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

This manuscript presents the development of a pedagogical experience for teaching statistics in education. It consists in the design of a dashboard as a didactic resource with multiple purposes. First, it focuses on incorporating technological tools for the development of the fundamental ideas of statistics. Secondly, to provide an overview of a specific problem in the educational field: Secondary Education for Youth and Adults in the province of Salta. Thirdly, to contribute to the development of new literacies in students, such as: digital, statistics and civics. From the didactic point of view, responding to the challenges of new literacies implies the modification of teaching practices. Similarly, the data visualization approach challenges the traditional tendency in didactic transpositions to reduce statistical knowledge to mere technique. Thus, the dashboard, due to its structure and functionality, constitutes a tool with didactic potential for the understanding of key statistical concepts and processes, but also because it provides an environment that stimulates students to identify potential problems for analysis, as well as the formulation of research questions. Its incorporation into the subject encourages users to conjecture about the observations systematized by the panel, thus fostering a reflective approach in the interpretation of the data. The substantial contribution of this dashboard lies in its ability to empower users with tools that go beyond the presentation of data, encouraging critical exploration and the generation of questions that support educational research.  

The Social Sciences have gone through theoretical and epistemological debates since their emergence. The vocational training and the knowledge policies in this field reflect historical struggles. The teachers training curriculum has been nourished by disputes  associated to disciplinary approaches and, particularly, the fragmentation of its object –in education  as in research– has characterized work in different disciplines. The debates regarding the complexity of the study of social reality were echoed in the nineties in Entre Ríos, leading to the creation of the Higher Teaching Staff in Social Sciences, with an interdisciplinary perspective and training aimed at developing critical social competence. This article takes as its object of analysis the curricular design and the preliminary documents that give rise to this career, aiming to analyze some central features that account for a particular view of education and higher training in Social Sciences, in the light of categories specific to curricular theory. What is proposed here, is to address the epistemological support and the training approach that founded the creation of a Higher Institute for Teacher Training –which later became a university degree–, based on the analysis of the self-conception and the principles it supports, its structure and curricular organization, and the characteristic features of a proposal crossed by debates and disputes in the field of social sciences, curriculum and education.

This article addresses Education 4.0 within the framework of multiple social, cultural, economic, and technological tensions, characterized by profound, systemic, and disruptive changes. Faced with the emergence of generative artificial intelligence technologies and web 4.0 digital technologies in educational institutions, the challenges posed by the fourth industrial revolution for professional training and new professions are discussed, aiming to confront the complexity of an uncertain world in an ethical and sustainable manner. Reference is made to Sustainable Development Goal 4 of the United Nations’ 2030 Agenda, which calls for the generation of quality educational options supported by digital technologies. Similarly, Education 4.0 and its possible, probable, and desirable articulations and convergences between the digital and pedagogical realms are addressed, with the aim of creating inclusive educational ecosystems based on a new conception of networked learning, supported by digital technologies and by students as lifelong, ubiquitous, and prosuming learners. Finally, teaching and learning in Education 4.0 are addressed, suggesting the formation of the “WebCenter” taking into account the dimensions of psychotechnopedagogy, technopedagogical, evaluative, and inclusive aspects. Regarding students’ learning mediated by technologies, some trends derived from interdisciplinary cognitive sciences and technopedagogical design are identified. The viability of a new curricular and teaching project supported by interdisciplinary cognitive science, pedagogical robotics, smart materials, assistive technologies, the design of immersion and augmented reality scenarios, digital simulation of scientific and social phenomena, the STEAM+ approach, 3D printing, among others, is concluded.

This article is framed in studies on the right to higher education and focuses on the challenges of its realization in the context of inequality. To do this, the particularities of the “new” students who arrive at the university are addressed and pedagogical practices are problematized as a factor of inclusion/exclusion. The conceptual theoretical framework has been built from studies on the beginnings of the university and the consideration of educational trajectories and their passage through multiple and simultaneous inequalities. The specific object-problem considered is the «Taller de vida universitaria» (TVU) as an innovative device to sustain student trajectories at the beginning of the university. In particular, the preliminary results of a qualitative research work that has been developed in the so-called universities of the Buenos Aires suburbs that have organized the aforementioned device as part of their admission policy are presented. After presenting some contextual data that allows us to account for the particularities of the universities considered, the TVU devices that each institution has developed are analyzed, considering the foundations that have been used for their construction, the different formats that the devices adopt, the diversity of activities they involve and the various actors involved in their development. The study carried out allows us to account for the construction of a new teaching object around «university life» that is installed on the agenda of the beginnings of the university as a crucial element for the care of the students' trajectories.

This text presents the results of a research advance on the category Emerging Curricular Code, a formative ideal that is taking place in the social imaginary and is being shaped specifically in the social representations that parents have about the future of the new generations. Previously, advances of results have been presented in three publications. On this occasion, the opinion of seven university professors interviewed is presented. The results showed the confirmation of three social practices that promote training for: self-care, coexistence and respect for others, and financial education, which had been proposed by parents in the previous advances. The professors interviewed confirm the need to carry out these practices as part of university education and, in addition, propose three more categories, which they present as means to implement them as part of university curricula. They postulate: a. curricular modification (approach, reformulation dynamics, reconfiguration of basic disciplinary and basic formative contents), b. reconfiguration of pre-existing pedagogical practices, and c. recognition of emerging pedagogical practices.

This paper aims to analyse the representations of Higher Distance Education teachers in Argentina regarding the automation of their work. It presents the partial results of a survey that was carried out as part of a broader research project. In theoretical terms, the article starts from the consideration that the activities making up the teaching work are part of non-routine cognitive tasks that go far beyond those only linked to pedagogical-didactic aspects. The main findings indicate that a perception of the processes of automation of teaching work is present both now and in the near future. Furthermore, there is a positive assessment of these processes by the surveyed teachers.

In recent decades, the field of studies on teaching work has been incorporating a significant number of theoretical-methodological debates and questions for inquiry, including the approach to the links between educational policies as a place of enunciation/signification and the ways of understanding and interpreting the task of teaching. This article aims to contribute to the production of knowledge about these relationships, taking the case of the "Teacher Coordinator of School Trajectories" program (previously "Teacher Accompanying School Trajectories"), implemented in the City of Buenos Aires since 2013. This text does not aim to consider the impact of this proposal on the school trajectories of primary school students. On the contrary, it seeks to analyze this initiative as a teaching policy, and in terms of its effects on the ways in which the task of teaching is named, known and validated, and how these meanings are deployed in the daily work of teachers. With this purpose, it presents the results of a qualitative-interpretative research that involved the analysis of a documentary corpus and interviews. This article aims to investigate the ways in which contemporary discourses on school trajectories configure ways of assuming, performing and understanding teaching work in public primary schools in the Autonomous City of Buenos Aires. Thus, it aims to show how teachers appropriate the regulations on their task, giving an account of the disputes that are established around specific issues in the field of pedagogy, such as cultural transmission, the establishment of intergenerational links, the cultural knowledge put into play, and the formation of teachers in terms of the features that are articulated around teaching and its intersections with the notions of teaching and the common.

This article aims to share some results of a recent investigation into the beginnings of university life and put them in the context of the findings of other investigations with the same focus carried out in the last ten years in order to understand some changes, permanences, slippages, regarding the processes of subjectivation and affiliation of those who begin their higher studies in public universities. The qualitative study, the results of which we present here, was carried out together with the students within the framework of the subject “Challenges of the teaching profession in secondary school and higher education” of the teaching careers of the National University of General Sarmiento. Interviews were conducted with 29 young entrants (aged between 18 and 25 years). The condition was that they had entered public universities between the years 2021 and 2023 and that at the time of the interview they were studying at one of the AMBA public universities. The results of the research show, on the one hand, a change in the way in which many students perceive the teaching position of initial subjects. The closeness, the accompaniment in the first steps in the university that the professors provide —which they point out repeatedly— differs from the type of bond —more distant in most cases— that research carried out years ago showed. On the other hand, the research also offers some evidence about changes that are insinuated in the ways of accessing knowledge.

The article discusses the aestheticization of the curriculum amid the rise of ultraconservatism. In Brazil, ultraconservatism, strongly linked to Christianity, has consolidated over time and, in recent decades, has been expressed through chains of equivalence among different Christian groups in opposition to cultural Marxism and sexual and gender freedom. Represented by initiatives such as the "Escola Sem Partido" (School Without Party) movement, it seeks to reinforce Christian values in education and combat agendas perceived as threats to their identities. We argue that such movements can be interpreted as antagonistic to Brazilian curricular movements that embrace the demands of difference. Here, we address movements that displace fixed foundations and discourses in favor of a singular rationale, inspired by Deleuze, Derrida, Foucault, and Lyotard. With Lyotard, in particular, we approach these movements as a form of curriculum aestheticization. In this case, aestheticization consists of being present in the event, breaking with fixed identities, and opening space for experimentation. Due to its unpredictability and engagement with the unpresentable, this movement contradicts the ultraconservative logic and curriculum standardization. Thus, curriculum aestheticization resists standardization by rejecting closed identity models. This approach envisions the curriculum as an event, allowing for singularities; it challenges traditional existential programming and opposes the shaping curriculum, which tends to reproduce identities. Instead of establishing universal knowledge, it proposes an open-ended game in which education is not limited to instruction but becomes an aesthetic experience in constant transformation. Thus, curricular aestheticization resists standardization by rejecting closed identity-based models. This approach envisions the curriculum as an event, allowing for singularities and challenging traditional existential programming. Curricular aestheticization refuses fixed identities. Instead of fixing universal knowledge, it proposes an open game in which education is not limited to teaching but becomes an aesthetic experience in constant transformation.

The main objective of this work was to analyze the problem of dropout in the first year of the Medicine degree at the Faculty of Medical Sciences (FCM) of the National University of Rosario (UNR) from the perspective of the students. At a methodological level, it is positioned from the perspective of case studies, adopting the FCM-UNR as an instrumental and intrinsic case, for which methodological strategies for collecting quantitative-qualitative mixed data were implemented. The perceptions of students of the 2020 cohort were investigated two times of the year and among the main dimensions of analysis were the obstacles in entering university life and the causes of dropping out. Based on the results, it was possible for us to reflect on the relationship between institutional admission policies and the relative democratization of higher education and highlight some particularities of the institution under study.