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

The main objective of this work is to show the voices of hourly or per-subject teachers regarding different dimensions of job insecurity in private Higher Education Institutions, which highlights an issue that has received little visibility. This is an exploratory study aimed at obtaining a first approach to the problem presented from the teachers' perspective. For data collection, semi-structured interviews were conducted with "hourly teachers"; the interview script was constructed based on the dimensions of job insecurity. The sample is theoretical, and the results show general discomfort and urgency about the future among hourly teachers; the interpretation is carried out based on the signs derived from the proposed dimensions in a hermeneutic process.

The article aims to analyze how situated learning progressions for the care of the physical and social environment, promoted by the CARE-Mexico Project in schools, contribute to destabilizing an androanthropocentric education sustained by oppressive dualisms (humanity/nature, human/animal, reason/emotion, relevance/pertinence) that deepen the socio-ecological crisis. Using a collaborative qualitative methodology, based on observations, interviews, and informal conversations, we analyze the design and implementation of learning progressions in two primary schools in Yucatán and Veracruz, Mexico. The results present: a) women's participation in the situated learning process as companions, knowledgeable individuals, knowledge transmitters, and caretakers of the natural and social environment, as well as human and non-human beings; and b) an educational approach that is ecologically, socially, historically, and culturally situated through care knowledge and practices constructed by women in their various roles, which are relevant to the local context.

Faced with the global civilizational crisis, universities have the commitment to educate individuals with an ethical and political consciousness that contributes to socioenvironmental transformation and the construction of sustainable societies. For over two decades, Universidad Iberoamericana Ciudad de México has been working on incorporating sustainability into its curriculum. This initiative was institutionalized in the 2021 Manresa study plans, in which sustainability is included as a generic competency and a cross-cutting theme. After three years, the process faces challenges, primarily the lack of an institutional strategic plan for curricular environmentalization. This work describes Universidad Iberoamericana journey towards mainstreaming sustainability in its curriculum, particularly the role played by the University Sustainability Program. It discusses achievements, limitations, and challenges, and proposes actions to consolidate this process in the institution.

The purpose of this work was to understand how elementary school teachers perceive the assessment of indigenous students' learning and how they carry out this process. It is an interpretive study, using a phenomenological method, and a questionnaire was applied to 64 teachers from the mountainous region of the state of Chihuahua, Mexico. The results identify two functions of assessment: knowing the level of learning acquired and making decisions to solve classroom problems and improve teaching practice. The participants prioritize diagnostic and final assessments; however, process assessment is conducted informally and unsystematically. Informal and semi-formal assessments have less evaluative weight than formal assessments and rely on quantitative instruments. Two positions were found: those who assess based on curriculum indicators and those who do so according to students' real conditions. In both cases, there is a shared concern for improving their students' conditions. It is concluded that, although a traditional approach persists in pedagogical practices, there is also an interest in improving the educational and life quality of these indigenous communities.

Future generations need a critical ecosocial literacy that allows them to confront the current socioenvironmental crisis. Enabling a new curriculum and a new teaching approach that educates in and for degrowth, questioning the current model of extractivist capitalism that generates greater social inequality and the destruction of the planet and its pollution to maintain an unsustainable overconsumption. An extractivist model that destroys natural habitats, causing serious environmental and socioeconomic problems, primarily affecting the most impoverished populations, as they are the most vulnerable. The educational system has an unavoidable responsibility to educate towards a way of life that prioritizes maintenance, care for the planet, and the future of generations, to denormalize desire and consumption as a form of fulfillment and happiness. Forming a conscious citizenship capable of committing to ecosocial justice, equality, care for others and the planet.

In this work, the relevance of studying and developing place attachment in urban parks is argued, to ensure and expand the right to environmental and heritage education outside the curriculum. Based on the results obtained from a semi-open exit survey applied to 427 visitors, a characterization of the Xochimilco Ecological Park (PEX) is proposed as a place of attachment. Using a typology to differentiate distinct places of attachment, the components (functional, cognitive, affective, and social) of the sense of place generated by the park's visitors are analyzed, and some possibilities for educational intervention to strengthen their attachment relationships are projected. It is concluded that the analysis of the sense of place is a key tool for educational research in the planning and evaluation of informal and non-formal education processes in public spaces.

In this article, we aim to enrich an integrative perspective of educational processes at the higher education level through a corporeal and ecological cognitive approach. Our goal is to propose didactic approaches that cultivate transformations towards more caring ways of relating to ourselves, to others, and to the human and non-human environment. We begin by presenting the cognitive assumptions that currently predominate in our educational systems and underscore the growing relevance of emerging embodied and ecological cognitive perspectives. We introduce a dialogue between key elements of critical didactics and embodied and ecological cognition, proposing possible strategies for constructing integrative and transformative educational practices that contribute to expanding our environmental awareness and cultivating solidary ways of inhabiting, based on the profound interconnection we have in the web of life. We highlight the importance of cultivating educational practices that integrate direct sensory experience.

Biodiversity is essential for human life, and its accelerated deterioration has increased its importance in scientific and educational fields. From a pedagogical perspective, we recognize didactic strategies as an important tool to address the current socio-environmental crisis. This article compiles and analyzes research from Latin America (2004–2020) on biodiversity teaching strategies, focusing on scientific practices and education in non-formal contexts. The results are presented through trends that reveal shared particularities among studies in the region and a discussion of these trends through critical points, their implications for education, and the current socio-environmental crisis. Finally, we provide some considerations on teaching practices and educational research related to biological diversity.

This article analyzes how the levels of enrollment, promotion, dropout and failure are affected by access to basic infrastructure services such as electricity, drinking water, and sanitation services, as well as by access to basic facilities such as classrooms, sports fields, laboratories, libraries, and computer rooms. Based on Bolivian data for the entire universe of schools and colleges at the preschool, primary, and secondary levels, an empirical study was carried out on the impact of educational infrastructure during the period 2015-2020. It is analyzed whether the results vary depending on whether the schools are public, are located in urban centers and whether they offer a humanistic degree. Consistently, the findings show that access to basic infrastructure can play a fundamental role in generating positive educational outcomes, but when the analysis is disaggregated by geographic region and educational levels, there emerge significant differences.

Eco-anxiety is a disorder present in a growing number of young people belonging to the so-called Generation Z, which involves signs of depression, anxiety, and apathy in the face of a landscape of precariousness, social inequality, and environmental deterioration. This analysis aims to justify the importance of incorporating the impacts on people's mental health as one of the key dimensions of the socio-environmental crisis. Additionally, it proposes the integration of environmental education and socio-emotional education as pedagogical approaches that can nurture teaching practice to develop competencies oriented towards socio-environmental justice among university students.