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

SME (Small and Medium Enterprises) are becoming more representative in their countries; however, they do not achieve their objectives because they do not have good management, since they do not include a quality system, and they assume that this requires a high investment. Currently, the aim is to adopt Lean methodologies, generally used in large companies, so that this type of business can take advantage of its benefits. Therefore, a Poka Yoke application model is proposed to contribute to the solution of quality problems in a Peruvian brewery SME. Through the DMAIC matrix (Define, Measure, Analyze, Implement, and Control), trouble and solutions are identified, and quality indicators are reduced by more than 30%. The results show that the Lean methodology can be applied in all types of companies and that it can support entrepreneurs who have similar problems.

Companies and the supply chains to which they belong seek to identify, monitor and control the performance of their processes, in order to guarantee the use of available resources and compliance with their strategic planning. The research aims to develop a procedure to manage efficiency in supply chains, with a focus on sustainability. Theoretical and empirical methods were used in the study and the main results are the proposal of a procedure to manage efficiency in supply chains as a basis for their sustainability, which was evaluated in a construction supply chain. The following were taken as links: construction materials company, marketing company and construction company. In the application of the proposed procedure, the efficiency index of the supply chain was obtained and strategies for its improvement are proposed.

Reseña

Introducción. El microaprendizaje hace referencia al uso de contenidos didácticos fragmentados, breves, digitales y preferentemente móviles para el aprendizaje. Estos elementos coinciden con las prácticas de jóvenes de universidades para el uso de medios y el consumo de recursos digitales. Para su adopción influyen diversos factores, entre estos, las estrategias que como acciones de estudio se ajustan al microaprendizaje. Objetivo. La investigación analizó las estrategias de microaprendizaje para determinar perfiles de estudiantado universitario a partir de estas y caracterizarlos por su afinidad tecnológica, la motivación por objetos de aprendizaje y utilidad percibida en plataformas educativas. Metodología. Se utilizó un enfoque cuantitativo con un diseño no experimental y transversal mediante la aplicación de un cuestionario digital (n=1122). Para el análisis se realizó un análisis de clúster k-medias. Resultados: Se identificaron dos conglomerados: favorables (78%) y no definidos (22%). El perfil favorables presentó mayor afinidad tecnológica, percibió más utilidad de las plataformas educativas y mayor motivación por los objetos de aprendizaje. Los estudiantes con estrategias de microaprendizaje favorables perciben mejor la educación con tecnología y consideran importante utilizarla en los ámbitos de su vida; la actividad de trabajar fue una característica de este conglomerado. Conclusión. El estudiantado universitario es heterogéneo con respecto a las acciones para aproximarse al aprendizaje con tecnología. El grupo mayoritario (favorables) es más afín al uso de tecnología y refiere acciones que se ajustan al microaprendizaje, lo cual sustenta la relevancia de promover innovaciones en los espacios virtuales universitarios.

Introduction, Autism Spectrum Disorder (ASD) lacks a definitive treatment, although Animal Assisted Activities, especially with horses, stand out as an alternative for its symptoms. Objective, To review the research on Equine Assisted Therapy and its efficacy in working with children with ASD. Analysis, Previous literature was reviewed between 2012 and 2020 in various databases (MEDLINE, psycINFO, PsycArticles, Psychology and Behavioral Sciencies Collection, Psicodoc and ERIC), establishing as search and analysis criteria that the publications were refereed, had the full text for subsequent reading and coding, and had been published from 2012 onwards. Taking into account all of the above, 16 interventions carried out between 2012 and 2019 were finally included. Results, From the articles obtained and reviewed, it was found that therapeutic riding predominates and significant improvements were observed in the participating children in aspects such as hyperactivity, irritability, motor skills (improving the performance of tasks autonomously) and even certain social aspects. Conclusions, despite the benefits observed, it is also clear that it is difficult to draw conclusions and systematize the results, due to the great variability of instruments and measures used in the different studies. Recommendations, Although therapeutic riding seems to be beneficial for working with children with ASD, more reviews and especially meta-analyses are needed to know its true effect.

  Objective. To analyze the institutional orientation model enveloping the reality of the discipline at the Instituto Nacional de Aprendizaje [the National Training Institute known as INA]. The analysis is based on work performance, the functions dictated by the Civil Service, and the legislation supporting the orientation work according to the development of professional practice. Method. This article adheres to a naturalistic paradigm and employs a phenomenological design. The study used a focus group method comprising four participants for data collection purposes. Results. Orientation is projected as a professional action influenced by a range of factors belonging to the vocational field and with a work-oriented emphasis. INA’s institutional orientation model can only be understood within its legal framework and technical guidelines supporting professional performance across various regions, centers, and specialties. Discussion. Professional practice’ demands are perceived as a challenge. On the one hand, the challenge is due to the fulfillment of technical guidelines established at the institutional level to comply with quality standards. On the other hand, it is posed due to the necessity of attending to a large population, besides the discipline challenge to embrace in the face of a new restructuring within the INA.

Introduction. Conflict and emotions are present in all social environments, including educational institutions. Emotions play a vital role in the learning process as they provide a system of motives that can either strengthen or weaken academic perception and understanding. Objective. To expose the role of emotions in school conflicts that arise on Facebook among adolescents. Additionally, the study emphasizes the involvement of teachers in the conflict resolution process and their different acting roles. Method. From an interdisciplinary perspective, this study analyzes a representative case of conflict and possible solutions using game theory, specifically in the prisoner’s dilemma and coordination games. Results. The study demonstrates that the teacher’s level of emotional intelligence and acting role in utilizing the available information from the students involved in the conflict is relevant to successfully manage such confrontation in the classroom. If the teacher acts as a bystander, regardless of their level of emotional intelligence, this could lead to high costs on their reputation as a teacher and undermine the safe learning environment in the classroom. Discussion. By understanding the emotional aspects that adolescents experience, teachers can become good coaches, generating confidence among students, helping them acquire personal skills through dialogue, and maintaining a relevant focal point: the healthy environment that favors learning.

Objective. This study aims to present research results on the need for intercultural professional training in university teaching in colonization contexts from the voices of teachers. The goal is to promote the development of appropriate training plans and teaching strategies among those responsible for training new professionals. Method. This qualitative study is of a descriptive nature. It involves nine university academics who participated in semi-directed interviews to reveal their needs, focus areas, and desired contents for intercultural professional training. Content analysis techniques were employed. Results. The study showed that teachers who train new professionals need a broad knowledge of interculturality at a theoretical, methodological, and practical level, which enables them to redefine professional training from an intercultural educational approach. Discussion. The study emphasizes the urgency of transitioning vocational training to an intercultural perspective, which can serve as a tool for change and innovation in transforming and improving indigenous and intercultural social and educational contexts. It also highlights the need to explore gaps in intercultural professional training and how professional identity is constructed.

Introducción. En las últimas décadas, la convivencia escolar ha cobrado relevancia para la investigación y legislación educativa en Latinoamérica. Sin embargo, tanto en Chile como en otros países, conviven enfoques formativos y promocionales con otros estrechos, de tipo punitivo, que individualizan, judicializan y excluyen los conflictos escolares. Objetivo. El objetivo de este estudio fue comprender el sentido y uso de prácticas punitivas en escuelas chilenas. Metodología. A través de un estudio cualitativo con énfasis en metodologías participativas, se realizaron cuatro mesas de análisis con representantes del nivel micro (estudiantes, personas apoderadas) meso (profesionales docentes y no docentes) y macro (sujetos ejecutores de la política educativa chilena a nivel regional), las que fueron analizadas con la técnica de análisis de contenido. Resultados. Los hallazgos muestran que las prácticas punitivas se justifican como medio para amortiguar los efectos de una política educativa que presiona por mejores resultados escolares, en tanto su uso reglamentado permitiría a las escuelas excluir del aula al estudiantado que no logra buenos resultados. Además, se construyen comprensiones de lo punitivo asociado a una cultura escolar autoritaria que tiene como legado un pasado dictatorial, donde la figura docente se erige como autoridad pedagógica severa, pero amorosa. Conclusión. Las prácticas punitivas son comprendidas dentro de una gradualidad, donde la sanción comienza cuando la acción formativa no surgió efecto. Se discuten las implicancias de estos significados para la acción educativa, problematizando el sentido de la autoridad pedagógica en una cultura que valora positivamente la acción punitiva.

Objective. The article presents the results of a study that aims to reveal the epistemological foundations of teachers’ representation of the concept of evaluation. Methodology. Through a qualitative, descriptive, and interpretative method, nine teachers were interviewed; they work for a private school with a State subsidy in Viña del Mar, Province of Valparaíso, Chile. In addition, a documentary corpus made up of the Institutional Educational Project (PEI), and the Evaluation Regulation of the establishment was studied. The collected information was first analyzed using the Grounded Theory as a theoretical guide and then from the epistemological approach offered by John Searle’s theory of the institutionalization of language. Results. The most significant finding is that the representation the teaching staff elaborates on the concept of evaluation is mainly associated with the purposes of the pedagogical and administrative contexts of the school. The teaching staff represents the concept of evaluation as a conflict between both contexts since the epistemological foundation that sustains such a representation is based on the false belief that, in their teaching work, adherence to one purpose to the detriment of the other is fortuitous.