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The words ‘education’ and ‘formation’ are close, but different in meaning. Education responds to a specific disciplinary knowledge within a structure or system of its own, while formation contributes to the human from domains that are not necessarily systematic. This article has as its starting point the hypothesis that formation is an effect that can only be conceived a posteriori; this hypothesis will serve as an incentive to propose a reading of Plato’s Meno that succeeds to demonstrate some conditions of the dialogue that make possible the formative effect. First, some presuppositions will be exposed to understand the hypothesis; then, two conditions will be established that make the formative process possible: λόγος and mentoring (each of these conditions will have a division that will make them explicit); finally, it will be determined, by means of a chart, whether or not a formative effect has occurred on the characters of the dialogue. [ABSTRACT FROM AUTHOR]

The historical evidence of past and present centuries highlights the limitations of a presumed pedagogical science and its learning methods conceived a priori, that is, understood as a presupposed theory. In this sense, the educational method proposed by Lucien Laberthonnière (1860-1932) can be recognized as a notable and still relevant contribution. Therefore, the aim of this study is, above all, to present Laberthonnière's educational thought. Secondly, some critical reflections are intended to extend the author's lesson. If, for him, education is a collaborative effort between the authority of the educator and the freedom of the learner, is its purpose to generate civic individuals empowered to work with other people, and not against them? In this regard, it will be shown that his proposal is an education in which the method of the composed relationship between the authority of the educator and the freedom of the learner can generate civic individuals with a view to the production of universal, civilizing, benefits. [ABSTRACT FROM AUTHOR]

The French philosopher Gilbert Simondon is known for his critique of the way in which the substantialist and hylomorphic perspectives conceive individuation. For Simondon, individuation is not thought as an achieved plenitude but as a process in which the individual is constantly being constituted, both individually and collectively. In this way, he shows the shift from a theory of relation to a theory of individuation processes in which ontology gives way to ontogenesis. This article intends to show how Simondon's thought on education is closely related to the way individuation is presented as a process and not as a result. If education is relationship, it occurs within a process of individuation instead of being the event of an encounter between already constituted individuals. Basically, the school, like individuation, is a field of tensions and potentialities. Simondon is optimistic that an education that improves communication conditions within educational processes will have restorative effects on the social fabric. This text will contribute not only to a greater knowledge of Simondon's educational ideas, but also to think about education as an articulating axis of a more supportive and liberating society. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo. Evaluar el cambio en la adherencia al tratamiento antirretroviral y la regulación del estado emocional negativo en una muestra de pacientes con VIH, quienes recibieron una intervención psicoeducativa-multidisciplinar. Método.Estudio cuasiexperimental, conformado por 17 pacientes en el grupo experimental y 14 en el control, de una asociación civil en Guadalajara, Jalisco, México. Se utilizó el Cuestionario para la Evaluación de la Adhesión al Tratamiento Antirretroviral (CEAT-VIH) y el Cuestionario de Factores Relacionados con la Adherencia al Tratamiento para el VIH/SIDA (CFR-AT VIH). Se realizaron análisis descriptivos y no paramétricos para la comparación de las variables de estudio.Resultados. Se encontró una mejora signicativa en todas las variables de estudio del grupo experimental: adherencia al tratamiento, estrés, ansiedad y depresión. En el grupo control solo se encontraron diferencias signicativas en las variables de estrés y ansiedad. Conclusión. La intervención psicoeducativa podría relacionarse con una mejor adherencia al tratamiento antirretroviral y una disminución en los estados de estrés, ansiedad y depresión en los participantes del grupo experimental, al mes de haber culminado la intervención.

Objetivo. Argumentar la visión de mercado educativo que prevalece en la implementación de indicadores cognitivos y no cognitivos de las evaluaciones estandarizadas nacionales y transnacionales en el mundo, particularmente en Chile, y ofrecer un marco conceptual desde la perspectiva de la psicología, que aborde el bienestar y otras variables relevantes asociadas a este (compromiso con el aprendizaje y la autodeterminación). Método. Con este objetivo en mente, se realizó una revisión documental de investigaciones empíricas y registros públicos de organizaciones gubernamentales y no gubernamentales de las últimas tres décadas, en el marco de la evaluación de la calidad educativa. Resultados. El principal hallazgo es que, a pesar de que los indicadores cognitivos y no cognitivos de las evaluaciones estandarizadas están relacionados nominalmente con el bienestar, como establece la Agenda de Desarrollo Sostenible 2015-2030 de las Naciones Unidas. Discusión. El sustento teórico de los indicadores no cognitivos guarda relación directa con la idea de productividad y rendimiento, asociada a una ideología neoliberal que ha mostrado tener efectos negativos en la gestión educativa de las comunidades escolares y la salud mental de profesores y estudiantes.

COVID-19 forced higher education institutions to change the learning environment from face-to-face to computer-assisted to continue and ensure educational quality. Objective: This study was conducted to evaluate the effect of environmental change on the academic performance of chemical engineering students. Students of General Chemistry I and Engineering of Transport Phenomena participated and were recognized as apprentices and connoisseurs, respectively. Materials and methods: Two Likert-type instruments were designed and validated to evaluate the perception of academic and social variables at two moments, the beginning of isolation and the end of the semester; in addition, the grades of the first and sixth semester students who participated in the study, called apprentices and connoisseurs, respectively, were compared with the grades of students who took the subjects in other periods. Results and discussion: Experiencing a new learning context that strongly affected the social component decreased apprentices' performance, while connoisseurs improved their performance through school adaptation, a product of their experience and mental maturity. Communication and formative well-being were recognized as the variables that make face-to-face attendance more favorable for the acquisition of knowledge and the development of skills. The remote modality conditions the methodology affecting learning, and finally, the evaluation process does not change when the environment is modified, since, being an institutional requirement, it does not depend on the learning space. Conclusions: The learning environment affects the performance of students, negatively for learners and positively for connoisseurs, who by having university experience manifest a capacity for adaptation. On the other hand, face-to-face attendance favors well-being by improving assertive communication and the development of transversal competencies. [ABSTRACT FROM AUTHOR]

This paper constitutes a reflective article arising from the research project entitled Learning two figurative uses in early childhood. Challenges and implications for education, funded by the Pontificia Universidad Javeriana between 2015 and 2020. It analyzes the need for early childhood and primary school teachers to make a conscious and explicit use of metaphors and idioms in their classroom pedagogical practices, taking into account the linguistic particularities that characterize these expressions and their relevance for learning from early ages. Likewise, a proposal is offered that allows the incorporation of metaphors and idioms in the classrooms of these educational levels, in a gradual and increasing way, taking into account the pragmatic comprehension skills of the children. [ABSTRACT FROM AUTHOR]

This article presents the results of the research "Shsss! You can't talk about that! Children's literature, in search of words to name". The main objective of this research is to identify the milestones that marked changes in the ideas regarding gender roles and expressions, sexual diversity, and images of boys and girls, in the history of children's literature. Children's literature as a concept and literary text was explored through a documentary review in two ways: first, a review of the history of children's literature, focusing on the moments of rupture and appearance of texts on innovative themes. Second, an exploration of the way in which children's literature currently approaches sexual diversity. This analysis offers a useful intersectional perspective for cultural and educational studies. [ABSTRACT FROM AUTHOR]

This article analyzes the plural relationship between space and culture, and the ways in which children's representations and practices are questioned from this relationship. The concept of production of space is used, with which the trialectic association between the conceived, the appropriated and the practiced that underlies the construction of culture in early childhood, through spatial attributes, is proposed. The methodological design contemplated school ethnography, to explore the space of saying, saying in space in Buen Comienzo, a program of the Mayor's Office of Medellín. Finally, some recurrences, discontinuities and tensions of the attributes of space for the construction of culture in early childhood are presented. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the reasons and motivations behind several educational figures in the constructing of hybrid methodologies through combinations based on entrepreneurship education as a method. A qualitative exploratory study wa s carried out, and data was collected through 19 semi-structured interviews. Data was analyzed through a discourse analysi s technique which made it possible to appreciate that hybrid methodologies are built as part of a contextualization process that seek s to apply correctly the methodologies concerned to the educator's culture, context, and even personal style present at the time. The understanding of the role that an educator's context plays in his or her choice of contents and teaching approaches could help to avoid biases and create transformational education practices. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo principal de este artículo es analizar el contenido y el nivel cognitivo en exámenes de historia de estudiantes de trece colegios públicos de Bogotá. Se utilizó un diseño metodológico mixto, que combinó la sistematización de datos cualitativos y cuantitativos del contenido de los exámenes. Los resultados indican que la enseñanza y la evaluación tienen como eje un tiempo lineal, que gira en torno a las épocas. En gran parte de los exámenes, se solicita a los estudiantes principalmente memorizar y recordar datos, por tanto se trata de una evaluación elemental que privilegia los contenidos conceptuales e involucra poco los procedimentales.

Las alianzas público privadas (APP) han sido reconocidas como una estrategia para aumentar la cobertura y calidad de la educación, sin embargo, su efectividad parece depender de la calidad de los contratos y del nivel de vigilancia del Estado. En este artículo se analiza la relación entre los resultados del examen Saber 11 aplicado en Colombia en 2015 y el sector o modalidad de los colegios. Con base en modelos multinivel, se concluye que, entre los estudiantes con alta probabilidad de pertenecer al sector oficial, aquellos que asisten a colegios oficiales evidencian un mejor desempeño promedio.

En este artículo presentamos un circuito de indagación etno­gráfica y de intervención producido en una investigación en­tre 2013 y 2015 en cinco escuelas en Santiago de Chile, cuyo propósito fue documentar la producción de la normalidad y la diferencia en espacios escolares. Los marcos teóricos y meto­dológicos contestan la pregunta de cómo se hace etnografía e intervención cuando la pregunta de investigación se sitúa desde la producción de la normalidad. Los resultados mues­tran cómo los procesos culturales y sociales neutralizados son un espacio productivo para la reflexión necesaria para trans­formar las prácticas docentes.

Objetivo. Reflexionar en torno a los resultados de un estudio socioeducativo, el cual tenía el propósito de comprender la construcción social de los cuerpos y las emociones de los estudiantes y sus relaciones con la producción de las violencias. Esto, teniendo en cuenta que la convivencia se enmarca en un entramado de vínculos sociales, cuya matriz emocional se codifica y decodifica a través de los cuerpos. Método. Se empleó la entrevista en profundidad por medio de una guía semiestructurada. Para el análisis de datos se empleó un procedimiento inductivo-deductivo. Resultados. El análisis de los testimonios brindados por jóvenes atravesados por condiciones materiales y simbólicas de marginalidad urbana, permitió interpretar ciertos rasgos corporales que funcionan como signos de humillación y autohumillación, particularmente la piel. El racismo del cuerpo se expresa en los modos de la interacción escolar, en la que unos grupos se creen superiores y subsumen a los otros a quienes consideran de menor valía social. Conclusión.Ante el sentimiento de exclusión y negación de la subjetividad se pueden desencadenar ciertos comportamientos asociados con la violencia hacia los otros, o bien generar prácticas de autodestrucción. La piel es depositaria de este dolor social que puede traducirse en autoagresiones corporales.

La dicotomía teoría-práctica ha sido uno de los debates que han marcado el desarrollo de la investigación cualitativa. Desde diferentes enfoques se ha abordado el cómo poder unir praxis y teoría, y les ha dado voz a los participantes en los procesos de investigación. En este artículo, vamos a abordar las principales contribuciones de José Juan Barba Martín, marcadas todas ellas por la necesidad de transformar la educación. Esta perspectiva transformadora, basada en los referentes de la teoría crítica, le permitió desarrollar investigaciones dirigidas a transformar la realidad social y educativa, y aunar teoría y práctica durante el proceso investigador.

The present study analyses the relationship between engagement and quality of life in educational establishment officials in the regions of Maule and Ñuble in Chile. The study used two instruments: an adaptation of the Quality of Work Life Questionnaire, and the Utrecht Work Engagement Scale (UWES 17), which measures people’s levels of engagement with work activities. 241 Chilean officials from 8 educational establishments participated in the study. The questionnaires were completed virtually due to the COVID-19 pandemic. The results show a tendency to positively value the quality of work life and engagement indicators, as well as a high correlation between the two variables. In conclusion, the relationship between these variables is important for furthering organisational development within educational institutions. It could also lead to the development of human resources management policies focused on a balance between personal and organisational needs. [ABSTRACT FROM AUTHOR]

Copyright of APUNTES - Journal of Cultural Heritage Studies is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El artículo presenta parte de los resultados de una investigación que indagó las formas de interactividad alcanzadas por estudiantes de básica primaria y secundaria de Bogotá, en ambientes que fomentaron estilos comunicativos todostodos, y cuyos contenidos de aprendizaje se basaron en la producción participativa de narrativas transmedia. Además de exponer los referentes teóricos del trabajo, se expone la metodología de la investigación, la cual se apoyó en el enfoque cualitativo y en la etnografía convencional y virtual. Al final se analizan los resultados, haciendo énfasis en la importancia de la comunicación bidireccional al trabajar con contenidos digitales, y en el uso de técnicas como la remediación y la hibridación en la construcción de narrativas transmedia.

Objetivo. Conocer las diferencias en los estilos educativos parentales percibidos por deportistas consumidores de tabaco y cánnabis. Método. La muestra fue de 502 deportistas españoles con una edad media de 27.76 (DE = 9.11). Para analizar los estilos educativos parentales se aplicó el Test Autoevaluativo Multifactorial de Adaptación Infantil (TAMAI); y para excluir del estudio a los participantes aquiescentes se utilizó la Escala de Oviedo de Infrecuencia de Respuesta (INF-OV). Se realizó un estudio descriptivo, transversal. La selección de la muestra se llevó a cabo en línea a través de Google Forms. Resultados. Los deportistas que no consumen tabaco (t = -2.53, p < 0.05) ni cánnabis (t = -3.26, p < 0.01) obtuvieron mayor proteccionismo del padre en la prueba t de student. Los deportistas consumidores de cánnabis, en cambio, obtuvieron mayor restricción del padre (t = 2.40, p < 0.05) en la prueba t de student. En la regresión logística binaria, se identificó una relación entre el no consumo de tabaco diario (OR = 0.39, p < 0.01) y el no consumo de cánnabis (OR = 0.74, p < 0.01) con el proteccionismo paterno. Conclusión. El proteccionismo paterno puede ser un factor protector en el consumo de tabaco y cánnabis en deportistas, mientras que la restricción paterna puede ser un factor que facilite el consumo de cánnabis.

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is conducted under the framework of the research Project "Uses and Applications of Facebook at the University of Cuenca". We are very interested in determining whether Facebook has created learning scenarios to compliment the formal schooling processes or, on the other hand, it is a communication tool in the educative dynamics. The methodology consists in a survey applied to 375 students and 287 teachers at the Universidad de Cuenca, some focus groups and some in-depth interviews to teachers from different departments. This article analyzes this social network as a tool that mediates between teachers and students. It also addresses the need to establish more open processes in order to understand how the students communicate, learn and coexist at college, as it is a scenario where teacher-student and student-teacher interactions occur. It is also deemed as a space to start dialogues intended to gain shared insights. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Contabilidad is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En el presente artículo de reflexión, derivado de las investigaciones del autor sobre el tema, se elabora una semblanza de Martín Lutero como educador, con ocasión de la conmemoración de los 500 años de la Reforma Protestante. En relación directa con sus escritos educativos, el autor muestra de qué forma la reforma pedagógica luterana solo es comprensible a la luz de la peculiar personalidad de Lutero, de sus tesis teológicas fundamentales y, sobre todo, de los acontecimientos que dieron lugar al movimiento reformista. Se describen el proyecto luterano de reforma de los estudios universitarios, sus ideas con respecto a la obligatoriedad de la educación elemental y los contenidos de un currículo centrado en el aprendizaje de las lenguas entendidas como “tesoros del espíritu”.

Introduction: Latin America and the Caribbean have reduced the maternal mortality rates. However, some of these countries still have high rates, which indicates the inequity in the access to the health services. The human resource training competent in primary health care is one of the main strategies to approach this problem. Objective: To describe the experience of planning, implementing and evaluating a training program in maternal health in countries of this region (Bolivia, Colombia, Ecuador, Guatemala, Honduras, Nicaragua, Haiti and Peru). Methodology: Between 2016 and 2019, the Department of Health Systems and Services and the Human Resource Unit of the Pan-American Health Organization, together with some collaborative centers, universities and the Latin-American Center for Perinatology and Women's Health, carried out a survey on training needs, developed a formation plan and implemented the training among both professional and non-professional staff in relation to maternal health. Results: The training needs identified were Health Leadership, Prenatal Care, Labor, Postpartum Care, Obstetric Emergencies, and Family Planning. These needs are addressed both in the online and in-person training with 71 trainers from seven countries, who reproduced them for more than 4000 people. The evaluations were very positive and the health impact in future Project is yet to be determined. Conclusions: It is crucial to identify the needs and to do collaborative work in order to carry out the pertinent training in our countries. This would allow to count on the human talent, motivated and competent, in order to increase the access and coverage of high quality maternal health care. [ABSTRACT FROM AUTHOR]

Introduction: Teaching of virtues occurs in different spaces, one of them is at the university. For the nursing professionals, putting the virtues into practice should be a commitment of professional excellence. Objective: To analyze the knowledge and practice of virtues such as prudence, responsibility and compassion among the nursing students in a public university and to identify their perception regarding the life experience of these virtues among their teachers. Method: This is a qualitative study including semi-structured interviews to 10 students. The analysis used some tools from the Grounded Theory. The ethical requirements of blindness and informed consent were verified. Results: Life experience with these virtues is important and the learning of virtues is more effective with the examples than the theoretical teaching. The virtue evoking more feelings is the compassion. The life experience of the virtues out in the community is not very common. This fact comes across as if the care out in the community is not as important as the clinical experience. Conclusions: The teaching of ethics in the nursing curricular programs should be complemented with life examples by the teachers in all courses. Although the virtues must always be put into practice, maybe it is in the multiple shortage and adverse times when integral professionals should stand out to the most. They should bring together the science and the virtue in order to provide human, integral, and committed care. [ABSTRACT FROM AUTHOR]

This article expounds the main findings in the research "The Mediation of the School Press in the Citizen Formation and the Ethics", which was conducted by Prensa Escuela [School Press], a program carried out as a covenant between the colleges Pontificia Bolivariana, Universidad San Buenaventura and the newspaper El Colombiano from Medellín. Using a qualitative methodology with document review, the writings produced for the annual publications of El Taller (2012-2016) were systematized. Then a hermeneutic analysis allowed seeing how the narration, with journalistic genres, has been a significant strategy for the formation of the youth in citizen's issues. It was found that the critical thinking, the narrative imagination and the empathy with others are strengthened. This strategy also reinforces the construction of the youth identity and the awareness of their responsibility as actors of the history, by participating with their words and not only as spectators of the events. [ABSTRACT FROM AUTHOR]

With the aim of observing to what extent intercultural contact is a predictor of cultural intelligence, and the relationship between cultural intelligence, type of intercultural contact, gender and education, descriptive and inferential statistical analyses were conducted using the ANOVA and t -test. With a sample of 661 individuals, results show that intercultural contact is a predictor of cultural intelligence and that men and individuals who possess superior level studies present higher cultural intelligence means. Those who maintain intercultural contact with friends or family present superior cultural intelligence means in metacognitive and motivational dimensions and individuals who maintain an intercultural contact in professional environment present high score at the level of cognitive and behavioral dimensions. [ABSTRACT FROM AUTHOR]

The transformation of the educative systems worldwide evinces how important the educative policy is in the agendas of the governments. People interested in this topic deem as convenient to describe and discern the main elements of the education public policy in the states in the studied contexts. In times of global educative reform, this document provides an overview of the public policy of education in Colombia and Finland, putting emphasis on components like nancing and teaching personnel management. All this will allow pinning down the differences and similarities between the educative models in each country. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Durante las últimas décadas, la convivencia, la conflictividad y las violencias en el ámbito escolar son problemáticas socialmente relevantes que se han instalado en las agendas públicas de la gran mayoría de los países de la región latinoamericana. En un plano normativo, se han extendido los derechos de los niños y los jóvenes, población que históricamente ha ocupado un lugar subalterno. Lo cierto es que, junto con las leyes, resulta necesario generar las condiciones para el cambio cultural mediante la edificación de una pedagogía que libere las emociones en un sentido emancipador. Por este motivo, es imperioso realizar un viraje desde la pedagogía del castigo a otra que posibilite el autocontrol de las emociones a partir del respeto hacia el otro en la convivencia social. Por tal razón, este artículo tiene como objetivo reflexionar sobre aquellas expresiones de xenofobia y racismo, en las dinámicas sociales de estigmatización que caracterizan la época actual y que se observan en las prácticas educativas. Se entiende a la violencia como constructora de subjetividad, como modo de dolor social que reporta un daño. Así, la reparación es un acto educativo que habilita experiencias escolares menos traumáticas y deja como legado de transmisión una actitud ética para con el otro.