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

In recent years, pedagogical constructivism has enjoyed great popularity, so that many people recognize themselves as constructivists. In the literature it was found that many teachers reported having conceptions aligned to this paradigm, however, the results are contradictory in this regard. In this sense, the purpose of this work was to deepen the results of such research on teaching conceptions, specifically tracing a constructivist view of their practice, as well as the recommendations that the experts have made with regard to these results. A systematic review of the literature was carried out. Documents were searched in the Dialnet database. After applying different filters and assessing the relevance of the articles, 13 works were admitted for qualitative and quantitative analysis. Among the main results, it is emphasized that teachers maintain epistemological and pedagogical conceptions formed by different paradigms, which are not always coherent with each other, but present diffuse limits. For this reason, interventions are recommended that: 1) review paradigmatic differences at the theoretical level, 2) allow teachers to reflect on their conceptions and help them to externalize them, and 3) implement practical models in accordance with institutionally desirable scientific or pedagogical paradigms. It presents theoretical material organized with respect to constructivism to guide the first two phases.

ABSTRACT. Objective. Was to evaluate the organizational structure in peasant communities in Perú and their contribution to national economic development. It worked with 6 communities. Methods: Descriptive, observational. as instruments were: interview, survey, document review and the application of economic factors. Results: The economic factors are low, with enough solvency to get into debt.  Inability to strengthen the community. The agriculture production without markets, isolated sales. The present community model does not help to the new vision of community - business.     Conclusions: To work as community is not profitable, So, they are unable to given back money to members; The training has direct impact on community development and management skills. The liberalization of the land is dangerous because the peasants can end landless and poorest. The members are not interested to maintain the sustainability of the community. The contribution and payment the tax the peasants are exempt, they are affected by indirect tax such as IVA. It`s imperative to produce crops with greater demands at national and foreign market and it should be profitable too in a new community structure.

This research has as a target to determine the degree of correlation between information skills and research competences in students of the IX and X cycle of the Professional School of Education of the National University Santiago Antúnez de Mayolo of the Ancash region (Peru). The approach was descriptive-correlational quantitative with census sampling, the same one that was confirmed by 88 students of both sexes. The instruments used were the research questionnaire made of Rubio (2015) and the information skills questionnaire of Cabrejos and Montenegro (2017). The results revealed, using the Spearman's Rho non-parametric test, a moderate positive correlation of 0.3, with which it was established that there is a direct correlation between informational skills and research competences.

This article was elaborated to illustrate the use of education as a tool to eradicate the female genital mutilation. The current text was structured doing an introduction about the theme, presenting results about general aspects of the female genital mutilation, the education as an agent to change societies and the educational process as a catalyst to eliminate such practice. Due to this, a qualitative documental investigation was constructed, concluding that this procedure brings physical and psychic consequences on women, and it is through the leaning that this reality can be changed to promote respect to the human rights.

The research focused on understanding the current situation of family participation in Peruvian school education, for which different laws related to family participation in school education were analyzed and systematized. In the same way, to explain the current conditions of family participation, different reports and researches carried out about it in the educational institutions of Peru were studied. The study focused on five dimensions: the family as a facilitator of basic conditions for the schooling of children, communication between family and school, the family as a mediator in the academic learning of children, participation in management and school activities and, finally, collaboration with the community. Finally, a comparison was made between what the dimensions of family participation say with Peruvian legislation and with the practice of family participation in educational institutions.

Objective: To determine the level of entrepreneurial activities and entrepreneurial intention of Administration students of Public Universities of the Southern Macro region of Peru. Method: It uses the integral model of entrepreneurial intention of Schalaegel and Koening, quantitative approach, non-experimental design, descriptive and correlational level; survey and documentary techniques; population 2508 and shows 295 students. Results: The promotion of entrepreneurship activities is high in business ideas, entrepreneurship fairs; and low participation in competitions of prototypes and inventions. According to the Chi-square calculated for each indicator both are significant; however, the perceived desirability has a Cramer V of 0.886 higher than that calculated for the perceived viability; This allows to deduce the perceived desirability is more strongly related to the intention of entrepreneurship.

In recent years, the arrival of the Haitian population in Chile has been increasing and has been characterized by a complex process of social insertion, which has had repercussions in the field of education. In this regard, this study is situated in the field of cultural conflict by seeking to interpret the identity constructions experienced by children from Haiti on the basis of social practices and perceptions of the socio-educational environment in a school in Santiago de Chile, from the conceptualization of difference and intersectionality in migration. In this way, it is realized that children from Haiti build their identities from identities in resistance and strategic identities. To account for this, the research is based on the thesis of the degree in anthropology. A qualitative methodological strategy was developed through school ethnography with a year-long field work, in which participant observation and in-depth interviews were conducted. The aim was to highlight a critical stance with respect to the importance of rescuing the perspective of children and their capacity for agency.

The summary of configuration of cultural atavistic identity, finds a significant space in Aymara students who go through moments of sociocultural and educational syncretism in the surandine spectral region of Peru. The objective is channeled in determining the level of atavistic identity in bilingual students of the rural area in the Aymara Highlands of Ilave. The study corresponds to the quantitative approach of a descriptive nature and the technique used was the structured survey with their respective questionnaires that served as an instrument for the survey of objective information, taking as a population universe 138 original students. In conclusion, 58% of students maintain the traits of cultural atavistic identity by the practice of their beliefs, customs, traditions and because they do not neglect their original culture, even if it is constantly threatened by hegemonizing cultures from the West.

This article presents the results of an educational research on pedagogical use in high schools of the heritage of a history museum of Bahía Blanca city (Buenos Aires, Argentina). The aim is to describe the aulic treatment of three history teachers to address local history and its articulation with the national historical processes of the XIXth century. Methodologically it is framed in an ethnographic approach, whose purpose was to look at the school on the everyday scale, to rescue the production of knowledge and practices. The main theoretical debates related to the relationship between museums and schools, thevaluation of heritage in Argentine educational laws and the purpose of history as a school discipline in relation to identity processes are briefly addressed interculturality. Two axes of analysis of aulic practices are described: (a) themes of local or national history to be recovered (frontier, national state formation, military campaigns and indigenous peoples) and (b) the pedagogical resources used by teachers to produce historical knowledge (texts, didactic games and drawings). Finally, the possibilities of school use of museums for the teaching of history and the possibilities of appropriation and resignificance of officialized historical accounts are discussed.