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By means of this paper, we will try to give an account of the specificity of Therapeutic Accompaniment in the community, understanding this as a mean that offers tools for prevention and promotion of mental health. To do so, we will delimit and describe the work carried out in the N.G.O. Psicologías Sin fronteras, in the device called "Carpas de Salud Mental" (Mental Health Tents), which aims at accompanying the communities in the transition through the mental health demands that may exist, generating a transformation in their realities and fostering autonomous decisions in relation to the health/illness/attention. We will take, as a reference, the participatory understood investigation from the community, as a democratic model of knowledge production, which involves the active participation of its members, encouraging community autonomy, understanding the latter as a fundamental pillar in terms of human rights. [ABSTRACT FROM AUTHOR]

This paper aboard a new infographic design model that combines information design with ethnography. The field diary allows collecting the experience of graphic designers who have followed the Alicia model to design scientific infographics. Through participative action research and design ethnography, journals represent a collaborative autoethnography where narrative intervenes; establishing qualitative categories, it has been performed an interpretative process from notes in the journals. Positive results have been collected about the efficiency of the model, it facilitates the infographics design experience and allows the development of design thinking in practitioners that make scientific infographics. [ABSTRACT FROM AUTHOR]

The objective of this paper is to share, from an action research perspective, the political and organizing process of the collective "Return Home Morelos" in its demand for information, truth, and justice as human rights in the context of disappearances. The group's political experience began in June 2021 in the state of Morelos, where there is a waitlist of five years to identify bodies during the burial process, creating a prime testing ground for the authorities to slow down the administration of justice. Collectives of women in the state of Morelos participated in the identification of bodies of disappeared people during this burial process. The experiences of these collectives created theoretical, reflective, and emotional lessons in their training process. the Mexican government first denies the use of forced disappearances as a strategy to inflict terror, and second, denies the victims it has disappeared. The reality is that Mexico has more than 100,000 missing persons. This setting disrupts human rights in Mexico, truth and justice are simulated. [ABSTRACT FROM AUTHOR]

Foreign languages educators are still looking for research methods that could allow them to embrace and comprehend the complexity of language teaching and learning. It was within this framework the methodology called action-research has been applied: to study a social situation in which the researchers faces the intention of improving it. The method was created and described by Kurt Lewin in the 1940s through his social experiments. In foreign language teaching, the term refers to a wide range of strategies implemented to improve the educational system of teaching and learning. According to their methodological principles, the research is conducted by the same person who acts and makes decisions combining the role of a researcher and a teacher. The main goal is to identify action strategies that are implemented and later subjected to observation, reflection and possible changes. In this paper the author focuses on the possibilities and limitations that the action research represents for didactics researcher. His own experience based on this methodology is a point of reference for this study. [ABSTRACT FROM AUTHOR]

SMACH (Multi-agent Simulation of Human Activity and Household Consumption) is a simulation platform within EDF's R&D framework. It uses simulation to anticipate and reduce energy consumption at different places of analysis (home, district, town, country). With this paper we aim to explain what the course of action technological research program involves, and to this end we refer to several years of SMACH research. We essentially focus on the importance of the organic relationship between technology and human activity, and we show how this organic relationship evolves over the different stages that this technological research program involves. This paper may be viewed as a basis for generalizing and clarifying the criteria required to validate such a program and as a contribution towards reflection on design in ergonomics. [ABSTRACT FROM AUTHOR]

The 25.3% of the Spanish population was at risk of poverty and / or social exclusion in 2019, in Asturias 24.6%. The COVID-19 virus triggers a social crisis, which intensifies this structural situation. In this context, European Anti-Poverty Network in Asturias (EAPN-AS) develops a device for intersectoral and multilevel coordination to respond to the social emergency in Asturias (northern Spanish region with approximately 1 million population). The device articulates the action of the civil society organizations and the competent public administrations. With actionresearch methodology, this paper presents the design and implantation of the device during the quarentine period, and the evaluation of its development. Thus, it is shown that the resource has facilitated collaboration and coordination between actors involved in the social emergency, favoring scenarios of certainty in a situation of instability. It shows the cohesive role of organized civil society, and its capacity for innovation in crisis contexts. Finally, highlights the potential of socio-educational based interventions to achieve pragmatic and flexible proposals. Also the need to move forward to guarantee integral social policies, instead of conditioned formulas. [ABSTRACT FROM AUTHOR]

The aim of this paper was to describe the theoretical foundations towards an approach of application of the research action reflection in the teaching practice (2003-2004) by the students of pedagogy in Basic Education of a Private University of Santiago. The theoretical bases studied were those of Argyris and Schón (1996) with the theory of action, Elliot (1998) with action research and Tonucci (1999) research in the classroom, among other authors. The initial methodology was documentary research and then applied as an approach to action research in the school context. The result was a satisfactory process of training in students and teachers in practice supported by educational research, with planning, action and reflection in the search for change from the school. [ABSTRACT FROM AUTHOR]

This paper takes the Aztec image of Tlamatini (the teacher, the sage) that Dr. Pablo Latapí evoked twelve years ago to describe the role that educational research had to play in order to contribute to educational improvement in Mexico, and proposes that the Tlamatini (in this case, educational research) should not only be "the expert", or "the one who knows" and says what has to be done, but rather the one who creates the conditions for everyone to learn while learning alongside them about what works and what doesn't. The author argues that this new role requires bringing the attention back to powerful learning, not just as an object of study and as a central purpose of education, but also as a collective practice of those who do educational research. To close the gap between what we know (specialized knowledge) and what we want (good learning), the author argues that knowledge should be constructed and disseminated in ways that are consistent with what we know about how and under what conditions people learn best. Using examples from Mexico and other countries, he proposes five lines of action for educational research. [ABSTRACT FROM AUTHOR]

The present reflection paper, derived from an investigation into academic literacy and its implications for teacher training, investigates the possible forms and functions of the mini-essay, a discursive genre that is currently making its way as a didactic option in the production of argumentative texts. Based on definitions of essay widely recognized by academic tradition, the article risks various conjectures regarding the mini-essay as a hybrid form in which a thesis is exposed and argued, for the purpose of laying the groundwork for its defense. Likewise, this work explores its possible functions within the framework of docere, movere and delectare. These approaches, resulting from qualitative interventions from the Research Action Design, respond to a didactic concern that finds in the mini-essay, both a genre to teach to argue, and a writing strategy that enables a dialogue between key concepts such as theme and rheme, own words and other people's words, logos and pathos, convincing and persuading. [ABSTRACT FROM AUTHOR]

The present paper characterizes the education researcher, who develops his task in an initial teacher training institution in Mexico called the Normal School, in the complex dimensions in which he carries out his professional activities in a task that is still being defined due to his recent integration into institutional life, due to the fact that Normal schools have been organized and fulfilling teaching activities for more than a century. The purpose is to identify and define the conditions and elements that intervene in the development of the research skills of the professors who are members of an academic body. This investigation was carried out using the research-action methodology with a critical and phenomenological analysis from different viewpoints, stages and actors; from the perspective that the author obtained as head of her investigation area, as the institutional representative before the program for professional teacher development for higher education (RIP before PRODEP in Spanish) and as head of the BCENELUBCA- 3 "Investigadores Educativos IBYCENECH" group of researchers with official recognition, with which she designed and implemented a formative trajectory. The different specific critical path that is described puts forth the strengths and obstacles encountered while reaching each of the goals set throughout the research process. Among the main results it is notable that all of the members of the team obtained the recognition of Desirable Profile which the PRODEP awards, were registered in the organization as Academic Body in Formation and ascended to Academic Body in Consolidation in a period of three years. Among the main conclusions, the interest of the teacher and his generic competencies stand out, upon which with arduous work and commitment he is able to create or strengthen those which distinguish him as a researcher. [ABSTRACT FROM AUTHOR]

Sex and relationships education is, and has been, the great absent in Spanish both school curriculum and the sociological research on it. Some relevant theoretical and methodological developments have been needed for the construction of the research topic, in order to produce sociological knowledge within this field. This paper continues with this methodological task. It describes the process of design of an evaluation questionnaire to portray the initial state of the issue. In turn, it enables the research on sex and love relationships. In so doing, the paper offers a useful well-founded tool to produce sociological knowledge on this research topic, emerging in Spain. In this process of design, the paper sets a dialogue between a double process of categorisation: on the one hand, the themes involved in the revised literature on the topic; on the other hand, the themes offered by the adolescent voices of the subjects participants in the research. Along the paper, some key debates in contemporary social theory are addressed, such as the appeal to action research, education for democratic citizenship and human rights, the visibilisation of minors' agency and voices, the use of participatory and critical evaluation, and the reflection on power as inherent to social relations.

This paper analyzes the theoretical and practical implications of an academic writingteaching innitiative which emphasizes the role of the teacher and peer tutor as active observers of the different discursive forms of their disciplines, based on the analysis of their own literacy practices, through the identification of the functions and prototypical structures of academic texts in use and their role in the construction of knowledge. Since 2014, the program has promoted the implementation of this model, through tutorial support to students and pedagogical support to teachers to promote these skills across the curriculum, with the purpose not only of developing verbal skills, but also epistemological and heuristics that allow all actors to validate and consolidate their discursive and disciplinary knowledge based on the reflection on their literacies. [ABSTRACT FROM AUTHOR]

Sex and relationships education is, and has been, the great absent in Spanish both school curriculum and the sociological research on it. Some relevant theoretical and methodological developments have been needed for the construction of the research topic, in order to produce sociological knowledge within this field. This paper continues with this methodological task. It describes the process of design of an evaluation questionnaire to portray the initial state of the issue. In tum, it enables the research on sex and love relationships. In so doing, the paper offers a useful well-founded tool to produce sociological knowledge on this research topic, emerging in Spain. In this process of design, the paper sets a dialogue between a double process of categorisation: on the one hand, the themes involved in the revised literature on the topic; on the other hand, the themes offered by the adolescent voices of the subjects participants in the research. Along the paper, some key debates in contemporary social theory are addressed, such as the appeal to action research, education for democratic citizenship and human rights, the visibilisation of minors' agency and voices, the use of participatory and critical evaluation, and the reflection on power as inherent to social relations. [ABSTRACT FROM AUTHOR]

In order to contribute to rethink the teaching-learning processes related to higher education in dramatic art, the present text proposes three lines of reflection and action: first, the claim that theatrical production and interdisciplinarity are practices which encourage new ways of knowing, being and doing; second, the enhancement of educational and artistic tasks applied to the inherent complexity of training and professionalization in theatre arts; finally, the need to articulate an integrated educational project whose «methods» and paths should not be performed regardless the contributions of cooperative work and action research, which are due to all of those who in one way or another, as teachers and / or students, are involved in the transition between training and artistic work, and vice versa. In this paper, emerging from a systematic analysis of some experiences of theatrical production developed in a school of dramatic art, we propose to consider the processes of theatrical production in the light of what is known as integrated curriculum, based on the projects method and oriented to enhance the educational and civic dimension that any process should have in order to define, develop and achieve its goals. We conclude by offering some theoretical and methodological clues for the necessary transformation of theatrical production into a meaningful educational experience. [ABSTRACT FROM AUTHOR]

In this paper a process of cooperative inquiry carried out in Valencia from February 2010 to March 2011 is described and its results are analyzed. Its main goals were to reflect on the meanings of global citizenship and on the educative practice that school and university teachers could do together in order to promote global citizenship through the formal education system. The paper begins with an introduction development education; later key aspects of the cooperative inquiry processes are highlighted, the process followed is described and the main reflections on global citizenship and educative spaces are discussed. Finally, we conclude with a reflection on what CI methodology could bring to educational research. [ABSTRACT FROM AUTHOR]

For thousands of years, plant breeding has been farmers' work. During the last century, particularly in its second half, this was considered the scientists' mandate. In this task, most breeders kept this responsibility for themselves without considering the potential users of their results. Recently, in many countries around the world, scientists started to re-evaluate this position, and to involve farmers in their work in different ways. They have called this new approach "Participatory plant breeding" (PPB). This paper describes the PPB process that several groups of scientists along with technician and farmers are carrying out in Central America. After a brief description of the experiences in progress, the text summarizes three kinds of results obtained: varieties, methodologies, and learning processes. In a third part, the paper emphasizes the processes which led to these actions, and concludes with a summary of the main challenges encountered by these initiatives. These still on-going experiences show the behavior, attitudes and knowledge, methodologies, organizational designs and strategies that make possible the implementation of successful interactions between farmers, researchers and technicians. These connections have allowed the development of varieties adapted to the context of the family farming, in which PPB and conventional breeding programs complement and enrich each other. [ABSTRACT FROM AUTHOR]

This paper addresses the implications of the theoretical approach we choose to analyze the discourses of stakeholders in qualitative fieldwork. As part of this reflection I tackled the theoretical assumptions behind "action" versus "experience articulation" analytical traditions. The evidence presented was collected from 2004 to 2014 while accompanying the design, construction and management of a "social plant" for residues classification placed on "Reconquista Area", in northeast of Great Buenos Aires. Along this decade I combined traditional qualitative approach with action research, which permitted to register the changes and transformations in the discourses about the "social plant". My hypothesis is that these variations can be explained not only by context's fluctuations but transformations in social actor's subjectivities, which are reflected both in their positions among themselves and the narratives about their own stories. [ABSTRACT FROM AUTHOR]

The results of a participatory action research aiming the empowerment of institutional and community networks in the field of the intervention on youth offenders are presented. This paper focuses the analysis on several dimensions allowing us to have a broader perspective on the advances and challenges faced by intervention programmes on youth offenders. The results show the obstacles faced by these interventors in order to achieve efficiency in the use of resources within these networks. This is due to the fragmentation of public policies targeting these young offenders. It is also due to some barriers related to the inclusion of the community dimension within these programmes and also related to the mechanisms in place in order to provide funding. Some improvements in the understanding and integration of these dimensions by the interventors are also highlighted. Improvements in the continuity and complementarity of the work of these networks in order to increase the integration of the community level within the intervention are also found. [ABSTRACT FROM AUTHOR]

Jounal's literary criticism -a complex and flexible genre that combines exposition and argumentation, description and evaluation and that is subjected to strict space limitations- can be a useful linguistic and literary teaching resource at faculties of education. The design of the didactic sequence (sd) «Literary criticism as an argumentative text», and its implementation in the first year course at the Faculty of Education of the Universitat de València Spanish Language for Teachers, has enabled us to value the opportunities that this genre offers for teaching-learning languages and to help students become familiar with the it. Learners can find literary criticism this useful in their teaching activities, since it can provide them with some criteria to identify quality literature. This paper belongs to the research on the teaching of writing processes and metalinguistic activity, as described by Ruiz and Camps (2009). [ABSTRACT FROM AUTHOR]

Innovation is needed to move forward in an educational system that is based on the curriculum as one of the most prominent forms of representation in any educational process. This required innovation can be provided with the inclusion of new contents. Kickboxing is one of the combat sports that traditionally have not been included in physical education classes out of fear, ignorance or false stereotypes. This paper presents an action research experience concerning the introduction of kickboxing in primary school classrooms through simple and socialising games without any contact between students and supported by the motor and moral skills that this sport develops. The aim was not only physical but also social and ethical development. The response received from the students was extremely satisfactory. [ABSTRACT FROM AUTHOR]

The article focuses primarily on the theoretical and methodological intersection between Cybercultur@ and Participatory Action Research (PAR), recognizing their potential contributions to research with Emerging Local Communities of Knowledge (ELCK). This paper seeks to go beyond the conceptual discussion offering insights of an empirical research project titled “Emerging Local Knowledge Communities in Mexico", developed by the Laboratory of Complex Communication (Laboratorio de Comunicación Compleja of CEIICH / UNAM). The project was implemented in the context of the drylands of San Luis Potosí, Mexico between 2009 to 2012. One outcome of that research is a methodological proposal which is put forward here with the aim of contributing to the methodological development of applied social research in new directions. [ABSTRACT FROM AUTHOR]

This paper presents the results of work on «Observar TV», a children's observatory of television launched in the city of Barranquilla (Colombia) in which children participated as protagonists in research, training and spaces for dialogue centred on their observations of television broadcasts. The goals of the project included: 1) to ascertain the reflection and discussion of preferences and opinions (expressed by boys and girls) regarding television; 2) to identify and discuss their imagery around citizenship in relation to coexistence and peace, multiculturalism and democratic responsibility and participation; 3) to understand the development processes that contribute to the construction of their critical thinking abilities regarding television and its consumption; 4) to increase the visibility of children as active participants in setting the public agenda of their city. This study was developed using a participatory action research approach that employed qualitative methods (focus groups, workshops, and observations) for the simultaneous execution of three components: research, training, and visibility/interaction. The results demonstrate that the child participants displayed a critical attitude toward television and expressed their likes and dislikes regarding television content. The participants took up the challenge to discuss, transform, or reaffirm their imagery relating to citizenship and strengthened their capacities in language and communication. The children expressed the reflections that came up in the work of the observatory by participating in the television program «Learning to watch television», that was produced by the regional station «Telecaribe». [ABSTRACT FROM AUTHOR]

Educational cooperation has pervaded university language since the European Higher Education System was born. A group of teachers involved in Teacher Training Degrees have analyzed the essence and meaning of their cooperative teaching practices through a proposal for collaborative action-research. This project has been an exercise of professional development that has opened up opportunities for collaboration, reflection and joint action, i.e., a support for the development of the new degrees. This paper presents the analysis of the meaning of cooperative practices in higher education, as well as their light and shade, which emerge from our discussions and shared learning. [ABSTRACT FROM AUTHOR]

This paper analyzes a professional development program for mathematics teachers through action research. The program analyzed was the Samuel Robinson va al Liceo that belongs to the Universidad Centralde Venezuela. The information was obtained using field diaries, teachers profiles and interviews that were analyzed using a triangulation method. It was possible to begin an awareness process by having conversations on key pedagogical issues of mathematics education. However, the program did not improve teachers' practices because the original design of the program included different area teams as well as because of the lack of follow up in the high schools. It is recommended the integration of area teams and a follow up of the program in the high schools. [ABSTRACT FROM AUTHOR]

As an invited professor at a higher studies center in an African republic, I had to face the combination of a distressing situation caused by both the methodological adjustment that usually takes place during a course and so called culture shock in the lessons English specialists-to-be. Trying to find a practical way to ensure satisfactory results and have students grow under our influence led us into action research. This paper contains our reflections about the experience. [ABSTRACT FROM AUTHOR]