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The objective of the article is to analyze some scientific research training experiences of indigenous women from Oaxaca, an entity in southern Mexico, as well as understand the methodological and epistemic complexity involved in the scientific training of indigenous women in a context of inequalities. The experiences of the participating indigenous women are collected within a research project that was developed in the period 2020-2023, with financing from the Sectoral Development and Research Fund of the National Women's Institute and the National Council of Humanities, Science and Technology. The analysis of some training experiences in scientific research, as well as the methodological journeys and epistemic challenges detailed in the following sections, are framed in the confinement situation caused by the COVID-19 pandemic. Among the results obtained, we can see the ways in which the pandemic generated new aspects of the concurrent inequalities experienced by indigenous Oaxacan women, but also the ways in which this situation motivated a different experience of inquiry to rethink the meanings and ways of doing research. The agency capacity of the women themselves was strengthened to overcome their adverse circumstances due to ethnic and gender status, and the social impact in their community environments with other women. [ABSTRACT FROM AUTHOR]

This document is a compilation of research articles and reports that explore the impact of evolving technology and the COVID-19 pandemic on education. The research examines topics such as the use of digital technology in teaching and learning, the challenges and opportunities of online education, the effects of the pandemic on students' mental health, and the role of technology in facilitating remote learning. The findings provide insights into the experiences of students and educators during the pandemic and offer recommendations for policymakers and higher education institutions. The research emphasizes the need for careful implementation and monitoring of digital education, while also recognizing the importance of face-to-face education and addressing challenges to ensure equal access to quality education. [Extracted from the article]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao 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 studies the experiences of schooling during the pandemic in Argentina and identifies the relationship between digital technologies and inequalities. We present quantitative and qualitative results of two research projects that inquired about the daily life of families in Argentina based on the analysis of access to technological devices and the forms of pedagogical accompaniment and the development - or not - of the necessary skills. Among the most relevant results we find that the socioeconomic level and the social, cultural and educational trajectories of the adults in charge were crucial factors when evaluating the ways in which the period without face-to-face classes was traversed. Added to this, the conditions of access to digital technologies, the virtual education dynamics proposed by the institutions, and the digital skills that mothers and fathers possessed, or were able to develop, resulted in different and unequal schooling experiences during the pandemic. [ABSTRACT FROM AUTHOR]

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The coronavirus pandemic generated globalized effects in sectors such as education, which led to the choice of decisive paths in the academic, social, and emotional life of children; as were the permanence and educational abandonment. This document is the result of an analysis of various sources and actors, who expose the many difficulties of the educational process during times of pandemic; seeks to interpret the impact of the pandemic on school dropout or permanence in the childhood of the Awá Indigenous Community of the Gran Sábalo reservation, in order to generate a pedagogical proposal that covers childhood and promotes stability in the integral development of these indigenous cultures. [ABSTRACT FROM AUTHOR]

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Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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.)

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This article presents the results regarding the issue of education from the "Survey on living conditions and infant care during the preventative and obligatory social isolation of COVID-19." This survey was filled out by a sample of families (n=4,008), whose children were in three levels of public (62.6%) and private (37.4%) education in three districts of the province of Buenos Aires, Argentina. According to the results, the majority of the families sustained communication with the educational institutions; however, cases in which difficulties manifested were linked to limitations in connectivity or lack of technological apparatuses (above all, in public schools). Due to this, the interactions among teachers and students were limited, without the possibility of establishing synchronic communications, which made it difficult to carry out high-quality virtual education over a prolonged period, an impact of the COVID-19 pandemic. Finally, this article concludes by highlighting the limitations and reach of the study in order to analyze issues relating to educational equity and thus contribute to the possibility of designing policies that improve educational access. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

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Digital technologies are present in people's lives and have been definitively inserted in education. With the advent of the Covid-19 pandemic, at first, we had the suspension of educational activities and, later, the virtualization of classes. In view of this context in which classes are now taught virtually, the interaction between student and teacher has been mediated by new educational technologies. Thus, the so-called education and information technologies have acquired a central role in the teaching and learning process. In this society that seems to be increasingly connected by various technological tools, cyberculture has been developing, producing information at great speed and providing a new way for individuals to relate. Education is not alien to this whole process and hence the interest of this work, which consists precisely of the reflexes of cyberculture in the educational process. [ABSTRACT FROM AUTHOR]

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

University education in the medical sciences continued its development during the pandemic, through the implementation of methodologies designed for a virtual context. The objective was to analyze the perception of obstetrics students in a public university about virtual learning of specific courses. The study followed a non-experimental, descriptive design with an intentional sample of 102 students, to whom a validated questionnaire on the perception of virtual learning during the pandemic was applied. It was evidenced that virtual learning had a favorable acceptance in three of the four dimensions (Quality, platform characteristics, and satisfaction were favorable), but the quality of virtual courses compared to face-toface courses was not favorable. It was concluded that virtual learning is accepted by students; however, this modality does not satisfy the learning in laboratories and practices that requires face-to-face teaching. [ABSTRACT FROM AUTHOR]

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Copyright of Revista de Ciencias Sociales (0797-5538) is the property of Universidad de la Republica, Faculdad de Ciencias Sociales, Departmento de Sociologica 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 Revista de Ciencias Sociales (0797-5538) is the property of Universidad de la Republica, Faculdad de Ciencias Sociales, Departmento de Sociologica 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 Revista de Ciencias Sociales (0797-5538) is the property of Universidad de la Republica, Faculdad de Ciencias Sociales, Departmento de Sociologica 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 Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador 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.)

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This text proposes a reflection on the impact of the pandemic triggered by the coronavirus in students' learning process, mainly in the public school system. The starting point is the analysis of data collected from the work carried out with students assisted by the Project called Believe, developed in a municipal school in Rondonópolis, Mato Grosso, before 2020. With the suspension of classroom lessons, students were abruptly removed from schools and began to depend on the infrastructure available in their homes. It is a fact that, the poorer the family, the more precarious the student's participation in emergency remote education has been. Furthermore, many parents and/or guardians do not have enough formal schooling or preparation to help students carry out the activities sent teachers. Thus, we seek to analyze the impacts of the pandemic and consider alternatives that provide learning opportunities for students in a vulnerable situation. [ABSTRACT FROM AUTHOR]

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This study reports three main risks associated with the results of the educational process during the coronavirus pandemic in the Paraguayan educational process: the risk of desertion due to the constrictive virtuality, which urged families to implement contingency strategies, relatively dissimilar among social classes; the significant restriction of learning conditions due to the shift from the face-to-face modality of teaching activities to the virtual modality, which will have repercussions on the marked lag with respect to the achievement of curricular objectives; finally, a domestic densification resulting from the pressure of the families, more specifically of the parents, to attend the educational process of the students, generating difficulties of coexistence in the different social groups. This set of conditions critically compromised the effectiveness of pedagogical transmission. The study was carried out during the months immediately following the lifting of the restrictive sanitary measures of confinement. A case analysis was mobilized under a comparative logic, identifying the risks referred to the scenario of uncertainty [ABSTRACT FROM AUTHOR]

The covid-19 pandemic has had a multitude of forms of impact at the educational environment. Considering that the majority of the public schools´ population is comprised of young students, we sought to identify how the covid-19 pandemic impacted differently on them. The research methodology focused upon a gathering of bibliographic data, carried out through a systematic review of the literature in the bases of brazilian journals evaluated by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). The investigation produced in the light of Freire's theory allows us to strengthen the need for a closer look at this reality, as well as for demanding mitigating public policies that would reduce the future impacts of the current context. [ABSTRACT FROM AUTHOR]

The present study proposed as a general objective to analyze the correlation between family support and the academic performance of seventh grade students of Sagrado Corazón de Jesús educational institution in the Municipality of Turbo-Antioquia before and during the COVID-19 pandemic. It was carried out under a mixed approach with a correlational, descriptive method and non-experimental design, for this, a sample of 80 students was selected, the same number of caregivers and 15 teachers, to whom were applied different data collection instruments such as semi-structured interviews, structured questionnaires of own elaboration validated by the judgment of experts and academic reports. Among the results, it was highlighted that academic performance was mainly basic, represented in 76.3% of the sample. It also happened that the parents who always carried out accompaniment were 33.8%, almost always 28.3%, while 29.6% seldom did it and 8.3% never did it. In addition, it was concluded that the pattern or forms of school support did not change significantly before and during the pandemic, since they depend on stable factors related to motivation and the life project. Although from the statistical analysis there was a low significant association (rsp: 0.232) between the two variables, the information from the qualitative triangulation analysis showed agreement with (Camacho. 2013). The family environment is a fundamental axis that enables balance to influence school performance. [ABSTRACT FROM AUTHOR]

The cultural domination of capitalism and its influence on the construction of modern democracies could not have been possible without educational institutions becoming one of the main territories for discursive, material and power disputes. This fact has conditioned the existence of a model that educates "from fear" and that, based on this, has ensured the non-expansion of emancipatory and supportive subjectivities. To explore this idea further, and as an epilogue to this dossier "Social movements, activism and resistance from the school", we spoke with Professor Boaventura de Sousa Santos to reflect on the role of education in the context of the COVID-19 pandemic and what the main challenges are for building more democracy and educational justice through resistance and emancipation. [ABSTRACT FROM AUTHOR]

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Copyright of Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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.)

Since the first cases of Covid-19 occurred in the region, Venezuela was one of the first countries to take preventive measures against the spread of the virus, including the closure of educational institutions and the transition to distance education. In the case of private educational institutions, they have made efforts to implement virtual educational models. Hence, this research seeks to approach the experiences of Venezuelan teachers in the Metropolitan Area of Caracas in the context of virtual education during the contingency. It follows a methodological approach from the phenomenological interpretive paradigm using the tools of the hermeneutic circle to the texts of the interviews applied to key informants. The results make clear three fundamental elements of the current Venezuelan educational reality: the challenges of teaching work and the development of resilience, the utopia of virtual education in Venezuela, and the new role of the teacher in times of contingency. However, teachers recognize that the new reality has pushed towards the transformation of learning spaces through virtuality. [ABSTRACT FROM AUTHOR]

IThe COVID-19 pandemic has had a huge impact on our welfare state model, and especially with regard to public schools, due to the weakness of our education system after more than a decade of budget cuts. The closure of schools and the abandonment of face-to-face teaching forced by the pandemic have opened many debates about the quality of the public educational service. The public school is a key mechanism to reduce social inequalities, hence the importance of having the necessary resources to carry out its work. However, the measures adopted to manage the pandemic have increased inequality of opportunities among students, and have sometimes prevented the correct exercise of the right to education in the case of the most economically disadvantaged social classes. [ABSTRACT FROM AUTHOR]

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Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 text aims to establish a critical dialogue, in view of the context of a pandemic that also affected education, about curricular practice in the remote format of teaching. In this context, the curriculum also seems to have been contaminated by the virus of inaccessibility and social inequality, decharacterizing the democratic rule of law. We understand that managing critical perspective in this format is not easy, but it is possible. Our vision is proclaimed as critical, to the extent that we position ourselves in the group of theories of education and curriculum of the ground close to Marxian thought of explaining the concrete world through dialectical historical materialism. For this, we used as a methodological instrument the bibliographic research to support our reflections, and the semi-structured interview with teachers, students and mothers, in order to understand education/teaching in the context of pandemic, in the range of elementary school of Basic Education. The article outlines an overview of the context of remote teaching during the pandemic and then presents, through the analysis of questionnaires applied to research interlocutors, possible ways to think of a critical curricular organization more humane and emancipatory with a view to the scenario of returning to educational work in the post-covid-19 scenario. [ABSTRACT FROM AUTHOR]

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades 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 aimed at analyzing some conditions of inequality of indigenous students in the context of the pandemic caused by COVID-19 in a state public university in Mexico. Some contextual data are presented in order to problematize these inequalities. From this, three analytical categories are constructed to understand the conditions of the students: general conditions, access conditions and subjective conditions. The data were obtained through a questionnaire answered by 104,141 students, 968 of whom defined themselves as belonging to an indigenous people. The study shows the profound inequalities affecting ethnic minorities entering higher education as students, inequalities that worsened during the period of the pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais 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 Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais 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.)

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The reality of today's society makes it necessary to introspect on the determining aspects for the generation of an education that not only complies with the expected training standards, but also that integrally develops the ethical components in students in order to forge professionals and workers who perform around the aspects of responsibility and fundamental values for the common good. Due to the above, this paper presents a reflective analysis of the importance of higher education in the current global context, and the contributions of ethics in the formative processes of the individual. [ABSTRACT FROM AUTHOR]

Copyright of F@ro: Revista Teórica del Departamento de Ciencias de la Comunicación y de la Información is the property of Universidad de Playa Ancha de Ciencias de la Educacion 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.)