Resumen: El estudiantado de primera generación (EPG) se ha transformado en una línea de investigación reciente, producto de los procesos de masificación de la educación superior. El objetivo del presente trabajo es analizar artículos de origen latinoamericano sobre este tema, publicados entre 2002 y 2020 e indexados en Web of Science, Scopus y SciELO; la indagación se centra en las dimensiones/variables investigadas y los enfoques teóricos y metodologías empleados. Los resultados muestran que la investigación sobre el EPG en Latinoamérica es incipiente -desarrollándose principalmente en el cono sur de la región- y se siguen los patrones teóricos del norte global; es decir, el objeto de estudio se aborda a través de teorías sociológicas o psicológicas que ponen el énfasis principalmente en las características individuales como factor determinante de la permanencia y retención.

Abstract: First-generation students (FGS) have become a recent field of study as a result of the massification processes of higher education. The objective of this paper is to analyze Latin American articles on FGS published from 2002 to 2020, and indexed in Web of Science, Scopus, and SciELO; the research is centered on the dimensions/variables under study and the theoretical approaches and methodologies used. The results show that research on FGS in Latin America is in the incipient stage-produced primarily in the Southern Cone. It follows the theoretical patterns of the global north; in other words, the object of study is addressed through sociological or psychological theories that emphasize individual characteristics as a determining factor in academic persistence.

Critical thinking (CT) in higher education (HE) has been widely investigated in Western countries. Most of the research on CT has conceived it as a higher order thinking skill with implications for learning processes. CT has also been connected with critical pedagogies, an approach that seems particularly attuned with the Latin American region. Through a systematic literature review, this article maps the scholarship on CT in HE in Latin America (LATAM). Findings point to a local character of the research on CT that heavily relies on cognitive psychology traditions. It is proposed that the scholarship on CT in LATAM is characterised by an epistemic disjuncture that favours theories and methodologies produced in the Global North overshadowing well-recognised traditions of critical pedagogies in the region. We conclude that research on CT in the region is missing an opportunity to develop powerful features that are especially fitting for LATAM' s geo-historic context.

This paper presents an analysis of the ways in which academics build their identities in a Chilean university. Being an academic involves both an ontological status (who the academic is) and, the tasks attached to the role. This study uses a qualitative approach through which 20 interviews with academics of diverse characteristics were conducted. Also, several institutional documents were analyzed in order to gain a sense of the institutional context. Results show a tension between academics' ideal visions about being an academic and the tasks they have to conduct. Academics also refer to how their identities are conditioned by individual, institutional and global factors. The analysis allows the identification of a confrontation between macro-structures and agentic behaviors on the part of academics. This study might help to understand the academic profession as well as to contribute to both public and institutional policies that respond to global and national tendencies.

En este artículo se analizan los modos en que los académicos construyen su identidad en una universidad chilena. Ser un académico conlleva un estatus ontológico (quién es el académico) y las tareas adscritas al rol de ser académico. Este es un estudio cualitativo a través del cual se llevaron a cabo 20 entrevistas con académicos de diversas características y se analizaron documentos institucionales para situar el fenómeno de construcción de identidad académica. Los resultados ponen en tensión las visiones ideales versus las reales en relación a las tareas asociadas al rol académico. Los académicos refieren el condicionamiento de su rol a factores individuales, institucionales y más globales. El análisis permite identificar un interjuego entre macro estructuras y la agencia que ejercen los académicos. Este tipo de estudio contribuye al entendimiento de la profesión académica y a las políticas institucionales que responden a demandas globales y nacionales.

Em sua prática docente inicial, os professores universitários geralmente vivenciam dificuldades relacionadas a como promover a aprendizagem dos alunos (por exemplo, como planejar uma aula, usar os recursos pedagógicos e avaliar a aprendizagem). A maneira como os novos professores enfrentam e abordam essas dificuldades afeta a evolução de suas carreiras acadêmicas e o modo como eles usam diversos referenciais para refletir sobre suas práticas de ensino. Levando em conta que algumas dessas dificuldades ainda não são suficientemente compreendidas, este trabalho tem por objetivo analisá-las por meio de uma abordagem qualitativa. Para tanto, foram adotadas várias técnicas de coleta de dados e fontes (professores, estudantes e pesquisadora) ao longo de um ano letivo. Os resultados evidenciam as dificuldades explícitas reconhecidas pelos docentes em relação ao seu ensino. Além disso, os dados apontaram também para as dificuldades que permaneceram implícitas, sugerindo que elas podem ser particularmente resistentes à autocompreensão, pois estão relacionadas ao desejo interior dos docentes de ordem e previsibilidade em seu ensino. O artigo conclui sugerindo possíveis formas de melhorar tais pressupostos implícitos.

In their early teaching practice, university lecturers usually experience difficulties related to how to promote learning among students (e.g., how to plan a lesson, how to use pedagogical resources, and how to assess learning). The way in which new lecturers confront and address these difficulties impacts the evolution of their academic careers and how they use diverse frameworks to reflect on their teaching practices. Taking into account that some of these difficulties are not sufficiently understood yet, this paper aims to analyze them using a qualitative approach. This study adopted several data collection techniques and sources (teachers, students, and researcher) during a single academic year. The results underscored explicit difficulties recognized by the lecturers in relation to their teaching. However, this study's data pointed also to difficulties that remained implicit, and the results suggested that these implicit difficulties may be particularly resistant to self-understanding because they are related to lecturers' inner desire for order and predictability in their teaching. The paper concludes by suggesting possible ways of ameliorating such implicit presuppositions.

This article presents a qualitative study that describes and analyzes beliefs regarding the teaching/learning processes of teachers considered exemplary in high-risk secondary schools in Valparaíso, Chile. Beliefs are unelaborated ideas that form part of teacher knowledge, that do not enjoy rational or scientific justification, and that influence teachers' interpretations of students and student learning, as well as their pedagogical practices. The results indicate that in spite of adverse conditions, these teachers recognize teaching as a challenging profession to which they dedicate their best efforts on a daily basis. On this foundation they construct and develop exemplary teaching that trusts student abilities and encourages students to become better individuals. The article concludes by proposing guidelines to improve the initial and ongoing training of teachers.

Este artículo presenta un estudio de tipo cualitativo que describe y analiza las creencias sobre los procesos de enseñanza-aprendizaje de profesores considerados ejemplares provenientes de centros de educación secundaria de alta complejidad psicosocial de la región de Valparaíso, Chile. Las creencias son ideas poco elaboradas que forman parte del conocimiento docente, que difícilmente pueden ser justificadas de manera racional o científica y que influyen en sus interpretaciones sobre los estudiantes y su aprendizaje así como en sus prácticas pedagógicas. Los resultados apuntan que, a pesar de enseñar en condiciones adversas, estos profesores reconocen su docencia como una profesión desafiante y a la que se dedican día a día con la mejor de sus disposiciones. A partir de aquí, construyen y desarrollan una docencia ejemplar, que confía en las capacidades de los jóvenes y les alienta a aprender y a ser mejores personas. Para finalizar, se proponen lineamientos para la mejora de la formación inicial y permanente del profesorado.

This article describes and analyzes the reflective processes that take place in the practical teaching of two beginning university teachers. Novice university teachers are at a crucial stage in their teaching career as their teaching knowledge is being developed while they face several challenges. Through this qualitative research, the teaching practices developed by two beginning teachers from a Spanish University are explored as well as their respective reflective processes. It is proposed that these processes should become more systematic as well as enhanced through participation in collaborative formative spaces.

Se describen y analizan los procesos reflexivos que acompañan el desarrollo del conocimiento práctico de dos profesoras universitarias noveles. El profesorado universitario novel se encuentra en una etapa clave de su carrera docente en la que recién está desarrollando su conocimiento profesional, y durante la cual enfrenta una serie de dificultades. A través de esta investigación, de carácter cualitativo, se lleva a cabo un seguimiento de las prácticas de enseñanza de dos profesoras noveles de una universidad española identificando los procesos reflexivos que las acompañan. Se propone que dichos procesos reflexivos debieran ser sistemáticos y potenciados a través de instancias formativas colaborativas.