in which our society finds itself today? Pope Francis raises the need to create an "ecological citizenship" in society, that is, people responsible for the care of our common home and the entire environment. This essay seeks to highlight some magisterial theoretical inputs that facilitate the alliance between humanity and the environment, from the perspective of School Religious Education and its specific mission.

This essay seeks to reflect, the value of the person, in the dynamics of School Religious Education (ERE in Spanish) in the context of the health crisis caused by Covid-19. Although the educational sector managed to develop technological skills to continue with the teaching and learning processes during the pandemic, it is necessary to ask: What is the importance of the person in the dynamics of ERE, in the context of the sanitary crisis? In this recovery stage, it is important to analyze the importance of the value of the person and its relational or social dimension from the nature of the ERE, as soon as the development of information and communication technologies was evidenced, but at the same time the need for human contact and the importance of coexistence during this period. It should be noted as a transversal element of School Religious Education, the value of the person and promoting healthy coexistence from active listening and empathy. This approach is in accordance with the proposal of Pope Francis of the Education Global Compact, where he expresses as a first commitment: the centrality of the person in educational processes.

La harina de residuos de camarón (HRC) ha demostrado ser una alternativa proteínica y eficiente en la industria del camarón. El objetivo fue conocer la composición nutricional y el efecto de HRC sobre el desempeño, características de la carcasa y rendimiento económico de pollos de engorde. La energía metabolizable se determinó con un bioensayo con gallos de 8 meses y pollos de 30 días (edad), elaborando tres dietas en harina: inicial (1-14 días), crecimiento (15-28 días) y finalización (29-42 días). El desempeño se evaluó en cuatro tratamientos (0, 5, 12.5 y 20% de HRC) como reemplazo de harina de soya de 8 repeticiones de 40 pollos Cobb 500® machos, de un día de edad. El diseño aplicado fue en bloques completos al azar, las características de la carcasa evaluadas en un pollo por cada repetición al día 42. La HRC contiene 46.6% de proteína cruda y 1790 kcal EMVn/kgMS. La ganancia de peso promedio y la conversión alimenticia mejoraron significativamente con la inclusión de HRC. Las características de la carcasa no fueron afectadas significativamente. El beneficio/costo mejoro hasta 12.5%, con lo que La HRC local puede reemplazar a la proteína cruda de harina de soya sin afectar el desempeño ni rendimiento económico. 

This study examines the most abundant species of mollusks found at the Pedro Vicente Maldonado Antarctic Station: the Nacella Polaris limpets. Evidence was collected during the XXI expedition. Transects and plots were established, and shells were analyzed by morphometric characterization and scanning electron microscopy (SEM). The morphometry of limpets was variable with a range of 22.880 ± 53.920 mm. Eighty-five point six percent of the limpets were large, and these were found mainly in the Whale Cemetery. On the other hand, the smaller ones were found mostly in the Sleeping Lion area, and account for 1.36% of the sample.  The following characteristics were observed on their lower outer rim: transverse, linear to slightly wavy striations with defined thicknesses, a crystalline ultrastructure with linear, slightly wavy, surface growth lines, and ladder-shaped calcite columns supporting the growth lines. Morphometric and ultramicroscopic data for the shells indicate that their external architecture is analogous. The population examined behaves as a single population and exhibits slight size polymorphism. In addition, microstructural patterns have been observed in the outer layers of the shells.

The native Dendrophthora chrysostachya Hemiparasite plant is the only hemiparasite Mistletoe plant present on the ESPE campus in Quito; and one of the few native plants in the area, is associated with 8 host plants. Initially it was registered in 3 native species and currently in 5 introduced species P. dealbata, C. citrinus N. oleander, H.sinensis, A.melanoxilum. No significant increases in infestation have been detected in native plants. Its population is randomly distributed according to the presence of its hosts in the area. The incidence of D. chrysostachya in relation to the health of trees can be considered scarce and it is evident that it does not affect trees, as occurs in similar species, from urban locations in the northern hemisphere. It is inferred that these plants provide some environmental services, such as food sources for native and seasonal frugivorous birds on campus. Currently its incidence based on foliar coverage is low <10%, so they do not constitute undesirable weeds that affect campus trees. After the first initial records and systematic observations the presence of D.chrysostachya, it is still undetectable for non-specialized observers or to cause any visual or environmental impact on campus beds and surrounding areas.