Educational Perspectives Magazine (REPED)
REPED is an academic-professional journal that disseminates intellectual production developed within the framework of postgraduate training in education. It is a space for disseminating knowledge construction processes on emerging and contingent topics, exploring new challenges, and searching for creative ways of communicating knowledge in education for students and teachers of Masters and Doctorate Programs in Education, as well as Diplomas, Postgraduates and related disciplines.
Facultad de Filosofía y Educación. Universidad Metropolitana de Ciencias de la Educación
Copyright (c) 2025 Educational Perspectives Magazine (REPED) http://creativecommons.org/licenses/by-nc-nd/4.0
¿Potencia o amenaza? Cómo la Inteligencia Artificial puede transformar (o frenar) la creatividad y el pensamiento crítico en la educación.
This essay explores whether artificial intelligence (AI) represents a power or a threat to creativity and critical thinking in education. The central thesis is that both realities coexist, and the final result depends fundamentally on pedagogical design, not on the technology itself. Risks such as excessive cognitive offloading are analyzed, which can lead to less reflection and strong technological dependence, as well as the displacement of crucial social and physical experiences. In contrast, the "creative synergAI" that emerges when AI is integrated with a clear pedagogical intention is highlighted: it automates routine tasks, encourages ideation, and personalizes learning. The guiding principle is to use AI to expand cognitive capabilities, not to replace them, promoting the student's epistemic responsibility. To this end, the Responsible Creative SynergAI Model (RCSM) is proposed, which operates at the classroom, program, and institutional levels. This framework seeks to maximize the benefits of AI in the development of critical thinking, minimizing dependence and ensuring equitable integration. Ultimately, AI acts as a multiplier of the pedagogical practices that are encouraged
Incorporación de mini-juegos virtuales a través de complementos en la plataforma Moodle para la formación online
Las plataformas de gestión de aprendizajes permiten incorporar complementos o plugins que tendrían el potencial de mejorar la experiencia de enseñanza-aprendizaje. Algunos de estos complementos permiten incorporar elementos de gamificación, la cual se ha posicionado como una estrategia de enseñanza que mejora la motivación y aprendizajes en los estudiantes. Con el objetivo de aportar evidencia de la efectividad de la implementación de gamificación a través de estos complementos, en el presente estudio se incorporaron complementos de gamificación a un curso en línea de inducción al campus virtual de una universidad en Chile. Se implementó una versión con los complementos y otra sin ellos, y se aplicaron a dos grupos seleccionados aleatoriamente (control/intervención), de estudiantes de pregrado de carreras en modalidad vespertina. Se realizaron pruebas T de Student y de Welch para comparar los puntajes obtenidos en una prueba de contenidos del curso y una encuesta de satisfacción. Los resultados muestran que no hay diferencias significativas entre los grupos. Se discute que la incorporación de estos plugins debe atender a objetivos específicos de aprendizajes, y se propone que para lograr efectos positivos de la gamificación se deben desarrollar complementos que permitan adaptarse a los objetivos de aprendizajes.
Dando sentido a la pedagogía en un mundo de incertidumbre
En una época de aceleración tecnológica, agitación social y vulnerabilidad ambiental, el arte y la ciencia de la pedagogía no pueden resumirse simplemente como un método de enseñanza, sino más bien como una búsqueda multidimensional, fluida y exclusivamente humana. Como exploré en mi artículo, Entendiendo la pedagogía (Blessinger, 2020), la pedagogía es tanto una filosofía como una praxis: una forma de ver el mundo, relacionarse con los demás y dar forma al futuro a través del aprendizaje profundo. Repensar la pedagogía hoy implica comprender la esencia misma de lo que significa enseñar y aprender en un mundo hiperconectado e impredecible. Este replanteamiento no es opcional; es urgente. En los últimos 200 años, hemos visto cómo la tasa mundial de alfabetización ha pasado de aproximadamente el 10 % a casi el 90 %. Esto demuestra la importancia de la alfabetización, la enseñanza y el aprendizaje, en la vida contemporánea.
Critical thinking, a competence that challenges the teaching of children in today's world
This study reports the results obtained from the implementation of a didactic intervention aimed at the development of critical thinking. In order to carry it out, the subjects of Language and Communication and History, Geography and Social Sciences were integrated. This work was carried out in the fourth grade of the Padre Alberto Hurtado Seminary School of Chillán. The critical thinking skills considered in this research were analysis and evaluation, with the aim of encouraging reflective action and commitment to the community. The organization of the course directive was the thematic generator of learning experiences that through orality and writing propitiated the critical capacity of the students in a context of democratic participation and with emphasis on the promotion of the common good. This is an action research that uses a mixed methodology, which gathers qualitative information through the analysis and interpretation of questionnaires applied before and after the intervention, and quantitative, by assigning numerical values to text segments for subsequent statistical analysis. The results show progress in the skills associated with critical thinking at different levels. It is concluded that the didactic sequence favored the development of this competence, providing an authentic scenario that allowed students to express their ideas, arguments, decisions and, at the same time, to become involved and committed to their community.
Building curriculum in school: methodological proposal for the development of a socio-critical curriculum project
In the field of pedagogical management, the Curriculum Project functions as an articulating device between the educational ideals expressed in its Institutional Educational Project (PEI) and the practices, strategies, and actions that occur in the school, with the intention of providing viability and theoretical coherence. This article presents a methodology for developing a Curriculum Project in a participatory manner that aligns with a socio-critical curricular approach. Therefore, a series of actions are presented that can be flexibly applied in different educational contexts. From this perspective, the curriculum is conceived as a social construction that can be modified by educational communities, as long as adequate institutional conditions exist to strengthen the agency of teachers, other education workers, students, and their families.
Emancipatory curriculum and the teacher's role in Latin America: challenges and contributions from liberation pedagogy
This paper examines the relationship between Critical Theory, the Pedagogy of Liberation, and the Emancipatory Curriculum in Latin America, highlighting their transformative potential in addressing the structural inequalities that pervade educational communities. It begins with a diagnosis of ahistoricism in the pedagogical field, identified as an obstacle that has limited both the understanding of curriculum from a political perspective and teachers' ability to question dominant frameworks of power and knowledge. Subsequently, the contributions of Critical Theory, Critical Pedagogy, and Paulo Freire's Pedagogy of Liberation are examined, emphasizing the centrality of praxis as a dialectical articulation between action and reflection aimed at social transformation. The analysis argues that education does not inherently possess a liberating character; rather, it depends on the mediation exercised by teachers. Consequently, the role of the educator is redefined as a dialogic mediator and co-constructor of knowledge, capable of mobilizing critical thinking, participation, and transformative action. The conclusion holds that, through the recognition of historical and social contexts and a commitment to emancipatory praxis, education can be configured as a space for justice and social equity.
Fenomenología de la disposición al estudio durante retorno a la presencialidad en estudiantes de enseñanza media
The objective of this study was to understand the self-regulatory processes of willingness to study that high school students have during the return to face-to-face. Empirical research was applied, with a qualitative approach and a phenomenological design. The participants were 10 high school adolescents between the ages of 15 and 18 from a private subsidized establishment in Coronel, Chile. The data analysis contemplated the use of the content analysis technique, following the principle of interpretative relevance. The most important results revealed in the study are: the students with better academic results describe greater use of study disposition strategies and give greater meaning to learning; women report a greater willingness to study than men; The students report that their willingness to study is greater in the face-to-face context than in the virtual one.
Guidelines in the educational articulation process. Deaf students of preschool education to primary school
The objective of this article is to contrast the procedures of the educational articulation process from preschool to elementary-primary education, considering the legal frameworks, research and existing guiding documents in Chile with those processes that are developed in a real context in order to show differences and similarities for the development of guidelines for the educational articulation process of deaf students who pass through these levels. It corresponds to qualitative research with a case study design, application of semi-structured interviews to classroom professionals, cycle coordinators and family. The information was analyzed following the principles of open coding with the support of the Atlas.ti software, raising a central category that underlies 4 other categories. The results indicate that, despite the existence of normative guidelines, the implementation of the educational articulation process is limited and coordination among teachers is scarce. By way of conclusions, the following guidelines are raised: characteristics of deaf students, inclusive educational context, participatory family and planned educational articulation process, in addition, it is essential to recognize the characteristics of deaf students to promote an inclusive environment and encourage family participation. This article is part of the postgraduate research scholarship from the FONDECYT Fund (No. 11230766), entitled "Characteristics of the educational experiences of deaf people for the development of an inclusive educational proposal based on deaf epistemologies", funded by the National Agency for Research and Development (ANID), dependent on the Ministry of Science, Technology, Knowledge and Innovation of Chile.
Copyright (c) 2024 Educational Perspectives Magazine (REPED) http://creativecommons.org/licenses/by-nc-nd/4.0
Concept maps as a teaching and learning strategy: classification of matter
Chemistry forms the basis for all natural sciences. It is referred to as "the central science" as it links physical sciences (like physics and geology) with life sciences (such as biology and medicine). Its study of matter has a crucial role in grasping scientific phenomena. The Classification of Matter concept map (graphic organizer) visually shows how matter is grouped by its physical and chemical traits. Concept maps help students understand and remember the subject better. (Ir a traducción del artículo completo)
Proposal to enhance the learning eight-graders students based on executive functions' development
The COVID-19 pandemic has had a profound impact on students, especially adolescents, affecting their executive functions, key cognitive skills for learning. In response, an innovation project was proposed to strengthen these skills in Chilean students aged 13-14 years in eighth grade. A self-assessment of executive functions and interviews with the head teacher were used to evaluate the implementation. The results showed progress in inhibitory control, with improvements in conflict management and handling of stressful situations, although there was a decrease in the ability to reflect before acting. Regarding planning, improvements were observed in the organization of extracurricular activities, goal setting and task prioritization. In addition, there was an increase in the ability to manage time and maintain order in lockers or backpacks. It is concluded that executive functions play a crucial role in student life by facilitating autonomy, participation, interpersonal relationships, problem solving and the learning process.
The Self-evaluation how self-regulation tool for learning of second basic education cycle students: a methodological proposal
The purpose of this research proposal is to provide a tool that allows generating changes within an educational establishment, pointing directly to how students take charge of their learning and also evaluate this process. The self-regulation of learning is an important aspect to include in the pedagogical processes within the classroom, since it seeks to generate autonomy that allows students to regulate their actions and their own motivations based on a personal objective, which is learning more. This article is organized into conceptual background around learning, self-regulation and evaluation; methodological framework; presentation of the methodological proposal for the development of self-regulation based on self-assessment and discussion. This proposal takes as background and recipient the situated reality of a municipal school in the commune of Peñalolén classified as insufficient by the Education Quality Agency.
Assessing pedagogical knowledge in initial teacher training: a necessary task
Current educational scenarios demand for an urgent and necessary examination of the effectiveness of teacher training processes. Specifically, the aim is to detect weaknesses and strengths, as well as levels of satisfaction of newly certified teachers and the actors involved: principáis, employers, pupils, parents and guardians. In agreement with gradúate profiles and the needs of accreditation processes, constant curriculum design improvements for teacher training require mechanisms of quality control which should allow for feedback of pedagogical knowledge from practice. This should assure the quality and pertinence of training processes, greater ties with school reality and, at the same time, a contribution to offers of in-service training within the context of continuous education. The introduction of an Integral Monitoring and Performance Assessment System (IMPAS) will allow for a flexible, dynamic and contextualized assessment system which will enable the control of initial teacher training quality provided by a network of institutions from feedback from practice results to curriculum design in the areas involved, providing similarly continuous education with greater relevance.
Pedagogical knowledge: an option to investigate
Teachers elabórate and systematize knowledge during the mediation processes that they develop. Their mediation starts from their practice reconstructing and re-signifying it becomes a reality as a knowledge generator which has not been sufficiently studied in our educational scenarios. This leads to a theoretical vacuum that has implications in: (a) State educational policies, (b) teacher training programs in universities, and (c) educational teaching and pedagogical practice in educational institutions, to mention the most important ones. The paper is epistemologically sustained in symbolic interactionism and in complex thought and proposes an investigative process from an ethno-methodological point of view to theorize from data and in this way explain the construction of pedagogical knowledge.
How does teacher training research contribute to the construction of pedagogical knowledge?
This paper refers to some of the characteristics of research in the area of teacher training in Chile and its problematic elements. It locates the explanations in this respect in an extemal perspective that addresses the necessary conditions to investígate. Notwithstanding, it looks towards the interior of the investigative processes, their meaning, orientation and focus. The paper intends to establish a link between these conditions of investigation and the configuration of the pedagogical knowledge as the centralizing axis of the processes of teacher training.
Necessary pedagogic al knowledge for the development of a quality education with equity
This article tries to establish a practical/theoretical reflection about the “pedagogical knowledge” which should be inserted in programs of teacher training, with the aim of contributing to the training of an educational professional who develops educational quality with their future students. In order to initiate this reflection, we start from two previous considerations which, to our understanding, sitúate the processes of teacher training in Chile. These are related to the political/ educational scenarios which are installed in our society with the social movement of secondary school students, since May 2006, and to the political and institutional backgrounds which have to be taken into account in our country when we want to effectively improve the quality of public education.
Some considerations on the construction of pedagogical knowledge of teachers
This article is the result of a final, though not conclusive, reflection of a research project “The Knowledge of the teacher: Analysis of the teacher training contents” (SOC 04/25-02) Research Department, Vice-chancellor’s office of Research and Development, Universidad de Chile. The paper is an analysis of contemporary teaching reflections, the plausible scientific character of pedagogy and its consequences for professional teaching and training. On the basis of an updated bibliographical account, the contributions of eight consulted Chilean experts support this analysis. Their vast experience in the field of the history and development of the teaching profession is brought together, as well as their thoughts in relation to the challenges facing teacher training transformation in today’s complex society. Towards the end of the article, both conceptual and methodological difficulties are anticipated to be solved regarding the construction of teachers’ knowledge and the Identification of their professional competencies.
Pedagogical knowledge in Chile: a contradictory context
This paper is about pedagogical knowledge in Chile and the contextual aspects that influence it. Due to the academic dimensión of pedagogical knowledge, the study analyzes the impact of improvements in initial teacher training as well as of the development of educational research. Regarding teachers’ professional knowledge, the recent changes in the evolution of the teaching profession are analyzed. The paper States contradictory aspects of the context. There are tendencies pointing towards the weakening of pedagogical knowledge and its illegitimacy. Others point towards its strengthening.
Presentamos este número con especial orgullo, tanto porque nuestra Revista cuenta hoy con un Comité Científico de reconocido prestigio académico nacional e internacional, como por la temática que en ella se releva. En efecto, el número 6 de Perspectivas Educacionales está dedicada al tema del Saber Pedagógico, en torno al cual se organizan los artículos de autoría de destacados académicos y académicas de nuestro país y del extranjero. (extracto del artículo)
Al llegar al término de este importante encuentro en que hemos analizado diferentes aspectos de la situación de la educación en nuestro país, revisado muchos de sus problemas y propuesto formas de solución y caminos alternativos e innovadores mediante opiniones fundadas, producto de estudios, investigaciones y experiencias en aula, permítanme expresar brevemente algunas consideraciones nacidas al calor de los aportes que hemos recibido en tomo a la situación más relevante y significativa de la vida nacional: la educación. (extracto del discurso)
Formación contextualizada de profesores y estudiantes de FID
It is reflected in the sector of teachers that they don’t show a very favorable attitude to the ICT, in many cases, because of the weakness with which the topic has been worked in its initial formation, which would be impeding the progress of the conception of a new model of leaming with ICT. This puts in the focus of the discussion, as a problem, the question: How is the formation in the contexts with the technology? And how is the ICT re-meant by the teachers when they take it to its practice, to the plan of studies and to the classroom, to come closer to pedagogic model of formation with ICT?
Technologies and learning service in rural communities
The project, “Technology and Leaming Service in Rural Communities”, corresponds to a pilot program developed in 2007 by The Computer Technology in Education Center (“Centro de Informática Educativa - PUC”). The object of the initiative was to modify educational tasks by inter-relating the Júnior School Curriculum (mainly the Language, Mathematics and Science sectors) with Information and Communication Technology. The latter was linked by way of the Learning Service Methodology . Concurrently, research was carried out in order to assess the way in which Technology in the Classroom, encompassed by the Learning Service (“APS”), ensured teaching improvement. This was attested by the development of various abilities and/or competencies; cognitive (curricular) ones as well as procedural (in the use of technological tools), and attitudinal (pro-social) ones which also helped strengthen the identities of both teachers and lst Grade to 6* Grade students with regards to their rural culture.
Proyecto aprendizaje interactivo de las ciencias
Interactive learning of the Sciences (AIC), is a project of Education of the Sciences, and development of skills scientific, elaborated and implemented for the División of Technologies and ARQUIMED’s Educational Services LTDA. This initiative was implemented and validated by the Net ENLACES of the MINEDUC during the second semester of 2007. In your versión of Basic Education (5* and 6th grade of primary) it was implemented in 10 schools of Santiago, Rancagua and Calama, with instruments of evaluation elaborated by the IIE (Institute of Educational Computer and Science of the Universidad de la Frontera, in Temuco city). During 2009, been realizing the validation of the model in secondary education (first and second grade) in 10 schools in Calama and Iquique. The results of the project in his versión of 5th and 6* grade of primary, it was positive impaction the students, teachers, and involved institutions. With percentages of significant achievements in the learnings and the development of skills. Actuality the project is implemented and develops in schools of Arica, Calama, Iquique, Tocopilla, Santiago, Puente Alto, Lo Prado, Conchali, Colina, Peñalolen, las Condes, Rancagua, Longavi, Lago Raneo, Paillaco and Puerto Montt, so much in public and prívate school. Across this one model looks that the students impro ve his learnings and develop skills around the education of the Sciences, trying to promote a high motivation for the scientific culture. Of equal form, it has put on special emphasis in the incorporation of new Technologies to the classroom, in order to facilitate the development of technological competitions, for students and teachers. To achieve these lenses the project consists of interactive boards, Systems of compilation of information, sensors, digital activities for the accomplishment of the experiences, activities of whiteboard in all the courses of 5th grade of primary to 4th grade of secondary. Way, Systems of response of the student, educational software, cards of record and didactic concrete material to be employed at groups. In addition a methodological offer is contemplated for the use of the resources, based on a structure constructivists of the learning.
Skateboard : ciencia de acción de doctor skateboard
Action Science is an active leaming methodology for teaching physics concepts built around student interests such as skateboarding and bicycle motocross (BMX). The phrase “action Science” can be defined as the use of familiar objects, circumstances and situations within the lives of students in order to explain specific concepts in Science. One new idea in this area is Dr. Skateboard’s Action Science, a DVD with classroom activities and video instruction taken from demonstrations in schools and different settings in order to facilítate the learning of Science concepts such as motion, forces, energy and simple machines in these sports.
The present article details since as a practical offer of work conforms in the area of the educational incoiporation using the educational technology and the impact that this one has on the persons with educational special needs. Likewise, there check important concepts that relate to the fine of the educational Computer science, since as for example what is an inclusive technology and specifically the use of the T.I.Cs., already they are adapted or offers of specific form.
Desde la pedagogía de la historia para la integración de Chile, Perú y Bolivia
El presente trabajo se acerca a una descripción analítica del tratamiento pedagógico e histórico de la Guerra del Pacífico, evidenciando las posturas nacionales de los países partícipes a través de una relación de autores y marcos teóricos, como de opiniones de sitios educativos. Asimismo plantea una propuesta de Integración cultural que abra aristas pedagógicas sobre la Guerra de 1879 y su escenificación didáctica en las escuelas.
El valor de la calidad educativa en la práctica pedagógica
This paper aims to share and reflect the educational experience observed in Kindergarten Andalué, educational unit based on an observed activity of our training, what the particular experience is that the practice of the establishment is based on the Montessori method, which may actually not a worthwhile feature rescued. However, the exception is the origin and location of the garden. The construction of this space stems from a project of university students and the commitment of people from the municipality of Cerro Navia. The Garden community of Andalué children, belongsto the Educational Corporation Tricahue, nonprofit organization that brings together people from different worlds: the inhabitants of the world professional colleagues and friends of Europe. All by one goal in common: “Educating for Ufe”.
Integración curricular de las TIC ¿desafío del siglo XXI?
When the implications that exist between education and the society of information are discussed, it is common to refer to the characteristics of the latter. These inelude the duplication of the amount of knowledge that has to be processed, the transformation of communication systems, the challenges of the environment, and the tremendous speed at which these changes take place. However, an analysis of the requirements and competencies that our students need to possess in order to become critical and participating citizens of society is seldom made. When reflecting on this situation, it is important to determine the role of educational establishments and to what degree Information and Communication Technology (“Tecnologías de la Información, TIC") should play a part in the curriculum. Since there are many kinds of schools, it would be ambitious to postúlate how they ought to inelude such tools in their diverse teaching contexts. Nevertheless, suggestions can be made with regards to the topics to be discussed and variables to be considered in order to progress from merely incorporating Information and Communication Technology to fully integrating it into the curriculum.