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In this paper, we study how the intentionality to propose an experimental situation in a science lesson was mobilized. This situation initiated a didactic sequence about light that was implemented in different elementary classrooms (belonging to a socioeducational program from the City of Buenos Aires) and was conceived in a working group where teachers and researchers collaborate. We aim to explore the potentiality of this collaborative modality to promote the construction of ideas on teaching and learning science. We present a case study and we focus on the interactions between the different positions of the collaborative group members as they were involved in the co-design, implementation, and analysis of the sequence. We identified that, initially, the group discussions were centered on the material aspects of the lesson design; but, after the first implementations, the shared reflection about the classroom scenes made it possible to problematize the teachers' interventions, the interpretation of the students' ideas and the assessment of alternatives on how to promote student engagement. This motivated modifications in further implementations and redefinitions of the purpose to present the experiment in class. Finally, we were able to understand some reasons that obstruct teachers' engagement with academic research proposals. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to show the perspectives of companies, school tutors and graduates on the Mexican Dual Training Model (MMFD) in the CBTIS of the State of Hidalgo. For this, we followed a mixed methodology using semi-structured interviews and a questionnaire to find out the perception of the MMFD. In this way, we identified an articulation between education and employment and that the MMFD generates and promotes new dynamics. Likewise, we observed effects such as the development of competencies in graduates and internships in companies and the reach in employability by graduates. We set out conclusions and recommendations for its application in Mexico. [ABSTRACT FROM AUTHOR]

This paper exposes the limits and possibilities of educational researchers' training in Mexico concerning the dissemination of science. From the criticism of these formative processes, it turns evident the scarce professional preparation of the consolidated researchers, as well as of the novices, to establish a plural and open dialogue with all the strata of Mexican society. The idea that scientific knowledge is for the consumption of academic elites within the educational field is still upheld, and not the opportunity to debate, from different points of view, regional educational problems. Based on this, scientific journalism is proposed as the primary activity for the social communication of science to build more equitable scenarios for making better political decisions in and for our National Educational System. [ABSTRACT FROM AUTHOR]

This paper aims to show, based on the results of a questionnaire applied in May 2020, the conditions in which the female students of a unit of the National Pedagogical University (UPN) in Mexico City have continued their studies during the Covid-19 pandemic. The concept of intersectionality allows us to show that the social and economic disadvantages (job insecurity, unpaid work, economic dependence) in which the students lived before the pandemic intensified, particularly for those who work in the education sector, since they had to add to the tasks they were already performing working from home and caring for people within the home (triple burden). Given this situation, it is suggested to develop strategies focused on women in the education sector (particularly those who are still in training), so that the pandemic and the eventual return to the classroom do not result in work overload and worsening of their working conditions. [ABSTRACT FROM AUTHOR]

This paper presents theoretical reflections, results, and conclusions of a field intervention, derived from research on how otherness is manifested in the interaction of adolescents with images on the Internet, seeking to incorporate the findings into an enriched notion of critical digital literacy. The theoretical framework considers an interdisciplinary perspective, supported by communication, pedagogy, and philosophy, to define critical digital literacy, network image mediation, and otherness. The fieldwork carried out during 2020 included in-depth interviews enriched with image-based analysis, with adolescents aged 13 to 17, living in three Mexican cities. Among the findings, the use of images was identified as a potential way to address the problem of otherness within the framework of critical digital literacy, as well as the role that schools can play to promote the use of these images and boost an enriched awareness about otherness as a responsibility towards the Other. [ABSTRACT FROM AUTHOR]

From the framework of the pandemic, this paper desires to reveal Who is behind the screen? The objective is to analyze from empathy the personal experiences related to the educational role of teachers and students. From the referential expressions to the affective, cognitive, and social components of integrative empathy, an intervention was made with a group of participants, ten teachers, and 47 students, 90% of whom were women, in the virtual educational project "Technopedagogical Cafe" in which they opened spaces for expression and dialogue. With a qualitative and interpretive methodology of constant comparison, differences were found in empathy between the people behind the screens linked to the educational role they play. From teaching, empathy is framed in commitment to the professional ethos, openness to change, resignification of learning for life, and recognition of the student as a person. From the student body, it is framed in the relationship with their peers by valuing new experiences and learning and in a gradual and continuous process of adaptation that demands receiving empathy from teachers, but without reciprocity towards them. In both actors, the need to move to empathic action as part of the training processes in the new educational normality is revealed. [ABSTRACT FROM AUTHOR]

This paper presents the results of an investigation on the work experience of Higher Technical University graduates of the Universidad Iberoamericana, Mexico City (Ibero). These experiences focus on the effects social confinement generated by the Covid-19 pandemic had on their employment and working conditions. It is an extract of a broader cross-sectional qualitative research that explains, through the evidence collected by interviews and using the Photovoice technique -from the Sociology of Work-, how their working conditions changed and how they have responded to these changes. The results reveal an increase in unemployment and underemployment and the need to establish working conditions that safeguard health and economy, not exclusive to workers with technical degrees. However, it identifies that they belong to the most affected population because of their job position and activities. Likewise, it foresees a future for graduates with different occupations that will require new skills, which will force Technical Education Institutions to anticipate and design training according to upcoming job needs. [ABSTRACT FROM AUTHOR]

This paper aims to show the difficulty of making the discourse of the link between professional technical education and the world of work in Mexico come true. From the analysis of several studies and, mainly, the results of an investigation of a case, it explores how the National College of Technical Professional Education (Conalep) in Aguascalientes uses linking strategies to approach the productive sector, in terms of its academic commission, support for the labor market, obtaining resources and its administrative management. The study has a qualitative approach through 12 semi-structured interviews with graduates, four with teachers, and four with school principals. The findings account for the type of school-work relationship developed by Conalep and the problems that prevent the achievement of objectives: management deficiencies, lack of technology, limitations in training and teaching practice, and, particularly, the absence of personnel, which causes non-compliance with agreements, lack of graduates' follow-up, and deficiencies in the labor market. The latter causes graduates to depend on their direct social relations to obtain work so that they do not go to their institution support offices. [ABSTRACT FROM AUTHOR]

This paper presents partial advances in the subject matter of vocational training of an investigation in progress; the objective is to analyze the importance of high school education in the life of a group of graduates in a community high school in Oaxaca. Based on a qualitative methodology with an ethnographic approach, we analyzed interviews with graduates and field research notes. The graduates' points of view are organized in two aspects: those who stay in their community and those who migrate to the city. For the first, high school has allowed them to develop a better agricultural job. Some are intermediaries of government programs, and they carry out activities with the local government; others start or work in a local business. Their economic status forces them to enroll in more than one job at a time. Those who migrate to the city mention that high school helps them perform a less physically demanding job. However, graduates decide to work in cleaning or building activities, because they can earn a better income. The conclusions discuss the results to reflect on vocational training offered to rural populations through the formal education system. [ABSTRACT FROM AUTHOR]

This paper analyzes the interactions that a preschool teacher maintains with the group attended during the 2020-2021 school year to identify the teaching knowledge that determines her actions. It is a case study based on professional didactics. The units of analysis are verbal and written exchanges to address the specificities that the rural context impose on her during the pandemic. The results allow visualizing interactions in which the evidence of works is privileged over the preschool children, sometimes veiled by the intervention of the adult, who accompanies them during the educational interaction. This study reveals the influence of context on the studied educational conditions, such as induced segregations due to the lack of economic and technological resources and zero connectivity, which proves a challenge for creating teaching strategies that invite students to genuinely engage in their learning processes. [ABSTRACT FROM AUTHOR]

The play has been established as a pedagogical principle to achieve learning at the preschool educational level. However, there seem to be few works that have been concerned with studying it from a phenomenological approach. This paper aims to offer some reflections that conceive Alfred Schutz's phenomenology as a viable perspective to investigate this issue and the play as an experience within the social world. It argues that this author's postulates allow a meticulous analysis of the meaning of the play for the child to be generated, which is closely linked to structures that operate in consciousness and are involved in processes of apprehension and comprehension. [ABSTRACT FROM AUTHOR]

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]

The educational isolation caused by the Covid-19 pandemic has consequences in the teaching and learning process of preschool children with special needs, their parents, and teachers. Such outturns are yet to be studied. This paper aims to show how the participants involved in the special-education process live and understand educational isolation. Accordingly, we created and applied online semi-structured interactive interviews for children, parents, and teachers in special education from public institutions. The study participants were ten preschool children with special needs, ten parents, and 25 special education teachers from Tlaxcala, Mexico. The data analysis allows us to establish the differences between the motives and objectives of children and adults. The article discusses the need for further reflection on the methodology used to work online with preschool children with special needs. The conclusions establish that all preschool children wish to return to a face-toface modality of education and special attention, which corresponds to the needs of psychological development of this age. Data manifest urgent necessity of reconsideration of the form, in which preschool children receive specialized attention. [ABSTRACT FROM AUTHOR]

This paper examines questions related to the 2014 Enade for Brazilian music education undergraduate programs. Therefore, this study's research questions are: how are Enade's 2014 questions regarding music majors organized in the test concerning their content and form? What is the relationship between the Enade 2014 and the Brazilian National Curricular Guidelines (DCNs) for Music undergraduate programs? The research approach for this study is document analysis (Peña-Vera & Pirela-Morillo, 2007) and seeks to understand the orientation in Enade's questions. With this aim, data was organized considering two dimensions: form and content. Findings suggest that a) questions are directed to one or another music career that is not, necessarily, addressed in all music education curricula; b) the questions are not fairly distributed among the three DCN axes, in which "specific content" axis prevails; c) some questions present contents often built on contextual constructs of musical or social biases, which may undermine the assessment reliability. Results show that the Enade 2014 is a test that requests from students only written knowledge, with or without the use of a music sheet. The previous does align with the guidelines of the music undergraduate program construction because they should be built on abilities and competencies. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the differences between female and male teachers from the National Autonomous University of Mexico (UNAM) to conciliate their academic and caredomestic work in the context of the COVID-19 pandemic. Methodologically, the data were obtained from a closed response questionnaire applied in the last two weeks of June 2020 on an effective sample of 395 female and male teachers from upper and upper secondary level. The results of the analysis show that women dedicate more time to domestic and care work, as well as to activities that are part of academic work compared to male teachers. The main conclusion is that the gender order and sexual distribution of work is a phenomenon reproduced in the field of university teaching and continues to be present in the organization of teaching tasks in the context of emergency remote education. [ABSTRACT FROM AUTHOR]

This paper gives an account of how firsttime university students have experienced the beginning of their professional training in front of the computer screen due to the confinement caused by the Covid-19 pandemic. The empirical evidence arises from an exploratory study and a part of the data obtained is drawn from an online survey applied between November and December 2020 which totaled 1 738 valid responses. The results show a distant relationship between students and the institution of higher education, as well as frustration, stress, and sadness caused by the inability to attend campus. On the other hand, they refer that this teaching modality prepares them for a post-pandemic world, characterized by the intensive use of information and communication technologies. [ABSTRACT FROM AUTHOR]