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

This best practice report presents the implementation of a formative and shared assessment (FSA) system within the subject of Physical Education at the primary school level, specifically in the didactic unit "Mime Experts," which focuses on bodily expression. The intervention was carried out during the first term of the academic year with two third-grade classes, comprising 15 and 16 students respectively. The FSA model employs assessment as a tool to enhance students' learning and the quality of teaching, while also promoting student participation in the assessment process and fostering self-regulated learning. The assessment instruments used included peer-assessment targets, a checklist for self-assessment, and a differentiated scoring rubric designed to support the transition toward formal grading. The results were positive with respect to expressive-motor learning, individual and social development within the domain, objectivity in the assessment process, ease of transitioning to formal grading, and the integration of curricular content with other subject areas. The paper also offers considerations for adapting this experience to any educational level, tailored to the specific teaching context.

This article reflects on the use of socially living issues (SLI) as a pedagogical tool for addressing socioscientific problems in the classroom, with the aim of fostering various competencies, including scientific literacy, evidence-based argumentation, and critical thinking. To this end, a learning space was created with undergraduate Pedagogy students, where a sequence of activities—including SLI—was implemented to explore their opinions, beliefs, and perceptions regarding a pressing socio-environmental issue: climate change. The classroom served as a reflective space in which SLI were recognized as an effective strategy for tackling interdisciplinary problems. Both students and the instructor engaged in discussions on key aspects to develop, such as argumentative skills, the use of reliable sources in reasoning, and evidence-based decision-making. As a result, it is strongly recommended that this tool be integrated into educational curricula from early levels of schooling.

This study is part of the project "Gender-Based Violence and Inequality at the Provincial University of Córdoba: Toward Eradication Policies", carried out and coordinated by Las Tipas, an interdisciplinary feminist academic collective based at the Provincial University of Córdoba. Our aim was to explore how faculty members at the institution perceive gender-based and patriarchal violence, with a particular focus on those forms occurring within the university setting, in order to contribute to the development of feminist universities free from violence. We conducted in-person workshops under the framework of the Micaela Law, along with focus groups involving 350 faculty members across the institution's various degree programs. Employing a qualitative methodology, we collected narratives and experiences from faculty members, highlighting institutional violence, peer-to-peer violence, and violence within hierarchical relationships—especially as they manifest in pedagogical practices. The findings were analyzed and organized into five thematic categories: (a) sexual harassment, (b) reproduction of sexist stereotypes, (c) inclusive language, (d) patriarchal institutional culture, and (e) "reverse violence." The study reveals that structural patriarchal violence is perpetuated through pedagogies of cruelty that circulate within university spaces.

Disability is currently a significant topic within the field of education. Exploring the perspectives of those responsible for training future teachers and fostering inclusion in higher education is increasingly important. This study aimed to analyze the perceptions and attitudes of faculty members in the Special Education Teaching program at a private university in Chile toward individuals with disabilities. Semi-structured interviews were conducted with 12 faculty members, and content analysis was carried out using the qualitative software NVivo 12. The main findings indicate that faculty members have a positive perception of and attitude toward disability. They agree on respecting the fundamental rights of individuals as typical citizens, recognize that a person's abilities are not inherently limited by their disability, and associate necessary support with functional ecological approaches. Consequently, teacher educators may be contributing positively to the mindset of future teachers. This study provides valuable insights into faculty perspectives in higher education from an inclusive lens.

This study aimed to explore the attitudes toward mathematics among students of engineering, economics, and medicine at a private university in Colombia, as well as the relationship between these attitudes and variables such as gender and field of study. A total of 561 students participated, completing Auzmendi’s (1992) Mathematics Attitude Scale, which measures overall attitude and five specific factors: anxiety, enjoyment, utility, motivation, and confidence. The study employed a quantitative approach, with data processed using SPSS. A descriptive analysis of the overall results was conducted, along with Student’s t-tests to analyze gender differences and an analysis of variance (ANOVA) with HSD-Tukey tests to assess differences across fields of study. Findings revealed that attitudes toward mathematics were most favorable among engineering students and lowest among medical students, with significant differences among the three programs in terms of overall attitude, enjoyment, and utility. Gender differences were also evident: male students scored higher on all factors, with significant differences in overall attitude, anxiety, enjoyment, and utility.

Contemporary research on the evaluation of philosophy teaching practices remains scarce. This evaluative practice presents the results of a survey conducted with 51 students regarding the implementation of 14 philosophical didactic designs aimed at fostering knowledge construction, autonomy, and skill development. The study was carried out at Liceo José Joaquín Vargas Calvo, located in Montes de Oca, San José, Costa Rica—a public secondary school that grants national baccalaureate degrees. The evaluative practice was applied using an instrument divided into three dimensions: (a) teaching personnel, (b) skills, and (c) didactic designs. According to the results, philosophy was associated with thinking, reflecting, and conducting inquiry. The skills developed included critical thinking, systematic thinking, learning to learn, problem-solving, information management, and perspective-taking. The evaluation of educational practices is essential to verify theoretical claims within the classroom context. A sound understanding of learning and teaching theories supports the ability to create didactic designs that are learner-centered and skill-oriented.

This study aims to understand students’ perceptions of the assessment process in physical education classes. It follows a qualitative approach with a single-case, descriptive, and interpretative study design. The participants were 57 tenth and eleventh-grade students from a private educational institution in Envigado, Colombia. Data collection methods included a perception questionnaire on physical education assessment and focus groups. Through open and axial coding, the analysis identified five key categories: conceptions, participants, assessment tools, content, and assessment moments. The findings indicate that students are the only subjects being assessed in the teaching process. Teachers place the highest value on attitudinal aspects, particularly participation and motivation in class activities. However, students feel that teachers do not provide clear objectives and criteria for assessment.

Interculturality in mathematics education has emerged as a fundamental perspective for addressing the educational challenges of the 21st century. However, its application and interpretation often generate tensions and divergent understandings. Walsh (2010) conceptualizes interculturality through three perspectives: relational, functional, and critical. This study aims to characterize the use and conceptualizations of interculturality within mathematics education research by conducting a systematic review inspired by the PRISMA protocol. Following predefined criteria, 17 articles published between 2012 and 2023 were retrieved from the Scopus and Web of Science databases. The analysis reveals that, although the critical perspective remains nascent and underexplored, certain studies show a clear orientation toward it. The findings suggest that interculturality in mathematics education is an emerging and expanding field, with a greater emphasis on understanding heterogeneous cultural contexts than on disciplinary content itself. Furthermore, three predominant approaches were identified: critical curriculum analysis, the recognition of local cultural knowledge, and the development of teaching and learning strategies. These findings highlight the tensions between the valorization and the invisibilization of culture depending on how mathematics is utilized. The results underscore the importance of designing pedagogical initiatives that foster dialogue among participants, the need for targeted teacher training, and the implementation of educational policies that support relevant, equitable, and transformative intercultural curricula and practices—capable of responding to the needs of historically marginalized communities.

This study falls within the field of educational assessment, with a particular focus on formative assessment applied to primary and secondary education. The research centers on the formative assessment strategies that teachers implement in their pedagogical practices. The main objective is to identify the formative assessment strategies employed by teachers within their professional contexts, highlighting similarities and differences in their application. The study was conducted with the participation of 189 teachers from 30 educational institutions within the Local Public Education Service, who engaged in a series of formative assessment workshops between 2022 and 2024. Data collection was carried out through semi-structured interviews, while data analysis followed a qualitative approach based on a descriptive framework with categorical coding. The results underscore how formative assessment strategies not only enhance pedagogical decision-making but also foster peer feedback processes. Moreover, the development of evaluative judgments by both teachers and students regarding the quality of their work emerges as a central axis in the evolution of assessment strategies. Nonetheless, primary and secondary school teachers alike tend to prioritize strategies such as feedback, self-assessment, and peer assessment aimed at identifying errors in specific tasks, while devoting less attention to processes that cultivate sustainable, long-term learning strategies.

The objective of this study was to identify the level of school coexistence in virtual environments among sixth-grade primary school students at a Peruvian educational institution. The research employed a non-experimental, cross-sectional design with a descriptive scope. Within the variable of school coexistence, four dimensions were established: social exclusion violence, technology-mediated violence, education for nonviolence, and management for nonviolence. The sample consisted of 73 sixth-grade students aged 10 to 12. The data collection technique was a survey, and the instrument used was the School Coexistence in Virtual Environments Questionnaire (CEEV). The findings revealed that 77% of participants reported that students frequently give their peers offensive nicknames; between 88% and 78% indicated that some students regularly attack, insult, or threaten others through text messages on WhatsApp, emails, and social media. The study concludes that students are misusing virtual environments—particularly social media—by engaging in behaviors and attitudes that negatively affect school coexistence.