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

This paper proposes a “symptomatic reading” of the city in the novels Muñeca Brava (2015 [1993]), Travesías del hombre Lobo (2015) and the book of short stories Las pistas de Lucifer (2014) by Lucía Guerra. Using the conceptual contributions of literary geocriticism by B. Westphal and R. Tally, the work of the thinker of urban imaginaries is analyzed as a cartography. The author makes a mapping of the city whose dynamics are constructed from the trajectories that describe the heterogeneous identities that inhabit it. These trajectories become journeys that challenge the environment conceived from the geometric and epistemological layout of the city. Thus, the map of the city will shed clues of the fractures of a hegemonic history, which loses the status of organic order. Through the interactions between human, geographical and social space, the symptoms of a present will be revealed in order to draw new maps of the city and of the subaltern spaces of Chile and Latin America.

The article exposes the results of an investigation that has had the purpose of analyzing the role of teachers in the teaching of History, Geography and Social Sciences in intercultural school contexts such as those that are being presented in an unprecedented way in some schools in the southern zone of Chile, this concern emerges as a product of the dynamic migratory flows experienced in recent years that have come to stress educational contexts. Using an interpretive hermeneutic methodological framework, operationalized from the symbolic material co-created by the discourses of the teachers participating in the study, the research sought, at the same time, to identify the strategies implemented by the teachers aimed at making visible the presence and life stories of migrant students recently settled in their classrooms. The study concludes that, contrary to what is declared in the teaching discourses, there is a set of practices that tend to prevent, at least hinder, the adoption of intercultural pedagogical-educational models in the classroom, which coexist with a set of beliefs , on the part of the teaching staff, who make the tabula rasa homologation a central element of their work with their students, wasting educational and training opportunities both in the educational and cultural spheres of the class as a whole.

We present the development of workshops on text comprehension and production for inmate students attending the first stage of undergraduate studies—the so-called Ciclo Básico Común (Common Basic Cycle)—at the University of Buenos Aires and a proposal of associated activities, elaborated based on the basis of the workshops’ experience, for teaching staff to promote reading comprehension in students in prison. On the one hand, the proposal is based on the Enseñanza del Español como Lengua Segunda y Extranjera approach (Teaching of Spanish as a Second and Foreign Language; Acuña, 2003). According to this approach, mastering academic Spanish requires learning a second language. On the other hand, the proposal employs tools from the Simple View of Reading (SVR, Hoover y Gough, 1990) and the Core Academic Language Skills approach (CALS, Uccelli et al., 2014). The Simple View of Reading explains reading performance as a result of decoding and linguistic comprehension. These are skills that allow the reader to construct the meaning of a text. The activities we propose here are centred on decoding ability and linguistic comprehension—specifically global text comprehension, vocabulary (breadth, depth and accuracy), and interpretation of connectives. We hope the activities will be useful to teachers working on reading comprehension in academic Spanish by students with characteristics similar to our target population.

The professionalisation of teaching is an aspect of the educational sphere which, in recent years, has gained a strong prominence, in fact, the teaching profession has recently been included as a matter of analysis and reflection in the Spanish political agenda. The aim of this paper is to carry out a review of the academic literature on teacher professionalisation by searching the Web of Science and Scopus databases. The initial search showed a total of 556 articles. After applying the corresponding exclusion criteria, 33 academic articles were obtained and analysed in depth. The results show an increase in the scientific production on teacher professionalisation, which underlines the relevance of the topic at present. Furthermore, the reviewed works are based on four main themes: works that delve into the theoretical issues of the teaching profession, as well as works that consider in-service training, teacher assessment and teaching practice as key elements. Cross-cutting themes such as teaching competences, quality and improvement of education and Information and Communication Technologies (ICT) have also been identified. These thematic guidelines will allow us to identify, analyse and reflect on the key aspects of teacher professionalisation in Spain.

Reseña del libro "Dejémosles Pensar"

Cuban society is developing an Educational Revolution to achieve a general and healthy culture among the people. The Education System carries out actions to ensure quality learning for all citizens. It is a challenge for the Educational Sciences to guide the development and transformations in each teaching institution based on the teaching activity. Therefore, this article focuses on the development of students' oral skills in English. It is derived from a research work for the doctoral degree of the main author. The scientific problem lies in the inadequacies of English teachers in the speciality of Gastronomic Services in Manzanillo, which hinder the development of oral expression to interact with customers during the gastronomic service in their objective reality. The purpose is to highlight the theoretical elements that justify the usefulness of the "What's new?" technique as an effective resource for developing this skill. The technique, designed by the authors of this article, is applied in pedagogical practice to corroborate its effectiveness. This is the major contribution of the research work. Among the scientific methods used are analysis-synthesis, observation, document analysis, pedagogical testing, as well as statistical methods. As a result, new ways are opened up for the participation of students in spontaneous, creative and natural communicative interactions. 

Eurogames are a tool that can be used strategically in secondary education classrooms and whose benefits go unnoticed by many teachers. The general objective of this study is to determine the influence of Eurogames on the following dimensions: meaningful learning, cognitive development, social relations, improvement of self-concept and promotion of motivation; on the holistic development of students in Compulsory Secondary Education. To this end, the impact of Eurogames as a means of favouring the cognitive development of students, focusing on higher order cognitive processes, will be assessed. On the other hand, the potential of their use in the classroom to improve social relations and group cohesion, as well as the intrapersonal development of students, will also be validated. In addition, the relationship between Eurogames and different types of motivation that favour their implementation in the learning process will be shown. As main conclusions, game-based learning can favour meaningful learning, it can promote the use of higher order thinking processes and board games can facilitate the development of social relationships.

The paper presents the results of research to unveil the cultural pertinence of the pedagogical practices from the actors perspective, in multigrade schools of the Basic Educational level, as a crucial factor for the implementation of intercultural education in Northern Mexico. The research presents a qualitative methodology of the interpretative type, with a multiple case study design. An intentional structured sampling is applied with the participation of 20 teachers and 4 school principals through in-depth interviews and 2 focal groups. The inductive model was selected for data interpretation, which allows us to determine that the pedagogical practices within the multigrade context, from the perspective of the actors, do allow the implementation of intercultural education, nonetheless, through the analysis of emerging categories such as didactics, curriculum, management and student experiences, results show a void related to the intentionality of the actors towards intercultural education.