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

This paper aims to discuss the persecution suffered by teachers during the military dictatorship in Brazil, between 1964 and 1985, based on the analysis of the lawsuit filed against teacher Ada Natal Rodrigues in the Military Justice courts. The methodology used includes a bibliographical discussion on the mobilization of the Judiciary for repression, the analysis of the documents that make up criminal action 41/70 filed against Ada, as well as other records relevant to the case studied. Among the authors of the theoretical framework, we highlight the contributions of political scientist Anthony Pereira on the actions of the Judiciary in dictatorial contexts. Finally, when analyzing the persecution against teacher Ada, we conclude that the consequences of judicial repression were not limited to the penalties imposed, but rather that the very existence of the criminal action already had a punitive effect, since it allowed the accused to be removed from their professional activities, including through compulsory retirement, as occurred with Ada.

This article critically analyses the recent landscape of academic scholarship in Argentina and Brazil on the diverse forms of female resistance during the military dictatorships. To do so, the study is structured around three central analytical axes: (1) the conceptual approach to female agency and resistance in the selected works; (2) the methodological function of testimonial narratives as a rupture with hegemonic historiography; and (3) the dynamics of inclusion and silencing, identifying which voices are represented and which are notably absent. The objective is to value the “voices between the lines”, understanding how their emergence as a “broken silence” challenges repression and gender-based violence. The analysis reveals that resistance is presented not only as political action but also as an interpretive key to understanding experiences marked by state violence, the reconstruction of memory, and the ongoing affirmation of female agency. By applying this analytical framework, the article seeks to enrich the historiography, granting greater visibility and complexity to the role of women in the struggle against the dictatorships in the Southern Cone and placing their struggles at the centre of academic debate.

This article aims to analyze the trajectories of two women who lived part of their lives under the same context, the Brazilian civil-military dictatorship, but despite numerous similarities, had divergent paths: Iara Iavelberg and Josefa Maria Marques de Souza. The first, although “anonymous” for most of her life, gained prominence in the political scene after joining the resistance against the dictatorship. The second, on the other hand, lived “reclusively” in the private sphere, responsible for taking care of her children, grandchildren, husband, and home. Using oral history and through the perspective of everyday history, the text aims to challenge the hegemonic memory discourse that all civil society resisted the dictatorship, demonstrating that there were multiple ways in which “ordinary citizens” found to cope with the authoritarian regime.

This article examines how Brazilian women exiled between 1974 and 1979 produced images that articulated the female body and nature from a perspective critical of the traditional androcentric gaze. In contexts of repression and forced displacement during the Military Dictatorship, these women found in exile—especially in Paris—a fertile ground for the exchange of experiences, the formation of consciousness-raising groups, and the production of political and artistic materials. In publications such as “Nosotras” and “Agora é que são elas”, images were developed that established a symbolic fusion between body and nature. These representations of the feminine seek to affirm the body as an active element of expression and political resistance, constituting forms of countervisuality and contributing to the construction of a transnational feminist imaginary.

The objective of this research was to analyze social representations of teacher identity in future special education teachers in Chile, with a focus on their implications for role construction and the challenges of initial teacher education. The research employed a biographical methodology and interpretive approach aimed at gaining insight into a sample of 19 preservice special education students from five Chilean universities. Information was collected through biographical interviews examined using grounded theory. The results show that social representations of teacher identity are rooted in an association of the image of teachers with teacher characteristics and roles, and the process of constructing these social representations begins at school and is influenced by initial teacher education. These results provide relevant information for understanding how teacher identity is constructed and for developing strategies to strengthen it during initial teacher education.

This research aims to examine the relationship between experience and knowledge acquired in research methodology (RM) courses and attitudes toward research in a sample of undergraduate psychology students from a public university in Mexico City. A cross-sectional study was carried out with 261 students. A 10-point analog scale to assess perceived experience in RM courses and two measures of attitudes toward research were used. Between the two attitude scales, four attitude dimensions were identified: positive appraisal, negative appraisal, meaningless, and boring. Four multivariate models were estimated, one for each attitude dimension. A positive correlation was found between learning experiences in RM courses and positive appraisal of research (p < 0.01). Negative associations were also found between RM course experience and two of the three negative research attitudes (p < 0.01). Our results highlight the significance of teaching in developing student knowledge and attitudes toward research. An approach to teaching RM at the undergraduate level that places more emphasis on encouraging evidence-based practice than on developing and carrying out research projects appears to hold promise as a focus for future research, with implications that may inform changes in teaching methods and content.  

Uruguay is known for its early and sustained incorporation of programs that foster the use of digital resources in public education. The country selected the mathematics education platform Bettermarks to support student education. This research analyzes data on access to and use of Bettermarks for mathematics education among secondary school students both before and during the COVID-19 pandemic. A descriptive and inferential statistical approach was used to analyze historical data on individual student interaction with the online learning activities. The findings revealed a notable increase in the coverage rate, rising from 22% to 49% from 2017 to 2020. Similarly, an upward trend was also observed in the activities completed by active users in 2020. The platform provided greater coverage, but no significant differences were observed in the activity rate between years. The analysis tested several hypotheses to elucidate heterogeneities in access and interaction among students using the digital resources. Statistically significant differences were observed in coverage and student activities, based on different factors.

The transition from preschool to elementary school affects everyone in the education process cognitively, academically, socially, and psychologically. Although widely studied internationally, this transition has not been examined in the Dominican Republic from a family perspective. This paper uses a qualitative, exploratory case study to explore the perception of the preschool-to-elementary transition among Dominican parents. Interviews and focus groups were conducted with 178 participants from two schools, one public and one private, between 2021 and 2023. The data were analyzed using the MAXQDA® software program, triangulation, and constant comparison. The participants perceive the transition as an education process that affects children and families emotionally, socially, cognitively, and academically. They maintain that schools are primarily responsible for the proper implementation of this transition, acknowledging that although they do engage in activities to support the transition at home, they do not involve themselves due to a lack of information and training.

The practice of co-teaching has gradually been introduced into classrooms to promote more inclusive methodological approaches. This study aimed to identify the profile and characteristics required of co-teachers in order to guide both teachers who are new to this approach and school administrators in charge of implementing it. A qualitative, exploratory methodology was employed to analyze the experience of teachers and administrators in two elementary schools in the province of Barcelona, and this was contrasted with the opinion of two experts in co-teaching. The results reveal ten characteristics that should be considered for co-teaching. The conclusions point to the benefit of having appropriate teacher profiles and establishing compatible co-teaching pairs, as this determines, in large part, whether the experience is a success.