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

Participatory research into the experiences of children and adolescents (C&A) who are victims of abuse raises ethical and methodological difficulties. The aim of this article is to analyze the becoming results of the first months of fieldwork in a participatory research with institutionalized children in residencies of the Chilean National Specialized Childhood and Adolescence Protection Service, focusing on the ways in which the unfolding of the fieldwork, through the interactions with the participants and the appearance of various challenging situations, reshapes the methodology. A post-ethnographic methodology is developed through participant observation, children’s visual productions (photographs, drawings and cartographies) and micro-interviews with C&A, conducted in two residences located in the Metropolitan and the Valparaíso region, with C&A from 8 to 12 years approximately. This article is based on the early stages of the research, drawing on a collective and interpretative analysis of the field notebooks, the production and selection of photographs by children, and the first interviews with them. Two types of challenges are highlighted. First, methodological challenges related to the articulations between the characteristics of residential care institutions and their residents. Here, methodological reflections are developed through the discussion of two critical aspects of residential life: the dialectic between that which is individual and that which is collective, and the expressions and treatments of trauma. Regarding the former, it is pointed out that the residence’s intervention strategies are highly individualized, and that this manner of functioning has a role in children subjectivation processes. This raised difficulties for the application of collective participatory research techniques, as well as the necessity for shifting the methodological approach to a more individual one. Likewise, the traumatic experiences faced by children in care leave traces that manifest in a variety of forms. Emotional dysregulation episodes are one of those that have proven challenging, as they call for attention to alerting signals and a heightened awareness for when to encourage participation and when not to insist. The second type of challenges have to do with the bonds that abused and institutionalized children have with adults and peers. Their relationships with adults are very important, but also ambivalent: marked by experiences of abandonment or neglect, and by the high rotation of their resident carers. This conditions the research process and poses ethical questions on participation and voluntariness. Meanwhile, their relationships with peers fluctuate between care and disciplining. On the one hand, they form significant friendships through time that may even sometimes be regarded as brotherhood/sisterhood. On the other hand, they often encounter conflicts in which hierarchies and relations of power are to be seen. These relationships, complex and volatile as they are, have had a strong impact on the becoming of the methodology as well. This fieldwork experience whispered a variety of emotions on researchers, and gathered feelings of tenderness and empathy for C&A and resident workers, but also feelings of overwhelm and frustration in front of the observed situations and difficulties in implementing the research and actively involving C&A.

Migrant students who speak a language different from that of the school often face barriers that limit their participation and recognition in the mathematics classroom, leading to lower performance compared to their peers. This study explored the learning experiences of Daniel, a Haitian third-grade student in a Chilean school, while participating in a didactic intervention designed to foster early algebraic thinking. By observing his interactions with his peer group, the study analyzed exclusion dynamics and learning opportunities in a monolingual setting. In this context, the primary objective was to examine Daniel’s algebraic thinking and his positioning within the peer group as he solved algebraic tasks focused on pattern generalization. The study adopts a non-deficit perspective on potential bilingualism through an embodied cognition approach, which considers not only words but also gestures and movements as valid expressions of thought. Additionally, the concept of positioning was used to analyze the roles students adopt in their interactions with others and how these influence their participation. In mathematics education, research has shown that linguistic minority students are often positioned as less competent, restricting the validation of their ideas. Thus, the study’s conceptual framework allowed for an analysis of both the cognitive and social aspects that shaped Daniel’s interactions with his peer group. Methodologically, a case study was conducted, focusing on Daniel and his interactions with three Spanish-speaking classmates. The research was carried out within the framework of a didactic intervention based on pattern generalization tasks to develop algebraic thinking. Sessions were video-recorded, students’ worksheets were collected, and individual interviews were conducted at the end of the intervention. The video analysis followed a categorical approach, incorporating categories to describe positioning within the group (expert, novice, facilitator) and algebraic thinking through Daniel’s semiotic activity, including gestural, spoken, and written records. The findings indicate that, despite his difficulties in arithmetic and oral expression in Spanish, Daniel demonstrated advanced algebraic reasoning, particularly in identifying patterns, assigning correct meanings to letters, and proposing their use in simple algebraic expressions. His ideas were often best understood through gestures rather than spoken language, emphasizing the importance of considering non-verbal forms of expression in mathematics instruction for potential bilingual students. Despite his contributions, the analysis of positioning revealed that Daniel was mostly perceived as a novice, which limited his participation and the consideration of his ideas within the group. On several occasions, Daniel abandoned his own correct ideas in favor of incorrect ones proposed by classmates whose voices were perceived as more competent in the subject. These results provide a basis for reflecting on how linguistic exclusion in the classroom can obscure students’ abilities, restricting their participation and mathematical learning development. Furthermore, this study highlights the importance of implementing teaching strategies that promote equity in the classroom by recognizing and valuing diverse forms of mathematical expression. In particular, it underscores the need to consider gestural repertoire as a legitimate means of communicating ideas, fostering a more inclusive and accessible approach to mathematics education.

In the Chilean educational field, there is a research and educational gap in high school education around the delimitation of the real competencies and linguistic precision evidenced in the use of the written language. Writing review is a very arduous task for teachers, which involves a lot of work, with worrying difficulties and low levels of linguistic and discursive competence observed in students. The purpose of this article is to determine the most relevant problems in the writing of second-year high school students belonging to 4 municipal schools in the Biobío region. It is about answering the question: What are the most frequent errors observed in a corpus of high school learners? The research is novel since it incorporates the Corpus Linguistics of Language Learners methodology and a technology-assisted error analysis for the identification of errors. Learner corpora are collections of oral texts or digital writings of language learners. These corpora are implemented and processed computationally through specialized programs for the recovery of information according to certain search criteria. The need to observe how students use the language can yield results that show which areas present greater difficulty, which are persistent, or which respond to different phenomena within the development of the language. The study is mixed descriptive, quantitative and qualitative. The main objective is to determine the most frequent errors observed in a textual corpus of high school students of the educational system. The results show the following most relevant trends: (1) omission of the comma in sentences, (2) omission of the accent in agudas words, (3) in esdrújula words, (4) in the dieretic accent and (5) diacritic, (6) alternation of the graphemes s/c/z, (7) omission of capital letters, (8) substitution of additive connectors y (9) omission of the grapheme h. These trends serve as guidelines for teachers to develop writing proposals that support the improvement of errors in textual revisions and the linguistic precision of students. The texts analyzed in our research also show different levels of difficulties that in some cases compromise the understanding of the text, such as, for example, what was found at the level of discursive cohesion. The most revealing thing in this study are the problems at the level of spelling and punctuation that could be expected to have already been resolved in the high school education. Orthographic knowledge influences textual construction processes in general, since attention is paid to the way a word is written. The computational processing of large quantities of student texts to determine with certainty the reality they present at the level of their linguistic and textual competences is configured in a methodological advance at the level of the research that is being carried out around the detection of errors and problems in the educational system. This methodological approach constitutes a contribution to the educational and linguistic area, in that it allows diagnosing and assisting in the text revision tasks by high school teachers. This also provides possibilities for methodological improvements in a context where the detection of errors and the motivation for self-correction can be carried out privately and non-invasively.

This text presents a research that seeks to understand the relevance of the Mapuche games in the education of children from three rural schools in the municipality of Curarrehue, in the Araucanía region. The methodology included a quasi-ethnographic qualitative approach, interviews with 3 educators and focus groups with 45 children that were conducted to contrast Mapuche ontological principles with the experiences of learning and teaching these ancestral bodily practices in a school context. The discourses were analyzed, and relevant categories were developed to identify the meanings of learning the Mapuche game in the school context, in order to contrast these discourses with the Mapuche ontological aspects of learning and ways of life. Lastly, it is possible to confirm the importance of promoting epistemic and cultural justice in Mapuche childhood.

This article analyzes the socio-economic and demographic determinants of financial inclusion in Mexico. Using microdata from the 2021 National Survey of Financial Inclusion (ENIF, for its acronym in Spanish), a financial inclusion index is created that includes the following products: credit card, savings account, investment fund, mortgage loan, insurance and pension fund. The main socio-economic and demographic determinants of the level of inclusion by income levels were estimated using artificial neural networks. The evidence indicates that the level of financial inclusion is based on level of income, level of education and occupation.

Argentina’s energy matrix is highly  dependent on hydrocarbons, but domestic production has not been able to supply the domestic market, resulting in trade deficits and permanent foreign exchange outflows. In this context, the Kirchner administrations conducted several economic reforms, one of the axes of which was the recovery of the leading role of the State in order to achieve energy sovereignty. This series of reforms was modified before the arrival of the liberal Mauricio Macri to the presidency but was partially reinstated by the government of Alberto Fernandez in 2020. This paper aims to analyze whether successive governments have mitigated the underinvestment and external dependence of the Argentine energy sector and the limitations of such policies. It concludes that the different oil policies implemented had failed to reverse the underinvestment and foreign dependence of the Argentinean hydrocarbon sector.

This article examines how individual characteristics influence the likelihood of choosing entrepreneurship over other employment options and provides insight into the diversity of entrepreneurs. Four occupational categories are considered: employers, subordinates and salaried workers, unpaid workers and the self-employed. The methodology used is multiple choice, allowing us to study individual decisions between alternatives. The study shows that higher education is associated with more salaried workers, while people with basic education tend to be more entrepreneurial at older ages. Gender differences in the likelihood of becoming an entrepreneur are also identified.

This paper investigates the impact of land tenure security on household labour supply in Vietnam, where the State owns all land and grants usufruct rights to individuals. The 1993 Land Law set usage rights for annual land at 20 years and perennial land at 50 years. In 2013, with usage rights for annual plots approaching expiration, the government passed the 2013 Land Law, extending usage rights for all land to 50 years. Utilizing this unexpected policy shift, we compare households with expiring rights (annual plots) to those with extended  rights (perennial plots). Results reveal that increased tenure security reduce household labour supply in agriculture, particularly from women, and spurred greater capital intensity and a reduction in landholdings.

  This research seeks to answer the following question: What has been the role of the State in the scientific and technological development of Mexico during the period 2000-2020? To this end, a review of the literature on the role of the State in the field of science and technology was carried out, and the analysis of qualitative and quantitative variables was established as a methodological strategy to paint a picture of state intervention. Three main findings were obtained: i) that the State plays a crucial role in promoting the nation’s technological progress, ii) that despite state support, the private sector is reluctant to innovate, iii) that state intervention tends to direct innovation towards social, environmental and energy issues.

This paper assesses the impact of nearshoring on manufacturing, employment and foreign direct investment (FDI) in Mexico between 2020 and 2023. Nearshoring is attributed to factors such as the trade conflict between the United States and China, the disruption of supply chains due to the Covid-19 health crisis and the entry into force of the Mexico-United States-Canada Agreement (T-MEC).