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

The aim of this article is to understand how digital literacies, the usage of digital technologies and emergency remote teaching during the COVID-19 pandemic have affected the life of women participating in stricto sensu Graduate Programs of Universities in the Brazilian Legal Amazon. This study is based on the perspective of digital literacies, which considers the social uses of reading and writing. This is a mixed approach, exploratory and applied research. The data has been collected during August and September, 2021, by means an online platform, based on a 30-item semi-structured questionnaire. The data set comprises 218 valid answers from female professors (n = 100) and students (n = 118) (age 18+) of the surveyed Universities. The results show that the respondents have faced many challenges in emergency remote teaching during the pandemic, in particular, work overload, scarce interaction with colleagues, limitations in the use of digital technologies, difficulties in accessing digital technologies, mental/physical health problems and lack of boundaries between academic and family activities performed in the household environment. Nonetheless, the digital technologies have enabled them to participate in events (livestreams, webinars, conferences, courses), meeting research groups and proceed with classes and research. In a geographically large and economically disadvantaged region, as is the case of the Brazilian Legal Amazon, public policies are essential in order to promote literacy events and activities.

Organizations constitute the ubiquitous environment, created by the human being and integrated by him, which, in the course of his evolution and development, has provided him with the highest states of satisfaction and well-being: social, economic, political, cultural and educational, among others. To achieve such satisfaction and well-being, the organization requires a structure that guarantees that it achieves its objectives. What has been stated is the fundamental purpose of this essay: to analyze the models proposed by organization theory and management scientists, to define and study the structure, with the aim of demonstrating that such models have limited themselves to pointing out the relevance of the structure and its elements, without actually establishing a proposal for its design.In order to fulfill this purpose and objective, a documentary theoretical investigation was demonstrated, which defined the main published works on: Structure of Organizations as a study unit. And as categories of analysis are established: delimitation of the concept of structure, elements of the structure and structure model. The results of the essay allowed to identify six models, by means of which both the theory of the organization and the scientists have determined: what is the structure, what are its components and how they are configured, to achieve the objectives of the organization. Based on the achievements obtained, a proposal for a structure model for the educational organizations of the Costa Rican educational system is developed. In the conclusions, the importance of the structure for organizations and in particular for educational organizations is highlighted, clarifying that the model proposed for the Costa Rican educational system represents an effort, whose main purpose is to induce and deepen the study of the structure in the schools.

Pedagogical accompaniment constitutes a formative and relational space in which higher education institutions and schools participate. However, experiences of accompaniment lacking dialogue and collaboration strain the practice and pedagogical knowledge of students. The purpose of the study is to identify experiences and conditions necessary for pedagogical accompaniment during final internships. The research method is qualitative and based on Grounded Theory. Fifteen students of the Catholic University of Temuco were interviewed in final pedagogical practices during the period 2018 - 2019, in the region of La Araucanía, Chile. The data correspond to student testimonies, analyzed through open coding with the support of ATLAS.ti software version 9. Regarding the ethics of the research, an informed consent with confidentiality and anonymity commitments was elaborated. The results are divided into two dimensions: relevant experiences of accompaniment and conditions necessary for pedagogical accompaniment. Regarding the first dimension, welcoming actions at the beginning of the professional practice, constant support from those who develop tutorials and learning acquired in the observation of their actions are observed. The second dimension shows the support of tutors, collaborative work, support from school teachers and the building of trusting relationships. It is concluded that it is necessary to generate actions such as: teacher induction that stimulates trust between tutors and students, training for evidence-based observation, promoting the participation of other teachers, encouraging diverse accompaniment experiences and developing tutorial training plans.

The general objective of this study was to collectively construct the concepts of quality and excellence for a Chilean university as part of the updating of its quality policy, within the framework of the permanent search for continuous improvement within the institution. A theoretical review of both concepts was carried out, which allowed establishing that quality is a widely studied topic in higher education, but not the idea of excellence, which has been researched to a lesser extent. It was determined that a theoretical construction is not sufficient for their definitions, since both concepts have a multidimensionality and are dependent on the context to which they belong. Consequently, it was necessary to highlight the opinions of the different members of the university community in their definition. It was decided to apply a qualitative and exploratory approach based on the opinions of the different strata, where 75 people participated in a survey conducted through focus groups applied in August 2020 and October 2021. Subsequently, a content analysis was carried out, which established the following results: each definition of the concepts must be concrete and include an approach that considers the context and the elements of the university's work, such as objectives, identity, purposes, mission and institutional vision; the definition of the concept of excellence must explicitly include quality, so that the relationship between both definitions is visualized.

This article examines students’ perceptions of ethics and ethical training in research on second language acquisition. The role of ethics in applied linguistics and research has received little attention, despite its relevance. This study, which was conducted from May to June 2022, involved 26 TESOL students enrolled in a Licenciatura program at a Costa Rican public university. It used a quantitative, direct needs assessment design. The researcher collected data through a survey designed to elicit students’ opinions on this issue. Quantitative data were analyzed using descriptive statistics. Data analyses indicate that: 1) students tend to reject unethical behaviors in research (68.75%); 2) some behaviors seem more permissible than others; 3) students consider ethics an essential component of research (x̅ = 4.6, SD = 0.57, Mod = 5); and 4) the Licenciatura program does not incorporate a systematic approach to ethical training in SLA research (X̄ = 9.33; SD = 8.08. Consistent with the reviewed literature, these findings demonstrate the lack of ethical training in language teaching programs and second language research. Furthermore, the analysis suggests that direct instruction may broaden students’ understanding of ethical issues when conducting research. Finally, these findings suggest that students would greatly benefit from a more structured curriculum that considers the ethical component of research.

The article aims to investigate the potential of mathematical modelling to promote metacognitive strategies. The investigation, of a qualitative nature, is based on a theoretical framework and considers data obtained from students of a Mathematics Degree, at a Brazilian university, during the years 2020 and 2021. The results indicate that these strategies are triggered by the demands of the different phases of a modelling activity, that are characterized as: interaction, mathematization, resolution, interpretation and validation; preparation of a report and communication of results. Although metacognition is a personal attribute, it has manifested itself through both individual and collaborative strategies. The activities were carried out in two different moments of familiarization of the students with the modelling and, although there were no differences in the amount, there are indications that in the activity of the third moment strategies emerged that may have contributed more to the performance of the group regarding the competence to do modelling as well as for their mathematical performance. The identification of metacognitive strategies promoted by the demands of the activities leads to the conclusion that in the circumstances in which they were developed, they constitute an example of a metacognitively rich environment.

The objective of this research was to determine the state of the art of knowledge management in a group of Latin American universities based on an analysis of academic publications according to the criteria of: knowledge management evolution according to generations, use of management models of knowledge and knowledge management in the substantive functions of teaching, research and university extension. The population consisted of 49 academic publications indexed in Google Scholar, published from 2004 to 2021 in 14 Latin American countries and the quantitative approach was used for analysis. The study shows that most of the publications correspond to the second and third generation of knowledge, by identifying the SECI model (Socialization, Externalization, Combination and Internalization) as the most referenced model. The development of their own knowledge management models reaches 41% of the jobs, mainly in Bolivia, Colombia, Mexico, Peru and Venezuela. The results allow us to identify the degree of evolution of the use of knowledge management from the generations of knowledge, the most used knowledge management models and their application around the substantive functions of the university.

The objective of the essay is framed in addressing the way in which global educational policies have influenced Costa Rican educational processes, specifically in the Costa Rican Technical Vocational Education and Training (TVET), being the case of the introduction and implementation of the first pilot projects in the dual modality one of the most significant. This is approached from a critical reflection on the documents (documentary review), which present information on the path taken by the different sectors: educational, economic and trade union, towards the curricular planning and implementation of the proposal of the dual modality in TVET of the Directorate of Technical Education and Entrepreneurial Skills of the Ministry of Public Education (DETCE-MEP), initiated in 2017. The main arguments focus on the fact that TVET in Costa Rica has its foundations in the School of Arts and Crafts of a group of Salesian religious, to later consolidate as an Educational Modality in the Fundamental Law of Education of 1957, from this moment it is stated that this is characterized by responding to the needs of the country, in terms of professions and trades, this link with the employer sector has characterized this educational modality since its inception and remains in time. As Costa Rica has opted for an economic development model based mainly in the service sector, global economies have an impact on local economies, and these in turn have an impact on the TVET curriculum. From these processes of exposure to international trends is that the first proposal for a Dual Technical Education and Training Law arises, which is perceived as influenced by international educational models, for these reasons it finds citizen forces that manifest themselves against it, so an analysis from a critical perspective is proposed through which it is intended to demonstrate the need to place the global recommendations regarding educational systems. The main conclusion is the need for a dual educational modality that is contextualized and situated, and that establishes itself as a space of inclusion for the populations that opt for this educational path, contributing to social justice.

The present corpus-aided study sought to identify the grammatical and non-grammatical second language (L2) error patterns of Costa Rican university English learners at all academic levels of a public university. Specifically, a total of 360 English as a foreign language learners, who were enrolled in the B.A in English or B.A. in English Teaching during the second semester of 2019, took the Quick Oxford Placement Test to ascertain their English Proficiency level and composed an argumentative text to elicit their written errors. Results from the placement test showed that the participants’ proficiency level ranged between B1 (low intermediate) and C1 (low advanced). In addition, the quantitative nature of the study required not only converting the handwritten compositions with a speech recognition software but also identifying and tagging all L2 errors with a tagging system. Analyses of a statistical software for data management revealed that the learner corpus contained a total of 33 L2 error patterns, which were classified as follows: 17 grammatical, 10 stylistics, and 6 lexical. Main descriptive findings indicated that although some error frequencies lowered to the point of having none as learners advanced in the major (e.g., capitalization and superlatives), other linguistic problem areas persisted all throughout (e.g., word form errors, fragments, and word order). Concluding remarks highlight that because the error frequencies of some L2 error categories still ranked high over time, learners’ L2 knowledge of lexical, syntactic, morphological, and stylistic domains could need more expert input (in the form of explicit instruction and/or feedback) depending on the complexity of the target structure.

The objective of the research was to promote the configuration of developing life projects, through the implementation of a program for the psychopedagogical treatment of it. For this purpose, new concepts are proposed that facilitate the development of university educational counseling and guidance. A qualitative methodology is used with an action research design and the case study as a strategy for the study of implementation. It was carried out at the University of Camagüey, with a sample of thirteen students and eight professors, between November 2019 and March 2021. The main results point towards an adequate integration of the educational counseling and guidance to the managment of the university training process from the development of the proposed concepts and their application in praxis; the psychopedagogical treatment of the life project dynamized its configuration with a developmental character, since important transformations are verified with respect to the initial state. The implementation of the program was marked by the conditions of the COVID-19 pandemic, although it was positively evaluated for its formal quality, acceptance by the participants, and contextual adaptation. The results demonstrate the importance of managing the life project as a category that regulates the university training process, the opportunities and advantages offered by not limiting its treatment to the professional sphere, as well as suggest continuing the process of deepening the relationship between the processes with guidance and counseling purposes.