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As part of the analytical work of the Training Processes area of Consejo Mexicano de Investigación Educativa (COMIE), this article centers on the papers approved at the 15th National Congress on Educational Research, in five categories of analysis: authors, objects of research, epistemologies, theories, and methods both explained and unexplained. Through a review of the body of work (desk review), we characterized a panoramic vision of the wealth, limitations, and research problems in this area at the national level. We revealed the authors' epistemic, theoretical, and methodological handling in the construction of objects of study linked to training processes (including educational training, teacher education, and student teaching) in the various levels and types of schools of the educational system. [ABSTRACT FROM AUTHOR]

This paper explores the epistemological diversity and indigenous praxis present in intercultural education, through the case of Instituto Superior Intercultural Ayuuk (isia) in Jaltepec, Oaxaca, Mexico. The main objectives are to outline the range of conceptions of intercultural education, describe its key articulations, and explore the way that knowledge is conceived, constructed, and transmitted in this institute. Two arguments are stated: a) The lack of a predetermined meaning in intercultural higher education allows people from diverse backgrounds to become interested in and form part of this project, enabling new epistemological diversity; b) Although isia uses the praxis and social organization of the Ayuuk people, a more profound dialogue is still lacking among diverse types of knowledge and epistemological frameworks. Therefore, isia represents an important case for exploring the negotiation among diverse perspectives to construct a unique vision of intercultural higher education. [ABSTRACT FROM AUTHOR]

How can we research our practices as educational researchers from a post-foundational perspective? How can we build tools of intellection that explain the historical and biographical conditions of the individual who performs research in the educational field? This paper centers on the subject of a biography as a discursive/textual and political subject from a post-foundational perspective. The conceptualization turns to the categories of discourse (Laclau) and text (Derrida) as a theoretical enclave, and based on current research on the academic trajectories of educational researchers, four dimensions of analysis are developed: collective experience, academic professionalization, institutional life, and biographical educational experience. The purpose is to show some examples of the emergence of the subject of biographies. [ABSTRACT FROM AUTHOR]

This paper refers to a proposed evaluation of the guidance program, referring to the experience level of the upper half of the Autonomus University of the Estado de México (UAEM), which was implemented from 2003; nearly at five years of implementation, it is necessary to assess development to establish its scope and expectations of operation. Keywords: educational guidance, assessment, epistemology, methodology. [ABSTRACT FROM AUTHOR]