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The purpose of this paper is to show the perspectives of companies, school tutors and graduates on the Mexican Dual Training Model (MMFD) in the CBTIS of the State of Hidalgo. For this, we followed a mixed methodology using semi-structured interviews and a questionnaire to find out the perception of the MMFD. In this way, we identified an articulation between education and employment and that the MMFD generates and promotes new dynamics. Likewise, we observed effects such as the development of competencies in graduates and internships in companies and the reach in employability by graduates. We set out conclusions and recommendations for its application in Mexico. [ABSTRACT FROM AUTHOR]

In this paper, we study how the intentionality to propose an experimental situation in a science lesson was mobilized. This situation initiated a didactic sequence about light that was implemented in different elementary classrooms (belonging to a socioeducational program from the City of Buenos Aires) and was conceived in a working group where teachers and researchers collaborate. We aim to explore the potentiality of this collaborative modality to promote the construction of ideas on teaching and learning science. We present a case study and we focus on the interactions between the different positions of the collaborative group members as they were involved in the co-design, implementation, and analysis of the sequence. We identified that, initially, the group discussions were centered on the material aspects of the lesson design; but, after the first implementations, the shared reflection about the classroom scenes made it possible to problematize the teachers' interventions, the interpretation of the students' ideas and the assessment of alternatives on how to promote student engagement. This motivated modifications in further implementations and redefinitions of the purpose to present the experiment in class. Finally, we were able to understand some reasons that obstruct teachers' engagement with academic research proposals. [ABSTRACT FROM AUTHOR]

This paper exposes the limits and possibilities of educational researchers' training in Mexico concerning the dissemination of science. From the criticism of these formative processes, it turns evident the scarce professional preparation of the consolidated researchers, as well as of the novices, to establish a plural and open dialogue with all the strata of Mexican society. The idea that scientific knowledge is for the consumption of academic elites within the educational field is still upheld, and not the opportunity to debate, from different points of view, regional educational problems. Based on this, scientific journalism is proposed as the primary activity for the social communication of science to build more equitable scenarios for making better political decisions in and for our National Educational System. [ABSTRACT FROM AUTHOR]

This paper aims to show, based on the results of a questionnaire applied in May 2020, the conditions in which the female students of a unit of the National Pedagogical University (UPN) in Mexico City have continued their studies during the Covid-19 pandemic. The concept of intersectionality allows us to show that the social and economic disadvantages (job insecurity, unpaid work, economic dependence) in which the students lived before the pandemic intensified, particularly for those who work in the education sector, since they had to add to the tasks they were already performing working from home and caring for people within the home (triple burden). Given this situation, it is suggested to develop strategies focused on women in the education sector (particularly those who are still in training), so that the pandemic and the eventual return to the classroom do not result in work overload and worsening of their working conditions. [ABSTRACT FROM AUTHOR]

This paper presents theoretical reflections, results, and conclusions of a field intervention, derived from research on how otherness is manifested in the interaction of adolescents with images on the Internet, seeking to incorporate the findings into an enriched notion of critical digital literacy. The theoretical framework considers an interdisciplinary perspective, supported by communication, pedagogy, and philosophy, to define critical digital literacy, network image mediation, and otherness. The fieldwork carried out during 2020 included in-depth interviews enriched with image-based analysis, with adolescents aged 13 to 17, living in three Mexican cities. Among the findings, the use of images was identified as a potential way to address the problem of otherness within the framework of critical digital literacy, as well as the role that schools can play to promote the use of these images and boost an enriched awareness about otherness as a responsibility towards the Other. [ABSTRACT FROM AUTHOR]

From the framework of the pandemic, this paper desires to reveal Who is behind the screen? The objective is to analyze from empathy the personal experiences related to the educational role of teachers and students. From the referential expressions to the affective, cognitive, and social components of integrative empathy, an intervention was made with a group of participants, ten teachers, and 47 students, 90% of whom were women, in the virtual educational project "Technopedagogical Cafe" in which they opened spaces for expression and dialogue. With a qualitative and interpretive methodology of constant comparison, differences were found in empathy between the people behind the screens linked to the educational role they play. From teaching, empathy is framed in commitment to the professional ethos, openness to change, resignification of learning for life, and recognition of the student as a person. From the student body, it is framed in the relationship with their peers by valuing new experiences and learning and in a gradual and continuous process of adaptation that demands receiving empathy from teachers, but without reciprocity towards them. In both actors, the need to move to empathic action as part of the training processes in the new educational normality is revealed. [ABSTRACT FROM AUTHOR]

This paper aims to show the difficulty of making the discourse of the link between professional technical education and the world of work in Mexico come true. From the analysis of several studies and, mainly, the results of an investigation of a case, it explores how the National College of Technical Professional Education (Conalep) in Aguascalientes uses linking strategies to approach the productive sector, in terms of its academic commission, support for the labor market, obtaining resources and its administrative management. The study has a qualitative approach through 12 semi-structured interviews with graduates, four with teachers, and four with school principals. The findings account for the type of school-work relationship developed by Conalep and the problems that prevent the achievement of objectives: management deficiencies, lack of technology, limitations in training and teaching practice, and, particularly, the absence of personnel, which causes non-compliance with agreements, lack of graduates' follow-up, and deficiencies in the labor market. The latter causes graduates to depend on their direct social relations to obtain work so that they do not go to their institution support offices. [ABSTRACT FROM AUTHOR]

This paper presents the results of an investigation on the work experience of Higher Technical University graduates of the Universidad Iberoamericana, Mexico City (Ibero). These experiences focus on the effects social confinement generated by the Covid-19 pandemic had on their employment and working conditions. It is an extract of a broader cross-sectional qualitative research that explains, through the evidence collected by interviews and using the Photovoice technique -from the Sociology of Work-, how their working conditions changed and how they have responded to these changes. The results reveal an increase in unemployment and underemployment and the need to establish working conditions that safeguard health and economy, not exclusive to workers with technical degrees. However, it identifies that they belong to the most affected population because of their job position and activities. Likewise, it foresees a future for graduates with different occupations that will require new skills, which will force Technical Education Institutions to anticipate and design training according to upcoming job needs. [ABSTRACT FROM AUTHOR]

This paper presents partial advances in the subject matter of vocational training of an investigation in progress; the objective is to analyze the importance of high school education in the life of a group of graduates in a community high school in Oaxaca. Based on a qualitative methodology with an ethnographic approach, we analyzed interviews with graduates and field research notes. The graduates' points of view are organized in two aspects: those who stay in their community and those who migrate to the city. For the first, high school has allowed them to develop a better agricultural job. Some are intermediaries of government programs, and they carry out activities with the local government; others start or work in a local business. Their economic status forces them to enroll in more than one job at a time. Those who migrate to the city mention that high school helps them perform a less physically demanding job. However, graduates decide to work in cleaning or building activities, because they can earn a better income. The conclusions discuss the results to reflect on vocational training offered to rural populations through the formal education system. [ABSTRACT FROM AUTHOR]

This paper reports the partial progress of a doctoral research aimed at understanding the literacy experiences of preschool teachers that allowed them to form themselves as reading subjects. It is a study with a qualitative approach through the narrative autobiographical method. We worked with a group of six teachers from various municipalities in the state of Querétaro, who, through a generative question, wrote a story about situations, people and texts with which they interacted in their reading life itineraries. The analysis was carried out from a hermeneutic, horizontal thematic perspective from the sociocultural perspective of literacy. Among the results, it stands out that the participation of the family in the first years of the reading process is centered on literacy through the mechanical reproduction of letters, copy sheets, homework and reading fluency. Although, to a lesser extent, there are also spaces for free, playful encounters and enjoyment of reading, mainly with vernacular texts. However, the evidence that the family space reproduces the school patterns of approach to written language limits the way in which the family can contribute to the reading process of the subject. [ABSTRACT FROM AUTHOR]

The play has been established as a pedagogical principle to achieve learning at the preschool educational level. However, there seem to be few works that have been concerned with studying it from a phenomenological approach. This paper aims to offer some reflections that conceive Alfred Schutz's phenomenology as a viable perspective to investigate this issue and the play as an experience within the social world. It argues that this author's postulates allow a meticulous analysis of the meaning of the play for the child to be generated, which is closely linked to structures that operate in consciousness and are involved in processes of apprehension and comprehension. [ABSTRACT FROM AUTHOR]

The educational isolation caused by the Covid-19 pandemic has consequences in the teaching and learning process of preschool children with special needs, their parents, and teachers. Such outturns are yet to be studied. This paper aims to show how the participants involved in the special-education process live and understand educational isolation. Accordingly, we created and applied online semi-structured interactive interviews for children, parents, and teachers in special education from public institutions. The study participants were ten preschool children with special needs, ten parents, and 25 special education teachers from Tlaxcala, Mexico. The data analysis allows us to establish the differences between the motives and objectives of children and adults. The article discusses the need for further reflection on the methodology used to work online with preschool children with special needs. The conclusions establish that all preschool children wish to return to a face-toface modality of education and special attention, which corresponds to the needs of psychological development of this age. Data manifest urgent necessity of reconsideration of the form, in which preschool children receive specialized attention. [ABSTRACT FROM AUTHOR]

This paper analyzes the interactions that a preschool teacher maintains with the group attended during the 2020-2021 school year to identify the teaching knowledge that determines her actions. It is a case study based on professional didactics. The units of analysis are verbal and written exchanges to address the specificities that the rural context impose on her during the pandemic. The results allow visualizing interactions in which the evidence of works is privileged over the preschool children, sometimes veiled by the intervention of the adult, who accompanies them during the educational interaction. This study reveals the influence of context on the studied educational conditions, such as induced segregations due to the lack of economic and technological resources and zero connectivity, which proves a challenge for creating teaching strategies that invite students to genuinely engage in their learning processes. [ABSTRACT FROM AUTHOR]

This paper examines questions related to the 2014 Enade for Brazilian music education undergraduate programs. Therefore, this study's research questions are: how are Enade's 2014 questions regarding music majors organized in the test concerning their content and form? What is the relationship between the Enade 2014 and the Brazilian National Curricular Guidelines (DCNs) for Music undergraduate programs? The research approach for this study is document analysis (Peña-Vera & Pirela-Morillo, 2007) and seeks to understand the orientation in Enade's questions. With this aim, data was organized considering two dimensions: form and content. Findings suggest that a) questions are directed to one or another music career that is not, necessarily, addressed in all music education curricula; b) the questions are not fairly distributed among the three DCN axes, in which "specific content" axis prevails; c) some questions present contents often built on contextual constructs of musical or social biases, which may undermine the assessment reliability. Results show that the Enade 2014 is a test that requests from students only written knowledge, with or without the use of a music sheet. The previous does align with the guidelines of the music undergraduate program construction because they should be built on abilities and competencies. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the differences between female and male teachers from the National Autonomous University of Mexico (UNAM) to conciliate their academic and caredomestic work in the context of the COVID-19 pandemic. Methodologically, the data were obtained from a closed response questionnaire applied in the last two weeks of June 2020 on an effective sample of 395 female and male teachers from upper and upper secondary level. The results of the analysis show that women dedicate more time to domestic and care work, as well as to activities that are part of academic work compared to male teachers. The main conclusion is that the gender order and sexual distribution of work is a phenomenon reproduced in the field of university teaching and continues to be present in the organization of teaching tasks in the context of emergency remote education. [ABSTRACT FROM AUTHOR]

This paper gives an account of how firsttime university students have experienced the beginning of their professional training in front of the computer screen due to the confinement caused by the Covid-19 pandemic. The empirical evidence arises from an exploratory study and a part of the data obtained is drawn from an online survey applied between November and December 2020 which totaled 1 738 valid responses. The results show a distant relationship between students and the institution of higher education, as well as frustration, stress, and sadness caused by the inability to attend campus. On the other hand, they refer that this teaching modality prepares them for a post-pandemic world, characterized by the intensive use of information and communication technologies. [ABSTRACT FROM AUTHOR]

This paper introduces part of the results of an investigation that aimed to analyze, from a socio-pedagogical perspective, the conflict and coexistence strategies between students and teachers of secondary schools in Buenos Aires City. From a qualitative methodology, through classroom observations and interviews with students and teachers from two secondary schools, we analyzed the meanings and practices they construct around different uses of cell phones in the classroom. We found meanings and practices linked to students' boredom or lack of interest, negotiations between teachers and students, and manners of regulating their use by the latter. Although cell phones generate conflictive situations and constitute a challenge to manage coexistence in school classes, we conclude that their presence in classrooms is not necessarily the cause but rather the expression of tensions inherent to the relational dynamics of contemporary secondary schools. [ABSTRACT FROM AUTHOR]

This paper presents the state of the knowledge of the right to higher education in migratory contexts, especially that of Mexican and Latino migrants in the United States of America. The literature review sets the scientific production on the dreamers' movement related to the DREAM Act (2000) and the Deferred Action for Childhood Arrivals (DACA) of 2012. The analyzed information helps to building meta categories and emerging categories and recovers theoretical- methodological findings such as political discourse analysis, the contextual narrative of struggle and resistance, the Critical Race Theory and Latcrit, collective participation for social transformation, and social movements as a sociological theory of migrant organization and empowerment. The literature review reveals scientific production as an emerging field and interest, mostly in North American researchers. It is noticeable that the research contributions impact the social, political, cultural, and legal aspects that make it possible to enforce the right to education of migrants without documents. [ABSTRACT FROM AUTHOR]

The conception of the indigenous university student is called into question when it takes place in the realm of academic perceptions inherited by colonialism. In this sense, this paper confers an open look at the identity reconstruction of the young indigenous person inserted in an environment of university academic studies. The theoretical reference is James Côté's concept of the identity capital. The methodology is framed in the reflective praxis of two pieces of research developed in the same space of academic guidance and through the life stories of students from different communities. It is not shown as a research report in itself but as an analytical excerpt from both projects. The results are descriptions of their self-conceptions and the training actions that are the product of their actions and decisions. [ABSTRACT FROM AUTHOR]

The objective of this paper is to analyze some research on gender-based violence in Higher Education Institutions (IES) to systematize the evaluation of the revised work and guide critical reflection of how manifestations of violence within higher education institutions are perpetuated. The methodological design used was descriptive content analysis. The social relevance of the proposal is that studies on genderbased violence require an interdisciplinary perspective, so education in its socializing role plays an important role in contributing to gender equity. Among the findings and results, it establishes that universities have a role in contributing to the resolution of problems concerning society. This supports the need to harmonize the legal and institutional frameworks of universities with the legal rules that allow to sanction acts of violence and create university legislation. However, policy changes will be insufficient if mechanisms that demonstrate asymmetrical relationships and even the subtlest manifestations of violence within institutional structures are not incorporated. [ABSTRACT FROM AUTHOR]

Each day a new threat to the culture of peace around the world emerges, and several times, the most vulnerable people are the victims of such a situation. This paper relates the educational implications of harassment as a threat to the human right to peace of LGBTIQ+ people, especially in Latin America. Accordingly, it was structured as a documental and qualitative investigation, applying the hermeneutic method and gathering documental information to reach a conclusion. The human right to peace is much more than living without war, and LGBTIQ+ people, even having it, suffer because of the harassment in diverse places in Latin America, so this study is relevant to expose such phenomenon. The governments and societies are responsible of changing this negative paradigm, so they can show true human evolution. [ABSTRACT FROM AUTHOR]

This paper examines how children and adolescents describe the school and the emotions that school spaces produce in them. We chose one of the axes of analysis of a wider research, an ethnography of two rural schools in Guaviare, Colombia, during the post-agreement, in 2018-2020. We collected interviews, ethnographic scenes, oral narratives, drawings, photographs, and written texts of the students with an ethnographic sensitivity. In the analysis of these records, we advance an approach to the school places and the daily life of these actors. Likewise, we present reflections focused on showing the school places and the schools themselves, understood in terms of Massey (2009), as a product of relationships in the complexity of networks, exchanges, and connections. The armed conflict, poverty, the helplessness of the State, and the lack of infrastructure cut across the relationship with the space that students have with their school institutions. [ABSTRACT FROM AUTHOR]

The paper contrasts equality of dignity and rights with equality of the distribution of a good as income, schooling or learning outcomes. The school -it recalls-- was considered the great social equalizer until that idea was replaced by that which sees education as a mechanism that perpetuates inequality, with Coleman Report and Theory of Reproduction. It describes the reaction of qualitative studies and effective schools' literature. It notices the persistence of reproduction-inspired ideas and presents recent works that recognize that the weight of the school is important, and its impact is complex, with elements that promote equality and others that strengthen inequality. It comments on refractive perspective, as proposed in the issue of the journal Sociology of Education that commemorated 50 years of Coleman Report. The paper ends with considerations on educational inequality in Mexico. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to share the evidence of a female student's deep-knowledge- building process in a highly marginalized school of the Nacional Council for Educational Fostering (Conafe). The student is accompanied by a Community-based Educational Leader, through a tutoring relationship, according to the pedagogical model of Learning based on Communication and Dialogue (ABCD model, due to its Spanish initials). The evidence builds on a qualitative methodology through nonparticipant observation and classroom videorecording. It studies in depth the classroom interactions between the Leader and the student through the construction of didactic sequences that allow the analysis of conversational action, references to learning objects, and other spoken issues. The main finding is the fact of a well-implemented tutoring relationship being an alternative for Mexican highly marginalized children. According to Mehta and Fine (2019), in this case, the student demonstrates a deeplearning in dominion, identity, and creativity. Research, in this case, concentrates on the possibility of adequate learning for the rural population, not on quantitative representativity. [ABSTRACT FROM AUTHOR]

This paper sets forth some tips of pedagogical work in the theoretical-methodological realm about the care of life directed to young people in upper high school. Restitution of historicity as a tool for intervention and biographical action may contribute to re-establish the guidelines of mutual recognition and to the emergence of symbolizations that transit everyday conflicts. Through clinic sociology as a comprehensive strategy and the premises of the South epistemology, it concludes that the understanding of self-history is fundamental to promote the students' ability of action on reality. [ABSTRACT FROM AUTHOR]

This paper presents the intercultural and technological experiences of 18 bachelor students during their academic stay at the University of Veracruz when the coronavirus pandemic started. The Mexican federal government urged educational institutions to adopt social distancing measures as the main action to stop the spread of the virus, which resulted in a lockdown and the cancellation of all gatherings, including classes, tutoring, and academic meetings. The University of Veracruz timely reacted with a contingency plan with the health of the community as a target: the students had to keep up with their activities from houses throughout digital media. From the beginning of the lockdown until the end of the semester on July 17th, 2020, practically all academic work was held in digital platforms and spaces, altering the immersive experience mobility students were expecting. It concludes with the suggestion of re-establishing the educational internationalization from home as an alternative and complement of the immersive academic mobility. [ABSTRACT FROM AUTHOR]

This paper presents the analysis of the equity of public actions directed at multigrade schools in Mexico to guarantee the right to education of rural children. Besides, it delves into the changes and continuities in educational policy based on the reforms to article 3 of the Constitution and the General Education Law in 2019. The evidence presented is based on an analysis of equity and rights of the main components of the basic education policy. It concludes that there is a violation of the right to education of children and adolescents living in isolated rural locations. The aforementioned, because the multigrade education policy is inequitable and hardly relevant. Besides, there is an incipient orientation of public resources to these schools, which will not necessarily modify the conditions for the exercise of the right to education. Finally, it observes that there is a continuity of the educational policy, that is, the reproduction of inequalities from educational actions that do not guarantee access, permanence, and significant results for all rural children and adolescents. [ABSTRACT FROM AUTHOR]

This paper draws from a six-month study in a Yucatan Maya community in Mexico. The research explores the extent to which mathematics education capitalizes upon community approaches to problem solving. In this Maya village, math scores are low, and dropout rates are high. Still, local approaches to problem solving provide clues for teaching math, engineering, and maker skills in Mexico, the US, and other communities with little access to formal education. In our findings, we illustrate the tension between community and school mathematics knowledge; contribute to the expanding definition of what counts as legitimate mathematics knowledge, and illuminate two community approaches to problem solving involving autonomy and improvisational mindset. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to study the current policy of inclusive education and its relationship with the issue of the inclusion of people with disabilities (PcD) in Mexico. Its objective is to identify some strengths, weaknesses, omissions, but above all, rationalities that come from or have been produced by the political movement of inclusive education. There is the assumption that the inclusive education policy has been constituted on a type of liberal individual economic rationality, that, even when it has enabled the inclusion of some identities, continues to make others invisible, as some PcD. We conclude that inclusive education is a project framed by the need for social change; however, this idea is limited to its time and the real implementation options. In this way, rather than speaking about inclusion, it would be necessary to talk about inclusivity: it implies a space where no one can position himself as the possessor of the totality of knowledge, it would make possible the meeting between the particularities and the reflective dialogue that would produce specific balances in time, in both, the applied logics and determined practices. [ABSTRACT FROM AUTHOR]

This paper refers to the analytical and methodological issue of studying Latin America as a unit. The interest in this topic rises from the fact that, in spite of the many progresses in this field, most academic works focus on the continent as a sum of countries. The first section identifies authors who have been central in thinking this question about unity, strongly linked to that of identity. Then, the paper reflects on the historical construction of the names given to this region since the invader's arrival. It detects, particularly, the origin of the name Latin America, closely linked to the construction of antagonism by the attempts of imperialist expansion of various kinds, and the identity mark that it produced. From this perspective, it points out the improvements and guidelines for marking out an analytical field, as well as the contributions to set up the problem areas and a periodization in the field of the history of education. [ABSTRACT FROM AUTHOR]

This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]

This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]

The global crisis generated by Covid-19 has had multiple consequences as a result of the confinement decreed for the population. In this sense, the educational field, and all its agents involved, have seen changes in their daily functioning and the dynamics followed in the teaching-learning process. The impossibility of attending the classroom in person has meant a process of virtualization of education, which in many cases was neither contemplated nor planned. This process makes harder an essential objective for education: reducing the socio-educational gap between different students and families. The objectives of the present paper are, on the one hand, to analyze the educational consequences derived from the crisis caused by the Covid-19, and on the other hand, to review the multiple factors and theoretical approaches to consider, so that the educational intervention proves just during and after the confinement. Given the current widening of the socioeducational and digital gap experienced by students and their families in various parts of the world, the search for an education based on socially just principles is necessary. [ABSTRACT FROM AUTHOR]

This paper is the result of a qualitative research with theoretical-analytical support that aims to analyze the educational policies implemented by the Mexican Government, against the SARS-CoV-2 that causes the disease Covid-19, and which resulted in the period of social isolation. In particular, the documents and communications issued by the Secretariat of Public Education for basic education will be analyzed; as well as the effects of virtual platforms and digital resources available for the continuity of classes from home. It is concluded that there is a poor culture in Information and Communication Technologies on the part of the school population, that there are deficiencies in connectivity and availability of technology applicable to education, and that it is necessary to reconsider the current curriculum for basic education, as well as teaching practices, in order to focus on new educational models capable of facing not only a crisis like the current one, generated by the Covid-19 pandemic, but also as viable options for training for life, for citizenship and solidarity . [ABSTRACT FROM AUTHOR]

This paper presents the results of an educational research with the object of measuring ten digital knowledge of students enrolled in the Intercultural University of the State of Puebla, located in the Sierra Norte de Puebla. To achieve this, the questionnaire "Perception and use of ICTs" was applied to a sample of students from ethnic and mestizo groups. Among the results obtained, incipient incorporation of competencies for the management of digital systems, the manipulation of digital content, the communication and socialization in digital environments, and the Management of information can be seen. Therefore, it is emphasized that access to digital infrastructure is necessary, but insufficient when there is no associated technological literacy. [ABSTRACT FROM AUTHOR]

Youth constitutes a priority subject of rights. In addition to being one of these, higher education is a precious public good that can favor their transition to adult life, citizenship, and the world of work. The most unequal region on the planet is a favorable ground for reflecting on how to think justice regarding the possibility of fully exercising this right. This article recovers the Latin American academic production of the last 20 years on justice in higher education, based on a search in Scielo and Google Scholar. From the review of the 50 selected articles, this paper reconstructs the approach to the notions of justice, equality, equity, and inclusion. It recovers the differentiated treatment for different groups that experience school or social exclusion and proposals to contribute research and intervention. It recognizes a prolific and diversified field, which focuses the question of justice in reduced areas within the institutions or state policies and leaves aside more substantive aspects such as the recognition of the common, and power in dialogue and the construction of mutual ends among those who advocate justice. [ABSTRACT FROM AUTHOR]

This document examines the progress that educational researchers have made in the recent decade, based on the recommendations of Dr. Pablo Latapí at the memorable conference at the IX National Congress of Educational Research. Some main achievements in the educational research field has favored the understanding of the educational system and its problems; the formation of networks that foster discussion and research with different perspectives; the emergence of educational proposals such as intercultural education, educational evaluation and rural education, among other accomplishments. On the other hand, the difficulty for the insertion of young researchers due to the limited working conditions and the productive inclination that seeks to obtain resources at all costs are some of the main problems. Finally, the paper establishes as significant challenges the need to assume a critical and decolonizing perspective, promote research regarding the serious social problems suffered by the most disadvantaged sectors and design collaborative and innovative methodologies that favor the creation of knowledge in a more horizontal way and in dialogue with the communities. [ABSTRACT FROM AUTHOR]

This paper was constructed as a documentary- type research, it is based on the analysis of academic texts, journalistic notes, institutional data, journalistic and editorial analysis columns, in order to make an analysis of policies regarding the 2013 educational reform. The aim is to build up a narrative about the context that at the time allowed the design and implementation of this reform. Conceptually, the analysis made use of two main conceptual approaches: the advocacy coalition and the multiple streams frameworks. Thus, the most relevant conclusion reached is that, just as the 2013 reform was possible as a public policy thanks to a political and social situation that allowed the alignment of different agendas of political actors and entrepreneurs, its reform was due to the fact that the advocacy coalition that sustained this policy, changed with which it is identified that the design of policies and their implementation is as important as the political plane from which the coalitions and policy currents that drive policy change are articulated. [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]

Based on the 4-As Right to Education Indicators proposed by Tomasevski (2001, 2004), this paper analyzes the educational experiences of young people from migrant farm worker families using the phenomenological method, through the meanings that emerge from the experience of students of indigenous origin in public schools. Eleven young people of Mixtec origin, who migrate temporarily to the state of Hidalgo, participated as research subjects. This inquiry analyzes the educational experiences related to the learning process, relationships with teachers, as well as coexistence and discrimination by other students in the school environment. Examining these social interactions identified the diverse practices that demonstrate the institutional discrimination faced by this social group. These practices violate the full exercise of the right to and in education, as well as the right to non-discrimination. The research contributes to the understanding of various educational phenomena from the perspective of the students. There is also an approach to studies with children from agricultural day laborer families with a human rights perspective, making use of the 4-As Right to Education Indicators. [ABSTRACT FROM AUTHOR]

This paper presents the results of an ongoing research about school and life trajectories in migratory contexts, as well as the struggle for the right to education. By the protagonist's voice -result of in-depth interviews and informal dialogues-- we built, together, the frames and discursive units (meta-categories and categories) characteristic of qualitative studies. The document gives an account of the path traveled by our protagonist, of the daily life of a migrant and of that which made possible his right to education. Angelo Cabrera, in addition to working to support his parents, learned that education is a human right and demanded his access and permanence to higher education. During his school trajectory, the terrorist attack on the Twin Towers in New York City took place on September 11, 2001, which generated an anti-immigration policy and the universities applied the payment of an out-of-state tuition to migrant students. That was heartbreaking for the students and many of them dropped out of college. In response to this event, a group of young Mexican immigrants decided to leave the shadows, as Angelo points out, to face and to fight for their right to higher education. This work allows to give an account about the configuration of the subject of law from the enforceability in the social struggle and the justiciability in the legal field. [ABSTRACT FROM AUTHOR]

Alternating schools begin in Argentina, un 1970, with the aim of ingraining young people in the rural areas. In this paper we propose to analyze the specificities of the multiactoral framework that was formed to open the first school of alternation in this country, identifying from a historical and anthropological perspective the actors, demands and articulations that took place in this process. The methodological approach focuses on a case study, starting from recovering the perspective of the actors that participated in that opening through the analysis of interviews and file documentation. Among the results we realize that this multiactoral plot, in addition to creating a new educational institution, is confronted at the same time with a traditional school model and a production model for rural areas that implies the expulsion of small producers and their families. In this sense, this new school institution was seen as a space capable of housing a political and ideological project of social transformation. [ABSTRACT FROM AUTHOR]

This paper explores how external facilitators can support the development of cultures of effective professional collaboration in networks of schools. It emphasizes the role they can play as "critical friends" to facilitate the cultural change that is required to establish cultures of effective collaboration. It presents a case study that describes the experience of a centre of leadership development in the Chilean region of Araucanía in supporting the development of ten networks of school leaders in the region. Through the analysis of reports of formal network meetings, surveys and interviews with participating school, community and regional leaders, as well as conversations with the team that designed and accompanied the networks between May 2016 and December 2018, it reconstructs the history and evolution of the strategy to support the development of the networks. It also outlines a theory of action organized in seven principles of action to build cultures of effective collaboration in school networks. [ABSTRACT FROM AUTHOR]

The work intends to be a general balance on the state of educational historiography in Yucatan during president Cardenas' administration (1934-1940). Based on the analysis of a significant part of the existing production over the period, the paper has two purposes: to offer a panoramic view of the relevant knowledge on the history of education in that period, as well as to pose some challenges and questions that historians of education face, since this review allowed to identify the large gaps that need to be addressed by researchers interested in the reference period. [ABSTRACT FROM AUTHOR]

The introduction of computers and connectivity in several countries has caused numerous policies which demand the use of ICT in education, including adult education. Mexico has not been the exception and has developed different programs referred to digital literacy. However, few reflection and analysis about these initiatives have been developed. This paper examines experimental technology workshops that focused on developing more contextual approaches for adult learners. The workshops were implemented in Michoacan, Mexico. We use a qualitative approach which incorporates an ethnographic perspective to analyze participants' interactions showing the self-image that participants have and how this influence their relationship with digital devices. The findings reveal that computer training originates identity reconfiguration. We argue that digital initiatives must consider not only digital literacies but also the social dimensions of learning to promote successful initiatives on adult education. [ABSTRACT FROM AUTHOR]

In this paper an advance of more extensive work on state education policy that was developed for the basic level in the state of Puebla (Mexico) is presented, during the government of Guillermo Jiménez Morales, from 1981 to 1987. The paper considers three asperts of education policy in the state: the explicit educational purposes formulated and disseminated by the state authorities, the creation of secondary schools on television (telesecundarias) as an essential element analysis of this period and finally dataset published on the behavior of the educational system, in terms of enrollment, teachers, schools and education spending. [ABSTRACT FROM AUTHOR]

This paper presents the results of the first phase of one research carried out through semi-structured interviews which were carried out with 53 alumni of Jesuit colleges of Mexico City, Puebla, León, Torreón and Tijuana, in order to get their opinion about their college education from the humanistic and social point of view, specifically in the humanistic core courses, with the aim of exploring whether, despite the differences in schools, careers, and generations, it was possible to detect constant perceptions so one can design later a closed options questionnaire to be applied to a much larger sample of subjects. The results, which were obtained from the analysis, categorization, and interpretation of the answers, highlight the clear awareness of the graduates of having received a quality education regarding interdisciplinary vision, personal development, critical thinking, entrepreneurship, and social commitment. All these elements constitute the sense of the humanistic formation, so it is possible to affirm that the message of the Christian-inspired humanism has been able to permeate despite the differences of schools, careers, and generations. The centrality and importance of the figure of the teacher as a critical factor in quality education is also highlighted, and it is recommended to put particular emphasis on teacher training to achieve the aims of education that alumni identify as the essence of Ibero. [ABSTRACT FROM AUTHOR]

This paper presents a series of results of a socio-educational study whose purpose is to understand the social construction of emotions in school life and its relation with the production of violence. Based on in-depth interviews, the student perspective is interpreted in order to characterize self-harm practices. These data bring a dialogue about with a set of official documents framed in care policies that address the problem of corporal self-harm. The intention is to establish areas of opportunity and potentialities to intervene in this phenomenon in the school environment. [ABSTRACT FROM AUTHOR]

This paper presents the creation of civic educational processes in nonformal contexts, using the streets as a shared space, among youngsters from marginalized neighborhoods in the city of Torreon, in the Mexican northern-center region. After reviewing the state of the art of the concepts of citizenship and nonformal education, it is posed an intervention strategy with these youngsters by creating graffiti murals, in the frame of brisk dialogs leading to reach consensus as a way to operate the whole creative process. The outcomes achieved, besides the murals, are directed to enhancing the youngsters' possibilities and responsibility as individuals and as a group before the collectivity to which they belong. [ABSTRACT FROM AUTHOR]

This didactic proposal answers the old question of "how should we educate?" This paper starts by recognizing the importance of conflict in the classroom. It is characterized as a challenge and a critical incident. Education is forged, precisely, by dialoguing, confronting and agreeing about what creates teaching uneasiness. To orient dialogue regarding divergences, difficulties or challenges, initially, elements of didactic models are stated: traditional, new school, educative technology, critical school, inductive methods and constructivist methods. Later, to understand the educative challenge, methodological bases and other ones are presented as arguments of what to understand about common sense, good sense, science, philosophy, wisdom (Sophía), prudence (Phrónesis), art (Techné). Based on that set of arguments, clues are offered to confront by challenging ideas, feelings and practices that create agreements, and what's proper. [ABSTRACT FROM AUTHOR]