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This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [ABSTRACT FROM AUTHOR]

In this paper we try to analyze some recent and ongoing changes that are taking place in the Uruguayan higher education system. Based on a system historically conditioned by the presence of a single public university, we try to briefly review the changes at this educational level in recent years, hand in hand with different national governments. In a regional scenario of increasing privatization from which Uruguay was apparently on the sidelines at times, we examine the characteristics of some changes that are taking place now and may constitute advances in a certain wave of privatization. We use contributions from the educational field, higher education and public policies and we conclude the text problematizing how novel these changes are and their possible impact given certain national characteristics. [ABSTRACT FROM AUTHOR]

In this paper we try to analyze some recent and ongoing changes that are taking place in the Uruguayan higher education system. Based on a system historically conditioned by the presence of a single public university, we try to briefly review the changes at this educational level in recent years, hand in hand with different national governments. In a regional scenario of increasing privatization from which Uruguay was apparently on the sidelines at times, we examine the characteristics of some changes that are taking place now and may constitute advances in a certain wave of privatization. We use contributions from the educational field, higher education and public policies and we conclude the text problematizing how novel these changes are and their possible impact given certain national characteristics. [ABSTRACT FROM AUTHOR]

This study is an exploratory review about teaching practices at Argentinean public universities published between 2010 and 2019. The sample was constituted by 20 papers. The methodology was qualitative based on content analysis in three axes: work methodology, teaching practices description and characterization of the public university. The results showed a predominance of qualitative methodology, in particular of narrative approach. The aim of studies was teaching practices themselves in most of the papers, followed by directly related issues and, finally, in a few papers teaching practices were part of the aim of the study. Almost all of the papers collected data on public universities, but only a small number included the analysis of the university context in their studies. The results are discussed based on the particularities of university education in the local context. [ABSTRACT FROM AUTHOR]

This paper aims to expose and analyze how LGBT students in three public universities in Chiapas, Mexico, are carrying out forms of resistance in response to manifestations of violence and discrimination. The research was based on a qualitative methodology and analyzed through a grounded-theory strategy. We found that LGBT students are not passive victims of discrimination, but rather resist in various ways, making the university a space in dispute over heteropatriarchal norms. [ABSTRACT FROM AUTHOR]

This paper studies the evolution and current situation of the topic Journalistic Production in the training of journalists when fifty years of university studies in Spain are marked with the creation of the first Faculties of Information Sciences. From the research field and from the university training field, a delimitation of Journalistic Production with respect to other areas has not been conducted yet. Our main goal is to know the representation of the subject Journalistic Production in the training proposal of Spanish public universities within the framework of the European Higher Education Area. We carry out a content analysis of the lecturing guides of 282 courses belonging to the study plans of the degrees and double degrees in Journalism of 22 Spanish public universities, where we quantitatively observe the offer of specific contents of Journalistic Production by kind of subjects, credits, courses and knowledge areas and, also, qualitatively the jargon of the subjects and the specificity degree in the treatment of the contents. We conclude that there is a stable presence of contents on Journalistic Production, although they are perceived as fragmented and scattered in varied courses, as well as a lack of recognition in the terminology of subjects and a low or very low level of specificity in the contents lectured. [ABSTRACT FROM AUTHOR]

The so-called hegemonic model of masculinity constitutes a risk factor. It is a multiconditioned phenomenon, but every time it's highlighted the role of personality's socialization. In this way, the higher educational levels are called to perform a primordial function through its substantive process. The purpose of this paper is: Characterize the treatment of this subject in the experiences of some Cuban universities. An integrated analysis was made of the concepts: masculinities and substantive process of high education, expressed in a group of indicators distributed per each one of these concepts. As theoretical methods of research were used: the analytical synthetic, the transit from the abstract to the concrete, the inductive-deductive and the historicallogical. In an empirical level, the study of documents. The conclusions make reference to the developments and challenges within Cuban high education about the treatment of the researched topic. [ABSTRACT FROM AUTHOR]