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This paper reports the partial progress of a doctoral research aimed at understanding the literacy experiences of preschool teachers that allowed them to form themselves as reading subjects. It is a study with a qualitative approach through the narrative autobiographical method. We worked with a group of six teachers from various municipalities in the state of Querétaro, who, through a generative question, wrote a story about situations, people and texts with which they interacted in their reading life itineraries. The analysis was carried out from a hermeneutic, horizontal thematic perspective from the sociocultural perspective of literacy. Among the results, it stands out that the participation of the family in the first years of the reading process is centered on literacy through the mechanical reproduction of letters, copy sheets, homework and reading fluency. Although, to a lesser extent, there are also spaces for free, playful encounters and enjoyment of reading, mainly with vernacular texts. However, the evidence that the family space reproduces the school patterns of approach to written language limits the way in which the family can contribute to the reading process of the subject. [ABSTRACT FROM AUTHOR]

Each day a new threat to the culture of peace around the world emerges, and several times, the most vulnerable people are the victims of such a situation. This paper relates the educational implications of harassment as a threat to the human right to peace of LGBTIQ+ people, especially in Latin America. Accordingly, it was structured as a documental and qualitative investigation, applying the hermeneutic method and gathering documental information to reach a conclusion. The human right to peace is much more than living without war, and LGBTIQ+ people, even having it, suffer because of the harassment in diverse places in Latin America, so this study is relevant to expose such phenomenon. The governments and societies are responsible of changing this negative paradigm, so they can show true human evolution. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to study the current policy of inclusive education and its relationship with the issue of the inclusion of people with disabilities (PcD) in Mexico. Its objective is to identify some strengths, weaknesses, omissions, but above all, rationalities that come from or have been produced by the political movement of inclusive education. There is the assumption that the inclusive education policy has been constituted on a type of liberal individual economic rationality, that, even when it has enabled the inclusion of some identities, continues to make others invisible, as some PcD. We conclude that inclusive education is a project framed by the need for social change; however, this idea is limited to its time and the real implementation options. In this way, rather than speaking about inclusion, it would be necessary to talk about inclusivity: it implies a space where no one can position himself as the possessor of the totality of knowledge, it would make possible the meeting between the particularities and the reflective dialogue that would produce specific balances in time, in both, the applied logics and determined practices. [ABSTRACT FROM AUTHOR]

This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]

This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]

The global crisis generated by Covid-19 has had multiple consequences as a result of the confinement decreed for the population. In this sense, the educational field, and all its agents involved, have seen changes in their daily functioning and the dynamics followed in the teaching-learning process. The impossibility of attending the classroom in person has meant a process of virtualization of education, which in many cases was neither contemplated nor planned. This process makes harder an essential objective for education: reducing the socio-educational gap between different students and families. The objectives of the present paper are, on the one hand, to analyze the educational consequences derived from the crisis caused by the Covid-19, and on the other hand, to review the multiple factors and theoretical approaches to consider, so that the educational intervention proves just during and after the confinement. Given the current widening of the socioeducational and digital gap experienced by students and their families in various parts of the world, the search for an education based on socially just principles is necessary. [ABSTRACT FROM AUTHOR]

In this paper an advance of more extensive work on state education policy that was developed for the basic level in the state of Puebla (Mexico) is presented, during the government of Guillermo Jiménez Morales, from 1981 to 1987. The paper considers three asperts of education policy in the state: the explicit educational purposes formulated and disseminated by the state authorities, the creation of secondary schools on television (telesecundarias) as an essential element analysis of this period and finally dataset published on the behavior of the educational system, in terms of enrollment, teachers, schools and education spending. [ABSTRACT FROM AUTHOR]

This paper is a study on socio-educational research logic, focusing on the essential elements of research designs, but especially on the relations between those elements, which denote the most important requirements for the research design in the inquiry about educational phenomena. In the first part we discuss the formal levels of socio-educational research, with special emphasis on the philosophical, scientific and technical elements of research logic. Subsequently, we propose the concept of relationality as a coordinating approach to address the logic of research, and establish an integrated approach of the different levels that make up the research process and also a research framework based on the relational conception of educational phenomenon. [ABSTRACT FROM AUTHOR]

The paper argues that Intercultural universities derived from the convergence of three components: first, the goals of social policy (relative to poverty reduction); secondly, a policy of higher education aimed at increasing enrollment and training of human capital; and finally, the agenda of interculturallsm promoted In recent years by the national and international indigenous movement. This suggests that, initially, this university subsystem was far from being a mere component of higher education policy, nor was it the result of the government's willingness to advance a complex reconfiguration of the old nation-state In favor of a pluricultural state. Rather, It was conceived as an instrument of social policy by the federal government as a mechanism intended to create educational opportunities for the youth of indigenous peoples, and to reduce marginalization levels among these peoples, which is a manipulation or reduction of the demands of the interculturalism agenda. [ABSTRACT FROM AUTHOR]

At present, the discussions in the education and employment of young people the validity of educational Inequalities and the implications of these on the employability of young people Is highlighted. In this sense, and returning these issues, this paper stresses and challenges In education and youth work In Latin America were discussed. We worked through a comparative approach bases on statistical data from secondary sources used by way of reconstructing the current landscape of both issues in the period 1990-2012. Trends indicate that variables with recognized social sector and gender, economic variable that warns other traits who drink to the existence of complex scenarios for much of the young population sector is added. But it also notes that countries in the region have declined existing inequalities but other latent inequities persist. Situations that result in latent challenges in education and work, understanding the equal opportunities as a target range for all young people in our latitudes. [ABSTRACT FROM AUTHOR]

This paper seeks to present a theoretical contribution that places the Peace Education as an educational model for educators, making them able to use it in their educational practices. We present the development of Peace Education, occurred before the fall of the Soviet Bloc, an analysis of the emerging elements of Peace Education before the end of the 20th century, and finally the main lines of work of the Peace Education for the twenty-first century. [ABSTRACT FROM AUTHOR]

There is a coincidence in integral education as the goal of schools and universities today. Every educational institution has its own perspective about the meaning of souch concept and there are some schools and universities that postulate an integral education without a clear definition to guide teaching practices. This paper analyzes the changes in the concept of integral education as an educational goal in a change of epoch. The starting point is that the problem of education is the problem of educating the human being of today. Following the anthropological postulates of Bernard Lonergan's (1904-1984) humanistic philosophy and the french thinker Edgar Morin's (1921-) theory of complexity, in order to describe the 21st century human subject, the main challenges for integral education in schools and universities today are established. This challenges are related to: esencial and effective human dignity, human multiidentity, the notion of homo complexus, the conception of human as conscient subject and finally, the necessity to educate comprehensively to students in a world characterized by uncertainty. [ABSTRACT FROM AUTHOR]

Paper that shows how the low educational performance of Mexico, as measured by PISA 2012, has more to do with the socio-economic conditions different from the gross size of its economy. Thus, it formulates the following hypothesis: the socio-economic conditions of the country are not a structural alibi (that explains the educational results), but a restriction to educational development. Therefore the Mexican Educational System has to overcome such conditions, and there Is enough evidence that it fails to do so. It also presents the Mexican low contribution tax structure, which is related to a high concentration of income and high levels of poverty, in spite of its average spending on education. With these issues, it can be said that Mexico has social institutions exclusionary and extractive, which explain the current educational state of the country. [ABSTRACT FROM AUTHOR]

This document aims to show the general behavior of public finance in education, emphasizing on the Contribution Fund for Basic and Teacher Education (FAEB) from the Branch 33. For this, we will be showing the share of education in the general budget and its distribution inside. The center of this paper is to give account of what has happened since 2008, year in which the change in the formula that distributes the FAEB became effective. Going back on what has been said about the circumstances and the particular changes to the formula (Mancera, 2012; Serdán, 2011; Trujillo, 2012; Mejía y Olvera, 2008), it shows the redistributive disproportionality in the allocation of resources to the poorest States in Mexico and suggests according criteria, more proper of the government's functions, to address education as a category, never sufficient, towards overcoming poverty. [ABSTRACT FROM AUTHOR]