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

The internationalization of higher education is relevant due to globalization and to the relationship between different actors, such as universities, government, private companies and international students, with various points to be improved in the Brazilian context. Factors such as the lack of policies and personnel structures, strategic planning and monitoring activities, and international relations offices and institutions are recurrent. Two questions guide this study: (i) how do Brazilian higher education institutions internationalize? And (ii) how can future studies assist in deepening the theme in Brazilian studies? Thus, the present research has an explanatory character, using bibliographical research. Through the bibliographical review, a theoretical model is developed and divided into two major blocks: (i) sectoral and organizational aspects and (ii) decision aspects in the insertion environment. The research agenda indicates that studies can be directed at two central themes: (i) knowledge transfer in institutional processes and (ii) innovative marketing and communication strategies.

In a world of rapid transformations and uncertainty, the question arises: what motivates people to study at a university today? Two focus groups conducted among university students in the year 2023 on the subject were compared to two other focus groups studied in 2015, when the technological changes affecting higher education were not as salient as they are today. The results show the importance of extrinsic motivation and also notably the intrinsic one. The components of motivation were examined, as well as the satisfaction of human needs for survival and growth through education.

This work analyzes our experience as four researchers who participated in the Interinstitutional Program Specialty in Food Sovereignties and Strategic Local Incidence Management PIES-ÁGILES for its Spanish acronym), in the role of ‘tejedores’ or weavers. The program was conducted in 18 states of Mexico with 286 students who specialized in promoting agroecology and food sovereignty through collective proposals involving families, collectives and organizations. We ask, ¿what has been the role of weavers in the educational process aimed at the territorialization of agroecology? Making use of the triad methodology, we carried out an analysis of the educational practice during PIES-ÁGILES’ first generation (2021-2022). We found three characteristic structural axes of the program that transformed our educational practice: the situated educational process, collective learning through learning communities, and combined (online and face-to-face) learning. The importance of the student emerged as a catalyst for participatory processes linked to experience, assuming a leading role that also determined our path. The form of our educational work contributed to the territorialization of agroecological processes favoring autonomies and extensions from communities, but we also faced other challenges such as the need to address intercultural aspects, multiple activities and interdisciplinarity, among others.

In view of the problems that the official Mexican educational system suffers in general, but particularly at the higher level, this essay proposes that the Centro Universitario Comunal de Valles Centrales de Oaxaca (hereinafter CUC-Valles), belonging to the Universidad Autónoma Comunal de Oaxaca, in frank and overt contrast, is an institution of alternative education whose aim is to provide a higher level teaching-learning process attached to the importance of indigenous knowledge, its preservation, protection, strengthening and transmission, while promoting aspects such as the horizontality of knowledge, the eradication of exclusion, discrimination, hierarchization and individualism, as well as solidarity, sharing, collectivity and the firm conviction that another way of thinking, feeling, being and doing is possible. In this sense, after working with a critical perspective, underpinned by theoretical-reflexive analysis and under the proposal of deconstruction and educational resignification, CUC-Valles translates into an experience that points towards an education for life.

The territory, for whom? Who needs a territory? These questions arise when analyzing the definition of territory from its reappropriation in contemporary social movements, examining how the recognition of the political-spatial has impacted new conceptions of place, body, and the symbolic. By asking how territory is conceived in the context of its articulation with the school, we clarify epistemic shifts regarding this notion, forged through decolonizing and emancipatory pedagogies. Based on philosophical reflections and educational research methods, the article demonstrates how the strategies of insubordinate education in defense of territory represent geo/pedagogical exercises stemming from the territorial practices of peoples, communities, and neighborhoods in their struggle for self-determination and educational sovereignty, thus reconfiguring the political framework of the commons. A brief overview is provided of the emerging theoretical field of the production of the commons, highlighting its political-conceptual contribution within the decolonizing and anti-capitalist horizon, conceiving the commons not as a fact but as a process of struggle to free themselves from the internalization of oppressive relationships. Place-based education fosters the creation and defense of the commons as political-pedagogical principles and implies profound changes in teaching and learning, given the self-determined nature of the alternative school projects emanating from these movements.

Despite the fact that racism in the educational system in Mexico has been a widely studied topic in the field of social sciences, studies about its social perception and experiences on a daily basis among students have been relatively limited. Therefore, this article presents findings from an exploratory study on perception and experiences of ethnic and racial discrimination among undergraduate students of the five in-campus majors in the National Pedagogical University-Ajusco in Mexico City. The empirical basis of this study consisted of mixed methodology: in-depth interviews with the students and a survey (N=233) applied to the student population to identify and describe their perception and experiences of racism and other forms of discrimination inside and outside the university campus. Although experiences of ethnic-racial discrimination have decreased in everyday experiences within the university campus, we concluded that these are still present, together with other forms of discrimination. Furthermore, among the student population there are latent tensions linked to the divide between the indigenous and the non-indigenous whichare expressed through implicit and indirect discriminatory acts.

Advertido error de parte de los autores en el nombre del segundo autor del resumen «Efecto de diferentes fuentes de cobre como alternativas a los antibióticos en el alimento de pollos de engorde sobre rendimiento productivo e integridad intestinal, e7722», publicados en Siembra, Volumen 12, Número 3(Especial): Memorias del II Congreso Internacional: Resistencia a los Antimicrobianos con Enfoque One Health, 2025, se procede a realizar la rectificación en la primera página. Donde dice: Pág 1. Nombre del segundo autorSteven Benavides Debe decir:Pág 1. Nombre del segundo autorSara Elizabeth Benavides Martínez Este error ha sido corregido en el Portal de Siembra. Pedimos disculpas a nuestros lectores.

Recognizing the “other” in their uniqueness through otherness is crucial to establishing meaningful social bonds, especially in teaching. However, the subject-subject relationship is fragmented when its development is not prioritized. In parallel, the rise of Artificial Intelligence (AI), which emulates certain human capacities, drastically reshapes global dynamics. The aim of this study was to assess, from the paradigms of higher education teachers in Mexico City, how they recognize otherness and its possible existence in AI. The research followed a quantitative, descriptive, and cross-sectional approach, with a purposive sample of 88 teachers. An ad hoc instrument was applied, showing adequate internal consistency (α = 0.83). Results revealed that teachers conceptualize otherness as the recognition of heterogeneity and develop it inclusively. Regarding AI, they highlight its potential to enhance human capabilities, although most are not trained in its use. They consider it a social duty to use AI ethically and responsibly but do not attribute otherness to it due to its lack of emotions, self-motivation, and consciousness. The conclusion is that teachers need multidimensional literacy on AI. This technology blurs boundaries and redefines roles between the subject (humanism) and the object (materialism). From the perspective of posthuman nomadism, otherness may be understood in the future -with the development of General or Super AI- as organic, artificial, or hybrid.

This paper acknowledges the significant role that Internet phenomena have played in thedevelopment of individuals, understanding that much of our daily actions are mediated by virtual elements. From this reality, the objective is set to explore the possibility that today’s youth perceivetheir social media not merely as technological tools, valued for their utility and user experience, but as spaces that can be inhabited. To achieve this, a hermeneutical analysis of various texts by key authors on Youth, Inhabiting Spaces, and Social Networks was conducted. It can thus be argued that inhabiting is an act that involves shaping a space through affection and symbols, as those whoinhabit the space also shape and define their identity. One of the main characteristics of youth is the trial and exploration of identity expressions, which makes inhabiting particularly significant during this stage of life. This idea makes the notion of social media as inhabitable spaces especially remarkable, positioning young people as the first inhabitants of these virtual environments. Theconclusion of this study suggests that it is plausible to consider young people as inhabitants of virtual spaces rather than just users, which encourages further research and development in thisarea. Future investigations could explore this concept further, examining how young people shape their identities in these virtual spaces

This article discusses how the lack of friction in digital environments affects personal growth and development. We define friction as the natural resistance within a medium that forces us to recognize our limits and establish our place within it. This approach draws from Rousseau’s anthropological theory, mainly the dichotomy between Negative and Positive Education; or the differences between a formative process that forces self-awareness and a formative process wherewe become passive consumers of cultural items. Our diagnostic hypothesis is that today’s digital technologies are not designed with digital skills development in mind. Instead, they prioritize easeof use and immediate gratification. By analyzing examples of the evolution of video games and word processing software, we remark how frictionless access to digital goods and the illusion of choice undermine opportunities for meaningful engagement with our digital experiences. This suggeststhat simply restricting screen time isn’t enough to foster complete personal development in ourincreasingly digital world. We must also critically examine how the underlying conditions of these digital spaces shape our behaviors and thinking patterns. The relationship between technologydesign and human development deserves greater attention. The article concludes by calling forthe conversation about implementing Negative Education principles in digital environments bycreating intentional friction points fostering a generation of truly capable digital citizens.