Resumen: La ecoformación es entendida como una filosofía de vida que promueve la armonía en las relaciones de los individuos consigo mismos, los otros seres vivos (humanos y no humanos) y el planeta. Este estudio tuvo como objetivo general analizar la puesta en práctica de la ecoformación en la docencia universitaria, a partir de la experiencia de la Universidad Castro Carazo (de Costa Rica). Como objetivos específicos, se planteó identificar los cambios epistemológicos necesarios que acompañan la implementación de la ecoformación y recopilar estrategias pedagógicas utilizadas por el profesorado para ejercerla. El trabajo presenta herramientas para docentes y universidades que deseen emplear la ecoformación, con el fin de responder a una necesidad planetaria: actuar frente a la crisis humana y medioambiental. Metodológicamente, se tuvo un abordaje cualitativo, bajo un diseño de estudio de caso. Se combinaron entrevistas semiestructuradas y un cuestionario virtual anónimo; las personas participantes fueron docentes, personal administrativo y autoridades de la universidad (120 en total). Se contabilizan 85 prácticas pedagógicas. El análisis de resultados se realizó mediante ocho categorías, definidas a posteriori, con base en los hallazgos (para cada categoría, se indica entre paréntesis la cantidad de ejemplos mencionados): perspectiva diferente respecto al acto educativo (11), énfasis en el aprendizaje (9) y en las personas estudiantes (11), la conciencia planetaria como eje o temática para trabajos estudiantiles (19), la aplicación contextualizada de las carreras o profesiones en que se está formando al estudiantado (14), la evaluación auténtica de los aprendizajes (14), la incorporación de actividades lúdicas en los cursos (7) y el uso de herramientas tecnológicas (10). Para cada categoría se enlistaron los ejemplos brindados por las personas participantes. En conclusión, es necesario transformar la visión acerca del acto educativo y sus elementos para ser coherente con la ecoformación, incluyendo en ello la conciencia planetaria. Además, se considera que, si bien el contexto del estudio es la educación superior, los resultados pueden aplicarse en otros niveles y contextos educativos.

Resumo: A ecoformação é entendida como uma filosofia de vida que promove a harmonia nas relações dos indivíduos consigo mesmos, com os demais seres vivos (humanos e não humanos) e com o planeta. O objetivo geral deste estudo foi analisar a implementação da ecoformação no ensino universitário, a partir da experiência da Universidade Castro Carazo (na Costa Rica). Como objetivos específicos, propôs-se identificar as mudanças epistemológicas necessárias que acompanham a implementação da ecoformação e compilar estratégias pedagógicas utilizadas pelos professores para exercê-la. A obra apresenta ferramentas para professores e universidades que desejam utilizar a ecoformação, para responder a uma necessidade planetária: agir face à crise humana e ambiental. Metodologicamente, optou-se por uma abordagem qualitativa, sob desenho de estudo de caso. Foram combinadas entrevistas semiestruturadas e um questionário virtual anônimo; as pessoas participantes foram docentes, funcionários administrativos e autoridades da universidade (120 no total). São contabilizadas 85 práticas pedagógicas. A análise dos resultados foi realizada por meio de oito categorias, definidas a posteriori, com base nos achados (para cada categoria, o número de exemplos mencionados está indicado entre parênteses): perspectiva diferente a respeito do ato educativo (11), ênfase na aprendizagem (9 ) e nas pessoas estudantes (11), a consciência planetária como eixo ou tema do trabalho estudantil (19), a aplicação contextualizada das carreiras ou profissões em que os estudantes estão sendo formados (14), a avaliação autêntica da aprendizagem (14), a incorporação de atividades lúdicas nos cursos (7) e o uso de ferramentas tecnológicas (10). Para cada categoria foram listados os exemplos fornecidos pelas pessoas participantes. Concluindo, é necessário transformar a visão sobre o ato educativo e seus elementos para ser coerente com a ecoformação, incluindo a consciência planetária. Além disso, considera-se que, embora o contexto do estudo seja o ensino superior, os resultados podem ser aplicados a outros níveis e contextos educativos.

Abstract: Ecoformation is understood as a life philosophy that promotes harmony in individuals relationships with themselves, other living beings (human and nonhuman) and the planet. The general objective of this study, based on the experience of the University of Castro Carazo (Costa Rica), was to analyze the application of ecotraining in university teaching. The specific objectives were to identify the epistemological changes needed to implement Ecotraining and to compile the pedagogical strategies used by the faculty to implement it. The work presents tools for teachers and universities that want to use eco-training to respond to a planetary need: to act in the face of the crisis of the human being and the environment. Methodologically, a qualitative approach with a case study design was selected. A combination of semi-structured interviews and an anonymous virtual questionnaire was used, with the participation of a total of 120 people: teachers, administrators and university authorities. In total, 85 pedagogical practices were captured. The analysis of the results was carried out by means of eight categories defined a posteriori on the basis of the results (for each category, the number of examples mentioned is indicated in parenthesis): Different perspective on the educational act (11), emphasis on learning (9) and on the students as persons (11), planetary awareness as an axis or theme of the students’ work (19), contextualized application of the careers or professions for which the student body is being trained (14), authentic assessment of learning (14), inclusion of playful activities in the courses (7), and use of technological tools (10). For each category, the examples provided by the participants are listed. In conclusion, it is necessary to transform the vision of the educational act and its elements to be coherent with eco-training, including planetary awareness. Furthermore, although the context of study is higher education, it is considered that the results can be applied to other educational levels and contexts.

Abstract:In Ecuador, structural engineers traditionally design structures by considering embedded bases and assuming infinite soil stiffness. This methodology does not accurately reflect reality, as soil deforms when subjected to external forces. The research is based on the hypothesis that including soil-structure interaction always reduces the seismic response. To test this hypothesis, a reinforced concrete frame building, rectangular in shape with four levels and typical of educational units, was analyzed. The study compared traditional analysis methods to those incorporating site-specific characteristics, using spectra from the seismic microzonation of Portoviejo. Specifically, spectra from microzones M2, M3, and M4, all classified as type D soil, were compared to the NEC-15 spectrum for type D soil. The effects of soil-structure interaction were included using ASCE 41 and Gazetas methodologies. This analysis determined the influence of soil-structure interaction, which is crucial for optimizing structures. Depending on the type of soil on which the analysis is conducted, the demand can significantly reduce or increase. For sites with greater rigidity (Microzones M2 and M3), seismic stresses will be reduced. Conversely, for soft soils (Microzone M4), seismic stresses will increase. Therefore, an analysis based on site characteristics, plus the inclusion of soil-structure interaction, should always be applied when designing a building.

Resumen:En el Ecuador tradicionalmente los ingenieros estructurales, diseñan las estructuras considerando bases empotradas, asumiendo rigidez infinita del suelo, lo que es una metodología poco apegada a la realidad, debido a que el suelo presenta deformaciones cuando es sometido a fuerzas externas, la investigación parte de la hipótesis de que la inclusión de la interacción suelo-estructura causa siempre la reducción de la respuesta sísmica, por lo que el estudio consideró un edificación aporticada de hormigón armado, de forma rectangular vista en planta, de cuatro niveles típica de unidades educativas, con la finalidad de que esta fuera sometida a análisis tradicionales frente a análisis con características propias de sitio, se utilizó espectros tomados de la microzonificación sísmica de Portoviejo, específicamente de las microzonas M2, M3 y M4 siendo estas clasificadas como suelo tipo D, frente al espectro de la NEC-15 para suelo D. Para la inclusión de los efectos interacción suelo-estructura se desarrolló bajo las metodologías del ASCE 41 y Gazetas, logrando así determinar la influencia de la interacción suelo-estructura, misma que es de suma importancia ya que permite la obtención de estructuras optimizadas, debido a que acorde al tipo de suelo sobre el cual se plantee el análisis, la demanda puede reducir como aumentar considerablemente, es decir para sitios con mayor rigidez (Microzona M2, M3) las solicitaciones sísmicas se reducirán. Para el caso de suelos blandos (Microzona M4) las solicitaciones sísmicas aumentarán, por esto un análisis basado en características propias de sitio más la inclusión del análisis interacción suelo-estructura debería siempre ser comprendido al momento de diseñar una edificación.

Abstract Universal Design for Learning (UDL) is a developing educational approach that aims to improve learning for all students without having to make significant modifications to the curriculum. This concept has been progressively incorporated into pedagogical debates and education regulations. Along this line, some publications have illustrated the efficacy of UDL in terms of access, participation, and commitment to learning processes, especially in the case of students with disabilities. To the best of our knowledge, this work provides the first systematic review of relevant academic literature that enhances our understanding of how UDL was integrated into teacher education processes. The sample consisted of a total of 88 documents retrieved from the WOS and SCOPUS databases and published between 2008 and 2022, all of which analyze the incorporation of Universal Design for Learning into initial and in-service teacher education processes. The results point to a dominant approach grounded on a problematic association of UDL with students with disabilities or learning difficulties. This narrow view restricts how teachers apply inclusive practices in classrooms, calling for a broader interpretation of UDL. The study contributes to fostering discussions about Universal Design for Learning (UDL) as a whole, including the dominant perspective projected in how it is understood and applied in teacher education and classrooms. It envisions new, more inclusive scenarios for the development of educational approaches that support all learners, fostering a truly inclusive learning environment.

Resumen El Diseño Universal para el Aprendizaje (DUA) es un enfoque educativo en desarrollo que persigue mejorar el aprendizaje de todo el alumnado sin tener que recurrir a modificaciones significativas del currículo. Progresivamente, este concepto se ha incorporado a los debates pedagógicos y a la normativa educativa más actual. En esta línea, algunas publicaciones han ilustrado la eficacia del DUA en términos de acceso, participación y compromiso con los procesos de aprendizaje, especialmente en el caso del alumnado con discapacidad. Este trabajo presenta, para nuestro conocimiento, la primera revisión sistemática de la literatura que ayuda a comprender bajo qué enfoques se integra el DUA en los procesos de formación docente. La muestra contó con un total de 88 documentos recogidos en las bases de datos WOS y SCOPUS y publicados entre 2008 y 2022. Todos ellos analizan la incorporación del Diseño Universal para el Aprendizaje en los procesos de formación inicial y permanente del profesorado. Los resultados apuntan a un enfoque dominante basado en la vinculación del DUA con los estudiantes con discapacidad. Esta visión restringe la forma en que los profesores aplican prácticas inclusivas en las aulas, lo que exige una interpretación más amplia y comprensiva del DUA. El estudio contribuye a fomentar el debate sobre el Diseño Universal para el Aprendizaje (DUA) en su conjunto, incluida la perspectiva dominante proyectada en la forma de entenderlo y aplicarlo en la formación del profesorado y en las aulas. Además, prevé nuevos escenarios más inclusivos para el desarrollo de enfoques educativos que apoyen a todos los alumnos, fomentando un entorno de aprendizaje verdaderamente inclusivo.

Abstract As a result of the social approach adopted in recent years by the Mexican Federal Government, a new strategy has emerged to promote higher education, focusing on the most marginalized individuals and communities, with the goal of fostering their inclusion in professional training at this level. This research presents the philosophical foundations of this initiative, based on the concept of “episteme”; it includes a review of the evolution of higher education in Mexico from the perspective of civil engineering, utilizing a stratigraphic model of knowledge. In particular, the creation of the Benito Juárez García System of Universities for Welfare and the Civil Engineering School in Texcoco, State of Mexico, is described. The latter serves as an alternative to address the consequences of educational policies implemented under the so-called neoliberal framework, representing a potential option for improved social participation in the development of specialized technical capacities. The results and conclusions demonstrate that the educational reforms implemented do not follow a continuous discursive line but rather emerge in response to the episteme or discursive stratum of the moment. As a case study, the current higher education model in civil engineering is presented. In the same way, the results of the new model of the University of Civil Engineering are presented.

Resumen Como resultado del enfoque social adoptado en los últimos años por el gobierno federal mexicano, ha surgido una nueva estrategia para promover la educación superior, dirigida a personas y comunidades en situación de marginación, con el objetivo de favorecer su inclusión en este nivel de formación profesional. En esta investigación se presentan los fundamentos filosóficos de esta iniciativa, basados en el concepto “episteme”, la reseña de la evolución de la educación superior en México desde la perspectiva de la ingeniería civil, mediante un modelo estratigráfico del saber; y, particularmente, la descripción de la creación del Sistema de Universidades para el Bienestar Benito Juárez García y de la Escuela de Ingeniería Civil en Texcoco, Estado de México. Esta última constituye una alternativa para superar las consecuencias derivadas de la aplicación de las políticas educativas del llamado esquema neoliberal y que puede representar una opción para que la participación social ocupe un mejor lugar en la creación de capacidades técnicas especializadas para el desarrollo. Como resultados y conclusiones se muestra que, las reformas educativas implementadas, no obedecen a una línea discursiva continua, sino por el contrario, son emergencias que siguen a la episteme o estrato discursivo del momento, y como referencia demostrativa, se presenta el actual modelo de educación superior desde la ingeniería civil. De la misma forma, se presentan los resultados del nuevo modelo de Universidad de Ingeniería Civil.

Abstract The general objective of this research was to identify and analyze the most relevant and recent studies that address educational management and soft skills in a technological higher institute (TGI). Methodologically it was approached from the principles of the PRISMA declaration. The following inclusion criteria were applied for the selection of documents: a) original and review scientific articles, b) published in the period 2013 to 2023, c) disseminated in Spanish or English, d) with open access; and those of exclusion: a) opinion articles, blogs, editorials and theses, b) outside the established range, c) in a language other than English or Spanish and d) studies with restricted access. The results of the search and application of the inclusion and exclusion criteria allowed to recognize 30 works that were analyzed from a quantitative perspective. It is concluded that educational management and soft skills play a fundamental role in the integral development of students of a TGI, evidencing the relevance of promoting the formation of socio-emotional competencies and transversal skills together with technical knowledge, since this contributes to prepare students to face the challenges of the working world and promote their professional success.

Resumen La presente investigación tuvo como objetivo general identificar los estudios más relevantes y recientes que aborden la gestión educativa y habilidades blandas en un instituto superior tecnológico (IST). Metodológicamente se abordó desde los principios de la declaración PRISMA. Para la selección de documentos se aplicaron los siguientes criterios de inclusión: a) artículos científicos originales y de revisión, b) publicados en el período 2013 al 2023, c) divulgados en idioma español o inglés, d) con acceso abierto; y los de exclusión: a) artículos de opinión, blogs, editoriales y tesis, b) fuera del rango establecido, c) en idioma diferente al inglés o español y d) estudios con acceso restringido. Los resultados de la búsqueda y aplicación de los criterios de inclusión y exclusión permitieron reconocer 30 trabajos que fueron analizados desde una perspectiva cuantitativa. Se concluyó que la gestión educativa y las habilidades blandas desempeñan un papel fundamental en el desarrollo integral de los estudiantes de un IST, evidenciando la relevancia de promover la formación de competencias socioemocionales y habilidades transversales en conjunto con los conocimientos técnicos, ya que esto contribuye a preparar a los estudiantes para enfrentar los retos del mundo laboral y fomentar su éxito profesional.

In recent decades we have witnessed the progressive implementation of a culture of inclusion making it is essential to provide teachers with training in generic and specific competencies, being the reinforcement of attitudes and views regarding attention to diversity that will be fundamental to ensure the effective implementation of this educational model. Although the study of teachers' views regarding inclusive education has been the subject of much research, we did not find an extensive wide repertoire concerning the opinions of university students on educative attention to specific educational support needs centred in the field of competence in linguistic communication. Thus, with this study we aimed to analyse the opinions of trainee teachers on the development of this key competence in primary education and their training at university. For this, 2 university realities in different international contexts were compared through a mixed descriptive categorical analysis. The main conclusions are that, although there is a consensus about the importance of developing linguistic communication competence, there are considerable differences between the 2 contexts in terms of attention to diversity, teacher education and training, and the provision of resources for its promotion in the classroom.

RESUMO Este artigo trata de uma experiência de estágio docente realizado durante o mestrado em Letras, no qual foi ministrada a disciplina “Língua Inglesa I” para estudantes ingressantes no curso de graduação em Letras (Português/Inglês) da Universidade Federal de Sergipe. Além de abordar os tópicos da ementa da disciplina, com foco na língua inglesa, foram realizadas discussões sobre a teoria racial crítica e seu desenvolvimento no contexto educacional, por meio de atividades didáticas fundamentadas nas teorias de letramento racial crítico e interseccionalidade (LADSON BILLINGS, 1998; CRENSHAW, 2004; FERREIRA, 2023). Neste contexto, examinamos nossas práticas como docentes e as reflexões advindas dessa experiência, as quais ampliaram nosso entendimento sobre questões étnico-raciais, suas conexões com a educação linguística em língua inglesa e os impactos nas práticas sociais contemporâneas, incluindo as trocas de experiência com os discentes. Assim, este artigo objetiva compartilhar reflexões decorrentes da experiência citada. Trata-se de um estudo qualitativo e interpretativista (MOITA LOPES, 1994; SALDAÑA, 2009), focado na análise dos sentidos construídos durante o estágio docente, envolvendo reflexões do diário de campo dos pesquisadores e registros de atividades de sala de aula (PARDO, 2019; PAIVA, 2019). As análises seguem a corrente de estudos Suleados (SILVA JR; MATOS, 2019; PENNYCOOK; MAKONI, 2020), que preconizam a inclusão de vozes de grupos socialmente marginalizados. Os resultados indicam a relevância da construção de pontes entre a produção de conhecimento acadêmico e as práticas sociais de grupos marginalizados na educação linguística em inglês.

ABSTRACT This article is about the teaching internship experience conducted during the master’s program in Languages, in which the course “English Language I” was taught to incoming students of the undergraduate course in Languages (Portuguese/ English), at the Federal University of Sergipe. Alongside covering topics outlined in the course syllabus, focusing on the teaching of English, discussions were held on critical race theory and its place in the educational context, through classroom activities based on critical racial literacy and intersectionality (LADSON BILLINGS, 1998; CRENSHAW, 2004; FERREIRA, 2023). So, we examined our practices as educators and the reflections arising from this experience, which broadened our understanding of ethnic-racial issues, their connections with English language education, and the impacts on contemporary social practices, including exchanges of experiences with the students. Thus, this article aims to share reflections arising from the aforementioned experience. It is a qualitative and interpretive study (MOITA LOPES, 1994; SALDAÑA, 2009), focused on the analysis and interpretation of the meanings constructed during the teaching internship, involving reflections from the researchers’ field diary and records of classroom activities (PARDO, 2019; PAIVA, 2019). The analysis follows the strand of Southern studies (SILVA JR; MATOS, 2019; PENNYCOOK; MAKONI, 2020), which advocate for the inclusion of voices from socially marginalized groups. The results of the experience indicate the relevance of building bridges between academic knowledge production and the social practices of marginalized groups in English language education.

RESUMEN La presente investigación responde a la necesidad de perfeccionar la formación continua de los docentes de la Educación Básica Primaria para contribuir a la inclusión educativa de estudiantes con Discapacidad Intelectual en el contexto colombiano. Para ello se proponen requerimientos metodológicos donde se tiene en cuenta las experiencias formativas, las necesidades de los docentes y la realidad de la institución caracterizada por el aprendizaje situado en estrecho vínculo con el Proyecto Educativo Institucional.

ABSTRACT This research responds to the need to improve the continuous training of Primary Basic Education teachers to contribute to the educational inclusion of students with Intellectual Disabilities in the Colombian context. For this, methodological requirements are proposed that take into account training experiences, the needs of teachers and the reality of the institution characterized by learning located in close connection with the Institutional Educational Project.

Resumen: El presente artículo tiene como objetivo analizar el contexto de surgimiento e implementación de la política pública denominada “Mayores en red”, orientada a brindar capacitaciones en el uso de las tecnologías de la comunicación y la información (TIC) para reducir la brecha digital, social y generacional que atraviesa a las vejeces. Dicho programa fue desarrollado por la Dirección de Personas Mayores de la Provincia de Santa Fe, Argentina, durante el período 2021-2023 en el contexto de pandemia mundial por COVID-19, momento en el cual la presencia física y social se encontró profundamente restringida debido a la posibilidad del contagio, lo que significó en las personas mayores un sólido impacto en su vida cotidiana. Las conclusiones muestran que estos espacios educativos son necesarios para la inclusión digital de las vejeces, sin embargo, es preciso implementar un diseño y planificación de evaluación continua que permita el desarrollo de un plan estratégico global

Resumo: O presente artigo tem como objetivo analisar o contexto de surgimento e implementação da política pública denominada “Mayores en red” (“Idosos na rede”), orientada a oferecer capacitações no uso das tecnologias da informação e comunicação (TIC) para reduzir a brecha digital, social e geracional que afeta os idosos. Esse programa foi desenvolvido pela Dirección de Personas Mayores de la Provincia de Santa Fe, Argentina, durante o período de 2021-2023, no contexto da pandemia mundial da COVID-19, período em que a presença física e social foi profundamente restringida devido ao risco de contágio, o que representou um forte impacto na vida cotidiana dos idosos. As conclusões mostram que esses espaços educacionais são necessários para a inclusão digital dos idosos, no entanto, é essencial implementar um desenho e um planejamento de avaliação contínua que permitam o desenvolvimento de um plano estratégico global

Abstract: The purpose of this article is to analyze the context of the emergence and implementation of the public policy called “Mayores en red” (“Seniors online”), aimed at providing training in the use of communication and information technologies (ICT) to reduce the digital, social and generational gap that affects the elderly. This program was developed by the Directorate for the Elderly of the Province of Santa Fe, Argentina, during the period 2021-2023 in the context of the global pandemic of COVID-19, a time when physical and social presence was severely restricted due to the possibility of contagion, which had a strong impact on the elderly in their daily lives. The conclusions show that these educational spaces are necessary for the digital inclusion of the elderly, however, it is necessary to implement a design and planning of continuous evaluation that allows the development of a global strategic plan

BACKGROUND: In Ethiopia, children with disabilities face significant barriers to education, which are exacerbated for those living in remote villages and areas affected by conflict and insecurity. Several studies have highlighted the important role that sustained multistakeholder collaborations could play in removing barriers to inclusive education, supporting students with disabilities and helping countries like Ethiopia achieve inclusion OBJECTIVES: This study explored stakeholders' strategies and the programmes and support they provide to schools or students with disabilities (K-12) to promote inclusive education in the central Gondar zone, Ethiopia METHOD: This study used key informant interviews to collect detailed information on education stakeholders' collaborations to support the inclusion of children with disabilities. The interviewees include experts, administrators and policymakers from purposively selected governmental and civil society organisations and schools RESULTS: This study found that collaboration focused on promoting accessibility, students enrolment and retention, financial, material and medical support, capacity-building, and institutional accountability CONCLUSION: This study concluded that persistent instability and conflict hindered stakeholders' collaborative efforts in the region. It also argued that structured or semi-structured collaborations are more effective for promoting inclusive education CONTRIBUTION: This article presents research findings on collaboration among educational stakeholders to promote inclusive schools and support students with disabilities. Its holistic approach identifies ecological and institutional factors that affect collaborations for inclusion, as well as the support and services that could be further explored in future research. Additionally, it highlights the lessons that education programmes could use to enhance community and stakeholder participation in school inclusivity

Resumo: A compreensão dos princípios de inclusão e diversidade é um processo dialógico e recursivo que os sujeitos constroem e reconstroem ao longo de suas trajetórias de vida. Os dissensos críticos sobre inclusão são entendidos a partir das relações de alteridade, vista como um processo interpelativo. Por sua vez, a diversidade é entendida como um processo de reconhecimento das diferenças e diversidades dos sujeitos. O objetivo da pesquisa é desvendar a configuração de significado em relação à inclusão e à diversidade a partir dos discursos ativos do corpo acadêmico que forma educadores com base nas experiências vividas. A pesquisa foi enquadrada em um paradigma interpretativo de natureza qualitativa, com um delineamento fenomenológico hermenêutico. Foi utilizada uma amostra de conveniência de dez participantes e foram realizadas entrevistas semiestruturadas. Os participantes configuram o significado de inclusão e diversidade como um espaço multifatorial para a expressão da singularidade, no qual o corpo acadêmico e os estudantes podem expressar sua diversidade como elemento enriquecedor do processo educacional. Isso ocorre por meio da construção de experiências formativas que respondem a um desenho universal de ensino e aprendizagem

Abstract: The understanding of the principles of inclusion and diversity is a dialogic and recursive process that individuals construct and reconstruct throughout their life journey. Critical perspectives on inclusion view it through the lens of otherness, seeing it as an interpellative process. Similarly, diversity is understood as the recognition of differences and diversities among individuals. The aim of this research is to uncover how the meaning of inclusion and diversity is configured through the active discourses of higher education faculty who train educators, drawing from their lived experiences. The study is framed within an interpretive, qualitative paradigm, using a hermeneutic-phenomenological design. A convenience sample of ten participants was selected, each of whom participated in a semi-structured interview. The participants define inclusion and diversity as a multifactorial space for the expression of individuality, where both faculty and students can express their diversity as an enriching element of the educational process. This occurs through the creation of formative experiences that align with a universal design for teaching and learning

Resumen: La comprensión de los principios de inclusión y diversidad es un proceso dialógico y recursivo que los sujetos construyen y reconstruyen a lo largo de su trayectoria de vida. Los disensos críticos de inclusión la comprenden desde las relaciones de alteridad, mirada como un proceso interpelativo. A su vez, la diversidad es comprendida como un proceso de reconocimiento de las diferencias y diversidades de los sujetos. El objetivo de la investigación es develar la configuración de significado respecto a la inclusión y diversidad desde los discursos activos del cuerpo académico que forma educadores desde las experiencias vividas. La investigación se enmarcó en un paradigma interpretativo de naturaleza cualitativa, con un diseño fenomenológico hermenéutico. Se utilizó una muestra por conveniencia de diez participantes a los que se les realizó una entrevista semiestructurada. Los participantes configuran el significado de inclusión y diversidad como un espacio multifactorial para la expresión de la singularidad, en la que el cuerpo académico y el estudiantado pueden expresar su diversidad como elemento enriquecedor del proceso educativo. Esto se produce por la construcción de experiencias formativas que responden a un diseño universal de la enseñanza y del aprendizaje

Resumen Introducción: los fisioterapeutas y fonoaudiólogos como profesionales de la salud generan impacto en el rol educativo realizando acciones dentro de sus competencias de detección temprana y oportuna de las alteraciones que se presentan frecuentemente en educación inicial y preescolar a nivel de los procesos motores y comunicativos. Objetivo: realizar una reflexión sobre el rol del fisioterapeuta y el fonoaudiólogo en la educación inicial y preescolar de niños en Colombia. Reflexión: es necesaria la inclusión de los fisioterapeutas y los fonoaudiólogos en el sector educativo, formando grupos interdisciplinares en conjunto con los docentes, familias, e instituciones educativas con el fin de impactar positivamente en el bienestar comunicativo y desarrollo motor de la población que se encuentra en educación inicial y preescolar. Conclusión: se resalta la importancia de incluir a los fisioterapeutas y fonoaudiólogos en el equipo interdisciplinar en el sector educativo, con el fin de abordar de manera temprana las dificultades que puedan generarse a nivel comunicativo y en el desarrollo motor.

Abstract Introduction: Health professionals such as physiotherapists and speech therapists, within their competences, generate an impact on the educational role by carrying out early and opportune detection actions of the alterations that frequently occur in initial and preschool education at the level of motor and communication processes. Objective: To make a reflection on the role of the physiotherapist and speech therapist in the initial and preschool education of children in Colombia. Reflection: It is important to highlight and recognize the importance of including physiotherapists and speech therapists in the education sector in such a way that it can impact the population that is in initial and preschool education, forming interdisciplinary groups together with teachers, families, and schools, to impact the communicative well-being and motor development. Conclusion: When making the reflection, the importance of including physiotherapists and speech therapists in the interdisciplinary team of the educational sector is highlighted, to approach the difficulties that may be generated at the communicative level and in motor development in an early stage.

Resumen En 2017 se expidió en Colombia el decreto 1421, según el cual todas las escuelas del país debían acoger estudiantes con discapacidad y ofrecerles oportunidades de calidad para su ingreso, permanencia y egreso. El Ministerio de Educación dio un plazo de cinco años, contados a partir de su aprobación, para que esta política se implementara en todo el territorio nacional. El objetivo de esta investigación es caracterizar las prácticas pedagógicas, los conocimientos y las condiciones institucionales (de tipo pedagógico-administrativo), en las que labora una muestra de docentes colombianos, seis años después de expedido el decreto. Para ello, se utilizó un diseño cuantitativo no experimental transeccional y la aplicación de una escala a 249 maestros y maestras de distintos niveles educativos. Con base en los hallazgos obtenidos, puede concluirse que hay un cambio positivo en las prácticas pedagógicas y los conocimientos de aquellos docentes que cuentan con formación en inclusión y que laboran en colegios que acogen alumnado con estas trayectorias de vida. Aun así, las condiciones institucionales del profesorado encuestado todavía no responden a proyectos inclusivos. Estos resultados se discuten a la luz de los retos que enfrenta el sistema educativo colombiano en pro de atender alumnado con discapacidad.

Abstract In 2017, Decree 1421 was issued in Colombia, according to which all schools in the country were to welcome students with disabilities and offer them quality opportunities for their entry, permanence and graduation. The Ministry of Education (MEN, 2017a) gave a deadline of five years for this policy to be implemented in the national territory, counted from its approval. The objective of this research is to characterize the pedagogical practices, knowledge and institutional conditions (pedagogical and administrative type) in which a sample of Colombian teachers work, six years after the decree was issued. For this purpose, a transectional non-experimental quantitative design was used and a scale was applied to 249 teachers of early childhood education, elementary school, junior high school and vocational middle school. Based on the findings obtained, it can be concluded that there is a positive change in the pedagogical practices and knowledge of those teachers who have training in inclusion and who work in private schools that receive students with these life trajectories. Even so, the institutional conditions of the teachers surveyed still do not respond to inclusive institutional projects. Since, at the time of writing this paper, we did not find other similar studies in the country, these results are discussed in the light of international research on the subject and in the framework of national policy, and allow extrapolating the challenges faced by the Colombian educational system in welcoming students with disabilities.

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ABSTRACT University social responsibility is a set of actions that helps to promote the active participation of students in their university education, with ethical conduct to create a culture of social commitment based on values and academic quality. The main role of the university is to develop the functions of teaching, research and social responsibility; this allows creating a broader vision of the needs in the community, generating competent professionals and causing a positive impact (Palomino, Vázquez, Vicente, & Tomás, 2019). Objective: To identify the main authors of the subject from the systematic review of the literature, to point out the four axis that RSU has and the four university impacts. Materials and methods: This research is exploratory and documentary with a qualitative approach. The information sources used correspond to consultation pages, among which are: Google academic, and Lens.org. Likewise, inclusion and exclusion criteria were used to collect information and the results obtained were delimited after adding search conditions such as the year interval from 2017 to 2023. Another limitation is that they were only review articles and in any language. Results: The results obtained were 10 definitions of prominent authors which haves an impact on the fact that the University social responsibility has 8 dimensions among which are: Responsible Campus, Citizen Education, Social Knowledge Management, and Mutual Learning Communities for Development, Organizational, Educational, Cognitive and social. The four axis of the RSU are the basis of the organizations to be able to fulfill the mission that each university community pursues. Within the responsible campus, care is taken to ensure that environmental and sustainable care is met and students are taught to participate in it. , responsible citizen and professional training, deontology, which is the duty of people, this helps the university community to do things ethically and with good morals inside and outside universities, knowledge management is a of the main tasks of higher education institutions, social work, the reason for being of various organizations, thanks to which they can disseminate their knowledge and contribute to the development of community and group culture, and finally the need for The society of inclusion and communication between people occur within communities of mutual learning for development. The organizational impacts, within the RSU, impact people, management and sustainability. The educational impacts are related to the training of students (their ethics, their way of interpreting the world and the social role that corresponds to them) and involves all university processes (curriculum, central administration and knowledge management policies). Cognitive impacts are the dissemination of knowledge and social impacts are the relationship within and on the university campus, the treatment and participation of students; Students in the different branches offered. When reviewing and reading the different existing articles, it was observed that there is little information regarding the RSU, focusing on a chronology of the different authors from 2014 to date. Within the articles reviewed, it can be defined that RSU trains, teaches, supports, promotes, guides and organizes; involving the student community, teachers, administrative and managerial staff. The RSU transmits responsible knowledge, ethical principles and helps to train responsible citizen professionals. Conclusion: After studying the literary review, it can be mentioned that all the axis of the RSU must have the participation of the students and all the people who make up the university community in order to have a responsible university, both internally and externally, according to the different concepts that are mentioned of University Social Responsibility; In other words, it is a way to help the professional and civic training of all students, since this is part of what social responsibility seeks. It is mentioned that university students must get involved in real problems within their professional and civic training, since this helps to create links between learning and social responsibility and thus be able to promote human development, both ethically and morally, as that participation in the different projects that the same institution carries out in its activities will grow.Ramírez (2020),Quezada and Rodríguez (2019),Arauco and Apaza (2022),Évora (2017), agree that RSU is reflected in the existence of four axis for the socially responsible management of universities, so that the students are aware that everything that is done within the institution will be reflected outside of it. Complying with Social Responsibility in higher education is a transformation resource that promotes compliance with transparent practices and ethical conduct for sustainable development, generating social well-being on the university campus for the comprehensive and ideal training of its students. Currently, globalization leads to constant changes in organizations and forces them to be able to identify their challenges for the new trends that their environment requires. Therefore, globalization, competition, technology, social responsibility, knowledge and intangible assets demand serious modifications in their structures and strategies from companies.Niebles Nuñez et al. (2018)the universities have the important mission of equitably distributing knowledge and social information. That is why universities must assume the position of University Social Responsibility and analyze whether effective or null knowledge is being provided. The current era is characterized by its constant change, in social demands, in the role of traditional actors, in the situation at the regional and international level, in development approaches (Uribe et al., 2020). Addressing the issue of RSU requires articulating the various parts of the institution in an equitable and sustainable social promotion project, for the production and transmission of responsible knowledge and the training of equally responsible citizen professionals (Mosquera Tayupanta and Alba Granados, 2021; Peña y otros, 2017). There is a proposal for university social responsibility that provides a space for participation in the activities carried out and that are adapted to the new acquisition modalities for students, in addition to the fact that university social responsibility seeks not only to work on the axis of transformation within of the institution, but is also aimed at the entire society that is involved (Pedró, 2019). The university must promote the participation of its students in cultural, social, sports and environmental activities.

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ABSTRACT In recent years, the change in the design of video games has become evident, one of them is accessibility for people with different disabilities, despite the laws, which are very limited, there are no standards that require companies, industries and producers from different sectors implement this resource in their projects. From this research, the objective is to investigate the importance that these inclusion games comply with the response to stimuli provided by the industry, in this field, and that the support that the country is giving to this need to be felt is also felt. this visually impaired population. Based on the mixed research methodology, different sources are investigated in order to demonstrate how necessary it is that there are models of inclusion in video games, both entertainment and educational (serious), thus reaching an identity model that. The lack of laws and resources that promote this industry is evidenced. The project made it possible to describe the main strategies and resources that have been proposed and/or implemented in terms of accessibility for people with visual disabilities in Colombia, investigating and comparing the information obtained from the state of the art, and in this way conclude with the impact of these development methods, in the visually impaired population. An important impact has been the technological evolution that other countries have managed to develop for this type of population. As a conclusion, a disparity was found in the development of this project, which is precisely the little accessibility that people with visual disabilities have to video games in Colombia, because beyond the interaction that exists with some, much more access is required. And above all more investment and enactment of laws that support this resource. Using the mixed research methodology, different sources are investigated in order to demonstrate how necessary it is that there are models of inclusion in video games, both entertainment and educational (serious), thus reaching an identity pattern that gives as shows the lack of laws and resources that promote this industry. From this type of research, it was concluded that the lack of resources has been a legible mark that passes through these industries that have the panorama quite compromised by the demands of the market, but that due to this lack of economic resources they cannot reach the levels of implementation. to its mission and vision. Observing what was said above, it becomes complex to be able to carry out a research that clearly defines the inclusion processes for this type of people with said disability in Colombia. Each model of each industry is defined in a different way, since not all of them have this offer in their services. Common to this type of population. What, then, allowed us to conclude this research, finding social differences in each production of a video game? The project allowed us to describe the main strategies that have been proposed and/or implemented in terms of accessibility for people with visual disabilities in Colombia, investigating and comparing the information obtained from the state of the art, as mentioned above. Thus, then, different responses were found to this inclusion, not only in entertainment games but also in educational ones, which in the end are also very important in the classroom, because not only should one think about the distraction game, but also about the playful nature of teaching, thus helping teachers in the development of their classes. In this way, we conclude with the impact of these development methods on the visually impaired population. Another important point that could be evidenced is the evolution of technology, which has brought haptic systems, immersive and dynamic audio, as well as braille itself in digital systems, this, of course, has allowed progress towards much more logical and dynamic resources, but they continue to be limited precisely because they cannot be implemented correctly, due to their high purchasing value. We must think not of people who suffer from visual disabilities, but rather we must think of all social strata with this type of disability who can, with their resources, access this type of technology. Each part of the intervention exercise with state and private companies led to results that concluded in the population with visual disabilities that does not have the possibility of accessing this exercise of inclusion, and beyond the common interest in popularizing these video games, the limitation of certain sectors is seen that do not find in this undertaking a great industry, since the majority assures that it is more lucrative to invest in video games for people without no limitation or disability than investing in this other type of video game In conclusion, the disabled population in Colombia is 3,134,037; this number is very high if we also consider the rural populations that live without any type of resource or technological reach; Due to their socioeconomic condition and location, they are people who have a deterioration in services, then what is the extent of the disabled population in these areas that do not have the support and resources to improve their quality of life? It is almost null, there is no possibility that in the most vulnerable places and far from the reach of the government, inclusion exercises will be carried out with the visually disabled population, because simply in the last population census that was carried out in Colombia in 2018, more than 50% of the population They do not access the Internet, this added to governments that waste state money, it could be said that the level exceeds that percentage. If so, it is very possible that the reach of this population to these technological resources is very bad. A lot of economic investment is required on the part of the state, and for the designers of these technologies to expand to cover their creative enterprises, to the entire population, without the right to exclusion. For this reason, in this project a disparity is evident, which is precisely the little accessibility that people with visual disabilities have to video games in Colombia, not only from entertainment, but from their spaces in the classroom, which is what many demands. academics for their models and resources to work with this population, because beyond the interaction that exists with some (very few), much more access is still required and above all more investment and enactment of laws that support said resource.