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

The objective of this research was to identify if there is a differentiated impact on the access and use of a reading application (Booksmart, by Worldreader) between students who used tablets compared to those who used mobile phones to access the resource. It also sought to understand the perceptions of the actors involved regarding the use of the application on each device. Using a concurrent mixed design, data was collected in 2021 through telephone calls to teachers and families from peri-urban and rural public schools in Peru when class suspension persisted due to the pandemic. The results suggest that there is differentiated use in favor of those who had access to tablets compared to those who had mobile phones. This is shown for the variables of knowledge of and participation in the program, as reported by parents. Additionally, some factors that hindered involvement in the program were related to poor connectivity and limited support from family members and teachers.

The STEAM methodology (Science, Technology, Engineering, Art, and Mathematics) has been implemented in various educational systems and seeks to develop transversal skills where mathematics represents a tool for solving problems in context. The ability to solve problems from engineering and science perspectives, using technological and mathematical tools, can lead adolescents to choose careers in STEAM areas. However, in Mexico, only 8% of people who complete a STEAM degree are women. Therefore, this study seeks to analyze the expectations towards STEAM areas of primary and high school students, as well as their possible differences. Through the positivist paradigm, a quantitative methodology is used where descriptive and inferential statistical tools are applied to obtain results. The collected data reveals a difference regarding gender and age, mainly in the areas of Science, Technology, Mathematics, and Arts. This opens opportunities for new studies that analyze the causes of these differences and propose strategies that lead to greater equity in mathematics education.

The persistence of verbal violence and other practices of ethnic-racial discrimination against indigenous and Afro-descendant students in Latin American universities is documented. Additionally, some institutional factors that enable their reproduction in these environments are identified, and initiatives to combat them are proposed. First, ethnic-racial discrimination is analyzed as a manifestation and mechanism for reproducing racism, with special attention to its relevance in universities; then, the main guidelines on racial discrimination established in some international legal instruments are examined; afterwards, an analytical synthesis of testimonies of ethnic-racial discrimination practices against indigenous and Afro-descendant students in universities across 11 Latin American countries, presented in academic publications, is provided; subsequently, an analytical systematization of responses from 545 university students from 17 countries in the region to an exploratory consultation conducted for this study is offered. Based on all this information, certain institutional factors—that is, those specific to universities—that enable ethnic-racial discrimination practices to continue reproducing within them are identified. Finally, some initiatives to combat these practices are proposed.

School inclusion seeks the presence, participation, and learning of all students, regardless of their ethnicity, sexual orientation, and cognitive abilities, among others. In this scenario, the role of teachers is transcendental. For this reason, the objective of this research was to analyze the attitudes toward school inclusion of practicing teachers and those in training for Basic General Education. To this end, from a qualitative approach, eight semi-structured interviews were conducted, which were examined through qualitative content analysis. The results reveal favorable attitudes toward educational inclusion, especially when it is supported by collaborative work among all pedagogical agents. The conclusion highlights the importance of both active and in-training teachers being trained to acquire theoretical and practical knowledge that improves not only their pedagogical practices but also their attitudes toward inclusive education.

The Latin American Journal of Educational Studies (RLEE) has published, since its founding, informed and rigorous dialogues about social problems faced by Latin American societies, and their possible solutions and approaches through educational work. True to the tradition of the Center for Educational Studies (CEE), where it was born, and the Jesuit University System (SUJ), which today sponsors it through Universidad Iberoamericana Ciudad de México, the Journal has discussed the main historical, political, social, and cultural processes of our region from an educational perspective. The clear orientation of the Universal Apostolic Preferences and the priorities of AUSJAL's Strategic Plan are a confirmation of the pact for a sustainable life, but they are also a permanent call to remain steadfast in the daily actions that make it feasible to envision a world where social and environmental justice are a reality.

The research analyzes the text of 133 informative notes on educational topics published in the online versions of four newspapers from the Guadalajara metropolitan area between February and May 2023. The primary research question is: What is the educational narrative in the local written press? To address this, a mixed methodology was employed, which initially involved the analysis and classification of informative notes and subsequently used an online digital application for word counting and segmentation. As a result, a series of graphs are presented on note frequency, gender and journalistic types used, the institutional actors involved, the triggering factor of the news event, and the constitutional educational values alluded to in the informative notes. The research concludes by providing elements to understand how the online versions of the local written press intervene in the construction of a social narrative about education in the city of Guadalajara and ends with a series of recommendations to improve the breadth and depth of news coverage on educational topics.

The purpose of this article is to analyze the references to school coexistence present in the 2022 Study Plan for preschool, elementary, and middle school education in Mexico. The content analysis method was used to identify the use of the term "school coexistence." Additionally, semantic networks were developed to expose the relationship between deductive analysis categories to recognize the approach to coexistence in this document. The results show that the curricular document integrates elements from multiple approaches that promote collective practices in social interactions and dynamics. This represents significant changes from the school coexistence approach of the previous educational reform, which was based on a socio-emotional approach focused on promoting individual skills.

The results of an evaluation exercise of the educational attention policy for the migrant agricultural day-laborer child population in Mexico are presented, whose objective was to identify and propose interstate coordination mechanisms between states of origin and receiving states, in order to provide elements that contribute to improving their education. This exercise was carried out using a qualitative, participatory and coordination-based methodological approach based on a previous diagnosis of the problems that involved joint reflection among educational authorities on specific contexts, attention experiences and improvement proposals based on interstate coordination. This experience represents an advance in policy evaluation with a participatory approach in which the educational authorities, responsible for the policy, move from being objects of evaluation to subjects involved in it.

In the educational context, Risk Management is a process that involves formulating plans and strategies to identify environmental risks, in order to establish actions to reduce vulnerability and prevent or mitigate the manifestation of threats; it represents a commitment from the educational sector to promote safety by involving the educational community. At the Primero de Mayo School in Barrancabermeja, the importance of risk prevention is addressed as a component of community management in the Institutional Educational Project; however, according to the results of the Institutional Improvement Plan, it is necessary to implement actions that involve the student community in recognizing Risk Management and its processes. This research aims to design a didactic model to promote Risk Management in third-grade classes. It adopts a qualitative approach and Design-Based Research (DBR) methodology, establishing both conceptual and methodological levels, guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Thus, through the implementation of didactic strategies and tools, theoretical and practical knowledge about Risk Management is promoted, fostering the consolidation of a prevention culture.

This work aims to present the processes and results of the Inter-Chair Educational Intervention Extension Project called Kichwapi pukllas (Playing in Quichua). It arises from the need to develop teaching materials for literacy in Quichua as a second language (L2) for children in primary schools located in contexts of Quichua-Spanish bilingualism (Q-S), in the province of Santiago del Estero, Argentina. The proposal was developed over three stages during the period 2022-2024 at the San Sebastián N° 954 primary school in Juanillo, Atamisqui department, and aimed to bring children closer to the Quichua language using playful-didactic resources produced by students of the Higher Technical Degree in Intercultural Bilingual Education with a mention in Quichua Language, from the Faculty of Humanities, Social Sciences and Health, of the National University of Santiago del Estero.