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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 discusses the concepts involved in national-regional innovation systems (N-R_I_S) in light of the emergence of knowledge capitalism as a new phase of development, and the neoliberal appropriation of these concepts, pursuant to neoliberalism's position as the predominant development path in this new phase. Against that backdrop, this study looks at the experience of Jalisco, Mexico, the only state that has conceived of and put into practice a development strategy centered on an N-R_I_S and anchored in the electronics-computing and telecommunications sectors, on the neoliberal path the country is following. This study concludes that despite progress made, the fact that public-private partnerships are the main way this strategy operates has prevented the state from gaining a strategic position in the region from the standpoint of developing knowledge capitalism in Mexico and the breach of a "glocalizing" spatiality. [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]

From the inclusion of Mexico in the OECD, this research paper attempts to answer the question of technological innovation for increasing the competitiveness of the four largest firms in the state of Quintana Roo, Mexico economically and socially based on their size and characteristics. The research was part of a study conducted in the southeast of Mexico and it was sponsored by the FORDECyT. The current model of the OECD (2009-2010) with standards on the appropriation of knowledge, adapted to the direct interview method was used for the analysis.Although the results showed a noticeable backwardness in the four companies analyzed regarding the appropriation of knowledge, they also show ethnic and cultural differences in the Maya peoples living in this region when it comes to social businesses. They adopt complete technological packages and / or globalizing market models. When facing the impossibility of adopting or appropriating socially the knowledge, they are dependent on their workforce or their ancestral patterns of production and exploitation of the main resource. [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]

From the mid 1980s, the dominant discourse of the management literature promotes a new organizational model that overcomes the dysfunctions of the bureaucratic model. On the one hand, this discourse highlights the rise of a new society in which knowledge is the main factor of production. On the other hand, it emphasizes the need that organizations in this new environment adopt flatter, modular, more flexible, network forms of organizating, which provide new capabilities to employees and foster autonomy, participation, and innovation. In this paper, I analyze this discourse as an ideology and test against the empirical evidence two of its main tenets: (1) the ascent of a meritocratic society and (2) the end of alienation in work as a result of the power, autonomy, and self-direction achieved by employees. Both theses are not supported by the available evidence, which demonstrates the ideological, legitimating character of the discourse that postulates them. [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]