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espanolEste estudio fue disenado como un paso inicial para determinar las estrategias didacticas en el desarrollo de conductas de convivencia con perspectiva de genero, desde un enfoque cualitativo que examina las estrategias descritas por los docentes en su planeacion. La discusion se genera entonces a partir de los debates teoricos existentes en torno a tres supuestos: 1) las instituciones de educacion superior tienen la responsabilidad de comprender el desarrollo de la convivencia desde sus raices; 2) los estudiantes enfatizan niveles de convivencia y construyen otro tipo de relaciones; 3) el modelo educativo de las instituciones de educacion superior demanda integrar la perspectiva de genero. Los resultados de la investigacion ofrecen una aproximacion a las estrategias didacticas que emplean los docentes y revelan que los profesores inciden en las conductas de convivencia al reelaborar el discurso en el entramado interaccional y relacional. Este es un elemento clave en el desarrollo de capacidades y habilidades que podrian promover una sociedad democratica EnglishThis study was designed as an initial step to determine the didactic strategies in the development of behaviors of coexistence with a gender perspective, from a qualitative approach that examines the strategies described by teachers in their class planning. The discussion is then generated from existing theoretical debates around three assumptions: 1) higher education institutions have the responsibility of understanding the development of coexistence and its roots; 2) students emphasize levels of coexistence and build other types of relationships; 3) the educational model of higher education institutions demands integrating the gender perspective. The results of the research offer an approximation to the didactic strategies used by teachers and reveals that they have an impact on the behaviors of coexistence and rework the discourse in the interactional and relational framework. This is a key element in the development of skills and abilities that could promote a democratic society.

Considering the evident loss of interest among students for scientific subjects, the National Polytechnic Institute in Mexico has promoted an educational model focused on the student learning process, using the methodology known as Classroom Project. The methodology has been implemented at the Center for Scientific and Technological Studies, being the development of scientific culture one of the main objectives. This study is centered on the performance of the instructors when using this methodology and on identifying the abilities that the professor learns when facing this method or classroom project. The results show that there is a development of cognitive, cognitive-linguistic, communicative and technical skills, although there were cases where resistance to change were still present.

The implementation of an educational model focused on student learning in the National Polytechnic Institute (IPN) in Mexico is presented. The model is developed within the Classroom Project, in which the methodology consists of solving a problem defined in a project. Particularly in the CECyT 11 Wilfrido Massieu, this form of working with students of the third semester has been implemented in a project called Fighter Robot. This study identifies and analyzes the cognitive skills that students develop when they have the experience of observing, identifying, interpreting and exploring a real problem within a major project. For the analysis of the results a case study was analyzed. The case helped identifying the progress of the group. It is shown that the methodology allows strengthening the cognitive skills of the students, such as interpretation, analysis, synthesis, deduction and reasoning.