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The aim of this paper is to show those situations that teachers and students of the baccalaureate subsystems of the National Autonomous University of Mexico identified as problematic and whether this selection is related to aspects of belonging to the subsystem or to the profile of those who responded. The method used consisted of a survey applied to a sample of n=854 teachers and n=9,285 students. The data were analysed using descriptive statistics, in addition to a binary logistic regression analysis. The results show that in the case of the teachers, the subsystem is not predictive in relation to the problems they identified. While in the case of the students, the subsystem and gender are predictive variables in the choice of situations as problematic. These results are valuable because they help to understand how teachers and students at this level experienced the pandemic based on their profiles, which allows us to build proposals for attention in post-pandemic times. [ABSTRACT FROM AUTHOR]

This work proposes to research the meanings constructed by prison authorities about the socio-educational practices implemented by institutions, organizations, and heterogeneous actors in contexts of punitive confinement, and their relationship with the construction of the prison order. Institutionalized and formalized spaces such as primary and secondary education, experiences organized by university actors, and "non-formal" educational practices, compose the contemporary educational-prison framework. The central hypothesis is that the definitions of prison managers, introducing differentiations, hierarchies and evaluations, manage to enroll educational practices as substantial devices for the construction and legitimization of the prison order. Legitimation process that gain a weak character, given by three interrelated dimensions: degrees of institutionalization, statehood and criticality that the authorities recognize in the educational actors involved. Starting from an interpretative paradigm, this paper will focus its empirical references on observations and in-depth interviews with directors of three prisons, two for men (one medium security and the other maximum security) and one for women, but it falls within the partial results of a research project carried out during the period 2018-2022, in five prisons in the south of the province of Santa Fe (Argentina). [ABSTRACT FROM AUTHOR]

The article explores the importance of considering "gender regimes" as strategic enclaves in the processes of mainstreaming comprehensive sex education policies in high school. The analysis is based on a diverse set of empirical data constructed in an ethnographic investigation carried out between 2017 and 2018 in a high school in Gran La Plata, Argentina. From the description of a gender regime called "virile" and within the framework of an institutional culture characterized as "normative", the paper reveals some limitations of a way of mainstreaming comprehensive sex education that here is called "curricular" and it offers some clues to consider in which ways an approach that considers the totality of institutional dynamics in their pedagogical dimension could enhance the scope of a policy aimed at combating gender inequalities. [ABSTRACT FROM AUTHOR]

This paper aims to analyse a didactic and innovative experience and to reflect on its implications within the frame of learning ecologies. We will be describing how a Spanish Language and Literature Secondary school teacher transforms and enriches his educational practices while fostering new learning formats outside the physical classroom. In this case, the use of theatre makes sense as a potentially pedagogical tool together with the social network TikTok, the latter becoming a virtual environment offering new educational opportunities. A qualitative methodology based on observation and document analysis was used for this purpose, allowing us to gain a deep understanding of the object of study, its educational reality and its implications from the perspective of learning ecologies. Results show the value of long-life learning experiences, both for the teacher and for the participants, together with the impact on their identities. There is an evident need to use ICT resources such as TikTok in the classroom. These resources may encourage learning experiences, consistent with the sociocultural needs of the individuals, fostering curriculum enrichment, and stimulating a comprehensive and expanded idea of education in all levels. [ABSTRACT FROM AUTHOR]