Observaciones y perspectivas sobre las modalidades de educación básica en América Latina en la era pandémica y pospandémica

La crisis sanitaria de covid-19 ha llevado a que el modelo educativo en muchos países, incluidos los latinoamericanos, pase a la modalidad remota. Este artículo tiene como objetivo explorar la transición de la presencialidad a la virtualidad a lo largo de la pandemia, así como sus implicaciones para las posibilidades y disponibilidades pedagógicas en la era pospandémica mediante un análisis de la modalidad de la educación básica en América Latina basándose en un estudio de caso del programa educativo a distancia en México: Aprende en Casa. Las conclusiones sugieren que el sistema mexicano de educación básica ha experimentado tres etapas de transformación ante la pandemia. Sin embargo, también observamos que en el proyecto Aprende en Casa existen varias deficiencias, vinculadas principalmente a la falta de garantía de equidad y eficiencia educativa. Se finaliza concluyendo que, con la finalidad de abordar los retos en la educación básica tanto en México como en toda la región latinoamericana, hace falta una visión hacia un enfoque integral, atendiendo la diversidad de las condiciones socioeconómicas. The Covid-19 health crisis has led to a shift in the educational model in many countries to the remote mode, including Latin American countries. This article aims to analyse the modality of basic education in Latin America based on a case study of the distance education programme in Mexico: Learning at Home. In this article, the objective is to explore the transition from face-to-face education to virtual mode, as well as its implications for pedagogical and public proposals in the post-pandemic era. The findings suggest that the Mexican basic education system has undergone three stages of transformation in the face of the pandemic. However, we also note that there are several shortcomings in the Learning at Home project, mainly linked to the lack of guarantee of educational equity and efficiency. We conclude that in order to address the challenges in basic education not only in Mexico, but also in the Latin American region as a whole, a new vision towards a comprehensive approach is needed, taking into account the diversity of socio-economic conditions.

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La formación del Estado latinoamericano: entre la dependencia externa y el colonialismo interno. (El modelo explicativo y analítico de Marcos Kaplan)

Revista Grafía- Cuaderno de trabajo de los profesores de la Facultad de Ciencias Humanas Universidad Autónoma de Colombia ◽

10.26564/16926250.509 ◽

2014 ◽

Vol 11 (1) ◽

pp. 82

Author(s):

Carlos Julio Buitrago Valero

Keyword(s):

Latin American ◽

Explanatory Models ◽

The State ◽

State Reform ◽

Palabras Clave ◽

Latin American Region ◽

Siglo Xix ◽

America Latina ◽

Reform State ◽

The 19Th Century

ResumenSi bien modelos explicativos vinculados a la denominada Teoría de la Dependencia, como el de Marcos Kaplan, son lo suficientemente globales y genéricos como para posibilitar interpretaciones generales en torno al funcionamiento de la estructura mundial, permiten igualmente resaltar la especificidad de los procesos de la región latinoamericana y, en el caso que nos ocupa, de la formación del Estado. En consecuencia, y no obstante sus limitaciones, es posible afirmar que estos modelos pueden abrir perspectivas y preguntas esclarecedoras tanto a la ciencia política como al pensamiento, latinoamericanos. En este contexto, el papel del autoritarismo es trascendental para entender la evolución del proceso histórico de construcción del Estado (el camino de la modernidad autoritaria en América Latina).Palabras clave: Formación del Estado en América Latina, Democratización, Modernización, Modernidad, Reforma del Estado, Reestructuración del Estado, Relación autoritarismo y democracia, América Latina en el siglo XIX.************************************************The formation of Latin-American State: between external dependency and internal colonialism. (The explanatory and analytical model of Marcos Kaplan)AbstractEven though explanatory models tided in with the dominated Theory of Dependence, as Marcos Kaplan’s, are global and generic enough to make possible general interpretations around the function of the world structure, they allow likewise highpoint the specificity of the process of Latin-American region and, in this case, the formation of the State. In consequence, and even its limitations, it is possible to affirm that these models can open enlightened perspectives and questions as well to the LatinAmerican political science as to Latin-American thinking. In this context, the paper of authoritarianism is transcendental to understand the evolution of historical process of the construction of the State (the way to authority modernity in Latin-American).Key words: Formation of the State in Latin-American, Democratization, Modernization, Modernity, State reform, State restructuration, Relationship authoritarianism and democracy, Latin America in the 19th century. ************************************************** A formação do Estado latino-americano: entre a dependência externa e o colonialismo interno. (O modelo explicativo e analítico de Marcos Kaplan)ResumoMesmo que os modelos explicativos vinculados à chamada Teoria da Dependência, como o de Marcos Kaplan, sejam suficientemente globais e genéricos possibilitando interpretações gerais do funcionamento da estrutura mundial, eles permitem igualmente ressaltar a especificidade dos processos da região latino-americana e, no caso de que nos ocuparemos aqui, o processo de formação do Estado. Por isto, a pesar de suas limitações, é possíbvel afirmar que esses modelos podem abrir perspectivas e perguntas esclarecedoras tanto para a ciência política como para o pensamento latino-americano. Neste este contexto, o papel do autoritarismo é transcendental para se entender a evolução do processo histórico de construção do Estado (o caminho da modernidade autoritária na América Latina). Palavras-chave: Formação do Estado na América Latina, Democratização, Modernização, Modernidade, Reforma do Estado, Reestructuração do Estado, Autoritarismo e Democracia, América Latina no século XIX

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As razões das diferenças de desempenho acadêmico na América Latina: dados qualitativos do Brasil, Chile e Cuba

Revista Brasileira de Estudos Pedagógicos ◽

10.24109/2176-6681.rbep.84i206-07-08.886 ◽

2019 ◽

Vol 84 (206-07-08) ◽

Author(s):

Martin Carnoy ◽

Amber Gove ◽

Jeffery Marshall

Keyword(s):

Public Schools ◽

Latin American ◽

Teaching Practices ◽

Basic Education ◽

Process Indicators ◽

Observation Instrument ◽

America Latina ◽

Using Data ◽

Latin American Countries ◽

Analysis Of Teaching

Apresenta os resultados de uma análise de práticas de ensino, utilizando dados do Brasil, do Chile e de Cuba. Esses dados incluem fitas de vídeo de 10 a 12 aulas de matemática para a 3ª série de cada país. Cada fita foi analisada mediante um instrumento de observação que enfoca a estrutura da turma, seu nível de engajamento e outros indicadores de processo. Adicionalmente, foi utilizado um sistema de mensuração do nível de conteúdo, visando entender o conceito da aula, o nível de demanda cognitiva e a interação entre a professora e a turma. Em conjunto, esses dois instrumentos são utilizados para aprofundar a análise das variações na pontuação obtida nos testes por Cuba e pelos demais países latino-americanos. Os resultados revelam diferenças significativas entre as aulas observadas nos três países, tanto em relação às práticas adotadas pelos professores no manejo das classes, quanto no que diz respeito à dificuldade relativa dos conteúdos abordados. As aulas cubanas e as aulas das escolas privadas conveniadas do Chile se destacaram positivamente em comparação com aquelas observadas nas escolas brasileiras e nas escolas públicas chilenas. Palavras-chave: práticas de ensino; educação matemática; ensino fundamental; educação comparada; Brasil, Chile, Cuba. Abstract The paper presents the results of an analysis of teaching practices, using data of Brazil, Chile and Cuba. Those data include videos from 10 to 12 mathematics classes for to 3rd grades of each country. Each video was analyzed by means of an observation instrument that focuses the structure of the group, the engagement level and other process indicators. In addition, a system of content level was used, seeking to understand the concept of the class, the level of cognitive demand and the interaction between the teacher and the group. Those two instruments are jointly used to deepen the analysis of the variations in the punctuation obtained in the tests by Cuba and by the other Latin-American countries. The results reveal significant differences among the classes observed within the three countries, so much in relation to the practices adopted by the teachers in the handling of the classes, as in what concerns the relative difficulty of the approached contents. The Cuban classes and the classes of private schools in Chile stood out positively in comparison with those observed at the Brazilian schools and at Chilean public schools. Keywords: teaching practices; mathematics teaching; basic education; comparative study: Brazil, Chile, Cuba.

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Estado del arte de la psicología en emergencias y desastres en Chile y América Latina. / State of the art of psychology in emergencies and disasters in Chile and Latin America.

Revista Liminales. Escritos sobre Psicología y Sociedad ◽

10.54255/lim.vol2.num03.232 ◽

2013 ◽

Vol 2 (03) ◽

pp. 123-142

Author(s):

Claudio Barrales ◽

Humberto Marín ◽

Rodrigo Molina

Keyword(s):

Latin America ◽

Human Behavior ◽

Latin American ◽

Special Interest ◽

Normal Development ◽

State Of The Art ◽

Current Status ◽

Latin American Region ◽

America Latina ◽

Development And Evolution

Especial interés ha causado en los últimos años el desarrollo de técnicas relacionadas con el estudio del comportamiento humano antes, durante y después de emergencias y desastres. Este nuevo campo de especialización llamado Psicología de emergencias y desastres ha centrado las miradas, no solo por la ocurrencia de eventos que han demandado su aplicación, sino también por el normal desarrollo y evolución que ha tenido la psicología en nuestro país y el continente. El presente texto trata de dar cuenta del estado de avance y punto de estado actual de esta especialidad dentro de la región latinoamericana. Special interest has caused in recent years the development of techniques related to the study of human behavior before, during and after emergencies and disasters. This new area of expertise called emergency and disaster psychology has focused the eyes, not only by the occurrence of events that have sued their application, but also for the normal development and evolution that has taken psychology in our country and the continent. This article tries to give an account of the progress and current status about this specialty within the Latin American region.

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Latin American professors’ research culture in the digital age

Comunicar ◽

10.3916/c70-2022-06 ◽

2022 ◽

Vol 30 (70) ◽

Author(s):

Ángel Acevedo-Duque ◽

Víctor Martin-Fiorino ◽

Elena Cachicatari-Vargas

Keyword(s):

Latin American ◽

Journal Citation Report ◽

Teaching Experience ◽

Research Culture ◽

Validity And Reliability ◽

Health Crisis ◽

Digital Era ◽

Research Competencies ◽

Latin American Region ◽

Journal Citation

The processes of social confinement caused by the global health crisis (COVID-19), have forced professors to assume new research competencies that allow them to improve science indicators and contribute to the research culture in the digital era for the Latin American region. This article analyzes the research culture of Latin American professors in 20 countries in the digital era, and their relationship with the production of scientific papers indexed in the Journal Citation Report (JCR) between 1996 and 2019. A questionnaire (with validity and reliability criteria) with a Likert-type scale was applied to 2,215 professors selected from five international scientific events. The main results show that 78% of the professors have less than 15 years of teaching experience, with ages under 44 years of age and 38.9% of them with an undergraduate academic level, 62.5% of whom responded that they have never published in indexed journals, and that they do not know the proper application of paradigms and research designs. On the other hand, 23.86% of the total citations are self-citations. Therefore, the results reflect a significant relationship between the research culture of professors and Latin American scientific production. Finally, Latin American professors have found themselves in economic, political and social circumstances that affect good research and scientific publication practices, leaving a training gap in research competencies in the new digital era. Los procesos de confinamiento social provocados por la crisis de salud mundial (COVID-19), han obligado a los docentes a asumir nuevas competencias investigativas que le permitan mejorar los indicadores de ciencia y aportar a la cultura de investigación en la era digital para la región latinoamericana. Este artículo analiza la cultura investigativa de los docentes latinoamericanos de 20 países, en la era digital y su relación con la producción de documentos científicos indexados en Journal Citation Report (JCR) entre 1996 y 2019. Se aplicó un cuestionario (con criterios de validez y confiabilidad) con escala tipo Likert a 2.215 docentes derivados de cinco eventos científicos internacionales. Los principales resultados dan cuenta que el 78% de los docentes tienen menos de 15 años de experiencia docente con edades que no superan los 44 años y un nivel académico del 38,9% de pregrado. Estos, a su vez, en un 62,5% respondieron que nunca han publicado en revistas indexadas, además desconociendo la aplicación adecuada de los paradigmas y diseños de investigación. Por otra parte, el 23,86% de las citaciones totales son auto citas. Por tanto, los resultados reflejan una relación significativa entre la cultura investigativa del docente y la producción científica latinoamericana. Finalmente, los docentes latinoamericanos se han visto en circunstancias económicas, políticas y sociales que afectan las buenas prácticas de investigación y publicación científica dejando entre ver una brecha de formación sobre competencias investigativas en la nueva era digital.

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Gobiernos progresistas en América Latina: agendas políticas y de comunicación

INDEX COMUNICACION ◽

10.33732/ixc/10/02gobier ◽

2020 ◽

Vol 10 (2) ◽

pp. 55-81

Author(s):

María Alaniz ◽

◽

Rodrigo Bruera ◽

Keyword(s):

New Media ◽

Latin American ◽

Audiovisual Communication ◽

Communication Services ◽

Political Issues ◽

Women's Participation ◽

Latin American Region ◽

Analytical Review ◽

America Latina ◽

The Impact

This article aims to make visible the transformation proposed by the progressive governments of Latin America after their irruption in the political scene of the 21st century. Their political and communication agendas, framed in the concept of Communicational State, are based on considering communication as a right and not as a commodity. It is based on a conceptual and analytical review, through readings of speeches, documents and news, of three cases of political interest that have originated in Argentina (referring to the Audiovisual Communication Services Law), Bolivia (regarding women's participation in politics) and Venezuela (regarding the promotion of community media, as a confrontation with the private system). It should be clarified that this article synthesizes some of the results of a research project aimed at recognizing the impact of some political issues from the communication action of governments in the Latin American region during the period 2010-2015. In conclusion, it can be said that governments have articulated public policies, in the field of communication, aimed at building their own political agendas capable of entering fully into the disputes of the political media scene, as well as expanding new media, leaving a mark on the work of journalists.

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Focalização ou eficácia na inserção profissional? Um trade-off na profissionalização de jovens

Revista Brasileira de Estudos Pedagógicos ◽

10.24109/2176-6681.rbep.80i194.1003 ◽

2019 ◽

Vol 80 (194) ◽

Author(s):

Cláudio Nogueira ◽

Luís Paiva

Keyword(s):

Labor Market ◽

Training Program ◽

Key Words ◽

Latin American ◽

Empirical Data ◽

Vocational Training ◽

Basic Education ◽

Trade Off ◽

Belo Horizonte ◽

America Latina

Faz um breve exame de dois dos mais importantes modelos de profissionalização da América Latina: o do Senai, no Brasil, e o do Chile Joven, no Chile. Sugerimos como hipótese que, em ambos os programas, existe um trade-off entre a busca de focalização e a da eficácia na inserção no mercado de trabalho. Dados empíricos provenientes de um programa de profissionalização independente (realizado em Belo Horizonte e financiado pelo Unicef) dão suporte a esta hipótese. Examina, ainda, algumas possibilidades de superação do dilema e apresenta, de maneira breve, a forma como o Chile e o Brasil têm lidado com a questão: via criação de programas específicos voltados para clientelas específicas (Chile), ou procurando universalizar a educação básica e corrigir o fluxo escolar (Brasil). Palavras-chave: educação profissional; focalização; mercado de trabalho; inserção profissional. Abstract This paper makes a brief exam of two of the most important Latin American models of vocational training: Senai, in Brazil, and Chile Joven, in Chile. By investigating this models, we suggest there is a trade-off between the program focus and the efficacy in labor market insertion. The use of empirical data from an independent training program gives support to this hypothesis. The article also examines some possibilities that can be used to overcome this trade-off, and it also presents the way Chile and Brazil are dealing with the matter: via the creation of specific programs directed to specific clients (Chile); or through the generalization of basic education and correction of the scholastic flow. Key-words: vocational training; focus; professional insertion.

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The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme

Prospects ◽

10.1007/s11125-021-09590-6 ◽

2021 ◽

Author(s):

Kwame Akyeampong ◽

Emma Carter ◽

Pauline Rose ◽

Jennifer Ryan ◽

Ricardo Sabates ◽

...

Keyword(s):

Home Environment ◽

Basic Education ◽

Education Programme ◽

Disadvantaged Students ◽

Language Preference ◽

School Closures ◽

Language Of Instruction ◽

Large Numbers ◽

Using Data ◽

At Home

AbstractThis article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.

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QUALIDADE DE VIDA NO TRABALHO DE PROFESSORES DA EDUCAÇÃO BÁSICA: revisão integrativa

InterEspaço Revista de Geografia e Interdisciplinaridade ◽

10.18764/2446-6549.v3n11p375-388 ◽

2017 ◽

Vol 3 (10) ◽

pp. 375

Author(s):

Alda Dantas do Rêgo ◽

Adriana Leônidas de Oliveira

Keyword(s):

Quality Of Life ◽

Latin American ◽

Basic Education ◽

Caribbean Literature ◽

Electronic Library ◽

Psychosocial Risks ◽

Calidad De Vida ◽

Palabras Clave ◽

America Latina

QUALITY OF LIFE IN THE WORK OF TEACHERS OF BASIC EDUCATION: integrative reviewCALIDAD DE VIDA EN EL TRABAJO DEL PROFESORADO DE EDUCACIÓN BÁSICA: revisión integradoraEste estudo objetivou verificar as publicações nacionais que investigaram a situação da qualidade de vida no trabalho de professores da educação básica que atuam na rede pública de ensino, por meio da revisão integrativa de pesquisas científicas. Os professores estão constantemente expostos às situações de riscos psicossociais e enfrentam diariamente situações de desmotivação e desvalorização profissional. Foi realizada uma revisão integrativa de literatura e as informações foram coletadas nas bases de dados: Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), Scientific Electronic Library Online (SCIELO) e Periódicas Capes: Revista Evidência e Revista Brasileira em promoção da Saúde. Foram consultados artigos publicados do período de 2006 a 2016, utilizando as palavras-chave: “qualidade de vida”, “trabalho”, “professores”, “educação básica”. Foram encontrados 21 artigos e, entre estes, apenas cinco preencheram devidamente os critérios de inclusão para o estudo. Os resultados evidenciaram que os artigos analisados utilizaram os mesmos instrumentos e retratam as vulnerabilidades dos professores. Observou-se que há carência de políticas públicas que intervém no ambiente de trabalho dos professores, além de um baixo número de produções científicas no Brasil sobre o tema.Palavras-chave: Qualidade de Vida; Trabalho; Professor; Educação Básica.ABSTRACTThis study aimed to verify national publications that investigated the quality of life situation in the work of teachers of basic education who work in the public school system, through an integrative review of scientific research. Teachers are constantly exposed to situations of psychosocial risks and face daily situations of demotivation and professional devaluation. An integrative literature review was carried out, the information was collected in the databases: Latin American and Caribbean Literature in Health Sciences (LILACS), Scientific Electronic Library Online (SCIELO) and Periódicas Capes: Revista Evidência e Revista Brasileira em destaque Of health. Articles published from 2006 to 2016 were used, using the key words: "quality of life", "work", "teachers", and "basic education". We found 21 articles, and among these, only 5 adequately met the inclusion criteria for the study. The results showed that the analyzed articles used the same instruments and portrayed the vulnerabilities of teachers. It was observed that there is a lack of public policies that intervene in the work environment of the teachers and there are a few scientific productions in Brazil on the subject.Keywords: Quality of Life; Job; Teacher; Basic Education.RESUMENEste estudio tuvo como objetivo verificar las publicaciones nacionales que investigaron la situación de la calidad de vida en el trabajo de los maestros de educación básica que trabajan en las escuelas públicas, a través de la revisión integradora de la investigación científica. Los maestros están constantemente expuestos a situaciones de riesgos psicosociales y se enfrentan a situaciones cotidianas de la desmotivación y la devaluación profesional. una revisión integradora de la literatura se llevó a cabo, la información que se recoge en las bases de datos: América Latina y el Caribe Ciencias de la Salud (LILACS), Scientific Electronic Library Online (SciELO) y capas periódicas: Revista Evidencia y Revista Internacional de la venta . Salud se consultó a los artículos publicados en el periodo 2006-2016, utilizando las palabras clave "calidad de vida", "trabajo", "maestro", "educación básica". Encontraron 21 artículos, y entre éstos, sólo 5 cumplen adecuadamente los criterios de inclusión para el estudio. Los resultados mostraron que los artículos analizados, utilizan los mismos instrumentos y muestran la vulnerabilidad de los maestros. Se observó que existe una falta de políticas públicas que intervienen en el entorno de trabajo de los profesores y hay un bajo número de producciones científicas en Brasil sobre el temaPalabras clave: Calidad de Vida; Trabajar; El profesor; La Educación Básica.

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