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

Reseña de Aprendizaje Cooperativo. Materiales curriculares para Educación Física en Educación Secundaria.     

This study responds to a joint research done by the Faculty of Education (University of xxxxxx) and the Faculty xxxxxx (University of xxxxxx). With a general purpose of contributing to new multilingual and intercultural approaches, the specific objectives are a) analyze the representations of primary school students -through their linguistic self-portraits- about the languages that make up their repertoires; b) to identify and classify the associations established with the languages in their self-portraits; c) to compare these associations in two bilingual communities. The results show the symbolic value participants give to the languages of their repertories in those communities. A crucial component in the construction of linguistic identity and in learning. This study is of great importance not only because of the results, given the characteristics of the territories with their contexts, models and policies, but also for the transferability of the methodological design used, applicable to the study of other international bilingual -and multilingual- contexts of interest.

Music Education is structured in two main axes: perception and expression. While perception is linked to listening to the sound fact and all that it implies, expression involves performing, interpreting, creating, in short, putting music into practice through singing, instrumentation, body percussion or other means. The purpose of this study is to identify the musical elements present in the videos of the Youtube channel Musication that groups a large number of musicomovigrams for PAD (Percussion of Determined Height) and PAI (Percussion of Indeterminate Height) instruments. Likewise, they have been classified according to their level of difficulty (low, medium and high) resulting in a catalog with 97 music libraries according to three stages of education, Infant, Primary and Secondary. To this end, a collection form created ad hoc has been created previously validated by a committee of experts. The channel allocates most of its music libraries to the interpretation of PAD instruments with a large presence of the Boomwhackers. Although, others are also proposed, although to a lesser extent, for tuned bells (PAD), small percussion instruments (PAI), as well as body percussion. The inclusion of the American cipher is another of the distinctive features of Musication's proposals along with the inclusion of melodic, rhythmic, textual reinforcements and musical signs that facilitate interpretation. Of the total of the proposals it has been considered that 27 can be included in a classroom of Early Childhood Education or in the first courses of Primary, 55 in the rest of the stage of Primary Education and only 15 present a high difficulty so it would be advisable to work them in the last courses of Primary or in Secondary classrooms.

Educational communities are understood as a group of people who participate in the learning processes of an educational institution, academic center, or school. Accordingly, in this review article, the current theory about learning communities and their possible influence on English communicative competence are bonded together through discussion. This, in order to understand how learning community projects, represent a twist from traditional and hegemonic approaches towards a situated and community approach to contextualize practices aimed at the development of English communicative competence. This document adopts the interpretive paradigm and a qualitative approach as its epistemological, ontological, methodological, and axiological basis. Likewise, document research was chosen as its qualitative social research strategy. In this sense, two techniques were selected for data collection and analysis: document review and content analysis. The consulted databases were Scopus, Scielo, EBSCO, Springer Journal, and Google Scholar, and, out of 90 documents selected, 70 were reviewed. It can be said that learning communities are arriving in Latin America. Furthermore, it was found that, with the active participation of all members social realities and conditions can change. As a conclusion, English can be – and needs to be – approached from the appropriation and adaptation of knowledge, contents, competences, language policies, and local needs, i.e., English in Colombia should be taught and learned based on down-top approaches rather than on top-down ones.

This article presents a perspective regarding the importance of narratives in education, not only from the point of view of recognizing the structures of language, but also from their possibilities to recognize, interpret, and reconstruct reality. Therefore, this work establishes the capabilities of narration to establish links with students’ individual and social realities by providing sensory and cognitive tools for understanding, as well as their possibilities to promote interaction practices, which, in addition to contributing to linguistic training, are transcendental in teaching and learning processes with regard to reading, writing, and orality. Finally, based on an experimental exercise with the web resource titled Espacio de Lectura, its implications for developing students' linguistic and social skills through the use of multimedia and multimodal tools are described, as well as its potential to rethink the use of the narration in schools and their forms of interaction.

This article aims to analyze the new forms of children's literature that, in contrast to titles, works, and readings of didactic, exemplary, and instructive nature related to schools and academic spaces, are based on diversity, plurality, and difference. Within the framework of the thematic and aesthetic emergencies of the 21st century, narrative and aesthetic proposals with queer themes are herein analyzed through the book-album. This literary typology, in which word and image function symbiotically, serves as a mediator to not only break the taboo and censorship that is presupposed in the adult world, but also to incorporate a reflective look at sexual diversity in subjective and educational construction. Due to its qualitative approach, a documentary analysis of the album-books and literary criticism is carried out in this study, and data and theoretical triangulation are implemented based on the postulates of Judith Butler, Eve Sedgwick, and Paul Preciado, which revolve around performativity, the crisis of binaryism, and the visibility of peripheral sexualities that, within a political act, seek the right to both equality and difference. To this effect, the results and the final conclusion seek to verify that, beyond these incorporations and affiliations to LGTBIQ+ themes, these new aesthetic proposals are oriented towards the construction and opening of an inclusive society that overcomes the gender limit and enables the assumption of difference in all of its dimensions.

This article results from a qualitative research study conducted with 20 language teachers born and academically trained in Colombia, who are employed in public schools in the United States. Its main objective was to explore and interpret these teachers’ self-identification and their perception in a country that was recently permeated by former president Donald Trump’s controversial discourse on migration. The group of participants responded to an online questionnaire and a Skype interview. The data analysis was carried out through a process of coding and grouping of common patterns in the responses. The results show that colonial thinking persists in society and reveals the symbolic borders of inequality. Similarly, social positions allow individual identities and a sense of belonging to be negotiated and self-perceptions of the being to be constructed.

Why and what for should we teach literature in the classroom today? What to do with literature in school? How to educate regarding the appreciation and enjoyment of literary reading and writing at the beginning of the 21st century and in the context of an education and a society subjected to the fascination of other fictions and stories that flood the TV’s electronic window and the deluge of information from the Internet? It is not easy to answer these questions in times like these, when books coexist with other channels of communication that transmit languages and messages in an accessible and seductive way. On the other hand, and although it is obvious that there is a certain scholastic and social consensus around the objectives of literary education, it is also obvious that, for decades, we have witnessed an almost infinite diversity of didactic approaches, of ways to select literary contents and organize learning tasks in literary education classrooms. This essay addresses issues such as the evolution of the teaching of literature over time, the theoretical debate on the identity of literary texts, the meaning and significance of literary education in the context of today's networked societies, the rights of the reader (both men and women), and the desire to read. Moreover, it provides some didactic guidelines for the teaching of literature in the classroom.

During the pandemic caused by covid-19, education went from being face-to-face to remote; For this reason, measures were taken that in many regions of South America were not so pleasant experiences. On the other hand, the pandemic generated profound changes in teaching practice, teaching and learning. Many teachers had to teach and create alternative spaces, as well as methods and techniques to avoid slowing down educational processes and progress. The objective of this review is to make known moments lived, narrated and built by teachers not only in the academic field, but also in the community. Description was used to approach the book. The results yielded important findings, above all, regarding the promotion of Reading and Writing. As a conclusion, it was found that the experiences recounted by the teachers can create positive alternatives for the sake of knowledge, as well as for the strengthening of other areas and coexistence in general.

Local governments develop multiple actions to strengthen their management capacities, influenced by various public management paradigms, among which the Open Government perspective stands out in recent years. This article asks if the COVID-19 pandemic deepened the influence of this paradigm regarding the strengthening of the capacities of Argentine municipalities. The information was produced in the PISAC COVID-19 project “State capacities in a post-pandemic municipal agenda”, financed by the National Agency for Scientific and Technological Promotion of Argentina and the Inter-American Development Bank. The main findings show that the pandemic mobilized an increase in actions to strengthen management, with a predominance of digitalization. A prevalence of the approach towards Open Government is not identified. However, it is detected that the municipalities that previously developed tools and technologies linked to Open Government did deepen them.