Revista Electrónica Diálogos Educativos. REDE
La Revista Electrónica Diálogos Educativos, del Departamento de Formación Pedagógica de la Facultad de Filosofía y Educación, es una revista de acceso abierto, que tiene como objetivo constituir un espacio de reflexión para la generación de conocimiento científico, la definición de políticas educativas y la mejora de prácticas pedagógicas, en áreas como: saberes escolares, saberes de las disciplinas escolares, procesos de aprendizaje, de enseñanza, metodología, didácticas generales y específicas, evaluación, gestión educacional, tecnologías de información y comunicación, formación docente, epistemología, sociología de la educación y métodos de investigación para la educación.
Universidad Metropolitana de Ciencias de la Educación
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Interculturalidad: posibilidades de transformación en la educación actual
Copyright (c) 2025 Revista Electrónica Diálogos Educativos. REDE http://creativecommons.org/licenses/by-nc-nd/4.0
La Red Iberoamericana y el Nodo Chile: construcción colectiva de la educación intercultural
Interculturalidad, Inclusión y Saberes Originarios en la Educación Latinoamericana
Intercultural education for conscious entrepreneurship as an organizational resilience strategy.
This study aimed to analyze how intercultural education, the Kaxan method, and a conscious entrepreneurship approach contribute to the emotional, organizational, and productive strengthening of entrepreneurs from informal economies, in contexts marked by structural inequality and limited access to employment opportunities. The research employed a qualitative approach, utilizing the systematization of experiences and narrative analysis of participants' life stories. Through in-depth interviews, reflective workshops, and guided introspective exercises, subjective, cultural, and organizational elements influencing the sustainability of these ventures were explored. The results show that the main barriers are not exclusively technical or financial, but rather emotional and cultural: accumulated insecurities, limiting beliefs, life experiences, and a lack of internal dialogue. The application of the Kaxan method facilitated processes of personal reinterpretation and the strengthening of emotional capital, enabling decision-making, risk acceptance, and the development of creative skills. Furthermore, it was shown that intercultural education legitimizes local productive practices and fosters the integration of cultural identity, community networks, and economic formalization. The findings indicate that conscious entrepreneurship is a viable path for promoting sustainable career trajectories by integrating the emotional, organizational, and sociocultural dimensions of the entrepreneur. Its potential to complement public employability policies and transform traditional job training models, especially in vulnerable communities, is highlighted. Finally, it is recommended that regulatory frameworks that recognize these dimensions and strengthen the inclusion of comprehensive approaches in economic and social development programs be further developed.
El Imperativo Iberoamericano: Aprendizaje-Servicio (A+S), Liderazgo y la Promesa de la Justicia Social en la Educación
Indigenous peoples: a unique vision for understanding life
This paper reflects on the importance of researching Indigenous peoples within the programs offered by the National Pedagogical University (UPN) at the Acambay Regional Campus. The analysis begins with the names given to the first peoples who inhabited Latin American lands—Indigenous, native, or native peoples—and addresses their explanatory vision, characterized by its holistic and unified nature. This vision allows for profound reflection on its content and development, supported by various constitutional and legal arguments, where nature occupies a central role as a starting point worthy of veneration. This way of understanding, experiencing, and explaining nature by Indigenous peoples necessarily leads to their own conception of education and its expression. The Indigenous worldview differs from the rationalist, logical, and individualistic Western perspective, centered on personal gain, by prioritizing a communal and collective education. In this sense, expressions of community life should be understood as an urgent way to address the cultural diversity of the country&#39;s inhabitants, respecting human rights and fostering an education that enriches the worldview of Indigenous peoples, which is unique and irreplaceable and strengthens humanity by offering a fundamental reference point of diversity and wisdom.
The 149 / 5.000 SEMINAR PROCEEDINGS XI National Seminar on Service-Learning CREA + Comprehensive Training and Meaningful Engagement November 21 and 22, 2025
Seminar minutes book. Editorial board. NETWORK.
Red Nacional de Aprendizaje y Servicio, REASE
Inclusive and intercultural education teaching challenge. Phase III, Transformative Action
The article emanates from an action-research that stems from a doctoral process and has as general purpose to develop, together with the regular education and differential education teaching team, inclusive and intercultural teaching practices in a basic school of high vulnerability and growing migrant population in Santiago de Chile. With a qualitative approach, the study is framed in the emancipatory critical paradigm, and is epistemologically situated to educational inclusion and critical interculturality; and also, from the didactic action from the perspective of radical constructivism and non-parametric didactics. The reflective diagnosis, corresponding to Phase 1 of the research, resulted in the needs and urgencies of the participating team based on four dimensions: teaching methodology, curriculum and interculturality, socio-educational inclusion and collaborative work, with which the collaborative action plan for Phase II of the research was built up. For Phase III, the transforming action was implemented, having as main results the initial guidelines for the development of a didactic proposal of inclusive and intercultural actions with cultural relevance.
La Interculturalidad y las prácticas pedagógicas desde el enfoque de la Nueva Escuela Mexicana
The objective of this research is to analyze the way in which primary education teachers develop interculturality in their pedagogical practices from the approach of the New Mexican School, in the urban area of ​​CD. Victoria, in the state of Tamaulipas. It is a qualitative study, based on an interpretive paradigm based on multiple cases. Twenty teachers were observed and interviewed in front of a group responsible for serving fourth, fifth and sixth grade students. In addition, a focus group was held with five school directors in charge of the schools where the teachers who are participating subjects in the study work. investigation. This favored the collection of sufficient data to carry out their analysis using the Atlas Ti software and subsequently identify and interpret the results, where the following stands out: the pedagogical practices analyzed have been guided by the New Mexican School approach. However, the interculturality suggested by this model is limited to strengthening the school-community relationship, it is not enhanced due to the lack of mastery of the topic by teachers in front of the group and school directors; It is assumed that the training of both is necessary regarding the identified areas of opportunity, in addition, the planning and evaluation that they carry out require improvement and adaptation, considering the ethical and epistemological elements of interculturality as a basis for achieving recognition, valuation and understanding of cultural diversity.
La presente investigación caracteriza las trayectorias profesionales de tituladas en una universidad privada no tradicional en Chile mediante un instrumento diseñado exprofeso. Los resultados fueron analizados mediante pruebas estadísticas descriptivas e inferenciales sobre una muestra de 240 graduadas (cohortes 2000 al 2023 de diferentes carreras). Se revela la influencia de carreras feminizadas y la persistencia del “techo de cristal” en los cargos alcanzados. Existiría una relación entre el nivel educacional de los padres y la probabilidad de alcanzar cargos de mayor jerarquía o de acceder a programas de postítulo o postgrado. Se discute acerca de la empleabilidad y la tasa de ocupación en función de la estabilidad laboral evidenciando la paradoja del desarrollo profesional en ciertas carreras, en las que existe un escaso retorno real y movilidad social. Se concluye que las universidades deberían incorporar variables socioeconómicas y vitales en sus estudios de egresados para la comprensión integral de dichas trayectorias.
La experiencia en propuestas de trabajo de personas profesionales en Orientación en temas de sexualidad integral.
Sex education is a crucial topic in human life. However, its importance in discussing, understanding, and studying it is often overlooked. It is argued that the topic of sexuality should be addressed at home, because the family plays a fundamental role in the upbringing of its children. The sex education received at home, the family environment, and the values ​​and beliefs transmitted by caregivers—whether parents, grandparents, aunts, or uncles—can influence how a person perceives and experiences their sexuality. However, counseling professionals must understand and promote effective communication between caregivers and students, fostering an atmosphere of trust and openness for discussing sexuality. This allows family members to express their doubts, concerns, and feelings honestly and receive appropriate guidance. Thus, in the Bachelor of Science in Education program with an emphasis in Guidance Counseling at the University of Costa Rica, the objectives of the Guidance and Sexuality course were readjusted. In this course, the evaluation rubric requires students to design sexuality education strategies based on the disciplinary knowledge of Guidance Counseling, for individuals at various stages of the life cycle. Therefore, a compilation of the topics covered in the lesson plans developed by students during the years 2021, 2022, and 2023 is presented.
Inclusión educativa en el contexto chileno: breve recorrido histórico
The main objective of this article is to relate the concept of inclusion contained in national and international regulations in the field of education, as well as in the current updated literature, with the scope of the concept of exclusion as an element that hinders the inclusive process. This study is carried out based on a bibliographic compilation of the underlying concepts, starting with their origin and evolution, as well as a documentary analysis of current educational policy related to inclusion, in view of the particular concept that has been included in Chilean regulations since 2009. In analytical terms, reflections are presented and placed under tension based on the challenges that persist and that, at the same time, must be made visible, considered, and examined, with the aim of supporting progress toward educational inclusion in the Chilean context, without losing sight of the relevance of raising awareness of exclusion in the educational sphere for achieving the goals proposed in the national and international educational agenda. Finally, exclusion is considered an aspect that must be overcome in order to facilitate the transition toward inclusive, quality education as a guarantor of the right to learning for all those who participate in the school context. Keywords: Education, Inclusive education, Educational exclusion, Educational policy.
Diálogos interculturales para el aprendizaje etnoeducativo e intergeneracional como apuesta de desarrollo social y cultural en la Institución Educativa de Pontezuela en Colombia.
La investigación consiste en un aporte de la educación intercultural en lo social y lo cultural actual, a partir del análisis de la transición pedagógica de un modelo etnoeducativo hacia un enfoque de etnodesarrollo para preservar la memoria colectiva y las prácticas ancestrales de la IE de Pontezuela en la ciudad de Cartagena en Colombia. Método. Se presenta una experiencia investigativa cualitativa de tipo descriptiva, planteada a través del método de consulta a la memoria colectiva para destacar la participación de la comunidad educativa como “sujeto histórico situado” en una dinámica propia que se logra documentar mediante veinte relatos y entrevistas semiestructuradas. Resultados. Se encontró un campo de saberes intergeneracionales imprescindibles para la transformación curricular. Los relatos permitieron hacer un rastreo de la evolución cultural de la etnoeducación como parte del desarrollo comunitario que se expresa en proyectos transversales de etnodesarrollo como expresión socioeconómica y política de la cultura autóctona de las familias nativas. Conclusión. La educación intercultural favorece el aprendizaje comunitario y promueve la participación y la convivencia comunitaria como espacio dinamizador de los procesos pedagógicos requeridos para la preservación de la cultura desde las prácticas escolares y la organización de los lineamientos curriculares para gestionar un modelo pedagógico que permita territorializar el enfoque pedagógico del etnodesarrollo como vector de la cultura y como insumo para la formulación de una política etnoeducativa renovada y actualizada como parte de la transferencia de conocimientos, incluyendo la cosmovisión de las familias nativas de la Institución Educativa de Pontezuela.
Sentires y pensares del alumnado de la Licenciatura en Educación Indígena en UPN Acambay: una mirada desde la interculturalidad
El presente trabajo reflexiona sobre los sentires y pensares del alumnado de la Licenciatura de Educación Indígena en UPN Acambay: una mirada desde la interculturalidad, puesto que es imprescindible analizar las diferentes perspectivas expresadas en la vida cotidiana escolar, que determine las fortalezas y dificultades de los alumnos de la Licenciatura en Educación Indígena ante un mundo globalizado en la educación que requiere la preparación e investigación constante del docente en formación para atribuir un poder simbólico a la cultura escolar desde la Educación Indígena. Este artículo permite expresar diversas situaciones que presentan los discentes en su formación pedagógica que repercuten en el ámbito escolar básico y en actitudes que reflejan el interés o desinterés en su formación universitaria, la metodología es de carácter cualitativo, que da cuenta de los hallazgos en la institución, el análisis desarrollado mediante la interculturalidad crítica que implica valorar la realidad de cada estudiante. Como resultado se obtuvo una reflexión que comprenda las diferentes perspectivas que viven los docentes en formación para transformar su realidad. Se presentan los argumentos de los discentes, ya que es ineludible retomar los sentires y pensares del alumnado al ser una construcción social resultado de un continuo proceso de experiencias de los sujetos mediados por elementos de identificación social en una comunidad determinada, la UPN Sede Regional Acambay, fomentando la expresión de saberes a través del diálogo, la inclusión, el respeto y el reconocimiento del otro, aspectos que son punto de partida para la formación de sociedades inclusivas.
Alimentación desde la tradición: recetas ancestrales y sabiduría Mapuche transmitida oralmente para estudiantes de Nutrición y Dietética.
This paper reports a university–community collaboration to produce two open-access, trilingual (Spanish–Mapudungun–English) cookbooks featuring Mapuche ancestral foods and recipes with community-validated nutrient profiles, linked to the Nutrition and Dietetics curriculum and clinical practice. Grounded in critical interculturality with a gender lens, situated learning and educational ethnography, we used in-depth interviews and results restitution. The books—Alimentos Ancestrales de La Araucanía and La Araucanía y sus Sabores—compile local food names, ancestral and fusion recipes, ethnographic notes, and per-portion nutrient composition, recognizing Mapuche knowledge holders as co-authors. The experience strengthened professional competencies (nutrient calculation, culturally responsive counseling, trilingual literacy) and horizontal university–community ties, providing open materials for health and education.
Ethical Challenges of Service Learning in Social Work: A Systematization of Experiences in Contexts of Social Vulnerability
Higher education in Chile faces the challenge of training professionals who not only possess solid technical and disciplinary skills, but also develop an ethical, critical, and social commitment capable of responding to the country's structural inequalities. In this context, Service-Learning (S+L) is presented as an innovative methodology that articulates academic objectives with community needs, promoting values such as solidarity, social justice, and civic responsibility. Its implementation in Chilean universities, including the Autonomous University of Chile, allows for the linking of theory and practice, strengthening disciplinary, cross-cutting, and ethical skills, although risks of welfare practices or the instrumentalization of communities persist. The objective of this research was to systematize the S+L experience in the Social Work program at the Autonomous University of Chile, Santiago campus, evaluating its contribution to the ethical training of students in contexts of high social vulnerability. The results showed benefits for both the users of social programs and the students. Families improved their financial, human, and social assets, increasing their autonomy, resilience, and support networks, while students developed technical skills and ethical reflection, learning to intervene in a horizontal and respectful manner. Even considering limitations of time, scope, and evaluation, the experience showed the transformative potential of S+L as a pedagogical strategy capable of articulating academic training and social commitment.
Transformando Comunidades, Transformando Aprendizajes: Impacto del Aprendizaje y Servicio en la Educación Media Chilena.
Este estudio analiza el impacto de la metodología de Aprendizaje y Servicio (AS) en un establecimiento escolar particular subvencionado en la zona centro-sur de Chile, a partir de la experiencia del proyecto de Aprendizaje y Servicio orientado a la mejora de un espacio comunitario. El objetivo principal fue comprender de qué manera el AS contribuye al logro de los Objetivos de Aprendizaje del currículum nacional, al desarrollo de competencias socioemocionales y al fortalecimiento del compromiso comunitario. Se adoptó un enfoque cualitativo con diseño de estudio de caso instrumental, integrando entrevistas semiestructuradas a 16 participantes (estudiantes, docentes, directivo y socios comunitarios), observaciones de los espacios intervenidos y revisión documental. Los resultados muestran que el proyecto favoreció la comprensión significativa de los Objetivos de Aprendizaje, especialmente en Educación Ciudadana, al situar el aprendizaje en un contexto real. Asimismo, se evidenció un desarrollo de competencias socioemocionales como responsabilidad, empatía, liderazgo y trabajo en equipo. La comunidad valoró positivamente la transformación del entorno, destacando la recuperación de la plaza como espacio seguro y digno. Estos hallazgos refuerzan la pertinencia del AS como estrategia de innovación pedagógica, capaz de articular currículo y territorio. Se concluye que el AS constituye una práctica replicable y coherente con los Objetivos de Desarrollo Sostenible, con potencial para institucionalizarse en políticas educativas chilenas. La investigación aporta evidencia empírica al campo educativo sobre la capacidad del AS para integrar aprendizajes académicos con experiencias comunitarias transformadoras.
Desafíos de la alfabetización digital y del aprendizaje-servicio con TIC: brechas por género y tipo de establecimiento en educación secundaria chilena durante la enseñanza remota
This quantitative, descriptive, and cross-sectional study analyzes the manifestation of digital literacy and remote teaching among 417 secondary students in the regions of Valparaíso and Libertador General Bernardo O’Higgins, Chile. A 54-item instrument was applied, aligned with three dimensions of digital literacy (computer, information, and content creation) and remote teaching (study planning, impressions of computing classes, and impressions of remote classes). The instrument demonstrated adequate internal consistency (α total ≈ .89) and factorial validity (KMO ≈ .88 .89, for digital literacy and remote teaching respectively). One-way ANOVAs revealed differences by gender and school type: female students reported greater participation in remote classes, while students from private schools showed advantages in computer and information literacy compared to those from municipal and subsidized schools. From the perspective of Service-Learning (S-L), understood as a pedagogical strategy that integrates digital competence development with community action and serves as a key driver for social justice and educational transformation, these findings provide an empirical basis for identifying areas of pedagogical and community intervention. They also inform curricular and educational policy decision-making and promote the design of S-L initiatives aimed at strengthening ICT competences and reducing digital inequalities in school contexts.
Los Instrumentos y dimensiones de evaluación de la formación en la práctica profesional de los futuros docentes
This article was derived from a research process that aimed to identify the instruments and dimensions considered in recent research to evaluate the professional training of future teachers and to establish their relationship with the 2018 Plan and Program of Studies for the Bachelor's Degree in Educational Inclusion. Qualitative content analysis was used as a technique. The results show that the most frequently used instruments were questionnaires, interviews, question guides, and documentary analysis. Some dimensions identified in the research conducted in Spanish were: attention to students' needs and learning styles; symbolic, affective, didactic, and personal dimensions; diagnostic evaluation; planning; school management; teaching sequences; educational research resources; personal dimension; joint tutor-intern reflection; attention to students; and assessment of learning, among others. In the research conducted in English, the dimensions addressed were: strategic planning, pedagogical knowledge, didactic communication, teacher cognition, teacher practices, student performance and development, teacher success expectations, task values, pedagogical knowledge of teaching practice, character, meta-learning and linking active learning teaching strategies, professional commitment, self-management, among others. There is a significant relationship between normative documents and recent research regarding the use of instruments and dimensions. It is concluded that the dimensions in normative documents and research are unclear and general. The study confirmed the presence of didactic, value, personal, interpersonal, and social dimensions.
Educación, Género y Memoria en la Construcción de Sociedades Sostenibles
Leadership and Teacher Collaboration in Digital Integration in Costa Rican Education
Objective: The aim of this study was to analyze, from the teachers’ perspective, the role of leadership and collaboration and interconnection in the integration of digital technologies in Costa Rican public schools. Methodology: A quantitative approach with an ex post facto and cross-sectional design was used, with a descriptive-correlational scope. A validated questionnaire from the European Commission, adapted to the national context, was applied. The sample consisted of 714 teachers from different educational levels across all provinces. Results: The findings show that although there are positive perceptions of school leadership in aspects such as managerial support and the promotion of technology use, limitations are evident regarding the lack of strategic planning, limited teacher participation in defining the school’s digital strategy, and insufficient time to innovate pedagogically. With respect to collaboration and interconnection, practices are present but fragmented, and have not yet been consolidated as systematic processes of organizational culture. Furthermore, a strong relationship was confirmed between leadership and the generation of collaborative dynamics that enhance collective learning and the pedagogical use of technologies. Conclusion: Digital integration requires participatory leadership and a culture of teacher collaboration that strengthen innovation and the sustainability of educational processes.
The In Memoriam Professor Andrés Marió Casanova – Human Bridge between Knowledge and Goodness
Biographical memorial tribute to Professor Andrés Marió Casanova, (RIP). It does not include an academic or scientific summary.
¿Cómo aprendes ahora con el Covid?. Voces infantiles sobre la escuela en pandemia
The closure of schools during the Covid-19 pandemic has strongly affected children’s schooling, as well as their daily experience. The aim of this article was to explore child learning experiences during the pandemic. Visual production interviews were conducted with 25 children from Chile between the ages of 7 and 11, from different geographical, socio-economic and cultural backgrounds. Due to health conditions, interviews were conducted in some cases virtually, using WhatsApp or Zoom, others were conducted face-to-face, either individually or as a group. In addition, an ethnographic approach was proposed, which, although limited by health restrictions, was implemented through the written record of all the instances that led to the interviews and their contexts. Three main findings are highlighted: (1) the difficulties of pandemic schooling and how this affects their learning, in particular the lack of feedback from their teachers; (2) the centrality of their emotional ties with their family and friends, and the importance of their body in their daily experience with learning; (3) a certain handling of digital technologies, but also great socio-economic inequalities and difficulties of communication between peers through these media. This exploratory study allows to open lines of future research that put the child perspectives in crisis situations at the center.
REDE: 23 Años de Innovación y Liderazgo Académico
Editorial Volumen 21 Número 44
Copyright (c) 2024 Revista Electrónica Diálogos Educativos. REDE http://creativecommons.org/licenses/by-nc-nd/4.0
Gender perspectives in higher education. A quantitative study about university curricula
Education is a key area to promote changes in society to equality. Gender studies on education point out a range of barriers that stop those changes, where curricula are a very important issue and these last are not alien to androcentric logic. In this frame, results of a finalized research are presented. The aim was knowing ways of incorporation of gender perspectives in university curricula, focusing on five undergraduate programs of Social Sciences in a public and secular Chilean university. Following a quantitative approach and through documental review of 164 mandatory syllabus, indicators were constructed for measuring gender distribution on academic references and presence/absence of key concepts (feminism, gender and women). The analysis of information shows scarce references written by women and very low presence of those key concepts, a situation that contrasts with the outlook of graduate’ syllabus. This research points out why an effective incorporation of gender perspectives inside these disciplines is necessary, takes up again the debate between compulsory versus optative courses and suggests improvement actions to institutionalization of gender perspectives in university curricula.
National Program of Medical Services for Chilean schoolchildren with spinal problems: Evaluation of the period 2010-2016
To Evaluate the Medical Health Services Program, spinal area, aimed at vulnerable students of primary education, high school and special education who, between 2010 and 2016, were beneficiaries of the National Board of School Aid and Scholarships (NBSAS), it is undertaken from an empirical quantitative study, of associative strategy, with a retrospective non-experimental design (ex post facto). Empirical quantitative study, with an associative strategy, and a non-experimental retrospective methodological design (Ex post facto). The sample corresponds to the universe of student’s beneficiaries of NBSAS services between 2010 and 2016 (N=359.074), who are located across the 15 geopolitical regions of Chile, distributed in 344 communes. The results raise a first national report on the public policy implemented. Likewise, the screening showed that alterations on the spine affected 28.8% of the universe, with differences between sexes and types of diagnosis. Our findings show a prominence of composed diagnosis of the type: scoliosis/hyperlordosis for women, and a curved back/dysmetria for men.
Co-educating through literature: A narrative review
The benefits of literature and the ongoing gender inequalities have prompted the need to conduct the following research. By exploring various databases and limiting the analysis to open documents in Spanish, twenty-seven publications on coeducation in the classroom were identified through the literature. The results show limited research, many qualitative studies, a predominance of female researchers over male researchers, the absence of specialized journals on this topic, and publications with few citations. The conclusions emphasize the importance of literature for learning, the role of teachers in promoting coeducation, and the need to publish more research on this topic to eradicate gender inequalities.