Abstract Purpose: To adapt and validate in Sonora the scale to measure Attitudes towards Transgender People in University Students (EATU), which measures the inclusion of trans people in Higher Education Institutions (HEIS). Methodological design: Quantitative, cross-sectional and non-experimental study. 860 participants were selected among three HEIS, with non-probabilistic and intentional sampling. A 4-point Likert-type scale survey was applied that evaluates transinclusive attitudes. Reliability was obtained with Cronbach's alpha and McDonald's omega. For validity, the sample was randomly divided into two; In subsample 1, an Exploratory Factor Analysis (EFA) was carried out and in subsample 2, the model resulting from the EFA was tested using a Structural Equation Model (SEM). Results: The EFA yielded a final solution EATU of 32 items grouped into 3 dimensions called sensitivity, coexistence and cisexist stigma, with values that demonstrate validity and reliability. The SEM generated a model with indices of fitness in a final solution of 17 items and 3 correlated dimensions with acceptable coefficients. Research limitations: The measurement of transinclusion attitudes in a society where it has been documented that such construct is barely being developing, and the failure to collect demographic data on the sample about their religious beliefs. Findings: A measurement instrument on transinclusive attitudes for key social actors interested in promoting the inclusion of trans people, their human rights and substantive equality.

Resumen Objetivo: Adaptar y validar en el contexto sonorense la Escala para medir Actitudes hacia las Personas Transgénero en Estudiantes Universitarios (EATU) que mide la inclusión de personas trans en Instituciones de Educación Superior (IES). Diseño metodológico: Es un estudio cuantitativo, transversal y no experimental. De tres IES, participaron 860 personas seleccionadas con muestreo no probabilístico e intencional. Se aplicó una escala tipo Likert de 4 puntos que evalúa actitudes transincluyentes. La fiabilidad se obtuvo con alfa de Cronbach y omega de McDonald. Para la validez la muestra se dividió al azar en dos; en la submuestra 1 se llevó a cabo un Análisis Factorial Exploratorio (AFE) y en la submuestra 2 se probó el modelo resultante del AFE mediante un Modelo de Ecuaciones Estructurales (MEE). Resultados: El AFE arrojó una solución final de la EATU de 32 ítems agrupados en 3 dimensiones denominadas sensibilidad, convivencia y estigma cisexista, con valores de fiabilidad superiores a .90 y de cargas factoriales superiores a .36. El MEE generó un modelo con índices de bondad de ajuste en una solución final de 17 ítems y 3 dimensiones correlacionadas con coeficientes superiores a .46. Limitaciones de la investigación: La medición de actitudes de transinclusión en una sociedad donde se ha documentado que tal constructo está en desarrollo y el no recabar datos demográficos en la muestra sobre sus creencias religiosas. Hallazgos: Un instrumento de medida sobre actitudes transincluyentes para actores sociales clave interesados en la promoción de la inclusión de las personas trans, sus derechos humanos y la igualdad sustantiva.

Abstract The present article presents the results of the research entitled “Women, Violence, and Fear in the Public Space of Colombian Cities: A Comparative Analysis of Medellín, Bogotá, and Cali” funded by CODI and the Research Center of the Faculty of Law and Political Sciences at the University of Antioquia. In this study, the causal conditions that affect the presence of livable public spaces for women are examined, using the comparative configurational method and the fsQCA software, in order to establish a sufficient explanation for the existence of this habitability. The analytical framework used was the feminist geography of difference. The data collection techniques were survey and documentary tracking. It is concluded that the minimum implications for the presence of habitable public spaces for women are two: mobility and effective accessibility, and the availability of inclusive and safe cultural offerings. In addition, it is found that gender is a necessary condition, but not a sufficient one, for the space to be habitable.

Resumen El presente artículo expone los resultados de la investigación titulada “Mujeres, violencia y miedo en el espacio público de las ciudades colombianas: un análisis comparado de Medellín, Bogotá y Cali”, financiado por el CODI y el Centro de Investigaciones de la Facultad de Derecho y Ciencias Políticas de la Universidad de Antioquia. En esta se estudiaron las condiciones causales que inciden en la presencia de espacios públicos habitables para las mujeres, se utilizó el método configuracional comparado y el software fsQCA, con el fin de establecer la explicación suficiente para que esta habitabilidad se dé. El marco analítico utilizado fue la geografía feminista de la diferencia. Las técnicas de recolección de información empleadas fueron la encuesta y el rastreo documental. Se concluyó que las implicaciones mínimas para la presencia de espacios públicos habitables para las mujeres son dos: la movilidad y accesibilidad efectiva y la disponibilidad de propuestas culturales incluyentes y seguras. Adicionalmente, se estableció que el género es condición necesaria, más no suficiente, para que el espacio sea habitable.

Universities have historically had ableist leanings that exclude people with disabilities. Yet, people with disabilities have a right to attend institutions of higher education, as does everyone else. What is called for is that institutions transform towards disability inclusion. The purpose of this article is to use the case study of research conducted at University of Cape Town (UCT) to suggest strategies for disability inclusion in institutions of higher education. The research question was: What does research carried out at UCT on disability inclusion related to staff, students, and curriculum tell us about strategies that have been used to achieve inclusion, the effectiveness of these strategies and what recommendations can be made for increasing the level of disability inclusion and equity at UCT? A scoping review of the literature on disability inclusion at UCT was conducted. Selected literature was thematically analysed based on the research question and aligned to the strategic goals of UCT. Four emergent themes are presented: including disability in the decolonial discourse, collaborating to enhance disability inclusion, enhancing disability inclusive social responsiveness, and other strategies to enhance systemic change towards disability inclusion. UCT has made significant strides to include students with disabilities, yet there is much still to be achieved. Disability inclusion in institutions of higher learning is not only about ensuring accessibility, but is also about addressing how disability is understood and how it is included in the curriculum.

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge and use of adaptive assessment methods when teaching EFAL. The national Policy on Screening, Identification, Assessment and Support ([SIAS] Department of Basic Education [DBE], Republic of South Africa [RSA], 2014) underpins our study as a theoretical framework. We followed a qualitative research approach to examine the knowledge as well as the classroom practices of 6 purposively selected educators who taught EFAL. The study was grounded in the interpretivist paradigm and investigated educators' lived experiences integrating adaptive assessment procedures into the teaching of EFAL in Grade 6 inclusive classrooms. We relied on semi-structured interviews, observation, and document analysis to collect data and performed thematic analysis to identify, analyse and report repeated patterns. The findings from our study indicate that the participating educators perceived their training in inclusive education and their use of adaptive assessment methods as inadequate, especially in the context of large, under-resourced classrooms. As a result, we recommend that educators should receive the necessary support from the school-based support teams and the district-based support teams to use adaptive assessment methods when teaching EFAL.

Internationally, there has been a push for the prioritisation of research impact beyond its scholarly contribution. Traditionally, research impact assessments have focused on academic impact and quantitative measures, at the expense of researchers for whom research impact cannot be quantified. Bibliometric indicators and other quantitative measures are still the most widely used method for evaluating research impact because these measures are easy to use and provide a quick solution for evaluators. Conversely, metric indicators fail to capture important dimensions of high-quality research. Hence, in this study, we explored challenges with metric indicators. We adopted a case study of the University of Cape Town and used document analysis, a questionnaire survey to collect data from academics and researchers, as well as semi-structured interviews with a sample of academic and research staff. The findings highlight common challenges with quantitative measures, such as bias and discipline coverage, and the ability of measures to drive researchers' behaviour in another direction. We propose the adoption of responsible research metrics and assessment in South African higher education institutions for more inclusive and equitable research impact assessments. SIGNIFICANCE: • The study highlights the importance of understanding the challenges and influence of current measures used for assessing research impact in higher education institutions. • There is a need for higher education leaders, policymakers and funders to advocate and support responsible metrics. • Higher education leaders, funders and policymakers need to collaborate at the national level to initiate and support research assessment reform.

Abstract The use of (gender-)inclusive language is steadily gaining attention in all spheres of society, including corporate communication. The main aim of this paper is to present GILAF, an evaluation framework to analyze and describe Spanish (gender-)inclusive language in corporate websites. For this purpose, the elaboration process of the analysis framework is described, quantitatively validated, and applied to a sample of corporate websites from Spanish SMEs. The validation process proved that the GILAF framework is suitable for analyzing and describing (gender-)inclusive language strategies in corporate websites. In addition, the extracted results from the analysis of the sample showed that the application of (gender-)inclusive language is scarce in the analyzed websites, and its use is just present in two areas: graphic and visual language strategies and presence of sexist stereotypes. The GILAF analysis framework has a great potential to be used as a guide for companies willing to apply (gender-)inclusive language strategies to their corporate web content.

Resumen El uso del lenguaje inclusivo es cada vez más relevante en todos los ámbitos de la sociedad, incluido el de la comunicación corporativa. El objetivo principal de este trabajo es presentar un marco de análisis para el estudio del lenguaje inclusivo en español en las páginas web corporativas. Para ello, en primer lugar, se describe el proceso de elaboración del marco de análisis. Posteriormente, se valida cuantitativamente el marco de análisis y se aplica una muestra de sitios web corporativos de pymes españolas. El proceso de validación demostró que el marco de análisis es adecuado para analizar y describir las estrategias de lenguaje inclusivo en los sitios web corporativos. Además, los resultados obtenidos a partir del análisis de la muestra indicaron que hay una presencia escasa de estrategias de lenguaje inclusivo en los sitios web analizados, y su uso tan solo está presente en dos áreas: las estrategias de lenguaje gráfico y visual y en la presencia de estereotipos sexistas. Asimismo, los resultados obtenidos indican que el marco de análisis tiene un gran potencial para ser utilizado como guía para las empresas que deseen aplicar estrategias de lenguaje inclusivo en sus contenidos web corporativos.

Resumo Este artigo apresenta um estudo de investigação sobre a inclusão educativa de estudantes com deficiência que frequentam regularmente universidades públicas na região da América Central e das Caraíbas. O estudo faz parte de um projeto mais amplo que procura gerar apoio a este grupo no ensino superior. Foi utilizada uma abordagem qualitativa com um desenho descritivo exploratório. Participaram no estudo dez diretores acadêmicos, coordenadores, membros de organismos universitários para estudantes com deficiência e professores. Os resultados mostram que muitos estabelecimentos de Ensino introduziram políticas institucionais nos últimos anos. Além disso, os programas de assistência aos estudantes representam um dos mecanismos de apoio mais importantes. Por último, os participantes referiram que a falta de recursos financeiros, a escassez de pessoal formado e a falta de formação de professores nesta matéria são os principais obstáculos à criação de ambientes educativos inclusivos. Caraíbas superior exploratório acadêmicos coordenadores anos disso importantes último financeiros inclusivos

Abstract This article presents a study on the educational inclusion of students with disabilities who regularly attend public universities in Central American and the Caribbean. This study is part of a broader project that seeks to generate support for this group in Higher Education. A qualitative approach with an exploratory descriptive design was used. Ten academic heads, coordinators, members of university instances of attention to students with disabilities, and professors participated. The results show that most educational institutions have implemented institutional policies in recent years. Likewise, student assistance programs represent one of the major support mechanisms. Finally, the participants mentioned that the lack of economic resources, scarcity of trained personnel, and teacher training on this issue are the main obstacles to creating inclusive educational environments. Caribbean Education used heads coordinators participated years Likewise mechanisms Finally resources personnel environments

Resumen En este artículo se da a conocer una investigación realizada sobre la inclusión educativa del alumnado en situación de discapacidad que asiste regularmente a las universidades públicas de la región centroamericana y el Caribe. El estudio es parte de un proyecto más amplio que busca generar apoyos hacia este colectivo en la Educación Superior. Se utilizó un enfoque cualitativo con un diseño descriptivo exploratorio. Participaron 10 jefes académicos, coordinadores, miembros de instancias universitarias de atención a estudiantes en situación de discapacidad y profesores. Los resultados muestran que la mayoría de los establecimientos de Enseñanza instauraron políticas institucionales en los últimos años. Asimismo, los programas de atención estudiantil representan uno de los mayores mecanismos de apoyo. Finalmente, los participantes mencionaron que la falta de recursos económicos, el escaso personal capacitado y la poca formación de los docentes acerca de esta temática son los principales obstáculos para crear entornos educativos inclusivos. Caribe Superior exploratorio 1 académicos coordinadores profesores años Asimismo apoyo Finalmente económicos inclusivos

The institutions of higher learning in South Africa (HEIs) still suffer from the remains of colonialism. Many different activities in HEI have exposed such legacy. For instance, the 2015/2016 #fees must fall, and Rhodes must fall mass student's protest exposed struggle for transformation in academic institutions. The current article wants to understand participants (which are graduates) experiences with regards to accessing the university. Twenty-two graduates were interviewed through individual semi-structured interviews. In a setting that still suffer from legacies of oppression, participants emphasised absence of easy access at the university as symbolising the still existing European domination in African institutions. Thus, poor students access experiences at the university are marked by misperceptions and disappointments due to several obstacles. There is a need for fundamental change in HEIs, by making certain that an inclusive admission of poor students in post-colonial South African universities is evident.

Resumen El uso del advergaming se ha convertido en una de las novedosas técnicas de la publicidad gracias a las cuales las marcas transmiten de manera innovadora sus mensajes al público. En Perú existe una brecha en la integración de las personas sordas dentro de los discursos publicitarios de las marcas y campañas, sobre todo si se utiliza el advergaming para establecer una buena conexión con ellos. Este estudio cuenta con dos objetivos: analizar cómo la marca Pilsen contribuye o no a crear espacios inclusivos con el advergaming y determinar qué elementos de la técnica publicitaria son relevantes para integrar a la comunidad sorda dentro del mundo del videojuego. Se adoptó una metodología cualitativa para analizar el anuncio E-nterpreters mediante la realización de entrevistas semiestructuradas a un grupo de estudiantes de la carrera de Educación Especial del décimo ciclo de una universidad privada de Lima. Se encontró que Pilsen sí contribuyó a crear espacios inclusivos con la técnica del advergaming.

Abstract Advergaming, one of the innovative advertising techniques, has the potential to creatively convey brand messages to the audience. In Peru, there is a gap in integrating deaf individuals into the advertising discourse of brands and campaigns, especially when utilizing advergaming to establish a strong connection with them. This study aims to fill this gap by analyzing how the Pilsen brand, through advergaming, has contributed to creating inclusive spaces. The study also seeks to determine which elements of the advertising technique are relevant for integrating the deaf community into the gaming world. To gain a comprehensive understanding, a qualitative methodology was adopted to analyze the E-nterpreters ad, and semi-structured interviews were conducted with 12 special education students in the tenth semester at a private university in Lima. The findings revealed that Pilsen's advergaming technique has indeed contributed to creating inclusive spaces.

Resumo O uso do advergaming se tornou uma das técnicas inovadoras de publicidade, graças à qual as marcas transmitem suas mensagens ao público de forma inovadora. No Peru, há uma lacuna na integração de pessoas surdas no discurso publicitário de marcas e campanhas, especialmente se o advergaming for usado para estabelecer uma boa conexão com elas. Este estudo tem dois objetivos: analisar como a marca Pilsen contribui ou não para criar espaços inclusivos com advergaming e determinar quais elementos da técnica publicitária são relevantes para integrar a comunidade surda no mundo dos videogames. Foi adotada uma metodologia qualitativa para analisar o anúncio E-nterpreters por meio de entrevistas semiestruturadas com um grupo de estudantes do décimo período do curso de Educação Especial em uma universidade particular de Lima. Constatou-se que a Pilsen contribuiu de fato para a criação de espaços inclusivos com a técnica de advergaming.

Resumen Dados los vertiginosos cambios de la sociedad, las universidades ecuatorianas en general, y la Universidad Central del Ecuador (UCE) en particular, están obligadas a enfrentar estos retos; para lo cual es necesario partir desde sus orígenes para comprender su pasado, entender su presente y sobre todo proyectar su futuro, desde una perspectiva más amplia, incluyente, democrática, abierta al diálogo de saberes y conocimientos. Por ello, el presente trabajo tiene como propósito analizar los distintos contextos en los que se ha desenvuelto la gestión de la UCE; la metodología aplicada se basa en la revisión documental, la misma que ha dado como resultado: comprender y proyectar nuevas formas de gestión universitaria. Concluyendo finalmente en la necesidad de aplicar un modelo de gobernanza universitaria con énfasis en la gestión participativa, toda vez que el problema ya no es la gobernabilidad de la institución, sino la capacidad de gobernar de sus actores.

Abstract Given the dizzying changes in society, Ecuadorian universities in general, and the Central University of Ecuador (UCE) in particular, are forced to face these challenges; For which it is necessary to start from its origins to understand its past, understand its present and above all project its future, from a broader, inclusive, democratic perspective, open to the dialogue of knowledge and knowledge. Therefore, the purpose of this work is to analyze the different contexts in which the management of the UCE has developed; The applied methodology is based on documentary review, which has resulted in: understanding and projecting new forms of university management. Finally concluding in the need to apply a university governance model with emphasis on participatory management, since the problem is no longer the governability of the institution, but the ability of its actors to govern.

Abstract. The Indigenous Tutorial Education Program (PET)-Actions in Health has been developed since 2010 at the Federal University of São Carlos, Brazil, and seeks to train agents capable of collaborating in the improvement of indigenous health conditions and in popular communities. Several indigenous people have passed through the group since its creation. There are also some indigenous peoples who have already graduated and are present professionally in different contexts. Thus, this article presents research that sought to map the group's former members, in the first twelve years of its existence, and to know their current experiences and the period in which they were participants. This is a study with a quantitative and qualitative approach, using documental survey, sessions and semi-structured interviews. There were 46 participants in the group, 39 of whom were graduates, with a great diversity of self-employed courses, regions of Brazil and indigenous peoples. They developed several activities in research, teaching and extension, with interesting relationships with their graduations and with their permanence in the institution. The effects of participation in the group and the relationship between their participation and daily professional practices were noticed, including those related to the COVID-19 pandemic.

Resumen. El Programa de Educación Tutorial Indígena-Acciones en Salud se desarrolla desde 2010 en la Universidad Federal de São Carlos, Brasil, y busca formar agentes capaces de colaborar en la mejora de las condiciones de salud de los indígenas y en las comunidades populares. Por el grupo, han pasado varios indígenas desde su creación y algunos ya se graduaron y se encuentran trabajando profesionalmente en diferentes contextos. Este artículo presenta una investigación que busca dar seguimiento a los exintegrantes del grupo, en los primeros doce años de su existencia, y conocer sus experiencias actuales y el periodo en que fueron participantes. Se trata de un estudio con abordaje cuantitativo y cualitativo, y que utiliza encuesta documental, cuestionarios y entrevistas semiestructuradas. El grupo se conformó de 46 participantes, 39 de los cuales son exparticipantes, con una amplia gama de cursos de pregrado, regiones de Brasil y pueblos indígenas. Desarrollaron diversas actividades de investigación, docencia y extensión relacionadas con sus estudios y con su permanencia en la institución. Se advierten los impactos de la intervención en el grupo y la relación entre su participación y las prácticas profesionales actuales, incluso las que tienen que ver con la pandemia de la COVID-19.

Resumo. O Programa Educação Tutorial Indígena -Ações em Saúde é desenvolvido desde 2010 na Universidade Federal de São Carlos, Brasil, e busca a formação de agentes capazes de colaborar na melhoria das condições da saúde indígena, nas comunidades populares e na valorização das práticas tradicionais de saúde indígena. Vários foram os indígenas que já passaram pelo grupo desde a sua criação. Também há parte dos egressos que já se gradou e estão atuando profissionalmente em contextos variados. Assim, neste artigo é apresentada uma pesquisa que buscou mapear os egressos do grupo, nos doze primeiros anos de sua existência, e conhecer suas experiências atuais e no período em que eram participantes. Este é um estudo de abordagem quanti-qualitativa, com uso de levantamento documental, questionários e entrevistas semiestruturadas. Foram 46 participantes do grupo, sendo 39 egressos, com grande diversidade de cursos de graduação, regiões do Brasil e povos indígenas. Desenvolveram atividades diversas em pesquisa, ensino e extensão, com interessantes relações com suas graduações e com a permanência na instituição. Percebeu-se os impactos de participação no grupo e relação de sua participação com as práticas profissionais cotidianas, inclusive relacionadas à pandemia COVID-19.

Abstract. The findings resulting from an investigation carried out at the Universidad Iberoamericana of Mexico City from January to December 2022 aimed at analyzing the educational experiences of indigenous students, graduates and graduates in order to identify the problems related to the intercultural inclusion of “the indigenous” in a private university characterized by a humanistic approach and an explicit commitment to social justice are presented. The background of intercultural inclusion in higher education institutions is reviewed and this problem is characterized from a critical and decolonial approach. The collaborative and dialogical methodological approach that was implemented through the participation of eleven indigenous students in the elaboration, analysis and interpretation of stories that account for their educational experiences is described. The following are analyzed: expectations related to access to higher education and related personal, family and community tensions; the social and academic barriers that indigenous students face in their entry, permanence and graduation; and relationships with teachers. Proposals are defined to include "the indigenous" in the university and recommendations are made to promote inclusive intercultural university processes.

Resumen. En este artículo se presentan los hallazgos resultantes de una investigación realizada de enero a diciembre 2022 en la Universidad Iberoamericana de la Ciudad de México, dirigida a analizar las experiencias educativas de estudiantes, egresadas y egresados indígenas, a fin de identificar las problemáticas relacionadas con la inclusión intercultural de “lo indígena” en una universidad privada de élite caracterizada por un enfoque humanista y un compromiso explícito con la justicia social. Se revisan los antecedentes sobre el tema de la inclusión intercultural en instituciones educativas de nivel superior, y se caracteriza dicha problemática desde un enfoque crítico y decolonial. Se describe la aproximación metodológica colaborativa y dialógica que se implementó a través de la participación de once estudiantes indígenas en la elaboración, análisis e interpretación de relatos que dan cuenta de sus experiencias educativas. Se analizan las expectativas relacionadas con el acceso a la educación superior y las tensiones personales, familiares y comunitarias relacionadas; las barreras sociales y académicas que el estudiantado indígena enfrenta en su ingreso, permanencia y egreso; y las relaciones con los docentes. Se definen propuestas para incluir lo indígena en la universidad y se formulan recomendaciones para promover procesos universitarios inclusivos interculturales.

RESUMEN La Educación Superior se enfrenta a desafíos y dificultades relativos a la financiación, la igualdad de condiciones de acceso a los estudios y en el transcurso de los mismos, una mejor formación del personal docente , basada en las competencias, la mejora y conservación de la calidad de la enseñanza, la investigación y los servicios, la pertinencia de los planes de estudios, las posibilidades de empleo de los diplomados, el establecimiento de acuerdos de cooperación eficaces y la igualdad de acceso a los beneficios que reporta la cooperación internacional. Uno de los retos a los que se enfrenta la Educación Superior está relacionado con la igualdad y equiparación en el acceso de todos los estudiantes, pero este es aún mayor si se trata de estudiantes con discapacidades a los que se les debe garantizar su atención educativa en este nivel de enseñanza.La atención educativa a estudiantes con discapacidades en la Educación Superior a escala mundial implica modificaciones sustanciales en las culturas, en las mentalidades, en las políticas, en las ofertas , implica el reconocimiento al derecho de todos a una educación de calidad, independientemente de las particularidades y características que condicionan las variabilidades en el desarrollo lo que demanda un cambio en las prácticas educativas y en la formación continua de sus docentes.

ABSTRACT He confronts to the studies the Higher Education to defiances and relative difficulties to the financing, the uniformity of conditions of access and in the passing of the same, a teaching staff's better formation, based in competitions, he improves it and conservation of the quality of teaching, the investigation that yields the international cooperation and the services, the efficacious pertinence of curriculums, the possibilities of job of graduates, the establishment of agreements of cooperation and the equality of access to benefits. One of the challenges to which the Higher Education is confronted is related to equality and comparison in all of the students's access, but this is still bigger if his educational attention in this enseñanza.La's level has to do with the ones that they must guarantee to them students with discapacidades educational attention to students with disability in Higher Education to worldwide scale implies substantial modifications in cultures in intentions in policies in offers,the recognition implicates to the right of wholes an education of quality, independently of particularities and characteristics that they condition the variabilities In development that demands a change in educational practices in his teachers's continuous formation.

RESUMEN La orientación familiar como práctica inclusiva en la educación inicial, respaldada por una adecuada formación docente, crea un entorno en el cual las diferencias son valoradas y se promueve el desarrollo equitativo de todos los niños. En este ámbito la formación del profesional, desde este enfoque busca involucrar a las familias en el desarrollo educativo de sus hijos desde una etapa temprana, reconociendo la importancia de la colaboración entre la escuela y el hogar.El presente artículo muestra resultados teóricos y prácticos, de un proyecto de investigación, de la carrera Licenciatura en Educación Inicial, de la Universidad Metropolitana del Ecuador. Se presenta una concepción para evaluar la dinámica familiar, utilizando indicadores de orientación como una práctica inclusiva en el ámbito de la educación inicial, para identificar elementos relacionados con el desarrollo socioafectivo de niños de 1 a 3 años, y mejorar la atención integral de estos.

ABSTRACT Family guidance as an inclusive practice in early education, supported by adequate teacher training, creates an environment in which differences are valued and the equitable development of all children is promoted. In this area, professional training, from this approach, seeks to involve families in the educational development of their children from an early stage, recognizing the importance of collaboration between school and home. This article shows theoretical and practical results of a research project from the bachelor’s degree in early childhood education at the Metropolitan University of Ecuador. A concept is presented to evaluate family dynamics, using guidance indicators as an inclusive practice in the field of initial education, to identify elements related to the socio-affective development of children from 1 to 3 years old, and improve their comprehensive care.

ABSTRACT Professional orientation and entrepreneurship emerge as a necessary relationship in Cuban Higher Education, taking into account the need to stimulate the training of entrepreneurial students with professional life projects that enable their contribution to the municipality as a space for the common good. By virtue of what has been expressed, the article intends to socialize an educational strategy aimed at gradually promoting entrepreneurship, from the professional orientation process. The proposal was structured into three specific strategic actions: redefinition of entrepreneurship as a process and result, training for the pedagogical group and the design of professional orientation workshops "Youth, entrepreneurship and local development." For this, a qualitative methodology was used that considers the interpretation of the results from a dialectical conception, with the use of historical-logical methods, modeling and the help of documentary analysis and the Iadov technique for the evaluation of the proposal. The results reveal the potential of an educational strategy that contains actions and operations that favor the training of entrepreneurial students with professional life projects that stimulate the use of knowledge for prosperous, sustainable, equitable and inclusive municipal development.

RESUMO A orientação profissional e o empreendedorismo surgem como uma relação necessária no Ensino Superior cubano, tendo em conta a necessidade de estimular a formação de estudantes empreendedores com projetos de vida profissional que possibilitem a sua contribuição para o município como espaço de bem comum. Em virtude do exposto, o artigo pretende socializar uma estratégia educativa que visa promover gradativamente o empreendedorismo, a partir do processo de orientação profissional. A proposta foi estruturada em três ações estratégicas específicas: redefinição do empreendedorismo como processo e resultado, formação do grupo pedagógico e concepção de oficinas de orientação profissional "Juventude, empreendedorismo e desenvolvimento local". Para isso, utilizou-se uma metodologia qualitativa que considera a interpretação dos resultados a partir de uma concepção dialética, com utilização de métodos histórico-lógicos, modelagem e auxílio da análise documental e da técnica de Iadov para a avaliação da proposta. Os resultados revelam o potencial de uma estratégia educacional que contenha ações e operações que favoreçam a formação de estudantes empreendedores com projetos de vida profissional que estimulem o uso do conhecimento para o desenvolvimento municipal próspero, sustentável, equitativo e inclusivo.

RESUMEN Orientación profesional y emprendimiento, emergen como una relación necesaria en la Educación Superior cubana, teniendo en cuenta la necesidad de estimular la formación de estudiantes emprendedores con proyectos de vida profesionales que posibiliten su aporte al municipio como espacio de bien común. En virtud de lo expresado, el articulo tiene la intención de socializar una estrategia educativa orientada a potenciar de modo gradual el emprendimiento, desde el proceso de orientación profesional. La propuesta se estructuró en tres acciones estratégicas específicas: resignificación del emprendimiento como proceso y resultado, la capacitación al colectivo pedagógico y el diseño de talleres de orientación profesional "Juventud, emprendimiento y desarrollo local". Para ello, se utilizó una metodología cualitativa que pondera la interpretación de los resultados desde una concepción dialéctica, con el empleo de los métodos histórico-lógico, la modelación y el auxilio del análisis documental y la técnica de Iadov para la evaluación de la propuesta. Los resultados develan, las potencialidades de una estrategia educativa que contiene acciones y operaciones que favorece la formación de estudiantes emprendedores con proyectos de vida profesionales que estimulan el uso del conocimiento en función un desarrollo municipal prospero, sostenible, equitativo e incluyente.