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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 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]

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]

Paper that gathers and systematizes a rich diversity of possibilities of usability and application of ICT in 5th and 6th grade primary classrooms in Mexican schools, product of eight years of observation, monitoring and sorting school experiences after the installation of digital computer resources in class-rooms. It presents the result of the task of videotaping, conversation, and confrontation of evidences regarding the transition experienced by the schools that integrated de samples in the different phases of the research conducted by the CEE and requested by the SEP. The corollary is a set of didactic proposals aimed to the development of new skills, teaching strategies, and learning opportunities with this resources. [ABSTRACT FROM AUTHOR]

This paper traces an overview of human rights and education In Mexico, In the context of global trends which conceive education as a decisive factor of economic and social transformation. Based on the analysis of these elements, recent trends in access to basic education are revised, while acknowledging the difficulties that diverse sectors and groups face In order to have access to this human right. [ABSTRACT FROM AUTHOR]

This paper presents the synthesis of an empirical, analytical and assessment study of the performances of a 7th-9th grade level teacher selection in Mexico, in the course of civic and ethical education. The research process was based on the philosophical, sociological and pedagogical reference system that is recovered concisely In the conclusions of this work, with the purpose of building an educational proposal that contributes to the improvement of the field that is adressed here as moral, civic and ethical education. [ABSTRACT FROM AUTHOR]