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

This research project aims to gain a better understanding of the perceptions of English as a Foreign Language (EFL) teachers regarding the efficacy of textbooks provided by the Ministry of Education to support the development of macro skills among students from public high schools in the Los Lagos region of Chile. This study was carried out by implementing a mixed qualitative and quantitative survey-based approach, including both close-ended and open-ended questions. The survey encouraged participants to focus on effective English language pedagogical practices they believed to be either integrated or missing in the textbooks. Findings from this research indicate that participants perceive the textbooks as effective overall for teaching receptive skills (reading and listening) and highly ineffective for supporting students in developing speaking skills. More specifically, the perceived weakness of the materials is the lack of meaningful speaking activities contextualized to the reality of the target student population. Another result reveals that respondents find the textbooks to include level-appropriate activities and ample exercises to guide students in practising vocabulary and grammar. A key conclusion suggests that the presentation and drilling of linguistic structures and lexicon is heavily favored over oral practice grounded in real-life scenarios and relevant use of the language, which seems to contradict contemporary pedagogical theories that emphasize communication.

This paper addresses a key need within the Cultural and Artistic Education curriculum area in the Ecuadorian context, highlighting the lack of digital resources focused on various artists who support knowledge of national and international art. Such resources are essential as reference points in the teaching and learning processes within General Basic Education classrooms. The aim is to contribute to teaching efforts in this curriculum area by facilitating contact with contemporary artistic production through these resources. The methodology used is experience systematization, gathering insights from educational stakeholders in this area, including school educators, students, and a professor from the Arts and Humanities Pedagogy program at Ecuador's National University of Education. For this purpose, a questionnaire was implemented to gather responses from participants. Additionally, the paper presents the process of creating podcast resources by the university's institutional research group, "Education, Art, and Society." The study discusses various aspects of these resources, such as their usage, relevance, formal characteristics, diversity, and effective dissemination strategies. Among the main conclusions, it is considered necessary to accompany the development of these resources with a didactic guide that not only aligns with curricular goals but also represents a political stance on valuing the local and regional production of artists.

This work analyzes how a future chemistry teacher reflects on using a double-entry table as a teaching resource during her teaching residency. Through a qualitative case study, the practitioner's written reflections were examined to understand the reflective process she developed and the didactic knowledge she mobilized when analyzing this specific resource. The Interconnected Model of Teacher Professional Growth (MICPD) and reflective writing modalities were used as theoretical-methodological frameworks. The results show that the resident managed to articulate various didactic knowledge, such as levels of conceptualization, contextualization/decontextualization of activities, and condensation of meanings, to analyze the table used critically. Furthermore, different relationships were identified between the domains of the MICPD, expressed through various modalities of reflective writing, evidencing the complexity of the reflective process developed. This study contributes to understanding the reflective processes of future science teachers regarding their teaching practices and resources, and it expands the potential of the MICPD when considering writing modalities. Likewise, it highlights the relevance of promoting writing devices in initial teacher training to encourage situated reflection. New lines of inquiry are being opened to strengthen research and training in this field.

This paper arises from academic research in which the relationship between educational practices and the development of critical thinking is studied, focusing on the pedagogical teaching question as a fundamental element to promote the latter's growth in the training of elementary school teachers. The question drives curiosity and orients the search and inquiry toward what one wishes to know. Teaching and learning begin with questions, so formulating good questions produces an epistemic turn in teaching practices. For this research, teachers in teacher training in the metropolitan area of Montevideo (Uruguay) were taken as the unit of analysis. A critical base design was carried out with a non-probabilistic and intentional sample of heterogeneous character within this population universe. The data collection tools used for the qualitative methodology were a documentary survey, semi-structured interviews, in-depth interviews, and participant observation. The analysis strategy was grounded theory, which determined that in most cases the practices of teacher educators are framed in a paradigmatic logic of explanation, which involves and strengthens the conception of the student as a minor and the teacher as a sage, thus moving away from the essential marks of a critical paradigm. The research concludes that questioning unfolds as a poorly planned teaching exercise and with the scarce presence of authentic/honest questions; in fact, it was detected that there is a mismatch between the paradigms that trainers theoretically sustain and to which they claim to be affiliated or subscribed and the practice in relation to the questions they ask.

Academic plagiarism among university students is a growing and concerning issue that affects the integrity of the educational system. This practice, which involves presenting others' work as one's own without proper acknowledgment, undermines the fundamental principles of honesty and originality in the academic field. The objective of this study was to analyze the factors associated with academic plagiarism from the perspective of students at a public university in Lima, Peru. A quantitative approach with a non-experimental, cross-sectional, descriptive design was used. The survey technique was employed, and the instrument used was the Questionnaire for the Detection of Academic Plagiarism in University Students (CUDECUO-DUO). An intentional sample of 164 students was used. The results showed that 32.9% of respondents strongly disagreed with copying scientific information sources without proper citation; 41% identified easy access to all kinds of information on the internet as the main cause of plagiarism, and 58.5% highlighted the importance of proper citation as it directs to the original sources. Based on these findings, the study concludes that there is a need to establish policies, strategies, and programs to eradicate this malpractice in university classrooms.

This article investigates the integration of local history into secondary education as a strategy to strengthen students' cultural identity and sense of belonging. The study aimed to promote the understanding and appreciation of local history, highlighting its importance in building cultural identity and its connection with the environment. Using a quasi-experimental approach, we worked with a sample of 101 secondary school students. We applied pre-tests and post-tests to evaluate their connection with local history before and after an educational intervention that included activities and reflective dialogues on civic education and local history. Initial results revealed a poor integration of local history into the curriculum, which negatively affected students' connection with their environment. However, significant improvements in students' interest, motivation, and participation were observed following the intervention. These findings underscore the need to incorporate local history into secondary education to enrich the educational experience and strengthen cultural identity. Promoting the teaching of local history not only enhances learning but also contributes to the development of engaged citizens who are aware of their cultural heritage, addressing the cultural disconnect generated by an educational approach focused on a unitary national identity.

In this scientific paper from a research project we analysed the professors' and undergraduate students' perception of memes related to the evaluation of learning by written tests. The aim was to compare the perception of both groups regarding certain memes given the variables of truthfulness, humor, sensitivity, and socialization. Each variable was made up of two subvariables: truthfulness (true or false), humor (funny or not), sensitivity (offensive or not) and socialization (shareable or not in social networks). We conducted a quantitative cross-sectional study on a sample of professors and students from different universities in Mexico. The instrument was applied to 82 participants via a self-administered form through a platform on the Internet: 26 university teachers (16 women and 10 men) and 56 university students (34 women and 22 men). For the analysis, we used a U Mann-Whitney test, and we found significant differences in 12 memes out of a total of 18. These differences of perception could be the result of the different experiences professors and students might have with respect to written tests, henceforth, in future works it would be desirable to perform qualitative research about these kinds of experiences.

This article proposes that judicial performance revalidation be eliminated from the Peruvian Constitution because it violates the principle of judicial independence and an individual’s right to be judged according to the law. The author sustains that it is a problematic and unreasonable institution. In the article, the jurisprudence of the Constitutional Tribunal is reviewed, since over the course of more than twenty years it has varied with respect to the legal nature of the judicial performance revalidation process, the rights of magistrates subjected to that process and the legal consequences in the judicial career of the decision against judicial performance revalidation. The article also contains a review of the jurisprudence of the Inter-American Court of Human Rights on judicial independence, emphasizing that the principle tries to control the reasons based on which judges decide cases. Additionally, it presents the judicial performance revalidation procedure, especially in relation to the aspects being evaluated, to the documentation asked of judges and to some of the criteria used in the evaluation. It also contains judicial revalidation figures for the 2001-2021 period and analyzes whether judicial performance revalidation fulfills its constitutional purposes or, on the contrary, is unreasonable and contributes to judges making decisions for the wrong reasons.

This article critically examines the way in which lawyers perpetuate situations of gender violence through their professional practice. It will explain the way in which the different bar associations have acted in Peru. To do so, we will begin by explaining the concept of gender violence and its connection with the actions of lawyers, with special reference to the recognition of judicial harassment as part of this form of violence. The context and value of the amendment made to the regulations on gender violence that recognized judicial harassment will be explained. Then, a specific case will be meticulously analyzed that involves the prolonged legal ordeal that a victim of judicial harassment has gone through. In this sense, apart from mentioning the measures imposed against the accused, this article focuses on the scrutiny of the responses of the various bodies that govern legal professionals in Peru in this changing facet of gender violence. After that, the position of the existing Peruvian legal profession on gender issues is addressed. Additionally, a structured framework is proposed to assess disciplinary cases in the context of gender-based violence. In that sense, through this exploration, the article strives to provide insight into the adaptive dynamics of the legal landscape to address this pressing concern. Finally, the conclusions will encompass reflections on the implications for legal ethics and gender justice in the Peruvian legal system.

Frequently, reflections on the legal philosophical conceptions of law are posited, at least implicitly, as independent from reflections on the ethics of the legal professions. However, this brief work aims to show that a central aspect that defines the nuances of such conceptions —specifically, the way in which the thesis of the necessary connection between law and morality is upheld— is essential for addressing practical consequences in the ethical or moral exercise of legal professions, particularly that of lawyers. Starting from the real or apparent tension between the lawyer's duty of «truthfulness and justice» and the duty of «diligence and confidentiality» when acting as a defense attorney in a criminal trial, this paper will defend the thesis that law and morality —without being identified or confused with one another— maintain an «intrinsic» relationship. This relationship allows for the compatibility of a lawyer's professional practice with these duties, while supporting the view that morality subordinates law, insofar as both are primarily practical or prescriptive reasoning-knowledge disciplines, rather than technical or instrumental ones, in Aristotelian terminology. This will lead to the conclusion that both judges and lawyers who participate in such legal proceedings are bound in their professional practice by a morality that can reasonably be considered objective, while acknowledging the unique implications of this connection for the lawyer's professional work.