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This paper will develop what is understood by the right to education and how it is specifically regulated in the contexts of confinement, taking into account how the educational stimulus regulated in article 140 of Law 24.660 operates and its importance in the process of social reintegration of inmates. A comparison will be made between what is sanctioned by the National Education Law and the international human rights instruments with constitutional hierarchy that support this right and what actually happens in the penitentiary system. Likewise, an analysis will be made of Argentine jurisprudence that recognizes the right to education of persons deprived of liberty and its importance for the system of progressiveness regulated by the law of penal execution. On the other hand, an analysis will be made of how, in practice, the reduction regulated by article 140 has lost its virtuality due to the introduction of a group of offenses that are not eligible for the liberatory institutes through Law 27.375. The main objective lies in the need to emphasize that education in prison contexts is essential for social reintegration and that the State has the obligation to guarantee this right. [ABSTRACT FROM AUTHOR]

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 paper aims the meanings of cultural diversity, multiculturalism and interculturality, interconnecting them to the educational act. In this way, it is based on the premise that diversity is something inherent to the human being, exhibits the peculiar qualities of the inhabitants of certain geographical locations and the traits that make their culture unique. Within this universe, multiculturalism is defined as the recognition of the existence of diversity, of conditions of respect and tolerance to coexist within society, but maintaining a hegemonic logos that conditions social practices, adapting to global interests that pose the diversity and inclusion, masking the Western hegemonic status. From this, the urgency of entering intercultural issues, in dialogue between cultures, is assumed, but the paradigmatic approaches of Bilingual Intercultural Education have failed to transcend the limitations of multiculturalism. Interculturality, therefore, has to be connected to decolonizing proposals, to the transformation of reality, acquiring a genuine meaning in another pedagogical praxis, as another epistemic and political project, with the possibility of creating different imaginaries, where permanent processes take place. of changes, development and space for the integration of alternative identities. [ABSTRACT FROM AUTHOR]

Educators are one of the occupational groups most at risk of work stress and professional burnout. Therefore, the objective of this paper is to review studies on the triggers and facilitators of burnout syndrome in teachers. Method: an exploratory systematic review was conducted including material in English and Spanish, published between 1992 and 2022. More precisely, 27 empirical works that analyzed triggers of burnout syndrome in teachers were selected. In addition, 5 articles and books that addressed aspects related to the facilitators of the syndrome were included. Then the triggers for professional burnout were systematized and classified according to Peiró's taxonomy (40). Finally, the facilitators were grouped into three specific categories. Results: the burnout triggers were: work environment, work overload, role conflict and role ambiguity, interpersonal relationships, professional career development, use of communication and information technologies and organisational structure. The facilitators reported were: socio-demographic characteristics, personality characteristics and coping style. [ABSTRACT FROM AUTHOR]

Following a discursive-pragmatic approach to linguistic variation, the goal of this paper is to analyse the lexical variation maestro-profesor in a sample of official documents of primary state schools and privately-owned but state-funded ones in the autonomous community of Castile-La Mancha (Spain). The analysis reveals that the lexical alternative profesor, significantly more common in the corpus than maestro, can be considered a case of uplifting euphemism intended to upgrade and magnify the professional status and social appreciation of teachers in infant and primary education. In this way, profesor plays an important role as a face-saving device which is part of a more general strategy of positive self-presentation for schoolteachers that may introduce some degree of ambiguity in the message conveyed. [ABSTRACT FROM AUTHOR]