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

The transition to primary education demands approaches that recognize children as active participants in constructing their educational experiences, ensuring their right to participation and acknowledging their voices. While Chile's Decree No. 373 marks progress in fostering a coordinated, contextually grounded transition, tensions remain due to over-schooling and rigid curricular standards that limit pedagogical approaches centered on play and active exploration. To address these challenges, various perspectives highlight the need for sensitive, inclusive pedagogical practices that recognize children as political agents and knowledge producers, promoting democratic educational spaces (Boylan et al., 2024; Figueroa-Céspedes & Yáñez-Urbina, 2020; Milstein & Guerrero, 2021). In this context, the Mosaic Approach (Clark & Moss, 2005; 2017) stands out as a participatory methodology that amplifies children’s voices through play, visual language, and storytelling, shifting pedagogical practices towards more inclusive and democratic models (Delgado-Fuentes, 2020; Sevón et al., 2023). However, its adaptation in Latin America faces methodological and structural barriers, requiring culturally situated research to authentically represent children’s experiences (Jadue-Roa et al., 2018; Milstein & Guerrero, 2021). This study investigates the implementation of the Mosaic Approach in a first-grade classroom at a subsidized private school in Santiago, Chile, focusing on its potential to understand the educational transition from the children’s perspectives and foster more equitable school environments. The research involved 21 students and four education professionals, utilizing a range of data collection methods, including interviews, group sessions, participant observation, school walks, literary mediation, and photography. Reflexive thematic analysis (Braun & Clarke, 2021) was applied to identify patterns and reconstruct the co-research experience, while adhering to ethical principles such as informed consent, confidentiality, and respectful child participation (Jadue-Roa, 2017). The study identified three key stages: (1) familiarization of the research team with the children and school, (2) methodological implementation, and (3) triangulation of voices and methods. Findings suggest that the Mosaic Approach enhances understanding of children's emotional and social experiences, fostering their agency and addressing social justice issues. Tools like storytelling, school walks, and photography provided a comprehensive view of children’s subjectivity in the transition process. Moreover, the study emphasized the need for authentic listening spaces and active participation, allowing children to express emotions and reflect on their educational experiences. The research highlights the importance of placing children at the center of the educational process, challenging adult-centric models. It also underscores the need to strengthen dialogue among teachers, school leaders, and students for a more cohesive educational transition. As a limitation of the study, the absence of leadership during the final phase hindered the inclusion of students' voices in the school agenda, highlighting the urgent need to recognize children as legitimate agents of knowledge and to consider their proposals and concerns within the school's agenda. The Polyphonic Mosaic concept illustrates the coexistence of multiple voices in educational knowledge construction, where dialogue serves as the "grout" that unites perspectives and deepens understanding of school transitions. This metaphor underscores the need to integrate children’s experiences into educational research and policy, promoting more participatory, inclusive frameworks.

Despite advances in inclusive education, there remains a gap in understanding how knowledge is collectively constructed through collaborative processes involving teachers, researchers, and school communities. This study aims to explore the key factors involved in the development of more inclusive schools that have undergone change and transformation through Participatory Action Research (PAR) methodologies with an inclusive approach. To this end, six research projects conducted by the MEICRI group (Educational Improvement and Critical Citizenship) at Universitat Jaume I (Spain) were analysed. These projects shared a common inclusive perspective, followed the phases of PAR, and were grounded in the analysis of inclusive practices aimed at transforming schools from a socio-community and territorial perspective. The objective of the study is to critically examine the elements involved in the collective construction of knowledge, emphasizing interaction and dialogue among educational community stakeholders and university research teams. Specifically, it addresses three research questions: (1) What participation conditions influence the co-construction of knowledge? (2) What strategies facilitate the co-construction of knowledge? and (3) What communication or dissemination outputs support the co-construction of knowledge? A qualitative methodology was employed, based on documentary analysis of six research projects selected using four inclusion criteria: (a) completed projects, (b) competitively funded, (c) conducted within the last ten years, and (d) involving socio-educational transformation through PAR. Data were analysed through a deductive manual coding process and group discussions, structured around three analytical categories aligned with the research questions: conditions, strategies, and outputs. Findings highlight the relevance of incorporating less traditional, non-academic formats that value and collect narratives from all stakeholders, underscoring the principle that no one should be excluded from the knowledge production and communication processes at any stage of the research. The study underscores the importance of collective knowledge co-construction in PAR as a pathway toward socio-educational transformation and inclusion. Equitable collaboration and distributed leadership emerge as key conditions, though ongoing reflection is needed to balance roles and power among educational actors. The study concludes that the construction of inclusive, plural, and accessible pedagogical narratives remains a critical challenge, requiring the dismantling of professionalizing biases and the promotion of authentic community participation. PAR is reaffirmed as a fundamental approach for rethinking teacher education and professional practice, enabling the development of more democratic, critical, and transformative education. Furthermore, this article invites deeper reflection on how to conduct inclusive and emancipatory research that fosters more horizontal relationships with community actors and supports the creation and co-creation of knowledge through co-research strategies.

This article presents a Participatory Action Research (PAR) experience carried out by a group of 17 individuals—16 teachers from eight educational centers across various Spanish regions and one university researcher—aimed at improving teaching personalization processes. The research is structured around two main objectives: (1) to systematize the research process undertaken and (2) to analyze PAR as a methodological tool, identifying learnings, challenges, and strengths that emerged throughout the process. The need that sparked this initiative stemmed from a shared desire to “make learner-centered teaching a reality, from a holistic view of the person.” Although personalization is recognized in Spain’s current education law (LOMLOE, 2020), its effective implementation requires practical tools, reflective teaching practices, and supportive organizational conditions. Thus, the group identified the development of a self-assessment guide as a key need to support teachers in reflecting on and improving their practices from an inclusive perspective. The PAR process was structured into three phases: research, education, and action. In the research phase, participatory techniques such as the matrix of present and future scenarios and brainstorming were used to identify needs, concerns, and aspirations regarding personalization. During the education phase, the group deepened their understanding of key theoretical frameworks such as self-determination, quality of life, Universal Design for Learning, and person-centered planning. In the action phase, the group collaboratively developed the guide Gafas para reflexionar y mejorar la personalización de la enseñanza (“Glasses to Reflect and Improve Teaching Personalization”), structured into two dimensions: an individual one focused on teaching practice, and an institutional one addressing school-wide conditions. The analysis of the process revealed significant insights. One key learning was the importance of distinguishing between personalization and inclusive education. While personalization is a powerful tool to address diversity, inclusive education requires broader systemic transformation. The process also highlighted the cultural impact of personalization, fostering greater involvement of students, families, and teachers, and emphasizing the teacher’s role as a facilitator of learning. Additionally, the need to rethink school organization to sustain change was underscored. Challenges identified included transforming teaching methodologies, clarifying professional development models, reorganizing time and space, and securing institutional support. PAR was valued as a powerful methodology for generating situated knowledge, empowering educational communities, and promoting meaningful change from within. In conclusion, this experience demonstrates that it is possible to move toward more inclusive education through participatory processes that empower professionals and bridge theory and practice. The research not only produced a practical tool for schools but also fostered an inter-school support network committed to educational improvement. This work invites us to rethink not only what we research, but how and why we do it—placing educational communities at the heart of transformation.

This study stems from opportunities related to inclusive education processes in Colombia, in light of current regulations that –among other aspects– promote the widespread application of Universal Design for Learning (UDL) and prioritize support for students with disabilities, but within the broader framework of improving education for all. This paper presents the first mesocycle of a Design-Based Research (DBR) study which, following the model proposed by McKenney and Reeves (2012), enabled the design and evaluation –with the participation of 1,096 stakeholders from the Colombian educational context– of the quality and relevance of Cre@r: a techno-pedagogical tool based on UDL that aims at facilitating the progressive development of capabilities required to advance inclusive education in school settings. Drawing from the microcycles (or stages) of Analysis and Exploration, Design and Construction, and Evaluation and Reflection, an explanatory sequential mixed-methods design (QUAN→qual) was applied to develop the first version of the tool. The design was grounded in the voices of 1,000 stakeholders from the real-world context, who shared challenges and opportunities surrounding the topic. Subsequently, a group of experts and other participants assessed the overall structure of the design and its 36 specific resources. For the first assessment, a survey was conducted with 37 judges who evaluated the general structure of Cre@r (comprising 4 action areas, 12 components, and 36 associated resources), with accessibility considered as a cross-cutting dimension of the evaluation. Then, using the focus group technique, various participants explored the resources within each action area and assessed their quality and relevance using four “cardinal points”: Exciting (strengths), Need to Know (missing information), Worrisome (weaknesses), and Suggestions. A total of 57 individuals participated, and the implementation of the technique involved the use of an adapted thinking routine, which helped to energize and organize the data collection process. Once this phase was completed, the information gathered was coded through qualitative content analysis, using the 9 UDL guidelines (version 2.2) as categories. After presenting the results for each microcycle, the strengths and areas for improvement of Cre@r are discussed in terms of quality and relevance. The discussion emphasizes the importance of DBR as a participatory research model for school improvement. Its implementation is key to generating solutions that concretely contribute to a globally significant issue such as inclusive education.

To materialize the inclusion as a right and educational praxis, this article describes the process of designing, implementing and evaluating an educational project for students between 6 and 13 years of age based on the Community Funds of Knowledge and Identity (CFKI) approach. It has been suggested the collaboration among formal, non formal and informal agents as an strategy to implement inclusive educational practices. In doing so, the term of socio-educational ecosystems for inclusion has been suggested recently. However, a lack of research is identified in developing and evaluating the education as a common good in inclusive communitarian settings. In doing so, it is followed the perspective of CFK&I. By community funds of knowledge and identity we mean a legacy, heritage, memory or public-collective inheritance (for example an archaeological site) through which school learning is contextualized and leading to processes of shared identity. At a methodological level, a Design-Based Research approach is developed involving the creation of a driving group including different educational agents (rural school, university), social and community agents (agents of the El Robledal Refuge). The results allow us to empirically illustrate the design and impact of the educational project. Five phases are developed: presentation, creation of the socio-educational ecosystem, codesign process, implementation, and participatory evaluation. A pre and posttest was used to evaluate the impact of the Project on students learning. 15,5% increased from the initial evaluation, identifing some strenghts (i.e., collaborative working, meaningful learning, collective identity making) and limitations (i.e., risk of discontinuity of the project, few time to implement it, lack of economical resources) of the approach according to participants. Finally, the perspective of the CFK&I is discussed in the framework of socio-educational ecosystems for inclusion. It is highlighted three main contributions. First, the role of the study group as a community of practice, appropriating the theoretical and methodological framework. Second, a communitarian scan was conducted to identify collectively a community funds of knowledge and identity. Third, a pre and posttest was implemented to empirically document the impact of the educational project on students’ learning. However, is is identified as a limitation and area for imporvement the need to increase the implementation and development time of the educational project in order to guarantee, in addition to its impact, its consistency and continuity both in its interdisciplinary link with different subjects, as well as throughout the school year. In this sense, incorporating a consolidation phase, for example, linked to consolidating the contents and guaranteeing the lessons learned, would make it possible to sustain the project beyond the mere intensification in the case considered during the weeks of field work. In short, we consider that the main contribution of this research lies in empirically describing a procedure that makes it possible to implement the notion of “socio-educational ecosystems for inclusion” necessary to achieve the transition from inclusive education as a “principle” to its consideration as a “right”.

This article examines the challenges posed to the educational system, due to the increase of migration in Chile, specifically in the education of migrant students. The substantial increase in school and preschool enrollment of migrant students, evidenced by data from 2024 that records 276,414 migrant students out of a total of 3,631,025, demands special attention to inclusion and interculturality in a context of territorial and sociocultural heterogeneity. The massive arrival of the Haitian population, motivated by the complex socioeconomic situation in their country of origin, exacerbates these challenges. The multidimensional challenges faced by Haitian students in Chile are centered on the linguistic difference, the lack of adequate public policies for teaching them Spanish, and unequal access to quality education. This situation is aggravated because, in Haiti, despite having French and Haitian Creole (Kreyòl) as official languages, French is used by a minority and Haitian Creole is excluded from the school system, which negatively affects educational outcomes. In addition, Chile lacks clear public policies to address demographic changes and the teaching of Spanish as a second language, and unequal access to quality education is manifested in reading and writing learning difficulties, which is detrimental for minority and marginalized groups, especially students with a family language other than the official language, such as Haitians. In addition, Haitian students face discrimination based on their Afro-descendant origin and language. Homogenous pedagogical practices in the classroom do not adequately consider cultural diversity. Teachers often attribute a behavioral or academic deficit to migrant students, influenced by a deficit paradigm that invisibilizes students' cultural and linguistic heritage, preventing its use as a resource for language teaching. Although studies on literacy highlight the importance of analyzing home literacy practices, research on migrant youth has focused mainly on Latino and Asian students, neglecting the Afro-descendant migrant population. The interaction, language negotiation and construction of meaning in the classroom by migrant students are under-researched, but relevant to understanding power dynamics and opportunities for agency in learning. In this context, this study seeks to characterize the literate practices of Haitian students in Chile to guide language teaching. An ethnographic case study was conducted with a Haitian child, observing his school and family literate practices. The analysis reveals tensions in the student's school experience. Lapbook writing connects his vernacular and digital literacy practices with school ones, favoring his motivation and skill development. In contrast, reading aloud generates demotivation. The use of “clandestine dialogue” in Creole to overcome comprehension difficulties highlights learner agency and the need for sociolinguistic justice. An element that stands out is the need for more inclusive language teaching that values students' linguistic heritage and literate practices. Strategies such as creative writing in formats like the “lapbook” promote motivation and the development of literacy. It is proposed that teachers use their students' literate practices to foster equitable and socioculturally sensitive learning.

This article describes an educational experience at the Joaquín V. González Graduate School, a subsidiary of the National University of La Plata, Argentina. This school offers its 11-year-old sixth-grade students an optional, after-school program called "Extended Day," which operates as a workshop. The experience took place in the Social Sciences Laboratory, which conceives of active learning by addressing social reality through problem-solving situations that are relevant to the group's interests. At our school, we propose to contribute to the development of critical, participatory, and democratic citizenship. As we mark 40 years since the restoration of democracy in Argentina, we believe it is appropriate to reflect on the meanings this category holds for our students and their ideas regarding political participation and the construction of the common good based on how they read and interpret the present. At a time when Argentina is debating the role of the state, individualism prevails over the collective, and citizenship education in schools is considered a form of indoctrination, the public space of classrooms and intergenerational dialogues are valuable opportunities to reflect on the common good. Therefore, we believe that the exercise of citizenship and democratic coexistence from childhood must be "a daily practice for teachers, students, and the entire educational community through activities that invite questions, doubts, dissent, and criticism." Based on the above, we invited students to consider what it was like to live in a democracy 40 years ago, drawing comparisons between that past and the present to discuss politics, citizenship, and participation today, and to foster new questions about that past that would enable new dialogues with our present. Considering this topic required us to revisit academic research on the transmission of conflictive pasts, such as Jelin's work and her discussions about what to remember, why, and the social struggles surrounding memory(ies). Several works have pointed out the difficulties Latin American research faces in recognizing the voice of children when discussing citizenship education and conflictive pasts. They have also considered the risks of saturated memories and of petrifying transmission, issues that challenge us as teachers when addressing these topics in school. Through a pedagogical narrative, we first clarify our conceptual, methodological, and didactic framework regarding how and why we work on citizenship in schools with children. Second, we present the background to the proposal and the sequence of lessons developed. Third, we analyze the implementation of the proposal, focusing on some student productions and scenes that, finally, allow us to reach our initial conclusions. The students' voices allow us to see the challenges of conveying conflictive pasts in the current context.

The 1990s were marked by the dominance of developmental psychology paradigms and Parsonian-inspired socialization theories. In this context, a new movement emerged aiming to vindicate the historically constructed nature of childhood, recognizing it as a complex social institution reflecting a form of social division between children and adults characterized by unequal relationships. Initially presented as a new sociological paradigm for childhood, this movement gave rise to Childhood Studies (CS), also known in Latin America as “New Social Studies of Childhood”. This field adopted an early critical stance toward perspectives reducing childhood to a simple universal stage of individual psycho-evolutionary development. Recognizing power imbalances inherent to the interaction between adults and children, CS researchers committed to fostering children’s participation and leadership in research processes, asserting children as competent social actors. The development of research aimed at demonstrating child agency—that is, the active role of children in the production and transformation of societies—was a fundamental task in defining the disciplinary identity and expanding the field. In Latin American educational research, this particular understanding of childhood prompted researchers to produce knowledge with children, not “about” them. They also sought methodological strategies allowing children’s “voices” to be rescued and promote their participation in the production of knowledge relevant to the democratization and improvement of school life and educational processes. In an educational field historically dominated by adult perspectives, these initiatives played an important role in the social and political struggle to make children’s experiences and perspectives visible and valued. Recognizing the value of these contributions, it is possible to note that the discourse of children’s “voice” has been normatively established as a “master narrative”. We argue that this narrative operates as an institutionalized guarantee of research “horizontality” that weakens its initial critical and transformative stance. Considering that educational research requires a more theoretically and epistemologically sound use of the concepts used to address childhood, problematizing the complexities and limitations of the representation of children’s “voices” constitutes a significant challenge for researchers. Critically reviewing the use of the “voice” allows us to significantly interrogate our research practices and reflect about the possibilities and limits of discourses and theoretical frameworks sustaining these practices. This article develops a critical reflection.

University entrepreneurship (UE) is gaining increasing academic and organizational attention. However, there is little research on therole of family social support (FSS) in the business performance (BP) of businesses established by students. This information gap is significantgiven that SF, in its emotional (ESF) and instrumental (IFS) dimensions, can be strategic for the development and sustainability of these ventures.Consequently, this study aims to analyze the effect of SFS on the BP of ventures led by university students in Colombia, additionally consideringthe mediating role of Entrepreneurial Persistence (EP), a central quality for maintaining entrepreneurial commitment and overcoming obstacles.The study adopts a quantitative approach, using information from 1,287 student entrepreneurs covered in the GUESSS Colombia 2021 Report.Statistical processing of the data was performed using partial least squares structural equations modeling (PLS-SEM). The results indicate thatASFE and ASFI have a positive impact on DE. Likewise, it is found that the mediation of PE is more relevant when considering the emotionalcomponent of family support. It is concluded that family support plays a relevant role in the success of university entrepreneurship, which, basedon close support networks, has important implications for the design of educational policies and institutional programs aimed at strengtheningentrepreneurship among university students.

This research analyzes the current state and future prospects of the installed capacities for the development of artificial intelligence (AI) in Spain. The study is justified by the growing strategic importance of AI as a driver of digital, economic, and social transformation, as well as by the scarcity of empirical analyses that address its specific evolution in the Spanish context. The main objective is to assess Spain’s situation by adapting the Latin American Artificial Intelligence Index (ILIA), comparing its results with those of Chile and the Latin American average, which allows for the identification of strengths, weaknesses, and areas for improvement. The methodology combines the analysis of secondary data with qualitative primary data obtained through in-depth interviews with eight experts from the academic, public, business, and civil society sectors. The main findings of the index show that Spain significantly outperforms Latin American countries in enabling factors, R&D&I, and governance. However, weaknesses were identified in territorial coordination, citizen participation, and risk regulation. The interviews confirm an optimistic view of the future of AI in Spain, highlighting key sectors such as healthcare, education, industry, and human talent development. It is concluded that Spain has the potential to position itself as a regional and international benchmark, provided that it strengthens its institutional capacities, promotes public-private cooperation, and ensures ethical development aligned with human rights.