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Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since the "derechohumanista" reform to the Political Constitution of the United Mexican States of 2011, rules and principles have been incorporated that enhance the obligation for all Mexican authorities (including educational authorities) to promote, respect, protect, and guarantee human rights. Therefore, rebuilding educational processes on issues of gender violence is urgent and mandatory. But what has been the evolution of the right to education in Mexican constitutionalism? Knowing this progress is enriching and clarifying to understand how it has become a fundamental right. Furthermore, addressing this problem is essential to raise awareness of the evolution of the constitutional systems of the 19th and 20th centuries, and this will allow us to contextualize the problems of gender violence that currently exist in socioeducational communities. The objective of this article focuses on visualizing the historical and current perspectives that exist in the educational community on gender issues; with this, it will be possible to establish whether the Mexican legal provisions eliminating gender violence are complied with. As methodological validation, a survey instrument was applied to undergraduate students at the Autonomous University of Coahuila randomly. The results show the perspective of the students regarding the "relationship of gender violence in the educational community" and the "recognition of processes and products that eliminate gender violence". The above allows us to conclude that, from the perspective of the students, constitutional bodies turn out to be (mandatory) tools in education that eliminate gender violence. [ABSTRACT FROM AUTHOR]

By drawing on available scientific literature on the educational inclusion of students with Rare Diseases (RD) and on the guidelines in the current framework for the development of inclusive schools, this theoretical article presents some keys for the development of inclusive educational contexts that favour the learning and development of students with RD. An inclusive school is one that moves towards school success and combines quality with equity by developing an inclusive and participatory culture that recognises and respects diversity and promotes human differences as a value and a human right. The school system advances in inclusive practices to the extent that it overcomes the barriers that emerge from the structure of the centres and identifies, from scientific evidence, the facilitating factors for the development of inclusive educational practices, through the implementation of institutional cultures and school organisations that pursue the success of all students. It is concluded that the keys underlying educational contexts for pupils with RD involve the adoption of general measures at school level which promote the collaboration and participation of families and pupils, of other specialists, and of associations. Likewise, the complexity of the needs of pupils with RD requires a comprehensive educational response that must be jointly planned with the different services that attend these pupils, incorporating the necessary support to guarantee their presence, participation and educational achievement. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resilience is understood as a process that allows a person, system, or community to resist, adapt, transform and recover in a timely and efficient manner from an adverse situation; from the perspective of education, resilience allows knowing the threats to which the educational community is exposed and the capacities and resources it has to face them. The present research was of a mixed, descriptive type and its objective was to identify the competencies, practices, and strategies for strengthening school resilience from the perspective of teachers and children between 7 and 13 years of age in the state of Tabasco, Mexico. The study was carried out through surveys and focus groups with the participation of 230 teachers and 53 children from the state of Tabasco. According to the results, it is concluded that it is necessary to strengthen the processes of listening and systematization of the knowledge of the educational community in order to generate intervention strategies to reinforce school resilience. [ABSTRACT FROM AUTHOR]

The aim of the article is to interpret the discursive representations on the relations of Alterity of the groups of: Managers, classroom teachers, non-teaching professionals, parents and/or guardians and students. The method used was a case study of collective or multiple character to deepen the "proximities" and "discrepancies" of the phenomenon of interest to the researcher. The location of the study was two municipal schools and the time period was 2018. Its main finding reflects that both educational institutions do not understand Alterity and associate it with the concept of alternativity all groups to move towards a positive understanding of Alterity, as the articulating axis of a new school institution, must break the function of reproducing the normalising uniformity of the official host culture that welcomes. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (0797-5538) is the property of Universidad de la Republica, Faculdad de Ciencias Sociales, Departmento de Sociologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Informed by a series of interviews held with educators in several different parts of Spain, this article seeks to explore the perception of risk they have regarding young people's network of internet-based social relations, and especially social media. More specifically, we study how these professionals view certain problems that affect not only the young people's schooling, but also the building of their individual personalities, the management of their social relations, and their life in the community, par ticu larly at school. At the same time, reference is made to the way in which educators consider the role families play regarding these perceived risks and the degree of cooperation between them and the school. We adopt a multi-situated approach, aims to uncover the experiential background of the interviewees as privileged observers of digital social practices and their effects on young people they engage and interact with on a daily basis at school. [ABSTRACT FROM AUTHOR]

Ecology could seem only a matter of knowledge and care for the environment, and the responsibility that human beings have with the rest of nature. This paper proposes a different view: Ecology, and more specifically the study of «arboreal society», as a «natural» approach to what the knowledge and care of the formative, aducational, and familiar communities is and should be [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The investigation was carried out during the COVID19 pandemic in 2021, maintaining relevance and investigative relevance. The objective is to know the socio-educational conditions generated by the educational community at the national level, in order to train mothers, fathers, and teachers, with technical-pedagogical strategies that reactivate and improve the sectoral teaching-learning process, using the methodology of scientific research for case studies, with a qualitative-quantitative approach from binding action with virtual activity design, carrying out a national situational diagnosis, taking an intentional stratified sample of 13,921 people from 24 provinces, through data collection tools; with community intervention methodology of linkage with society, managing to train 1,566 direct beneficiaries and 4,698 indirect. Taking as a unit of work and analysis a segmented focal structure of the educational community belonging to 40 educational institutions distributed nationwide. [ABSTRACT FROM AUTHOR]

From the educational point of view, social outreach is related to activities and projects that link the academic work of the institution with teachers, parents, and students, aimed at contributing to the transformation of social and environmental realities. The experience was developed in Policarpa Salavarrieta Educational Institution based on Participatory Action Research, to contribute to environmental culture from the community social projection. A random convenience sample of 68 people was used; plenary sessions, interviews, and participant observation were carried out for the collection of information, which was systematized using the Atlas ti 7 software. From the analysis, the categories of environmental culture, environment and sustainable development and the subcategories of problems, attitude, and environmental education emerged, evidencing that the community manages conceptions of the environment from a naturalistic perspective, leaving aside the social and cultural environment, teachers do not discriminate the concepts of culture and environmental education and in students and parents, the category of ignorance emerged. Learning actions were developed and alternative solutions to the socio-environmental problems detected were proposed through recreational activities and theoretical-practical workshops on sustainable entrepreneurship. Attitudinal changes and participatory commitment were observed beyond the school environment which social appropriation of knowledge and the development of pro-environmentally sustainable values and behaviors, projecting the contribution to the family economy through the transformation of waste into eco-furniture and eco-pots. [ABSTRACT FROM AUTHOR]

The project "Learning to be scientists with historical irrigation", funded by the Spanish Foundation for Science and Technology (FECYT) and carried out during the school year 2020- 2021, was aimed at transferring to the educational community the values and importance of historical irrigation systems, raise awareness and involve the younger rural population, and encourage scientific vocations in students. Applying a methodological approach of participatory action research (PAR), students have been able to conduct research on the historical irrigation channels of their municipalities of residence. They received training in the usage of scientific inter- and transdisciplinary tools, such as the identification and localization of historical and archaeological sources, the study of biodiversity, edaphology and agrodiversity, the capturing of geographic data and their incorporation into a web Geographic Information System, as well as methods of communication and dissemination of results. [ABSTRACT FROM AUTHOR]

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Artnodes is the property of Universitat Oberta de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The need to create a Latin American community in statistics education gave rise to the Latin American Network for Research in Statistics Education (Reliee). The transcendence and permanence of any group, however, depends on the constant review of how its members perceive the group and each other. This article documents the needs, expectations, and realities of the individual members of Reliee. Members' perceptions were compiled from an online questionnaire and analyzed according to Reliee's objectives. The members' primary needs were found to be centered on strengthening research and the scientific community, as well as improving their teaching activity. [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Azarbe is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Boletin de Geologia is the property of Universidad Industrial de Santander and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The perception of the consequences of bullying goes beyond those involved and may vary depending on the role played in this situation. The objectives of the present study involve the analysis of the perception of the consequences of school harassment using a quasi-quantitative methodology. To this end, a questionnaire developed ad hoc was administered to 348 students during school hours, and parent-teacher discussion groups were held. The results show that teachers, students and families perceive differently the consequences of bullying. The main perceived consequences are to fear the aggressor and the bad reputation of the school. Harassing students tend to perceive that the consequences are linked to the psychological damage of the victim and do not perceive repercussions beyond the classroom. Students who do not harass perceive that the consequences of harassment extend to families and society. It is concluded that the perception of the consequences of harassment must be taken into account, since it is crucial to increase awareness of bullying in other contexts. [ABSTRACT FROM AUTHOR]

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enunciación is the property of Revista Enunciacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociedad e Infancias is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Traditional educational institutions are built on positivist paradigms whose objective is to maintain and perpetuate the system. A positivist approach suggests that the words body-mind are opposite and exclusive dualities. The so called New School of the XIX century provides an alternative to this traditional system of education which is still in use at institutions. The thinking and work of Ellen Key and María Montessori provide a new approach for the perception of the body at schools. Additionally, we present the methodological approach employed by the educational community at Centro Educativo Shekénuk. The educational community at this school assimilates the concept of body-mind with the purpose of sharing a vision of humans as wholistic and artistic beings. [ABSTRACT FROM AUTHOR]

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the perceptions that teachers have regarding bullying and other variables that have a negative impact on those students who are victims of violence in the classroom, inducing them one way or another to failure and/or school disaffection. Our intention is to present adolescents as being in a state of constant change, which includes different situations with their corresponding problems, but always viewing them from a transitional temporary aspect. In addition, we consider the need to change the culture of failure, the lack of action and obstruction of actions that prevent acts of school violence, by the direct involvement and educated in the rules of coexistence of the educational center. The sample, composed of 125 teachers with students in the third or fourth year of compulsory secondary education aged between 15 and 16 years, is distributed between different municipalities of the province and the center of the capital city of Salamanca. In the study, we capture the phenomenon of bullying horizontally and vertically, the indicators for prevention and intervention for teachers and protection for students, the role given to the faculty as a public authority and the importance of mentoring. [ABSTRACT FROM AUTHOR]

The current model of economic development has unbalanced the relationship between humans and the other beings of nature. Its mitigation is possible through the development of practices from the "Buen Vivir" (bv) in two of its variables and derivative dimensions: human rights (education and participation) and the rights of nature (respect, protection and restoration) in the educational institutions (ei). These are scenes of social impact that enable new generations of citizens towards a more humane and ecologically life; the challenge is to build this society with education. For this purpose, theoretical approaches are made to: 1) understand the bv towards nature; 2) articulate variables and dimensions of bv in ei, and 3) present the need to inquire about the current state of bv towards nature in the ei Boyacá, Colombia. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work had as objectives to know the way in which basic education school councils understand and implement the policy of social participation, as well as analyze the senses and representations that it has on the educational community. Through the study in specific cases, we chose three municipal councils and six school. We conducted interviews with members of the educational community, and since social representations (SR), have used two basic instruments: the elaboration of phrases and words free association. The results show us, on the one hand, the great weight that has representation of the councils at various levels under the figure of the formality of procedures, simple procedures that do not seem to have substantive impact and material in social participation. And on the other hand, a misunderstanding or distance between the SR of participation and education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the analysis of different studies that highlight the important role of affect and intrafamily dialogue against the misbehavior of children in society, we plan to know the opinion of the educational community about this and which ones measures they propose to eradicate bullying. To obtain this information, we carried out a study in the community of La Rioja, using a questionnaire in a sample of 348 middle-school students. Also, thirty teachers were interviewed; two focus groups with parents and two with students from different places and types of school. Rioja educational community confirms that a family atmosphere devoid of affection and dialogue influences significantly and positively in the violent behavior of students in the school, proposing as the primary measure parent training in communication skills, less clear opinions in boys and younger students. Other proposed measures are: that parents to spend more time with their children, provide them more affection and values-based education, in addition to monitor the consumption of violence in the media, denouncing more and by making close their relationship with the educational and social community to get help. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main purpose of the research was to analyze environmental education process evolution in the State of Meta, with emphasis on establishing strategies within sustainable development to plan new regional approaches, which may be easily reproduced in other regions of Colombia. The methodological process has been approached in two phases: The first one is related to bibliographic review and analysis of some territorial and environmental planning instruments, considering regulations in effect on this matter. A subsequent research using case-study method, which describes and analyzes the local reality in Melúa river basin. Research techniques and instruments were applied to a representative sample of the education community, participative diagnostics on spatial analysis, speaking map, social cartography, relationship matrixes, DOFA analysis, maping institutional, public, private actors, and illegal groups were prepared. The main findings show that Melúa river basin faces challenges involving environmental policies related to education scope, synergic work by actors, improved institutional and state support, integration of strategies showing the need of including holistic environmental education within this territory, parting from government policies, care and conservation of its eco-systemic resources; and, finally, the need of creating and implementing schemes for community participation, deeply linked to territorial identity and appropriation. The integral analysis of the topic allowed classification of problems facing such region, establishing a map of relationship network among actors, and jointly contribute to territorial construction from environmental education [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)