Diálogos sobre educación

Situated, collective and mixed learning in diverse territories: the ‘tejedoras/es’ experience in Mexico

2024-08-15T20:25:46-06:00

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.

Education and cognition in dispute: What does the research published in this issue tell us and what does it leave out?

2025-02-12T19:52:36-06:00

The school of the commons: other pedagogies in territories of insubordination and emancipation

2024-05-24T11:33:09-06:00

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.

Theoretical elements to reflect on the constitution of the professional teaching identities of university professors

2024-10-21T13:38:06-06:00

This theoretical article analyzes the professional teaching identity of graduates in Educational Sciences and the role that ideology plays in this identity constitution process. Some theoretical-conceptual tools of Political Discourse Analysis are used, such as discourse, articulation, nodal points, and hegemony. The article concludes that ideology and identity are closely linked, whichinfluences the constitution of professional teaching identities.

Education and thought: a challenge of our time

2025-02-18T13:27:38-06:00

Perception of racism among undergraduate students of the National Pedagogical University-Ajusco

2025-01-20T17:19:37-06:00

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.

Original knowledge in the curricular program of alternative education institutions. The case of the Communal University Center of Valles Centrales-UACO

2024-11-22T20:57:04-06:00

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.

Pedagogical continuity, living conditions and migration in the context of the pandemic

2024-10-16T14:12:30-06:00

The closure of universities due to government regulations has led to emerging and uncertain educational practices. This article analyzes the interrelationship between pedagogical continuity, living conditions and the migration of students from the National University of Catamarca in 2021, in the challenging context of the pandemic. We examine the influences of living conditions, such as employment vulnerability and family responsibilities on education are examined, and explore the impact of internal and international migration on students' academic and personal experiences. The research is descriptive-interpretive with a quantitative-qualitative approach, adopting a multifocal and emergent design. We highlight the importance of understanding complex dynamics to inform institutional and policy strategies that promote equity and student well-being in similar situations. We argue that students are key to pedagogical and institutional actions, and offer relevant information to improve college educational trajectories during and after the pandemic, and emphasize the need to implement specific measures to address the diverse needs of students, taking into account their socioeconomic, immigration and family situation and promoting equity in access to higher education.

Among peers. Young students’ tactics for enduring in a Colegio de Bachilleres

2024-11-01T16:52:06-06:00

This article analyzes certain relationships between young people studying upper secondary education (UPE) as tactics that they develop in order to remain in school. The discussion seeks to understand the young people’s school trajectories and the factors that allow them to continue in school despite adverse conditions. It is argued that peer relationships, when regarded as tactical, as conceptualized by Michel de Certeau (1996), become significant to overcome the barriers usually encountered in highly institutionalized spaces such as school. These premises are supported by results of an ethnographic study conducted at a Colegio de Bachilleres in a working-class area in the south of Mexico City, which included fieldwork in the school and its surroundings, formal semi-structured interviews with students and teachers, and informal talks with various members of the school community. The analysis shows how accompaniment between peers and their appropriation of school spaces allow them to construct youth worlds and comply with their academic obligations in ways that favor their permanence in the school.

Needs, motivation, and higher education

2024-10-21T12:21:37-06:00

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.

Didactic sequences of the textual genre: a teaching tool in multi-grade classrooms

2024-10-14T22:15:06-06:00

Multi-grade classrooms bring together students of different grades, ages, and interests served simultaneously by the same teacher. This poses a challenge for the teacher to propose diversified forms of teaching that can develop the learning intended for each one of the students, even if they belong in different school grades. In Mexico, the primary school curriculum is designed for schools with single-grade groups, which makes it more difficult for teachers to work with multi-grade classrooms. The aim of our workwas to build a tool to teach Spanish along with mathematics, history, and science contents in multigrade primary schools, takingas a reference didactic sequences based on the textual genre, a didactic device built for language teaching as proposed from sociodiscursive interactionism, and the principles of multi-grade didactic. Methodologically, we follow three phases oriented by design-based research, which consider the first version of the prototype, its testing and the presentation of the final version. The results make available to the reader three didactic sequences to teach Spanish and the contents of other subjects to students of different grades within the same classroom.

Statistical reasoning, conditional reasoning, and prior knowledge in statistics, assessment and covariation

2024-11-15T15:19:50-06:00

The teaching of mathematics teaching should encourage logical reasoning, especially in statistics, where concepts such as statistical thinking and reasoning stand out. Even though the definition by Garfield and Chance (2000) is the most accepted, there are still various definitions of statistical reasoning, with no clear consensus on its meaning and assessment. The aim of this study was to explore the relationship and assessment of this concept together with conditional reasoning evaluated with the well-known task by Watson (1968), in its abstract and concrete version, controlling also prior knowledge in statistics. The research had a quasi-experimental design with quantitative measurements for the three variables of interest: statistical reasoning, prior knowledge in statistics and conditional reasoning. The performances were evaluated based on the SOLO taxonomy by Biggs and Collins (1982, 1989). The results revealed a low performance in the three variables of interest. A positive correlation was found between abstract and intermediate reasoning, as well as a negative correlation between knowledge in statistics and abstract reasoning.

Higher cognitive skills in education: A systematic review of the literature

2024-11-15T15:10:24-06:00

This study aims to analyze the current state of research on the development and application of higher-order cognitive skills in education through a systematic literature review. Using the PRISMA

model, 20 relevant articles were

selected which address

theoretical and conceptual perspectives, emphasizing the importance of critical thinking, metacognition, and problem-solving. The methodology employed

ensures a rigorous and transparent analysis, allowing for the identification of trends and gaps in the existing literature. The results highlight the effectiveness of metacognitive and self-regulation strategies in digital and traditional educational settings, underscoring the need for innovative and equitable pedagogical practices. This study provides a solid theoretical and methodological foundation that can guide future research and enhance the implementation of these essential skills in diverse educational contexts.

The formation of the university student and its relationship with higher-order cognitive skills

2024-11-15T15:12:04-06:00

The cognitive skills that students of the 21st century are expected to develop respond to the demands of an increasingly complex society and are clearly stipulated in the development plans of universities. However, in practice, this can represent a challenge for teachers. For this reason, in this work we will first focus on establishing a conceptual basis to understand the meaning of higher-order cognitive skills. Secondly, we will analyze the results of research that studied the relationship between the development of cognitive skills and the training of university students. Finally, we will present some reflections on how we currently understanduniversity education beyond the agendas that mark an ideal path to follow for the preparation of the citizen of tomorrow.

Analysis of the Learning to Learn competency in university Nursing colleg students

2024-11-11T13:56:42-06:00

The research focuses on the development and achievement of the “Learning to Learn” (AaA) competency in seventh semester students of the Bachelor's Degree in Nursing at the University of Colima. The study has a quantitative, exploratory, descriptive, non-experimental and transversal approach, aimed at identifying the achievement of AaA competence by dimension: cognitive, metacognitive, affective-motivational, social-relational and ethical (linked to the learning strategies and self-regulated learning constructs, to the sociocognitive approach and personal and collective improvement.), and the skills, strategies and abilities used by students in each dimension, as well as describing the significant differences between men and women in regard to the results obtained. The standardized and validated CECAPEU

questionnaire was used to identify AaA

competence in university degrees. 97 responses were obtained, 86.60% of the sample. The findings reveal that students have strengths in effective information management, self-assessment, motivation, problem solving and social skills. However, they present important weaknesses in communication skills in a second language, ICT management, critical thinking, time management, and especially, in physical and emotional well-being, showing a high incidence of anxiety. This research provides an overview of AaA competence in university students and represents a starting point for the implementation of educational strategies that address these deficiencies and contribute to more autonomous, effective and affective learning.

The development of thinking skills (DHP) in basic education: realities and challenges

2024-09-09T21:04:48-06:00

The objective of this essay is to analyze the development of thinking skills (DHP) as a psychopedagogical intervention model to be considered in the education of children and young people. It is emphasized that the Ministry of Public Education (SEP) within the New Mexican School (NEM); instructs teachers and educational support staff (tutors, counselors, special education teachers, educational psychologists, etc.) to generate critical and reflective thinking in students; However, within the academic programs there is a lack of explicit (specialized) guidelines, resources or support materials to guide this work. The reality shows that the DHP is applied for the purpose of carrying out diagnostic evaluations of knowledge and performance in the areas of mathematics and Spanish language, as is the case of the SisAT, PLANEA y RECREA tests; however, there is also a lack of institutional programs that help monitor the results of these evaluations. In this essay, psychopedagogical intervention programs are proposed that incorporate strategies to stimulate memory, perception, reasoning, language, creativity, attention, concentration, among other intellectual functions which are essential to guarantee the acquisition of the expected learning according to the academic degree completed and generally to optimize educational processes.

Development of scientific thinking in indigenous primary students through the link with their community

2024-11-15T15:40:02-06:00

Developing scientific thinking in students who attend basic education is one of the purposes of the New Mexican School (NEM). This educational project, in addition to promoting an approach based on humanism with a comprehensive approach, seeks to strengthen the teaching and learning processes from the link with the community (SEP, 2022). The aim of this study was to analyse how scientific thinking develops in indigenous primary school students by implementing a didactic sequence on optical phenomena, characterized by interaction with the natural environment. The method corresponds to design-based research carried out in three phases: a) design of the resource, b) implementation of the resource and c) retrospective analysis of the research. The participants were 17 students and one teacher from the indigenous primary level of the Ixpatlach community in the municipality of Coxcatlán, San Luis Potosí (Mexico). The technique was observation, supported by an evaluation rubric and descriptive sheets. ATLAS Software was used in data analysis.ti (https://atlasti.com/es), which contributed to the construction of four categories. The main contribution of the study is to promote pedagogical practices that view the context as a means and not an obstacle to the understanding of natural phenomena.

Metacognition in reading: The use of reading strategies in disciplinary contexts

2024-11-15T14:30:03-06:00

This study explored the metacognitive reading strategies that university students report using in their academic practices and examined whether their use varies by academic discipline. Through the application of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) to 381 students from various academic programs, the results indicate that metacognitive reading strategies are frequently employed. However, support strategies, associated with the completion of academic tasks, are moderately used, particularly among students in certain disciplines. A key finding was the identification of statistically significant differences in the use of these strategies depending on the field of study, attributable to the specific disciplinary literacy practices of each domain. These findings underscore the importance of designing specialized programs in higher education that promote the development of reading skills aligned with the demands of each discipline.

Written composition processes of high school students in different contexts

2024-11-15T15:08:03-06:00

This paper presents preliminary results of research that analyzes the written composition processes of high school students inside and outside the school in order to identify their writing practices as well as the strategies and skills involved. The relationship between contexts and writing processes is examined through a socio-cognitive approach that articulates the contributions of New Literacy Studies (NLS) and the distinction between expert and novice writers in the field of cognition studies. Through an ethnographic approach and the use of instruments such as observation records and evoked memory protocols, we collected data that show that composition processes in the classroom lack complexity and guidelines that stimulate the performance of high school students. In contrast, non-school (vernacular) writing shows traits of expertise in terms of the skills and strategies used during composition. This work aims to provide reflections on possible resources to integrate into the training processes of writing in high school, offering a situated perspective that values both school practices and other forms of writing that are often invisible.

Learning to put oneself in someone else's shoes: empathy and its link to socioemotional and cognitive development in the classroom

2024-11-13T18:20:32-06:00

The ability to think empathically develops early in life through interactions with others. For this reason, schools have a fundamental role in the formation of empathy. This article examines the critical role of empathic skills in the socioemotional and academic development of students within the contemporary educational context. An updated, evidence-based definition of empathy is adopted, which involves a set of interdependent cognitive processes such as emotional contagion, empathic concern, perspective-taking, and emotional modulation. Employing this conceptual framework, the existing literature on the link between empathic skills and other variables of socioemotional development and academic success in students at different educational stages is analyzed. This review indicates that there are positive associations between empathic skills and various social and academic competencies. Moreover, processes of cognitive empathy appear as a protective factor against students' academic burnout. Finally, potential strategies to foster the development of empathic skills in the classroom are discussed; the role of teachers in modeling these skills is emphasized, and the Roots of Empathy intervention program and its outcomes are analyzed.

ADHD Neuromyths in education: a critical review and factual refutations

2024-11-15T15:05:49-06:00

The article explores neuromyths associated with the Attention Deficit Hyperactivity Disorder (ADHD) in educational settings and presents scientific evidence refuting these misconceptions. Through a comprehensive literature review in academic databases, specific ADHD-related neuromyths were identified and analyzed, such as the belief that ADHD disappears with age or that all children with ADHD are hyperactive. Findings were synthesized to provide practical recommendations for educators and field professionals. The article emphasizes the need to correct these neuromyths to improve pedagogical practices and highlights the importance of professionals publishing and disseminating evidence-based information. The study offers an updated approach to addressing the impact of neuromyths on ADHD management in educational contexts, promoting a more accurate and effective understanding of the disorder.

Links between categorical classification and executive functioning in children with ADHD

2024-11-15T15:00:23-06:00

This paper addresses the links between categorization and executive functioning. Both constructs are integrated by different processes that involve abstraction skills as well as planning and organization of behavior, generally in the context of problem solving. In parallel, we will also address Attention Deficit Hyperactivity Disorder (ADHD) because of its close relationship with executive functioning. We worked with a population of children with ADHD, who were previously diagnosed with an ADHD identification questionnaire and profiled with executive functioning tasks. As a counterpart, a group without ADHD was evaluated. Both groups were given a Free Classification task, and their results were analyzed both qualitatively and quantitatively. The results indicate that children with ADHD show lower performance in abstraction tasks, correlating with some executive functioning tasks. Our conclusions point to the presence of difficulties in semantic and visual aspects that imply a slowing of concept learning, identification and nomination. Likewise, we believe that ADHD plays an important role in categorical classification tasks, both for the attentional and behavioral aspects involved, as well as for the abstraction difficulties that this entails.

Thought in educational processes

2025-02-18T13:17:14-06:00