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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]

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]

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]

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]

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]