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

The treatment of the term competences and the attempt to apply it to education, has reached in the present millennium levels such that they have derived in a wide and diverse conceptual network that becomes approaches, conceptions that renew the meaning of these and their implication in the formation. of the professional future. The article aims to theoretically analyze the importance of the competency-based currículo in the current context, taking the textbook as a guide in the orientation of developer learning. The study was based on the entire theory of the Cultural Historical Approach and the developer didactics, with the use of the historical - logical method and the analysis - synthesis as a procedure, it was weighted in it; the value attributed to the training of skills at the university and the need to promote this training from the orientation of learning with the use of media, especially textbooks. The main results show that professional skills cannot be reduced to knowledge or know-how, a curricular design is required that guarantees the comprehensive and flexible preparation of the student, by promoting developer learning from the orientation of learning through didactic book.

The development of the constitutional feeling in the students of the third cycle of primary education constitutes a necessity of the current Cuban society. Contributing to the achievement of this endeavor motivated the socialization of a pedagogical strategy for the preparation of the primary teacher in the formation of said feeling. In this investigation several methods were used: as a general method, the dialectical materialist, as well as the methods of the theoretical level, such as the historical-logical, analysis-synthesis, induction - deduction, documentary analysis, structural-functional systemic and modeling; from the empirical level, documentary analysis, observation, interview, consultation with specialists and methodological triangulation; and the statistical-mathematical method. In line with the results obtained, a pedagogical strategy was presented that contributed to the enrichment and clarification of the teacher preparation process in the formation of the constitutional feeling and the pedagogical place it occupies in the third cycle of primary education was specified. Actions were proposed for its implementation in the pedagogical practice of this educational level. Its validity was verified through the expert criteria method and a pre-experiment, the results of which contributed to its improvement.

Learning strategies and academic performance is a topic to be reconsidered in Higher Education during the pandemic. The objective of the research is to determine the correlation between ACRA learning strategies and academic performance in students of the first three cycles of the Administration School of a private confessional university. The materials consisted of the questionnaire called the Adaptation, Coding, Recovery and Support (ACRA) scale and the notes of the study subjects. The general method was the hypothetical-deductive one and the statistical one as the specific method. The main results consisted of how the students of Communication II and National Reality achieved 100% at the low level such as social interactions and extrinsic and intrinsic motivation. In addition, all three groups scored low on acquisition strategies in their evaluations. The main conclusion was that both variables have a significant relationship, because according to Spearman's Rho 0.821, a high positive correlation is indicated in the university higher educational organization.

The implementation of administration systems with strategic focus and guided to the quality and the integration of the processes, it constitutes a priority in the projections of work of the Ministry of Superior Education. The investigation had as objective improve system of administration of the Ability of Economic Sciences of the University of Cienfuegos starting from the application of procedures that allows to link the focus to processes and with the relative to the strategic address. Theoretical and empiric methods were used, including technical and tools of the Industrial Engineering and other specialties tune as: the analysis and the synthesis of the obtained information, inductive-deductive, the dynamics of groups, statistical methods and tools contained in such focuses as the strategic address and the focus to processes. The fundamental results of the obtained investigation are centered in: the strategic design of Ability of Economic Sciences, the adjustment of the process maps and strategic, the improvement of the technical records of administration indicators and the development of the proposal of a square of control integral for the studied Ability.

Reading attention and comprehension in general have been investigated throughout history, due to the importance that it has as a basic learning competence, however, in recent years it has had a resignification from the inclusion of information technologies. information and communications in educational spaces. These previous elements that have led to an interest in its development in technological spaces such as virtual classrooms, a reason that leads us to propose as an objective to socialize a study about the determination of the relationship between attention and reading comprehension in second grade students. high school in Trujillo. Starting from using a quantitative methodology with descriptive causal correlational design and the use of two questionnaires. The results derived from the analysis allow expressing how attention has low levels, corresponding in turn with the values of reading comprehension as a variable. From which it can be concluded the existence of a direct relationship between the variables under study and the need to enhance attention based on improvements in reading comprehension of students.

The confrontation of situations of violence that are manifested in the educational community, is the way to recognize and consider the school, as the social institution responsible for promoting education and teaching that emphasizes the values of tolerance and peace. The objective of this article is to offer a professional development program for teachers to deal with situations of violence in the educational community. For the development of the research, a study was carried out based on the general method of materialist dialectics, using methods from the theoretical level (analysis and synthesis, induction and deduction, systematization and the system approach), from the empirical level (observation and interview), as well as statistical-mathematical (descriptive statistics), which made it possible to propose the improvement program as a response to the needs of teachers to face, from a bio-psycho-social approach, where methods and procedures for the prevention and correction-compensation of the consequences that originate in students, situations of violence in the educational community. It is considered that this result contributes to the fact that the educational communities have in their hands a tool that facilitates the fulfillment of the rights of schoolchildren to education, health and well-being and, in turn, to the fulfillment of the Development Goals. Sustainable established until 2030.

Teaching self-efficacy is a construct whose study has increased in recent years. Since the emergence of the category, various instruments have been designed for its evaluation. The objective of the study was aimed at determining the dimensions of the teaching self-efficacy of university professors that have been evaluated in research in the last five years. For this, a systematic literature review was carried out with 6 articles indexed in the Scielo, Redalyc, Dialnet and Redib databases, in the period 2018 to 2022. Analysis questions were raised such as: What scales have been validated for the evaluation of teaching self-efficacy in university teaching staff? What are the dimensions that they evaluate? What criteria support the selection of these dimensions? The predominant use of the 2005 university professor self-efficacy scale and its dimensions for the evaluation of the construct was identified. The findings concluded to determine the presence of 10 dimensions evaluated globally in the teaching self-efficacy of the university professor. In addition, the need to propose dimensions of self-efficacy of the university teacher consistent with the dynamics of Higher Education according to the changes in education in the 21st century was identified.

Among its functions, the Center for the Study of Educational Sciences of Pinar del Río leads research in the field of university management, of students inserted in the training processes of the master and doctoral academic programs in Educational Sciences. The master and doctoral students presented inconsistencies in the theoretical systematizations, when addressing the research objects related to the management of university processes. In general, they focused in an atomized and unconnected way the contents of the management of the process they were researching. For the research carried out, the authors of this paper used a system of theoretical and empirical methods, namely: documentary analysis, scientific observation, interviews, analysis and synthesis, induction and deduction, which allowed them to fulfill the objective of approaching the management of university processes and their dimensions, which serves researchers as a guide for the elaboration of their starting theoretical frameworks. A theoretical foundation was presented as a result of the systematization carried out, which contributed to giving organization and coherence to the theoretical frameworks of the research related to the management of university processes. This work constitutes one of the results of the research project on the management of university processes at the University of Pinar del Río.

The current article presented results of research carried out from 2020 to 2022, it was carried out with teachers of basic education, who are also studying the Master's Degree in Basic Education at the National Pedagogical University in Mexico City and with their testimonies and stories gave rise to to the discussion about the pedagogical aspect of school and community involvement, so that the objective was to understand this phenomenon and its pedagogical potential in the schools involved. Methodologically, it was a work from an interpretative paradigm, with a qualitative approach, from hermeneutic phenomenology and questionnaires and a focus group were applied to collect the empirical data that gave shape to the findings presented here. The results show that in the involvement between school and community there are pedagogical components that contribute to the formation of each boy and girl, that leadership, communication and other qualitative aspects, accompanied by concrete activities, promote a healthy and productive relationship for training. of the student body It concludes with a deep reflection on the elements that allow the links of educational work between school and community and above all the center and pedagogical interest on the future of future generations.

Problem solving is a very effective mathematics teaching methodology, since it fosters a mobilization of knowledge in the sense of seeking the solution. This study aims to analyze, according to the vision of the students involved in the study, which skills can be developed in a class based on the teaching-learning methodology of mathematics through problem solving, as well as contributions and limitations of this methodology in the context of the future training area, of the Technical and Professional Education of those involved. Therefore, the theoretical framework that discusses the conceptions of problem solving adopted in this research is presented, with a mixed approach, using observation and survey as methods. In the sequence, expressing the vision of these students about solving problems in mathematics classes, the story and the analysis of the data are presented. The results indicate that students identify the development of collaboration, adaptability, communication, creativity and persuasion skills as possible to be developed in classes oriented by the methodology, which is conducive to the orientations of the Technical and Professional Education guidelines. In addition, they also indicate as a contribution that the students were actively involved in solving problems, understanding and doing Mathematics while looking for solutions, which at the same time is indicated as an obstacle to be overcome in relation to what they are used to in class traditional.