Revista Reflexión e Investigación Educacional

SOCIAL REPRESENTATIONS OF HIGH SCHOOL STUDENTS IN SCHOOL COEXISTENCE DURING THE COVID-19 PANDEMIC

Paulina Andrea Pedreros Núñez — 2024-05-29

Social representations allow us to understand the knowledge that is produced in communicative interaction, which takes place in a social context. The covid-19 pandemic and the sanitary measures taken at the school level had an impact on the social relations of students and on school coexistence. Coexistence is one of the key axes for the development of learning in educational communities, to promote democracy, inclusion, participation and peaceful conflict resolution. The objective of this research is to understand the construction of social representations about the school life of high school students from four educational establishments in Concepción. The methodology was developed from a comprehensive interpretative paradigm, with a qualitative approach; Semi-structured group interviews were used as an instrument for preparing information, which were analyzed through the thematic categorical analysis technique, where school coexistence was established as the main theme. For this, Nvivo was used as support software for the análisis carried out. The representations of the students were configured around the subjectivity of identity construction, communication and the norms that regulate the interactions within the school contexts.

DOI: https://doi.org/10.22320/reined.v5i1.6234

DEVELOPMENT OF TALENTED STUDENTS IN HIGHER TECHNICAL TECHNOLOGICAL EDUCATION IN ECUADOR. CASE STUDY: INTEGRATION INTO AN EXTERNAL ACADEMIC COMPETITION

Rolando Ismael Yépez — 2024-05-29

The effects of the memories of the integration of a talented student of the Ecuadorian technological technical higher education in an external academic contest are described. The methodological process is based on the achievement of three phases: the first for the selection and preparation of the student, the second for the development of the contest, and phase three to evaluate the skills acquired by the student after their participation. The experience and learning of the successful participation in the event falls mainly on the strengthening of behavioral competencies related to perseverance to achieve and complete the goals set, effective performance during collaborative work, the development of relationships, effective social and self-recognition as an individual who contributes to a certain social niche and to the productive sector for which he has been trained. The results established the linking of talented students to external competitions as a valid strategy for developing competencies, mainly behavioral, which, for reasons and conditions specific to this type of student, have not been able to be potentiated in the classroom.

DOI: https://doi.org/10.32719/26312816.2022.6.2.11

INNOVACIÓN EDUCATIVA EN PRUEBAS DIGITALES: PERCEPCIONES EN EL CONTEXTO GUATEMALTECO

Maribel del Rosario Aguirre Chacón — 2024-05-29

PROBLEM: one of the most significant innovations that educational assessment has undergone is the transition from paper-and-pencil to online testing. This shift has generated a number of perceptions, challenges, and opportunities that merit in-depth inquiry. OBJECTIVE: to provide a comprehensive view of observers' perceptions of online testing. METHOD: qualitative in approach and descriptive in scope. Collective case study design. The instrument was an online questionnaire, with an open-ended question at the end, where chaperones shared comments of their own about the online assessment process. RESULTS: the study reveals very specific positions of the persons accompanying the evaluation process with respect to the importance of educational technology in the education of young Guatemalans; they value the efforts and support provided both by the Ministry of Education and by those responsible in each educational center. They mainly qualify the process developed as effective, successful and meaningful for the graduating students. Among the aspects to be improved, support for the establishment of technological infrastructure in the country's educational centers stands out. CONCLUSION: The perception of those accompanying the Graduandos 2023 evaluation process about the online tests is favorable; they consider technology a central element in the integral formation of young graduates. However, they recognize areas that require improvement to guarantee a more equitable and effective evaluation process in Guatemala.

COMPUTATIONAL THINKING, STEM EDUCATION AND INFORMATICS EDUCATION: PENDING ISSUES

Manuela Cabezas — 2024-05-29

This paper examines the rise of the phrase Computational Thinking (CT) in the field of education, from the perspective of the computational revolutions of the last 20 years and their impact on education. Paying special attention to said context, the paper challenges educational initiatives for basic CT as the solution for the educational problems of today and sets guidelines for the didactic approach for CT grounded on the theoretical foundations of the didactics of programming. The purpose of the paper is to contribute to the development of a didactic model for computational science from the discipline of Informatics Education.

DOI: https//doi.org/10.48163/rseus.2021.9145-59

Q+: ATTITUDINAL BARRIERS IN SCHOOL COEXISTENCE REGARDING SEXUAL AND GENDER DIVERSITY

Diana Marcela Amaya Ramírez — 2024-05-29

Attitudinal barriers are systematic forms of exclusion of students with diverse sexual orientations and gender identities. These manifestations give rise to behaviors and actions that affect the participation, permanence, and promotion of lesbian, gay, bisexual, intersex, and trans students, considering that these individuals exceed the social norm of heteronormativity as a construct. For this research, the finding of different conceptions that could be transformed to contribute to the inclusion of the sexually diverse population was significant. In the same way, the analysis of results revealed that there are not only barriers but also that there are agents, discourses, and practices that function as facilitators. From this analysis, some recommendations emerged for the context of the I.E.D Manuel Cepeda Vargas that aim to support the achieving of the inclusion of the population with SOGID and contribute to the social transformations necessary to guarantee the education of all people.

DOI: https://doi.org/10.26620/uniminuto.inclusion.10.2.2023.65-80

ATTENTION TO DIVERSITY IN THE UNIVERSITY ENVIRONMENT: A LOOK FROM THE INCLUSIVE PEDAGOGICAL PRACTICES

Martha Luz Lanza Elvira — 2024-05-29

Inclusive education happens when students participate and learn regardless of their conditions, therefore inclusive policies and practices must be promoted. This research was developed with the purpose of characterizing the inclusive pedagogical practices developed by teachers at the Universidad Pedagógica Nacional Francisco Morazán, in response to the diversity of learning needs of students. In this research, the qualitative methodology was chosen, through phenomenology, to understand in depth the educational reality, in terms of the inclusive practices of this group of teachers. The findings reflect that the practices developed by the teachers expose a heterogeneous interaction, since it is possible to identify in their pedagogical spaces the presence of students with diverse learning needs; diverse forms of participation and communication are privileged. This research provides an approach to inclusive processes in the university space from the perspective of its protagonists, as a key piece in the process of educational inclusion of students.

DOI: https://doi.org/10.5377/paradigma.v30i50.17091

TRAJECTORIES OF PEDAGOGICAL COORDINATORS IN THE FACE OF IN-SERVICIE TEACHER TRAINNING IN SCHOOLS

Francinalda — 2024-05-29

This article presents reflections on the continuing education of teachers from the narrative of the trajectory of action of pedagogical coordinators from Ceará. The analysis aims to discuss how the formative trajectory of two pedagogical coordinators reverberated in their actions in the continuing education of teachers in the school. It is theoretically supported by the studies of Placco and Souza, García, Imbernón, Alarcão and Vieira; and, from the methodological point of view, it finds support in the qualitative research approach in the perspective postulated by Lüdke and André, in the observance of the dialectical aspects and subjectivities of the subjects as proposed by Ghedin and Franco, as well as in the narrative interview with two coordinators from Ceará who experienced the function in different periods, referenced in Passeggi, Delory-Momberger (2012), and Falcão and Farias. From the analysis of the narratives, it is concluded that the pedagogical coordinators play an important role in the formation of their peers in the school context, although this is a performance permeated by numerous difficulties. The praxis of these coordinators, as evidenced by the narratives examined, has woven ways of coping with the challenges encountered to account for their pedagogical activities.

DOI: https://doi.org/10.47149/pemo.v5.e11236

HANDLING EMOTIONS IN PANDEMIC: THE PRACTICES OF COLLEGE STUDENTS WITH CONTINUOUS ACADEMIC PATHS

Anna Belykh — 2024-05-29

The pandemic has marked our daily lives in many ways, leaving above all a strong trail of changes in routines and in the priorities that we assign to different aspects of our lives. Any change, and more one of this nature, has a considerable emotional effect, which has been approached in many studies from stress, anxiety, and other negative emotions. This paper reports the detected intensification of emotionality in general, both negative and positive, and aims to share the finding that, in continuous educational path students, this intensification was accompanied by a strong increase in emotional management. The results of this comparative ex post facto study detail the emotional handling strategies in undergraduate and graduate students, based on the experiential and strategic areas of emotional intelligence capacity of Mayer, Salovey & Caruso (2016). Tendencies of control of positive emotion and acceptance of negative emotion, with their nuances according to educational levels, set the ground for the triangulation of the findings in the future qualitative stage of the ongoing research project.

DOI: https://doi.org/10.48102/rieeb.2023.3.2.42