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 study presents the main findings on the impact that experimental kits have had on the formation of scientific and practical skills in high school and university chemistry students through a systematic review following the phases of the PRISMA protocol. After a search and selection using inclusion and exclusion criteria, 18 studies selected from the Scopus, Google Scholar, and ERIC databases were analyzed. The results indicated that experimental kits facilitate observation, interpretation of results, proper handling of instruments, formulation of hypotheses, analysis of physical and chemical changes, as well as evaluation of quantitative and qualitative data, among others. In addition, socioeconomic factors such as inclusion in curricular planning are key determinants of the effectiveness and scope of experimental kits. In contexts where these aspects are adequately managed, a notable improvement in the quality of practical education was observed, contributing significantly to more enriching and effective learning. Concluding that experimental kits are effective resources for the training of practical and scientific skills, offering remarkable benefits thanks to their versatility, portability, safety, ease of use, and low maintenance cost.

Resumen El estudio presentó los principales hallazgos acerca del impacto que han tenido los kits experimentales en la formación de habilidades científicas y prácticas en estudiantes de química de secundaria y universitaria, mediante una revisión sistemática siguiendo las fases del protocolo PRISMA. Luego de una búsqueda y selección mediante criterios de inclusión y exclusión, se analizaron 18 estudios seleccionados de las bases de datos Scopus, Google Académico y ERIC. Los resultados señalaron que los kits experimentales facilitan la observación, la interpretación de los resultados, un adecuado manejo de instrumentos, formulación de hipótesis y análisis de cambios físicos y químicos, así como la evaluación de datos cuantitativos y cualitativos, entre otros. Además, factores socioeconómicos como la inclusión en la planificación curricular son determinantes claves en la efectividad y el alcance de los kits experimentales. En contextos donde estos aspectos se gestionan de manera adecuada, se observó una notable mejora en la calidad de la educación práctica que contribuye significativamente a un aprendizaje más enriquecedor y efectivo. Concluyendo que los kits experimentales son recursos eficaces para la formación de habilidades prácticas y científicas, ofreciendo beneficios notables gracias a su versatilidad, portabilidad, seguridad, facilidad de uso y su bajo costo de mantenimiento.

Abstract This research analysed how the perspective of continuing studies is perceived by graduating high school students, teachers, and pedagogical coordinators of public schools in the municipality of Campinas, where the largest campus of the State University of Campinas (Unicamp) is located. The purpose was to analyze the extent to which the university’s affirmative action programs are part of the school culture, the future prospects of these young people from public high schools, and the extent to which they demonstrate a process of appropriating these rights. The research was carried out through questionnaires with students and teachers and interviews with pedagogical coordinators from a representative sample of ten public schools. It was observed that among students, there is a significant difference between abstract plans and the concreteness of applying to selective processes. Teachers play a relevant role as a source of information that expands students’ choices. Additionally, in the case of the university, there is the potential for expanding slots in the ENEM modality and a need to pay attention to communication strategies to make their inclusion policies more effective.

Resumo Esta pesquisa investigou como a perspectiva de continuidade dos estudos é percebida por alunos concluintes do ensino médio, professores e coordenadores pedagógicos de escolas públicas do município de Campinas, onde está localizado o maior campus da Universidade Estadual de Campinas (Unicamp). O propósito foi analisar em que medida os programas de ação afirmativa desta universidade fazem parte da cultura escolar e da perspectiva de futuro desses jovens do ensino médio de escolas públicas e em que medida demonstram um processo de apropriação desses direitos. A pesquisa foi realizada por meio de questionários com estudantes e professores e entrevistas com os coordenadores pedagógicos de uma amostra representativa de dez escolas públicas. Observou-se que entre os estudantes há uma diferença significativa entre os planos abstratos e a concretude de se inscrever nos processos seletivos; os professores representam um relevante papel como fonte de informações que abrem o leque de escolhas para os estudantes. No caso da universidade, sugere-se a possível ampliação de vagas na modalidade ENEM e a atenção às estratégias de comunicação, como relevantes a fim de tornar suas políticas de inclusão mais efetivas.

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

Resumen Marco contextual: Los niños con Necesidades Sanitarias Especiales (NSE) tienen diversas necesidades sanitarias que pueden influir en su integración y en su trayectoria escolar. La identificación precoz de las NSE es esencial para que los equipos de salud familiar y escolar planifiquen una mejor atención sanitaria e impulsen la inclusión escolar. Objetivo: Traducir, adaptar culturalmente y validar para la población portuguesa el instrumento Children with Special Health Care Needs Screener (CSHCN Screener). Metodología: Estudio metodológico que incluye la traducción y la adaptación semántica y cultural. Participaron 390 padres de niños de la región norte de Portugal. Resultados: La versión portuguesa consta de 14 ítems. El panel de expertos y los padres de niños con NSE consideraron que el instrumento era aceptable, comprensible y válido en cuanto al contenido. El CSHCN Screener tardó aproximadamente un minuto en completarse o autocompletarse. Conclusión: La versión portuguesa del CSHCN Screener demuestra ser un instrumento válido y fiable para identificar a los niños con NSE.

Abstract Background: Children with special health care needs (CSHCN) have a range of health care needs that can influence their integration and their academic life. Early identification of CSHCN is essential for family and school health teams to plan better health care and promote school inclusion. Objective: To translate, culturally adapt, and validate the Children with Special Health Care Needs Screener (CSHCN Screener) for the Portuguese population. Methodology: Methodological study including translation and semantic and cultural adaptation. A total of 390 parents of children from the northern region of Portugal participated in the study. Results: The Portuguese version consists of 14 items. The panel of experts and the parents of CSHCN considered the instrument to be acceptable, understandable, and with content validity. The CSHCN Screener took about one minute to complete or self-complete. Conclusion: The Portuguese version of the CSHCN Screener proves to be a valid and reliable tool for identifying CSHCN.

Resumo Enquadramento: Crianças com Necessidades de Saúde Especiais (NSE) apresentam diversas necessidades de saúde que podem influenciar a sua integração e o seu percurso escolar. A identificação precoce das NSE é fundamental para que as equipas de saúde familiar e escolar planeiem melhores cuidados de saúde e potenciem a inclusão escolar. Objetivo: Traduzir, adaptar culturalmente e validar para a população portuguesa o instrumento Children with Special Health Care Needs Screener (CSHCN Screener). Metodologia: Estudo metodológico que inclui a tradução e adaptação semântica e cultural. Participaram 390 pais de crianças da região norte de Portugal. Resultados: A versão portuguesa é composta por 14 itens. O painel de peritos e os pais de crianças com NSE consideraram o instrumento aceitável, compreensível e com validade no conteúdo. O CSHCN Screener levou cerca de um minuto a ser preenchido ou autopreenchido. Conclusão: A versão portuguesa do CSHCN Screener demonstra ser um instrumento válido e fiável na identificação de crianças com NSE.

Resumen El objetivo de este estudio fue identificar las características de investigaciones empíricas centradas en el proceso de transición dela escuela secundaria a la universidad. Se realizó una revisión sistemática en bases de datos electrónicas donde se identificaron 2.133 artículos. Después de la aplicación de los criterios de inclusión y exclusión, la muestra final fue compuesta por 23 estudios que fueron analizados en categorías: concepto de transición a la universidad, delineamiento, objetivo del estudio, características de los participantes y principales resultados. Muchos artículos solo describen los cambios o desafíos que enfrentan los estudiantes, sin explicar adecuadamente un modelo de transición. El diseño más utilizado fue el cuantitativo y longitudinal, comparando las variables a lo largo del tiempo. En la mayoría de los estudios, los participantes fueron jóvenes desde el primer año de graduación, con una edad promedio entre 17 y 19 años. Se identificó que la transición está permeada por diversos factores que pueden influenciar positivamente (buenos hábitos de sueño, apoyo social y familiar) o negativamente (discriminación racial y bajos niveles de resiliencia, entre otros) a los estudiantes. La escasez de estudios brasileños denota la necesidad de desarrollar investigaciones con esa población, a fin de viabilizar intervenciones dirigidas a esos estudiantes.

Resumo O objetivo deste estudo foi identificar as características de pesquisas empíricas que se centram no processo de transição do Ensino Médio para universidade. Realizou-se uma revisão sistemática da literatura em bases de dados eletrônicas onde foram identificados 2.133 artigos. Após aplicação dos critérios de inclusão e exclusão, a amostra final foi composta por 23 estudos que foram analisados por meio das categorias: conceito de transição à universidade, delineamento, objetivo do estudo, características dos participantes e principais resultados. Muitos dos artigos apenas descreveram as mudanças ou desafios enfrentados pelos estudantes, sem explicitar um modelo de transição. O delineamento mais utilizado foi o quantitativo e longitudinal, comparando as variáveis alvo ao longo do tempo. Na maioria dos estudos, os participantes foram jovens do primeiro ano da graduação, com idade, em média, entre 17 e 19 anos. De modo geral, identificou-se que há uma série de fatores individuais e contextuais que podem influenciar os estudantes em processo de transição, positivamente (bons hábitos de sono, suporte social e familiar) e negativamente (discriminação racial e baixos níveis de resiliência, entre outros). A escassez de estudos brasileiros denota a necessidade de desenvolver pesquisas com essa população, a fim de se viabilizar intervenções direcionadas a esses estudantes.

Abstract The aim of this study was to investigate characteristics of empirical research that focuses on transition from high school to college. We conducted a systematic literature review in databases. A total of 2.133 papers were identified. After applying inclusion and exclusion criteria, the final sample was composed by 23 papers, which were analyzed through the categories: transition to college definition, study design, study objective, participants’ characteristics and main results. Most articles only described changes or challenges faced by students, without properly explaining a transition model. The most used study design was quantitative and longitudinal, comparing variables over time. In general, participants were young people in their first year as an undergraduate, with average age between 17 and 19 years old. In general, transition from high school to college is surrounded by individual and contextual factors that can influence students positively (good sleep habits, social and family support) or negatively (e.g. racial discrimination and low levels of resilience). The scarcity of Brazilian studies denotes the need to develop research with this population, in order to enable interventions aimed at these students.

Resumen El artículo buscó realizar una revisión sistemática de la literatura sobre el movimiento estudiantil en Brasil, publicada entre 2015 y 2022, con el objetivo de cuantificar los artículos sobre este tema y cómo se aborda el trabajo de la psicología escolar en el movimiento estudiantil secundario brasileño. La investigación se llevó a cabo en 4 etapas: búsqueda bibliográfica en 5 plataformas de revistas, exclusión por título y artículos duplicados, categorización de los estudios por área de conocimiento y análisis de los artículos en el campo de la Psicología. El número total de artículos encontrados inicialmente fue de 422. Tras aplicar algunos criterios de inclusión y exclusión, se analizaron 16 artículos. A partir de los resultados obtenidos, se pudo constatar la prevalencia de investigaciones empíricas y cualitativas, principalmente estudiando las ocupaciones en la enseñanza secundaria y las experiencias de construcción de sindicatos estudiantiles en las escuelas. Finalmente, se puede concluir que el tema estudiado, por tratarse de un fenómeno interdisciplinario, aún es poco explorado por la psicología. Sin embargo, los resultados obtenidos en la revisión indican que la participación de los alumnos en el proceso político escolar es de fundamental importancia, como materialización del objetivo de la escuela de crear individuos en desarrollo, capaces de actuar en la transformación social, ética y política.

Abstract The article sought to carry out a systematic review of the literature on the student movement in Brazil, published between 2015 and 2022, with the aim of quantifying articles on this subject and how the role of school psychology in the Brazilian secondary student movement is approached. The research was carried out in 4 stages: bibliographic search in 5 journal platforms, exclusion by title and duplicate articles, categorization of studies by area of knowledge and analysis of articles in the area of Psychology. The total number of articles initially found was 422. After applying some inclusion and exclusion criteria, we analyzed 16 articles. From the results obtained, it was possible to see the prevalence of empirical and qualitative research, mainly studying secondary school occupations and experiences of building student unions in schools. Finally, it can be concluded that the subject studied, being an interdisciplinary phenomenon, is still little explored by psychology. However, the results obtained in the review indicate that student participation in the school political process is of fundamental importance, as a materialization of the school's objective of creating developing subjects who are capable of acting in social, ethical and political transformation.

Resumo O artigo buscou realizar uma revisão sistemática acerca da literatura que versa sobre o movimento estudantil no Brasil, publicada entre 2015 e 2022, com o objetivo de quantificar artigos sobre essa temática e como a atuação da psicologia escolar no movimento estudantil secundarista brasileiro é abordada. A pesquisa foi realizada em 4 etapas: busca bibliográfica em 5 plataformas de periódicos, exclusão por título e de artigos duplicados, categorização dos estudos por área do conhecimento e análise dos artigos da área de Psicologia. O número total de artigos encontrados inicialmente foi 422 artigos. Após aplicar-se alguns critérios de inclusão e exclusão, realizamos a análise em 16 artigos. A partir dos resultados obtidos, pôde-se perceber a prevalência de pesquisas empíricas e qualitativas, estudando principalmente as ocupações secundaristas e experiências de construções de grêmios estudantis em escolas. Por fim, conclui-se que a temática estudada, ao se tratar de um fenômeno interdisciplinar, ainda é pouco explorada pela Psicologia. No entanto, os resultados obtidos na revisão, indicaram que é de fundamental importância a participação do estudante no processo político escolar, como materialização do objetivo que a escola tem na constituição de sujeitos em desenvolvimento aptos para atuarem em transformação social, ética e política.

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.

Abstract The article analyzes the importance of pedagogical actions in hospital environments, considering the educational inclusion of children and young people in situations of illness and hospitalization. The main problem is the lack of attention from educational and health administrations, and the lack of knowledge of processes that lead to a continuity of the school curriculum; to this is added feelings of anguish and anxiety about the academic aspect, since the absence of the patient in the classroom causes delay and desertion in their studies. The purpose of the research is to investigate experiences and results of research related to this study. It is an exploratory qualitative approach research, it analyzes a problem from different perceptions; it considers the inductive-deductive method and the empirical method as the immediate experience of the undergraduate students of the Pedagogy of Experimental Sciences, Mathematics and Physics of the Faculty of Philosophy, Letters and Education Sciences of the Central University of Ecuador who participated in the pedagogical practice in a hospital environment. The results obtained from the analysis of the interview script indicate that, in addition to the teaching that should be provided through playful and didactic activities, emotional support is important. Finally, the study proposes different pedagogical actions and teaching strategies adapted to the special educational needs derived from the disease and hospitalization.

Resumen El artículo analiza la importancia de las actuaciones pedagógicas en ambientes hospitalarios, se considera la inclusión educativa de niños y jóvenes en situaciones de enfermedad y hospitalización. Se plantea como problema fundamental la escasa atención de administraciones educativas, sanitarias, y el desconocimiento de procesos que conlleven a una continuidad del currículo escolar; a esto se suma sentimientos de angustia y ansiedad por el aspecto académico, pues, la ausencia del paciente en las aulas provoca retraso y deserción en sus estudios. El propósito de la investigación es indagar experiencias y resultados de investigaciones relacionadas con este estudio. Es una investigación de enfoque cualitativo exploratorio, analiza un problema desde diferentes percepciones; considera el método inductivo-deductivo y el método empírico como la experiencia inmediata de los estudiantes de pregrado de la carrera de Pedagogía de las Ciencias Experimentales Matemática y Física de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador que participaron en la práctica pedagógica en ambiente hospitalario. Los resultados obtenidos a partir del análisis del guion de la entrevista señalan que, además de la enseñanza que se debe brindar a través de actividades lúdicas y didácticas es importante el apoyo emocional. El estudio, finalmente, propone actuaciones pedagógicas diferentes y estrategias de enseñanza adaptadas a las necesidades educativas especiales derivadas de la enfermedad y la hospitalización.

ABSTRACT Knowing the didactic procedures that help to acquire the correct use of graphic accentuation through play is very relevant at an educational level for the child. This article aims to establish the importance of playful strategies applied for learning accentuation and accentuation at the primary level. For this purpose, a systematic review of documents was carried out, and the PRISMA methodology was followed during the search process. The registry consisted of the review of documents in Latindex, Dialnet, Scopus, SciELO, and Elsevier, whose publication period is between 2019 and 2023, as keywords were considered strategies, games, accentuation, primary and spelling, finding 80 manuscripts in Spanish and English, of which 30 were chosen according to the inclusion criteria. The documents related to the review carried out show the importance of introducing the game as a teaching strategy to ensure that primary school students learn to mark and accentuate correctly. It is concluded that although playful strategies in isolation do not guarantee comprehensive learning regarding accentuation and accentuation skills, they do constitute essential tools to achieve said learning.

RESUMEN Conocer los procedimientos didácticos que favorezcan adquirir de forma correcta el uso de la acentuación gráfica mediante el juego resulta muy relevante a nivel educativo para el niño. El objetivo del presente artículo es establecer la importancia de las estrategias lúdicas aplicadas para el aprendizaje de acentuación y tildación en el nivel primario. Para ello fue realizada una revisión sistemática de documentos y para el proceso de búsqueda se siguió la metodología PRISMA. El registro consistió en la revisión de documentos en Latindex, Dialnet, Scopus, SciELO y Elsevier, cuyo lapso de publicación se encuentre entre 2019 y 2023, como palabras clave fueron consideradas: estrategias, juegos, acentuación, primaria y ortografía, encontrándose 80 manuscritos en idioma español e inglés, de los cuales 30 fueron escogidos conforme a los criterios de inclusión. Los documentos afines a la revisión realizada muestran la importancia de introducir el juego como estrategia didáctica para conseguir que el estudiante de primaria aprenda a tildar y acentuar correctamente. Se concluye que, aunque las estrategias lúdicas de manera aislada no garantizan el aprendizaje integral respecto a competencias de acentuación y tildación, sí constituyen herramientas esenciales para alcanzar dicho aprendizaje.

Inclusion of learners with mild hearing impairments in mainstream classes contributes to their language, social and academic development. These learners require adequate support from the teachers to succeed in the classroom. However, such an endeavour requires that teachers are appropriately prepared and supported. With this study we investigated teachers' strategies for inclusion that enhance the language, social and academic development of learners with hearing impairments in mainstream classes. This was a qualitative case study. Data were collected from 2 purposefully selected female teachers at a mainstream school that admits learners with mild hearing impairments. The school is in Soweto, South Africa. Data were collected primarily through individual interviews and analysed thematically for content. Teachers held positive views about the inclusion of learners with mild hearing impairments in mainstream schools. They highlighted the use of 2 inclusive strategies, namely, repeated reading, and peer-assisted reading as strategies for facilitating inclusion. Such strategies enhance learners' language and social development, and ultimately contribute to academic success. Furthermore, they mentioned that a shortage of facilities, a lack of support through teacher-parent collaboration and a lack of training in inclusion were hindrances to inclusion of learners with mild hearing impairments. The conclusion is that inclusive teaching strategies should be learner-centred and allow full participation for all learners. Thus, regarding the teaching of semantics, it is recommended that more emphasis is placed on listening, speaking and constant reading.

Resumen A lo largo de 50 años de existencia, la Escuela de Planificación y Promoción Social de la Universidad Nacional, Costa Rica, ha curricularizado cuatro cursos prácticos en el marco de la carrera. El artículo recupera los esfuerzos realizados en su nueva malla curricular en procura de mayor integración del componente teórico y metodológico en la formación de profesionales críticos en planificación. La incorporación de los cursos prácticos al plan de estudios fue un anhelo de las personas fundadoras para promover el ejercicio de la planificación de manera participativa y diseñar estrategias que aporten a la transformación social. Para ello, desde 1970 los cursos prácticos son alineados a los objetivos de los programas y proyectos de extensión de la carrera, en los cuales el estudiantado se incorpora como miembro de los equipos extensionistas en el marco de la estrategia de formación profesional.

Abstract Throughout its 50 years of existence, the School of Planification and Social Promotion at the National University of Costa Rica has incorporated four practical courses into its program. This article reviews the efforts made in the program’s new curriculum to better integrate theoretical and methodological components in the training of critical planning professionals. The inclusion of practical courses was driven by the founders’ desire to promote participatory planning practices and design strategies that contribute to social transformation. Since 1970, these practical courses have been aligned with the program’s objectives and extension projects, where students participate as members of extension teams as part of their professional training.

Resumo Ao longo de seus 50 anos de existência, a Escola de Planificação e Promoção Social da Universidade Nacional da Costa Rica incorporou quatro cursos práticos em seu programa. Este artigo analisa os esforços feitos no novo currículo do programa para melhor integrar componentes teóricos e metodológicos no treinamento de profissionais de planejamento crítico. A inclusão de cursos práticos no currículo foi motivada pelo desejo dos fundadores de promover práticas de planejamento participativo e projetar estratégias que contribuam para a transformação social. Desde 1970, esses cursos práticos estão alinhados com os objetivos do programa e projetos de extensão do curso universitário, nos quais os alunos participam como membros de equipes de extensão como parte de seu treinamento profissional.

RESUMEN Objetivo: El artículo pretende comparar el efecto del empleo de las modalidades de enseñanza-aprendizaje tradicional y virtual en los resultados docentes de la Universidad Nacional del Santa, Perú. Metodología: Se trata de un estudio de tipo cuantitativo descriptivo-inferencial. Con una prueba de hipótesis se compararon los resultados docentes entre la modalidad tradicional presencial y la desarrollada en entornos virtuales. Dichos resultados docentes se definieron previamente como el valor promedio de las notas alcanzadas por los estudiantes, teniendo en cuenta todas las asignaturas seleccionadas bajo determinados criterios de inclusión. Resultados: La prueba de normalidad de Kolmogorov-Smirnov arrojó como resultados que los datos de las notas promedios de las asignaturas mayoritariamente no siguen una distribución normal, mientras que con la prueba U de Mann-Withney, para dos muestras independientes, se demostró que en el 57% de las asignaturas muestreadas no hubo diferencias significativas entre los resultados docentes de ambas modalidades y en el 43% de estas asignaturas los resultados fueron superiores con el empleo de la plataforma Moodle del Campus Virtual universitario. Conclusiones: De acuerdo a la muestra de estudiantes y asignaturas seleccionadas de la Escuela Profesional de Sistemas e Informática, la modalidad de enseñanza-aprendizaje empleando entorno virtual, impuesta con la llegada de la pandemia, no afectó los resultados docentes y en algunas de las asignaturas los resultados fueron más favorables. Esta investigación puede ser aplicada en igualdad o equivalencia de condiciones para la comparación de ambas modalidades de enseñanza-aprendizaje.

ABSTRACT Objective: This paper aims at comparing the effect of using traditional and virtual teaching-learning variants on learning outcomes at the National University of Santa, Peru. Methodology: This is a quantitative, descriptive-inferential study. A hypothesis test was used to compare the teaching results between the traditional face-to-face modality and the one developed in virtual environments. These teaching results were previously defined as the average value of the grades achieved by the students, taking into account all the subjects selected under certain inclusion criteria. Results: The Kolmogorov-Smirnov normality test showed that the data on the average grades of the subjects mostly do not follow a normal distribution, while the Mann-Whitney U test, for two independent samples, showed that in 57% of the sampled subjects there were no significant differences between the teaching results of both modalities and in 43% of these subjects the results were superior with the use of the Moodle platform of the University Virtual Campus. Conclusions: According to the sample of students and subjects selected from the Professional School of Systems and Informatics, the teaching-learning modality using a virtual environment, imposed with the arrival of the pandemic, did not affect the teaching results and in some of the subjects the results were more favorable. This research can be applied in equal or equivalent conditions for the comparison of both teaching-learning modalities.

Resumen Esta revisión conceptual analiza exhaustivamente las políticas educativas implementadas en América Latina y el Caribe, y su impacto en el fortalecimiento de sociedades democráticas. Mediante una búsqueda sistemática en bases de datos académicas reconocidas y aplicando criterios rigurosos de inclusión y exclusión, se seleccionaron y validaron fuentes relevantes. Éstas fueron analizadas en profundidad a través de fichas de lectura, resúmenes analíticos y evaluación de su solidez metodológica. Los resultados revelan desafíos significativos, como la desigualdad en el acceso a la educación, la influencia de intereses económicos y políticos y la falta de continuidad en las políticas educativas. No obstante, también se destacan experiencias exitosas y estrategias innovadoras, como la promoción de enfoques pedagógicos críticos, el fortalecimiento de la formación docente y la participación comunitaria en la gestión escolar. Esta revisión contribuye sustancialmente al debate académico y público sobre la relación entre educación y democracia, y ofrece una perspectiva crítica y actualizada que puede orientar a los tomadores de decisiones en el diseño e implementación de políticas educativas más efectivas para el fortalecimiento de sociedades democráticas en la región.

Abstract This conceptual review exhaustively analyzes the educational policies implemented in Latin America and the Caribbean and their impact on strengthening democratic societies. Relevant sources were selected and validated through a systematic search in recognized academic databases and applying rigorous inclusion and exclusion criteria. These were analyzed in depth through reading sheets, analytical summaries, and evaluation of their methodological soundness. The results reveal significant challenges, such as inequality in access to education, the influence of economic and political interests, and the lack of continuity in educational policies. However, successful experiences and innovative strategies are highlighted, such as promoting critical pedagogical approaches, strengthening teacher training, and community participation in school management. This review contributes substantially to the academic and public debate on the relationship between education and democracy. It offers a critical and updated perspective that can guide decisionmakers in designing and implementing more effective educational policies for strengthening democratic societies in the region.

Resumen Las crisis en la escuela son situaciones de dentro o fuera de la institución que representan un riesgo para la comunidad escolar. La investigación al respecto ha crecido significativamente en los últimos años. Este trabajo identifica las temáticas, enfoques y hallazgos a este respecto. A partir de la metodología PRISMA, se localizaron 584 artículos de los que, tras aplicar los criterios de inclusión, quedaron 20 de revistas de alto impacto. Los resultados evidencian que los docentes son los sujetos primarios de investigación en este tema y que el contexto determina las tendencias en el estudio de las crisis. Estados Unidos, el país con mayor producción en el tema, presenta un amplio panorama de lo que se considera crisis, a diferencia de otros que se enfocan al potencial daño físico. Finalmente, la mayoría de los estudios son de opinión, por lo que la investigación debe trascender a la toma de decisiones y conductas exhibidas por los actores escolares para afrontar las crisis.

Abstract School crises are situations either inside or outside the facility that threaten the school community. Research in this field has increased significantly in the last few years. The importance of this research lies in the need for school staff to be prepared to respond promptly. This paper identifies the issues, approaches, and findings in this regard. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, 584 articles were located, and after applying the inclusion criteria, 20 papers from high-impact journals remained. The results evidence that teachers are the primary subjects of research on this topic and that the context determines the trends in the study of crisis. The United States of America, the country with the largest production on the subject, presents a broad overview of what is considered a crisis, unlike other countries that focus on potential physical harm. Finally, most of the studies are opinion studies; therefore, the research should transcend the decisionmaking and behaviors exhibited by school actors to face these crises.