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The article "Epistemic and conceptual heuristics around violence in Mexico" by Genaro Aguirre-Aguilar, published in the journal "Estudios sobre las Culturas Contemporáneas", analyzes the work of Rossana Reguillo, highlighting her interdisciplinary approach in the research of violence in Mexico. Reguillo uses theoretical constructs to understand violence, from paralegality to the necromachine, exploring the complexity of organized crime in the country. Her work stands out for its transdisciplinary approach and its ability to address complex phenomena from different perspectives. [Extracted from the article]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana 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 impact of the open science movement has had on a global scale can be linked to technological and educational development. Thus, it is necessary to have digital resources in favor of mediating work carried out by a teacher whose purpose is to train university students in research. The objective of this article is to analyze the contribution Open Educational Resources has had on the development of knowledge and investigative skills, and how this approach has helped facilitate scientific knowledge as well as scientific work. Studies that allow to recognize in the results, the importance of making the university academic communities aware of the use of Open Educational Resources, especially those who have the responsibility of training in research. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana 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 Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao 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 Bitácora Urbano/Territorial is the property of Bitacora Urbano/Territorial 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.)

Virtual ethnography originated when researchers began to show an interest in the phenomenon that represents the generation of spaces of sociality as a product of the configuration of virtual communities in the Internet. It is this technology which favors the emergence of channels of communication that enhance interactivity, whether asynchronous or synchronous, through electronic mail, wikis, social networks, forums, collaboration networks, and even educational platforms where other resources are used such as virtual classrooms, video conferencing and instant messaging. All of these scenarios have been studied to analyze how people relate in social, affective and cognitive terms. In this context it can be said that in studies related to phenomena or processes mediated by TICs there have been emergent themes for virtual ethnographic analysis, so in this paper we review the contribution of anthropology to the study of cybercultures through a brief conceptual review of virtual ethnography, including the state of its understanding of methodological design, as well as some recommendations for its implementation, as part of ongoing research in the program of the Doctorate in Systems and Educational Environments at the University of Veracruz. [ABSTRACT FROM AUTHOR]

School systems have to face the demands of the 21st century. Metacognitive skills deserve special attention in this rapid integration of technology in education. This paper analyzes thirteen open-access research studies to clarify the perspective of cognitive inquiry into the student involvement in learning environments mediated by technology. The keywords listed metacognition and information and communication technology. They were analyzed by type of study, participant population, objectives, and theoretical foundations. This review acknowledges blurred boundaries between such terms, and links with other terms such as self-regulation and motivation are tentatively visualized. Although there is no consensus on when the term metacognition was coined, it has prevailed in educational studies with no theory to support it or to deepen it. Scientific systematization to describe the relationship between metacognition and information and communication technology is also needed. An approach to metacognition involves the review about studies of academic selfregulation. [ABSTRACT FROM AUTHOR]