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Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Educational institutions must prevent school dropout in a context in which the educational response to this problem necessarily implies going deeper into its fundamental causes, starting from those directly attributable to the educational institution. The objective of the research developed is to base a pedagogical strategy to prevent school dropout in eighth grade students of Basic Education of the Fiscomisional Educational Unit Pierre Teilhard de Chardin, in the Atacames canton, of the province Esmeraldas, Ecuador, in the school period 2023-2024. A research process was developed based on the conceptions of the mixed approach, of explanatory level, by means of a pre-experimental study, with the intervention in a single group and application of pre-test and post-test. The initial descriptive study revealed shortcomings associated with a lack of systematization and follow-up in the implementation of preventive actions, and limited consideration of personal and family causes for designing specific actions. The pedagogical strategy designed was structured in a general objective and several strategic directions with their corresponding actions, aimed at guiding the pedagogical activity of teachers and authorities of the educational institution in the early adoption of actions to avoid the definitive or temporary disengagement of students from the school system. The evaluation of the relevance of the pedagogical strategy revealed its significant contribution to the prevention of school dropout, in a process of early adoption of actions to avoid the definitive or temporary disengagement of students from the educational system. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

O texto tem como objetivo conhecer os discursos que o PIBID produz, para materializar os significados que este programa institui para a docência, pelos quais supervisores/as são formados. A produção foucaultiana de sujeitos inspirou a análise dos documentos que visa responder quais são os discursos que o PIBID produz, para divulgar o que pensa acerca da docência e que tornou possível a sua continuidade. Como uma forma de produção de subjetividades, a análise demonstrou uma reconfiguração de práticas discursivas na formação de professores(as), colocando em movimento, discursos da qualidade, da inovação, da experimentação em uma política de formação neoliberal. A análise considerou o programa como uma estratégia pedagógica de governo, que trabalha selecionando discursos potencializadores à produção e ao controle de sujeitos, e para a melhoria da qualidade e valorização da formação docente.

Educational institutions must prevent school dropout in a context in which the educational response to this problem necessarily implies going deeper into its fundamental causes, starting from those directly attributable to the educational institution. The objective of the research developed is to base a pedagogical strategy to prevent school dropout in eighth grade students of Secondary Basic Education of the Fiscomisional Educational Unit Pierre Teilhard de Chardin, in the Atacames canton of the province of Esmeraldas, Ecuador in the school period 2023-2024. A research process was developed based on the conceptions of the mixed approach, of explanatory level, by means of a pre-experimental study, with the intervention in a single group and application of pre-test and post-test. The initial descriptive study revealed shortcomings associated with a lack of systematization and follow-up in the implementation of preventive actions, and limited consideration of personal and family causes for designing specific actions. The pedagogical strategy designed was structured in a general objective and several strategic directions with their corresponding actions, aimed at guiding the pedagogical activity of teachers and authorities of the educational institution in the early adoption of actions to avoid the definitive or temporary disengagement of students from the school system. The evaluation of the relevance of the pedagogical strategy revealed its significant contribution to the prevention of school dropout, in a process of early adoption of actions to avoid the definitive or temporary disengagement of students from the educational system. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

At present, one of the problems that appears more frequently as an aspect that influences school performance is the one referred to motivation. The objective of this research is to develop a pedagogical and didactic strategy to contribute to the learning motivation of fifth-grade students of the Rio Guayllabamba School. The study was carried out from a multiple approach in which multimethodological triangulation was used to analyze the information gathered, which offered greater integrity to the research and compensated for weak points or biases resulting from the methods used individually. The research was organized in three stages, in an orderly manner, with the expected quality and in the expected time. The pedagogical and didactic strategy implemented for the treatment of motivation problems in the fifth-grade group of basic education of the Rio Guayllabamba school showed high effectiveness in the solution of the difficulties presented. The analysis of the initial diagnosis results with respect to those obtained after the application of the strategy reveals a positive transformation in all the aspects evaluated. The consultation with the experts offered positive criteria concerning the elements considered, such as applicability, objectivity, coherence, and relevance. All aspects achieved satisfactory results that endorsed the application. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Parental participation refers to the involvement of parents in all the activities of their children, that is, the school-family relationship, a primordial link for the educational performance of the student in the educational process. Considering the above, the objective of this work is to develop a pedagogical strategy for parental participation in the educational process of the seventh year of Basic Education. The methodology adjusts to the integral paradigm of educational research with a mixed approach (qualitative and quantitative) for the study of the results and it was considered to apply theoretical and empirical methods. The instruments applied were observations of internal school activities organized in the educational institution, an interview with two teachers and a survey of parents, which allowed gathering information to describe the results. A sample of 71 parents and two teachers was used. These results made it possible to propose a pedagogical strategy for parental participation, in which four stages are developed: diagnosis, planning, execution and evaluation. The pedagogical strategy is evaluated with the method of consultation of specialists, resulting relevant its application in the context of the seventh year of basic education in Ecuador. [ABSTRACT FROM AUTHOR]

El vertiginoso desarrollo de la revolución científico técnica y su incidencia en la esfera educacional exigen de la superación continúa de los directores de las instituciones educativas de la educación especial, pues a ellos les corresponde dirigir científicamente los procesos educativos, asesorar a docentes, familias y coordinar con los agentes socioeducativos de la red escolar para lograr en los educandos, el desarrollo de habilidades prácticas - sociales y un aprendizaje de calidad para toda la vida, de manera que egresen aptos y capaces de interactuar adecuadamente en su entorno socio familiar. De ahí, la necesidad de implementar acciones orientadas a la superación profesional del director. El artículo expone una estrategia pedagógica de superación dirigida a transformar los modos de actuación de los directivos de la educación especial para direccionar el desarrollo de habilidades de autodeterminación en los educandos en situación de discapacidad intelectual. Fueron empleados métodos del nivel teórico y empírico para la identificación y solución de las necesidades de superación de los directivos. La novedad de la estrategia radica en la concepción articulada de las diferentes formas de superación, establecidas en la Educación de Avanzada, desde el sistema de trabajo del municipio, con un carácter sistémico, planificado y consiente. Con su implementación se perfeccionó el desempeño profesional y personal de los directivos y los educandos quienes egresaron con el empoderamiento de habilidades para la toma de decisiones, la realización de elecciones, la resolución de problemas y el establecimiento de metas y objetivos.

Las acciones que se dirigen desde las instituciones educativas para contribuir a la formación integral de la personalidad de los estudiantes, permiten la interiorización de conocimientos y orientaciones valorativas que se reflejan gradualmente en su comportamiento. El objetivo de la investigación realizada se orientó a diseñar y validar una estrategia pedagógica mediada por las Tecnologías de la Información y las Comunicaciones de software libre para la formación de cualidades positivas en estudiantes de sexto año en la Unidad Educativa “Enrique Malo Andrade”, Cuenca, Ecuador. El proceso investigativo se concibió desde el enfoque mixto en el cual se desarrollan procesos de recolección y análisis de datos cuantitativos y cualitativos. La caracterización inicial del proceso de formación de cualidades positivas en estudiantes, permitió inferir las principales causas de las dificultades identificadas, entre las cuales se constata que los docentes no profundizan suficientemente en el diseño del proceso de formación. La estrategia pedagógica para la formación de cualidades positivas en estudiantes, se diseñó a partir de las etapas de planeación, implementación y control, mediadas por las Tecnologías de la Información y las Comunicaciones en las que confluyen un sistema operativo, las herramientas de ofimáticas de software libre, las herramientas para el trabajo con imágenes y los navegadores de Internet. La implementación de la estrategia pedagógica posibilitó ofrecer una contribución significativa a la formación de cualidades positivas en estudiantes.

No presente trabalho debruçamo-nos sobre uma reflexão na abordagem da utilização da música como estratégia pedagógica no ensino de língua portuguesa. Esse artigo tem como objetivo investigar o valor pedagógico da utilização da música como estratégia pedagógica para o ensino de língua portuguesa. A pesquisa teve cunho bibliográfico. Foram feitas análises de livros, artigos e textos afins para uma breve definição e contextualização da música, bem como sua importância no aspecto pedagógico dentro da esfera educacional e sua relação com as sociedades e seus indivíduos ao longo do tempo. Para tanto foram analisados autores como Adorno, (1973), Fonterrada, (2008), Camargo, (2015), entre outros. A música pode ser uma ferramenta eficaz que tem a finalidade de trabalhar o processo de construção e aquisição de conhecimentos que objetivam o domínio de línguas, proporcionando aos alunos elementos que auxiliam na compreensão e assimilação do idioma, além de tornar o processo de aquisição de conhecimentos mais motivador e lúdico.

El estudio versa sobre el desarrollo de habilidades deportivas en estudiantes con necesidades educativas intelectuales, en la clase de Educación Física inclusiva; sus manifestaciones y limitaciones empíricas en una institución educativa ecuatoriana y la búsqueda de una explicación al problema científico, a través de una propuesta para su solución. Se declaró como objetivo diseñar una estrategia pedagógica inclusiva para el desarrollo de habilidades deportivas en estudiantes con necesidades educativas intelectuales, durante la clase de Educación Física. La investigación tuvo un enfoque cualitativo-cuantitativo, no experimental, de tipo descriptivo-explicativo y transversal, se empleó un muestreo no probabilístico, intencional y estratificado, con 32 estudiantes de 10mo año, de ellos, cuatro con necesidades educativas intelectuales y el docente de Educación Física; se utilizó el enfoque sistémico estructural-funcional en el diseño de una estrategia pedagógica inclusiva; así como, la observación y la entrevista para caracterizar el estado actual del objeto de investigación. Se consultó a un grupo de profesionales para la determinación de la pertinencia de la estrategia, mediante la técnica del grupo nominal, los que arribaron a la conclusión que la propuesta es pertinente y aplicable en la práctica pedagógica inclusiva.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física 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.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa 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 Austral de Ciencias Sociales is the property of Facultad de Filosofia y Humanidades, Intituto de Ciencias Sociales, Universidad Austral de Chile 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 Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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 Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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 Rastros Rostros is the property of Universidad Cooperativa 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.)

Esta investigación nace de la necesidad de fortalecer los procesos de producción escrita en los estudiantes de grado quinto de la I.E.D Diana Turbay en la ciudad de Bogotá. Se tuvo en cuenta los bajos resultados de las Pruebas Saber en el área de Lengua Castellana y las dificultades escriturales que se evidenciaron a partir de un diagnóstico basado en las habilidades y características que debe tener un buen escrito (Cassany, 1995). En consecuencia, diseñamos una estrategia pedagógica utilizando el cómic como herramienta didáctica. Trabajamos un enfoque cualitativo con un tipo de Investigación Acción apoyada en el modelo constructivista a través de cuatro etapas: a) elaboración de diagnóstico a partir de observación, entrevista y pruebas escritas; b) diseño de la estrategia pedagógica; c) implementación de la secuencia didáctica; d) análisis de resultados, logrando avances significativos, ya que los manuscritos mostraron un aprendizaje formal dentro de la escritura, teniendo en cuenta estructuras como la coherencia, redacción y conciencia ortográfica.

Esta obra se trata de un compendio de veintidós estrategias didácticas para el refuerzo académico en Lengua y Literatura, recogidas por Marcela Garcés Chiriboga, Ángel Cajamarca Illescas y Nancy Uyaguari Fernández, docentes de la Universidad Nacional de Educación, Ecuador. La misma tiene el propósito de fortalecer las destrezas en Escritura, Lectura-Lengua y Cultura de los estudiantes de subnivel básico y medio.

Promoting the development of reading skills in third grade students of General Basic Education is of vital relevance for their academic training and cognitive development. The present study aimed to design a neurodidactic strategy to improve the reading skills of students at the "America and Spain" School. The sample consisted of 33 third year EGB students and 10 teachers from the same institution. Research methods and techniques employed included student surveys, teacher interviews, review of school documents, curricula and teaching materials, as well as validation of the strategy by a panel of experts in neurodidactics, pedagogy and children's literature. The results revealed the existence of significant challenges in the development of reading skills among students, including difficulties in comprehension, reading speed and motivation. Reading preferences leaned toward stories and narrative, and needs for teacher training and access to adequate resources were identified. The neurodidactic strategy designed incorporated principles of linguistic and cultural diversity, promotion of effective oral communication, autonomous reading, development of thinking skills, use of technological resources and classroom library, among others. The expert evaluation highlighted the relevance of the objectives and the appropriateness of the teaching materials. This study sheds light on the importance of addressing challenges in reading instruction and offers a comprehensive strategy supported by neurodidactics to improve reading skills in third year GBS students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming 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 presente artículo se deriva como resultado de la investigación que tiene como objetivo identificar las estrategias pedagógicas implementadas para potenciar el pensamiento lógico-matemático en el proceso de enseñanza en la infancia. La metodología está sustentada en un enfoque cualitativo y una modalidad de revisión documental teniendo como fuente de información proyectos de aula, diarios y planeaciones de los maestros en formación de la Licenciatura en Educación Infantil. Los resultados más importantes hacen referencia al juego como principal estrategia en el fortalecimiento del pensamiento lógico-matemático en la primera infancia destacando la articulación de las nociones con los pensamientos numérico, espacial y métrico. Dentro de las conclusiones de la investigación se resalta que el juego, como estrategia didáctica y actividad rectora en la primera infancia, posibilita la movilización del pensamiento a través de las preguntas, inquietudes, comprensión de la vida cotidiana, la funcionalidad de las cosas.

El articulo centra su atención en el valor de la reflexión en la práctica docente como una estrategia para incidir en los procesos de aprendizaje de los estudiantes y en sus comportamientos en entornos sociales diversos en la Institución Educativa de carácter oficial, ubicada en el municipio de Valencia, Córdoba – Colombia. En este proceso se hace una reflexión desde las vivencias diarias de los jóvenes para analizar las causas que generan conflictos en sus entornos lo que obliga a desarrollar estrategias pedagógicas de Aprendizaje Basado en Problema (ABP) a partir de analizar las causas que afectan la realidad social de los estudiantes en sus procesos escolares y para lograrlo se vale del enfoque cualitativo, el método Investigación Acción Participativa (IAP) y el paradigma critico social. Como avance en los resultados los estudiantes de octavo grado expresaron sus problemáticas en el en el aula en forma espontánea abordados a través del dialogo. Los conflictos en las voces de los estudiantes son: sicoactivos, problemas intrafamiliares, el conflicto armado y la pobreza, quedando esto plasmados en esta investigación como hallazgos que afectan los procesos escolares.

The article theoretically substantiates, developed and practically implemented a structural and functional model for the formation of ICT competence of students of a pedagogical university, taking into account interdisciplinary integration; the pedagogical conditions that contribute to the formation of ICT competence of students of a pedagogical university are determined: interdisciplinary integration as the basis for building an interdisciplinary course, the content of which is aimed at the formation of ICT competence; informational, didactic, technological components as a basis for the formation of ICT competence; integration of formal, non-formal and informal education to implement the integrity of the acquired knowledge, skills, experience as the basis for the formation of ICT competence of future teachers; the creation and use of a set of tasks as special means of forming ICT competence, the educational process of a pedagogical university will be built in accordance with the conditions for the digitalization of education and aimed at the formation of students' ICT competence as the basis for the implementation of their future professional activities. [ABSTRACT FROM AUTHOR]

Copyright of Revista Docencia Universitaria is the property of Universidad Industrial de Santander 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 del proyecto investigativo fue fortalecer los hábitos de estudio mediante la implementación de una estrategia pedagógica con trabajo autónomo con los estudiantes de grado segundo de la Institución Educativa Rural Aborígenes de Colombia, sede Escuela Rural Mixta Yunguillo del municipio de Mocoa, Putumayo. El primer objetivo específico consistió en caracterizar el estado actual de los hábitos de estudio de los estudiantes; el primer acercamiento demostró que los estudiantes no contaban con adecuados hábitos de estudio que les permitiera mejorar sus procesos educativos. Por lo tanto, en el segundo objetivo específico se planteó desarrollar una estrategia pedagógica con trabajo autónomo para el fortalecimiento de los hábitos de estudio; esto ayudó a desarrollar habilidades educativas en los niños. El tercer objetivo específico fue valorar el impacto de la estrategia pedagógica con trabajo autónomo de los hábitos de estudio en los estudiantes; este objetivo permitió potenciar significativamente su aprendizaje. La metodología se fundamentó en un paradigma cualitativo, con un enfoque crítico social e investigación acción; se contó con la participación de 11 estudiantes. De cada objetivo específico se identificaron categorías deductivas (entrevista), de las cuales emergieron subcategorías. Posteriormente, se plantearon preguntas orientadoras, con el fin de obtener información del trabajo de campo; para la recolección de información, se utilizó la entrevista, la observación, el diario de campo y el cuestionario. Se puede concluir que los hábitos de estudio –la planificación del tiempo, la autonomía en los procesos de aprendizaje y la actitud frente al aprendizaje–fortalecen de manera positiva el nivel académico.

The incidence of information and communication technologies in the teaching-learning process is addressed, especially the use of the Educaplay tool. The objective is to develop skills and abilities in the mastery of the English language with the application of music as multimedia content implemented in Virtual Learning Environments by means of a pedagogical strategy. Theoretical research methods are used in the study of the referential theoretical framework as a guide for the systematization of the precedent knowledge and basis for the elaboration of the strategy and the survey used in the verification. Empirical methods such as questionnaires and surveys are also applied and combined with the use of statistical-mathematical tools such as the Group Satisfaction and recommendation indexes. SPSS software is used to test the validity of the instrument (Conbrach's Alpha) and reliability (R-squared), as well as the development of statistical tests such as normality test, Pearson's correlation and Chi-Square. Satisfactory results were obtained with the use of the tool for the four dimensions studied and excellent values for usability, applicability, and recommendation of the strategy by users. [ABSTRACT FROM AUTHOR]

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.)

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.)

El objetivo principal es presentar los resultados de investigación del Plan Formador de Competencias Empresariales realizada específicamente en la actividad Reto Empresarial, cuyo propósito es impulsar el desarrollo de habilidades, competencias y destrezas de los estudiantes del décimo semestre del programa de Administración de Empresas, para dar solución en corto tiempo a un reto empresarial y vivencial propuesto. Por ello, se acude a la metodología de casos, la cual ofrece la oportunidad a los participantes de interactuar con situaciones determinadas, derivadas de la comprensión de las organizaciones y de sus diferentes variables, desarrollando destrezas para enfrentar ese tipo de realidades. Los resultados evidencian que los estudiantes desarrollan competencias empresariales al aportar soluciones en correspondencia a dinámicas particulares, donde el conocimiento general toma vida y que por lo tanto, dichas soluciones no son infalibles y mucho menos son absolutas. Se concluye que la estrategia pedagógica fundamenta la formación de este tipo de competencias en los estudiantes fortaleciendo un contexto de habilidades blandas, donde el estudiante desarrolla capacidad de toma de decisiones, liderazgo y trabajo en equipo.

Given the essence of his mission, the speech therapist teacher is a researcher of communication and language processes in the school and community context. For this reason, he requires quality research training from undergraduate for successful professional performance. The purpose of the article is to socialize among researchers on the subject and teachers of Higher Education a pedagogical strategy for the initial research training of students of the Degree in Speech Therapy Education. Among the theoretical methods, the analytical-synthetic, the inductive-deductive and the system approach were used; as empirical methods the documentary analysis, the analysis of the products of the activity, the survey of students and teachers, and scientific observation. In addition, descriptive statistics and percentage analysis were used to process the data obtained with the application of the instruments during the diagnostic stage. The research carried out revealed as more significant results the identification of the problems, which in the dimensions of research training design in the career, pedagogical group and students, limited the initial research training of speech therapists at the University of Sancti Spíritus José Martí Pérez. Based on the theoretical analyzes carried out and the results of the diagnosis, a pedagogical strategy described in the diagnostic, strategic planning, implementation and evaluation stages is proposed. The pedagogical strategy contains actions and operations, which contribute to a systemic, systematic, contextualized, personalized, mediated and motivated initial investigative training of speech therapists. The proposal is susceptible to adaptation for other pedagogical careers.

The formation of psycho-pedagogical counseling as a competence in the initial training of the Pedagogy-Psychology professional constitutes a social need, inasmuch as it surpasses the formation of this as a skill or mode of action. It is conceived from and for professional performance, as a concretion of what the professional intervention knows and needs, in a process from dependence to independence in practice. In this sense, the objective of this article is to socialize a pedagogical strategy for the formation of the psycho-pedagogical counseling competence from the internalization of its constitutive elements, its externalization in practice and the evaluative reflection of what it needed, applied and needs to transform in the formation for its efficiency. The scientific research methods used: analysis-synthesis, inductive-deductive and modeling; all of them of theoretical character and document analysis, observation, survey and specialists' criteria; of empirical character; demonstrated the scientific value, viability and feasibility of the strategy. The strategy, as a novel element, shows the new understanding of the formation of psycho-pedagogical counseling as a competence of the Pedagogy-Psychology professional in initial training and its contribution to reach agile professionals, prepared for change, useful in the management and solution of the conflicts that derive from it in the basic labor entities. It favors the awareness of the actions in the formation of the psycho-pedagogical counseling competence and stimulates the transit to higher stages.

The development of the constitutional feeling in the students of the third cycle of primary education constitutes a necessity of the current Cuban society. Contributing to the achievement of this endeavor motivated the socialization of a pedagogical strategy for the preparation of the primary teacher in the formation of said feeling. In this investigation several methods were used: as a general method, the dialectical materialist, as well as the methods of the theoretical level, such as the historical-logical, analysis-synthesis, induction - deduction, documentary analysis, structural-functional systemic and modeling; from the empirical level, documentary analysis, observation, interview, consultation with specialists and methodological triangulation; and the statistical-mathematical method. In line with the results obtained, a pedagogical strategy was presented that contributed to the enrichment and clarification of the teacher preparation process in the formation of the constitutional feeling and the pedagogical place it occupies in the third cycle of primary education was specified. Actions were proposed for its implementation in the pedagogical practice of this educational level. Its validity was verified through the expert criteria method and a pre-experiment, the results of which contributed to its improvement.

El pensamiento crítico corresponde a un acto o actividad reflexiva y racional que hace el ser humano, con el fin de evaluar o valorar sus acciones. Por ello, en la presente investigación, se tuvo como objetivo: modelar una estrategia pedagógica para fortalecer el pensamiento crítico en los estudiantes de educación media de la Institución Educativa Palestina. Metodológicamente, el trabajo se ubica en el paradigma cualitativo, con enfoque hermenéutico, bajo el método de investigación descriptiva. Para registrar los datos recolectados, se utilizó una prueba diagnóstica de pensamiento crítico, rúbrica, fichaje, diario de campo y grupo focal, con alumnos y maestros. La unidad de trabajo estuvo constituida por estudiantes del grado décimo, undécimo y maestros. Los resultados teóricos y empíricos indicaron que es posible diseñar una estrategia crítico-pedagógica basada en el diálogo, la cual se fundamenta en teóricos reconocidos, entre ellos, Freire, Vygotsky, Lipman, Flecha y De Zubiría.

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal 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.)

Este artículo de investigación explora el proceso de creación de acciones de acompañamiento pedagógico para las adolescentes que asumen la maternidad en el entorno educativo y así establecer alternativas de organización de un plan de vida. El objetivo se orienta a proponer una estrategia pedagógica para las mujeres madres adolescentes de la educación básica y media del Colegio Miguel de Cervantes Saavedra IED, que favorezca la construcción y el reconocimiento de su plan de vida. La metodología es hermenéutica etnográfica, con un enfoque cualitativo y un diseño narrativo autobiográfico, articulando entrevistas semiestructuradas y el focus group. Como hallazgos se dimensiona la responsabilidad que tiene el sistema educativo y la sociedad de brindar las condiciones para hacer posible el acceso a contextos educativos, garantizar la permanencia en su carrera profesional y generar empleo. Asimismo, es prioritario instaurar acciones permanentes de actualización educativa y pedagógica potencializando el acompañamiento en pro de construir su plan de vida. Para este fin, se propone una estrategia pedagógica: Mujer-Adolescente-Exitosa. Se concluye que todos los aportes que se realicen a este contexto beneficiarán el desarrollo integral, cultural y político de la población de jóvenes que acuden al sistema educativo para alcanzar parte de sus sueños.

[Introducción] El desarrollo sostenible sigue siendo un concepto difícil de articular en la práctica pedagógica del profesorado. [Objetivo] Integrar el concepto de desarrollo sostenible en el currículo de la Escuela Normal Superior Santa Ana por parte del colectivo docente de ciencias naturales y educación ambiental mediante la estrategia espacio-contexto. [Metodología] Se asumió el paradigma critico-reflexivo con enfoque metodológico cualitativo, y la investigación acción como diseño metodológico, donde los productos del trabajo docente fueron insumos para la evaluación de la intervención. Las técnicas de recolección de la información fueron las entrevistas, la revisión documental específicamente del Proyecto Educativo Institucional, el Proyecto Ambiental Escolar y la propuesta curricular del área de ciencias y como instrumento un cuestionario validado por 5 expertos. La interpretación y análisis de los datos se realizaron a través de un cuadro de triple entrada a la luz de los referentes y las teorías. [Resultados] Se fortaleció el concepto de desarrollo sostenible en el colectivo docente, posteriormente, se elaboró una propuesta orientada a realizar ajustes a la plan del área de ciencias naturales y educación ambiental, e incorporar en las mallas curriculares el enfoque Place Base Education, las competencias y los objetivos del desarrollo sostenible. [Conclusiones] La propuesta de intervención logró concienciar al colectivo docente de rediseñar el currículo a fin de articular asertivamente el concepto de desarrollo sostenible.

Design thinking constitutes a key tool for the transformation of learning environments, by placing the student at the center of the entire educational process and promoting the use of tools and instruments that facilitate communication and the transmission of information. This study describes the experience of using the design thinking methodology in the Information Literacy Program for first-year students at the “Carlos Rafael Rodríguez” University of Cienfuegos, Cuba. The research is qualitative, descriptive and is based on a case study. Within the research methods and techniques, documentary analysis is used, the focus group with the librarians of the Resource Center for Learning and Research to know the expectations and experiences of the methodological proposal, the interview with the person in charge of the Department of Information with the objective of identifying the strengths and opportunities of the library institution in the design of activities based on design thinking, as well as a questionnaire to students to validate the applicability of the strategy. The results show the need to use this initiative to adapt the training strategy to the real needs of students according to their professional profile, and thus encourage greater use of the university library in academic and scientific activity. The conclusions point to design thinking as a work methodology that contributes to the development and strengthening of creative, innovative and critical thinking by providing significant experiences in the formation of professional skills. [ABSTRACT FROM AUTHOR]

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Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

Este artículo parte de la problemática evidenciada en los procesos de aprendizaje en habilidades matemáticas, así como procesos metacognitivos con falta de autorregulación y autogestión, estableciendo la necesidad de comprender qué procesos pueden aportar para la autorregulación en los estudiantes, favoreciendo su aprendizaje en matemáticas. Se propuso analizar si el juego, como estrategia pedagógica, favorece la motivación siendo éste un elemento favorecedor de la autorregulación del aprendizaje en estudiantes de primero de primaria en el área de matemáticas. De acuerdo a lo anterior, se determinaron los factores extrínsecos e intrínsecos motivacionales que evidenciados en los procesos de enseñanza aprendizaje de los estudiantes; se describieron y compararon las estrategias pedagógicas. Es de anotar, que el enfoque fue cualitativo, investigación descriptiva comparativa. Al finalizar el proceso se concluyó que los estudiantes deben aprender a dirigir y controlar sus pensamientos, sentimientos y acciones para obtener un aprendizaje autorregulado mediante estrategias motivacionales.