Vol. 26 No. 1 (2022): enero-abril

• El Campo de las Prácticas como territorio articulador de una formación integral

  Maria Graciela Di Franco

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Artículos

• Pedagogies of the environmental conflict: contributions from a participatory experience of teacher training in a disputed territory

  Luciano Iribarren, Katherine Guerrero Tamayo, Fernando Garelli, Ana Dumrauf

  1-24

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• School work through the screen. Teaching work in Chiapas, Mexico

  Germán Alejandro García Lara, Soledad Hernández Solís, Irma Hernández Solís, Oscar Cruz Pérez, Jesús Ocaña Zúñiga, Carlos Eduardo Pérez Jiménez

  1-23

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• Appropriation of ICT in higher education teachers: a view from digital contents

  Gloria María Álvarez-Cadavid, César Augusto González-Manosalva

  1-25

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• Virtual teaching of postgraduate writing: analysis about the evaluation of practices

  Lourdes Morán, Guadalupe Álvarez, Hilda Difabio de Anglat

  1-17

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• Evaluation of perception of social network from the technological acceptance model in Mexican online Psychology students

  José Manuel Meza Cano, Edith González Santiago

  1-16

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• Bibliometric study on the Pedagogy of Alternance in scientific articles (1981-2019)

  María Cristina Piumbato Innocentini Hayashi, Alexandre Masson Maroldi, Taísa Grasiela Gomes Liduenha Gonçalves, Carlos Roberto Massao Hayashi

  1-28

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• Pedagogical Practice System Diagnosis: The Case of the Faculty of Education and Humanities of the University of Bio-Bio, Chile

  Juana Irene Castro Rubilar, Ana Garrido Roca, Sergio Ortega Gutiérrez

  1-20

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• Training of the practicing teacher through the Lesson Study: concerns in a complex reality

  Víctor Miguel Sumba Arévalo

  1-17

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• A path of university academic affiliation. Students who do research into their own training

  Eliana Verónica Soto, Mariel Lucía Ferreira

  1-20

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• Times, institutions, subjects change: reflections on the significance of learning experiences in Buenos Aires secondary schools

  Analía Errobidart, Ana Viscaino

  1-19

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• Miss the presence and get used to the virtuality of the secondary school in Argentina. Feelings of young students in the pandemic context

  Pablo Nahuel di Napoli, Adriana María Goglino, Iñaki Bardin

  1-25

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• Differentiation of the workforce and the socioeconomic characteristics of the student body of thesecondary education for young and adult persons in Argentina in recent years

  Julián Olivares

  1-20

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• Unmanageable Youth. Education and imaginary, avert cynicism

  María Luisa Murga Meler

  1-18

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• Emerging knowledge in dislocated contexts: discourses on adult literacy in Ecuador

  Fausto Alejandro Tingo Proaño, Esteban Andrés Moreno Flores

  1-23

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• The school in the face of school failure in contexts of inequity: between social mandates and medicalized responses

  Mariana Diez, Lucía de Pena

  1-18

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• Teacher training with digital media inclusion. The experience in the Social Sciences area of the Escuelas de Innovación program (2011-2015) from its protagonists’ voices

  Braian Marchetti, Sonia Bazán

  1-20

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• Economics classes in high school during the health emergency by COVID-19

  Jorge Damián Lo Cascio

  1-17

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• Epistemological tensions between school and Mapuche knowledge in the intercultural educative relation

  Segundo Quintriqueo Millán, Katerin Arias-Ortega, Gerardo Muñoz Troncoso, Dykssa Saez San Martín, Karla Morales Mendoza

  1-23

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• Process and moments of research in graduate programs in education

  Javier Hernández Morales

  1-23

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Reseñas Críticas

• Queer Epistemologies in Education. Luso-Hispanic Dialogues and Shared Horizons, Moira Pérez y Gracia Trujillo-Barbadillo (Eds.), Palgrave Macmillan, Switzerland, 2020, pp. 256 páginas.

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• El arte de dar clase (según un lingüista).

  1-6

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