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The decrease in female enrollment at the Higher Secondary Education level in Mexico is a problem that is influenced by different factors that intervene in the interpersonal relationships of women in every facet of their lives. This academic dropout has its origin in causes dependent on the student's gender. The objective of this article is to demonstrate that the speech received at home and at school establishes the gender difference, as well as to expose the influence that this has on school dropout. To achieve this, the method of critical discourse analysis was used, which made it possible to label, catalog and analyze the speeches of the speakers. From the results obtained, it can be concluded that the dropout students of this academic level dropped out of school especially during the first semesters of high school. Among the main reasons are economic, family and cultural factors., A diminuição da matrícula feminina no ensino médio no México é um problema influenciado por diversos fatores que intervêm nas relações interpessoais das mulheres em todas as facetas de suas vidas. Essa evasão escolar tem sua origem em causas dependentes do sexo do aluno. O objetivo deste artigo é demonstrar que a fala recebida em casa e na escola estabelece a diferença de gênero, também expor a influência que esta exerce sobre a evasão escolar. Para tanto, utilizou-se o método de análise crítica do discurso, que possibilitou rotular, catalogar e analisar as falas dos palestrantes. A partir dos resultados obtidos, pode-se concluir que os alunos que abandonaram esse nível acadêmico abandonaram a escola, principalmente durante os primeiros semestres do ensino médio. Entre os principais motivos estão fatores econômicos, familiares e culturais., La disminución de la matrícula femenina a nivel de la Educación Media Superior en México es un problema que se ve influenciado por diferentes factores que intervienen en las relaciones interpersonales de las mujeres en cada faceta de su vida. Esta deserción académica tiene su origen en causas dependientes del género del estudiante. El presente artículo tiene como objetivo demostrar que el discurso recibido en el hogar y en la escuela establece la diferencia de género, asimismo exponer la influencia que esta tiene en la deserción escolar. Para lograr esto se utilizó el método del análisis crítico del discurso, el que permitió etiquetar, catalogar y analizar los discursos de los hablantes. A partir de los resultados obtenidos se puede concluir que las estudiantes desertoras de dicho nivel académico abandonaron la escuela especialmente durante los primeros semestres de bachillerato. Entre las principales razones se listan factores económicos, familiares y culturales.

This document it’s a review of the concept of school coexistence based on the results of two studies cases carried out in a couple of Higher Secondary Education schools in the city of Aguascalientes (México), one with high levels of school violence and the other with low. Mixed collection techniques were used for both studies: secondary data analysis, questionnaires, individual interviews, group interviews, documentary analysis and others such as social cartography, metaphorical analysis, observation and collaborative ethnographic photography. Here it’s argued that the concept of school coexistence has been treated inadequately in most of the literature on the subject, since they do not refer to interrelational practices within schools or of how people (especially the student body) relate to each other, but on how such practices are managed or should be managed. Here is a rethinking of the concept and a proposal of how to approach it from the sociocultural perspective is presented., En este artículo se plantea una revisión del concepto de convivencia escolar a partir de los resultados de dos estudios de caso llevados a cabo en un par de planteles de educación media superior de la ciudad de Aguascalientes (México), uno con altos niveles de violencia escolar y otro con bajos. En ambos estudios se utilizaron técnicas de obtención de recolección mixtas: análisis secundario de datos, cuestionarios, entrevistas individuales, entrevistas grupales, análisis documental y otras como cartografía social, análisis metafórico, observación y fotografía etnográfica colaborativa. Aquí se argumenta que el concepto de convivencia escolar se ha tratado de manera inadecuada en la mayor parte de la literatura sobre el tema, ya que no hablan de las prácticas interrelacionales dentro de los centros escolares o de cómo se relacionan las personas (en especial el estudiantado) de la comunidad escolar, sino sobre cómo se gestionan o cómo se deberían gestionar tales prácticas. Desde una mirada sociocultural, se presenta un replanteamiento del concepto y una propuesta de cómo abordarlo.

The objective of this work is to carry out an approach to the experiences of the teachers and students of Middle and Higher Education around the teaching strategy implemented during the health emergency by Covid-19. The sample was made up of 44 teachers and 116 students from a municipality in the south of the state of Sonora, Mexico. From a theoretical point of view, the principles of Emergency Remote Teaching are addressed to face the crisis through school work mediated by technology. An ad hoc questionnaire was designed to explore: a) the use of devices, connectivity and alternative instructional spaces to give continuity to the studies, b) the implementation of technological resources based on experience, difficulties and preparation, c) evaluation and received support and d) adaptation and projection of learning. The results show the use of laptop and smartphone as the most widely used devices for the study, and the sending and receiving of information, respectively. In addition, the increase in dedication time and difficulties for the reception-evaluation of school activities in both teachers and students is noted. Regarding institutional support, the enabling of courses, software and virtual platforms represent the main actions to give continuity to the studies. Highlighting the effort, will, technology management, changes in dynamics regarding the role and the revaluation of face-to-face classes as the main learning during confinement., Este trabajo tiene por objetivo realizar una aproximación a las experiencias del profesorado y estudiantado de Educación Media y Superior en torno a la estrategia de enseñanza implementada durante la emergencia sanitaria por Covid-19. La muestra se integró por 44 docentes y 116 estudiantes originarios de un municipio del sur del estado de Sonora, México. Desde el punto de vista teórico se atiende a los principios de la Enseñanza Remota de Emergencia para enfrentar la crisis a través del trabajo escolar mediado por tecnología. Se diseñó un cuestionario ad hoc para explorar: a) el uso de dispositivos, conectividad y espacios alternativos de instrucción para dar continuidad a los estudios, b) la implementación de los recursos tecnológicos con base en la experiencia, dificultades y preparación, c) evaluación y apoyo recibido y d) adaptación y proyección de los aprendizajes. Los resultados evidencian el uso de laptop y teléfono inteligente como los dispositivos de mayor uso para el estudio, y el envío y recepción de información respectivamente. Además, se señala el incremento de tiempo dedicación y dificultades para la recepción-evaluación de las actividades escolares tanto en docentes como estudiantes. En cuanto al apoyo institucional la habilitación de cursos, softwares y plataformas virtuales representan las principales acciones para dar continuidad a los estudios. Destacando el esfuerzo, voluntad, manejo de tecnología, cambios de dinámica respecto al rol y la revalorización de las clases presenciales como los principales aprendizajes durante el confinamiento.

The present article, starting from the institutionalization of globalization, tries to describe the educational interests of the higher average level imposed by the Mexican State. Therefore, education in Mexico is not an issue that escapes the global globalization process because the constant educational reforms that are proposed are in function to instruct people in a different way to the cultural field itself, where educational models have been proposed to From the conceptions of the neoliberal-modern system implemented by the hegemonic process of globalization. This reflects the primacy of training the student for productivity in a labor market, leaving aside the contextual, identity and cultural needs that the subjects in question require to think and act differently from the globalizing social conscience., El presente artículo, partiendo de la institucionalización de la globalización, trata de describir los intereses educativos del nivel medio superior impuesto por el Estado Mexicano. Por tanto, la educación en México no es un tema que escape al proceso globalizador mundial pues las constantes reformas educativas que se proponen están en función de instruir a las personas de un modo distinto al propio ámbito cultural, donde los modelos educativos han sido propuestos a partir de las concepciones del sistema neoliberal-moderno implementado por el proceso hegemónico de la globalización. Esto refleja la primacía de formar al estudiante para la productividad en un mercado laboral, dejando de lado las necesidades contextuales, identitarias y culturales que los sujetos en cuestión requieren para pensar y actuar de manera distinta a la conciencia social globalizante.

The establishment of compulsory upper secondary education in Mexico is not part of the agenda of human rights, in particular, not based on the progressivity of the right to education. In fact, it is inappropriate as a strategy of enlargement coverage of middle education against the size of existing backwardness and the depth of the inequalities of the population in relation to the opportunity to access and remain at that level of education. Therefore, the policies promoted by the federal government to meet young people from popular sectors, especially rural and marginal urban result in the production of greater inequalities, establishing new circuits of schooling that segment and further fragment school careers. Thus, the compulsory education is a fallacy of educational policy in the perspective of the right to education., El establecimiento de la obligatoriedad de la educación media superior en México no es parte de la agenda de los derechos humanos, en particular, no se sustenta en la progresividad del derecho a la educación. De hecho, resulta inapropiada como estrategia de generalización de la cobertura de la educación media superior frente al tamaño de los rezagos existentes y la profundidad de las desigualdades de la población en relación con la oportunidad de acceder y permanecer en ese nivel educativo. Por ello las políticas impulsadas por el gobierno federal para atender a jóvenes de sectores populares, sobre todo rurales y urbano-marginales redundan en la producción de mayores desigualdades, al establecer nuevos circuitos de escolarización, que segmentan y aún más, fragmentan las trayectorias escolares. Es así que la obligatoriedad es una falacia de política educativa en la perspectiva del derecho a la educación.

In Uruguay, we have defined inclusive education policies, involving key state education institutions in the country as part of a National System of Public Education. This document presents the preliminary results of a study on perceptions that college student tutors have about the learning acquired by participating in curricular interface peer tutoring. It involves approximately 110 university students who participate in peer tutoring spaces in 35 secondary schools. A mixed methodological strategy is used, which includes the application of a form with open and closed questions. From the results, it appears that the experience is highly valued, becoming a fundamental contribution, not only to the redefinition of the students’ educational pathways, but for their future professional practice., En Uruguay se han definido políticas educativas de inclusión que involucran a las principales instituciones gubernamentales en educación del país, en el marco del Sistema Nacional de Educación Pública. El presente trabajo expone los resultados preliminares de la investigación sobre las percepciones que los estudiantes universitarios tutores tienen acerca de los aprendizajes adquiridos, como resultado de su participación en la asignatura de tutorías entre iguales de interfase. Involucra a 110 estudiantes universitarios que participan en espacios de tutorías entre iguales en 35 centros educativos de enseñanza media. Se utiliza una estrategia metodológica mixta, que incluye la aplicación de un formulario con preguntas abiertas y cerradas. De los resultados se desprende que la experiencia es altamente valorada, constituyéndose en un aporte fundamental no solo por la resignificación de sus itinerarios educativos, sino para el ejercicio de su práctica profesional.

I föreliggande studie undersöks hur ett undervisningsupplägg baserat på flipped classroom påverkar resultatet i en matematikklass på det naturvetenskapliga programmet, samt hur eleverna förhåller sig till ett sådant undervisningsupplägg. Klassen undervisades av samma lärare, men med olika undervisningsupplägg, i tre olika matematikkurser: Traditionell undervisning med klassrumsbaserade genomgångar i Ma 1c; inverterad undervisning i Ma 2c där eleverna före lektionstillfället tog del av en videogenomgång, för att frigöra tid för uppgiftslösning i klassrummet; inverterad undervisning i Ma 3c med tillägget att man i klassrummet använde sig av undervisnings­verktyget peer instruction. En enkät gjordes angående elevernas attityder till de olika undervisningsuppläggen. Vidare gjordes en jämförelse av klassens resultat på de nationella proven med resultaten i riket, samt med resultaten för en elevgrupp som undervisats traditionellt. Enkätsvaren visar att eleverna var mycket nöjda med flipped classroom, och att majoriteten ansåg att de lärde sig mer med flipped-classroom-baserad undervisning än med traditionell undervisning. Detta gäller elever på alla betygs­nivåer; elever med såväl som utan tillgång till matematik­hjälp hemma; pojkar såväl flickor. Elevernas inställning till peer instruction var mera splittrad. Jämförelsen av resultat på de nationella proven visar en tydlig nedgång i elevernas prestation mellan Ma 1c och Ma 3c. Den största delen av nedgången skedde mellan Ma 1c och Ma 2c, dvs. då undervisning baserad på flipped classroom infördes. Denna nedgång skulle givetvis kunna ha andra orsaker än att flipped classroom införts i undervisningen. Slutsatsen att flipped classroom, såsom det implementerats i klassen, inte tycks ha någon positiv inverkan på elevernas akademiska resultat tycks dock motiverad., A flipped classroom based teaching structure in a natural science programme class at a higher secondary school has been studied in terms of influence on academic results and pupil attitudes. The class of was taught in mathematics by the same teacher using different teaching structures in three different mathematics courses: In Ma 1c, the teaching followed a traditional structure with classroom based lectures; in Ma 2c, the teaching structure was flipped, in that the pupils watched lecture podcasts prior to the lesson in order to make more time available for problem solving in class; Ma 3c also had a flipped structure, with the addition of peer instruction exercises in the classroom. A survey was performed relating to the pupils’ attitudes to the different teaching structures. Furthermore, the results of the class at the national tests in mathematics were compared a control group consisting of pupils who had been traditionally taught, as well as control groups derived from national statistics. The survey revealed that the pupils were very positive to flipped classroom teaching. The comparison of the results on national tests revealed that the academic results of the class declined between Ma 1c and Ma 3c, with the largest part of the decline occurring between Ma 1c and Ma 2c, i.e. when flipped classroom was introduced. At least part of this decline could possibly be ascribed to other factors than the change of teaching structure. However, the conclusion that flipped classroom as implemented in the class at study does not have a positive influence on the academic results of the pupils seems motivated.

I föreliggande studie undersöks hur ett undervisningsupplägg baserat på flipped classroom påverkar resultatet i en matematikklass på det naturvetenskapliga programmet, samt hur eleverna förhåller sig till ett sådant undervisningsupplägg. Klassen undervisades av samma lärare, men med olika undervisningsupplägg, i tre olika matematikkurser: Traditionell undervisning med klassrumsbaserade genomgångar i Ma 1c; inverterad undervisning i Ma 2c där eleverna före lektionstillfället tog del av en videogenomgång, för att frigöra tid för uppgiftslösning i klassrummet; inverterad undervisning i Ma 3c med tillägget att man i klassrummet använde sig av undervisnings­verktyget peer instruction. En enkät gjordes angående elevernas attityder till de olika undervisningsuppläggen. Vidare gjordes en jämförelse av klassens resultat på de nationella proven med resultaten i riket, samt med resultaten för en elevgrupp som undervisats traditionellt. Enkätsvaren visar att eleverna var mycket nöjda med flipped classroom, och att majoriteten ansåg att de lärde sig mer med flipped-classroom-baserad undervisning än med traditionell undervisning. Detta gäller elever på alla betygs­nivåer; elever med såväl som utan tillgång till matematik­hjälp hemma; pojkar såväl flickor. Elevernas inställning till peer instruction var mera splittrad. Jämförelsen av resultat på de nationella proven visar en tydlig nedgång i elevernas prestation mellan Ma 1c och Ma 3c. Den största delen av nedgången skedde mellan Ma 1c och Ma 2c, dvs. då undervisning baserad på flipped classroom infördes. Denna nedgång skulle givetvis kunna ha andra orsaker än att flipped classroom införts i undervisningen. Slutsatsen att flipped classroom, såsom det implementerats i klassen, inte tycks ha någon positiv inverkan på elevernas akademiska resultat tycks dock motiverad., A flipped classroom based teaching structure in a natural science programme class at a higher secondary school has been studied in terms of influence on academic results and pupil attitudes. The class of was taught in mathematics by the same teacher using different teaching structures in three different mathematics courses: In Ma 1c, the teaching followed a traditional structure with classroom based lectures; in Ma 2c, the teaching structure was flipped, in that the pupils watched lecture podcasts prior to the lesson in order to make more time available for problem solving in class; Ma 3c also had a flipped structure, with the addition of peer instruction exercises in the classroom. A survey was performed relating to the pupils’ attitudes to the different teaching structures. Furthermore, the results of the class at the national tests in mathematics were compared a control group consisting of pupils who had been traditionally taught, as well as control groups derived from national statistics. The survey revealed that the pupils were very positive to flipped classroom teaching. The comparison of the results on national tests revealed that the academic results of the class declined between Ma 1c and Ma 3c, with the largest part of the decline occurring between Ma 1c and Ma 2c, i.e. when flipped classroom was introduced. At least part of this decline could possibly be ascribed to other factors than the change of teaching structure. However, the conclusion that flipped classroom as implemented in the class at study does not have a positive influence on the academic results of the pupils seems motivated.

In 1863 a new act on secondary education was guided through Parliament by Thorbecke, Prime-Minister at that time. This resulted in a network of senior general secondary schools (Hogere Burger School, in short HBS). The already existing pre-university schools (Latin schools) could not compete with the HBS and were reformed into the so-called gymnasiums for which to a great length the programme of the HBS was used as a model. These institutional reforms proved to be a solid basis for the development of the HBS and the gymnasium and for other types which were established after the change of the century, like the higher commercial schools (HHS, from 1923 on HBS-A) and lyceums (a combination of HBS and gymnasium): the number of pupils increased from 8000 in 1880 till 210.000 in 1965. In 1968 a new Education Act, the so-called Mammoth Act, ended the era of the HBS and all related types of schools with the exception of the gymnasium. This study analysed and described the history of this pre-university and senior general secondary education (VHMO, short for Voorbereidend Hoger en Middelbaar Onderwijs) from several perspectives and in general focused on two issues. The first one was the question of the social causes and results of the establishment and expansion of VHMO during the period of 1800-1967. The second issue was concer¬ned with finding out whether this expansion has resulted in a higher participation of pupils in relation to their regional, social and cultural background. These two questions were related to a more indirect one: the selection procedures within this type of education and the way these changed. Shifts in the social background of the pupils were recorded by comparing three cohorts of pupils: 1880-'81, 1920 and 1964-'65. The one of 1964-'65 was readily available, the two others were composed by way of a sample survey in the archives of the then existing VHMO-schools. It was possible to include eighty per cent of all schools which existed in 18