La Revista INTEREDU. Investigación, Sociedad y Educación, tiene como propósito ser un medio de difusión o comunicación de aquellas áreas o líneas investigación vinculadas directamente con la Educación. Las contribuciones que se envíen pueden ceñirse a alguno de los siguiente géneros: Artículo de investigación Ensayo Revision teórica sistemática Reseña. Traducción. Nota bibliográfica
Departaento de Educación. Universidad de Los Lagos
Aprendizaje-Servicio y evaluación: Una mirada a nivel general y desde la Educación Física
El propósito de este artículo es analizar la relación existente entre la metodología activa del Aprendizaje-Servicio y la evaluación, desde una mirada particular de la Educación Física en el contexto escolar. El estudio recoge el creciente interés por la metodología de AS en los diferentes contextos educativos mediante la revisión de la producción científica disponibles en los diferentes motores de búsqueda como Google Scholar, Dialnet, Scielo, Scopus y Web of Science. Las metodologías activas, como el Aprendizaje-Servicio (ApS), facilitan un aprendizaje significativo y fomentan la autonomía del estudiante al involucrarlo en la resolución de problemas comunitarios. Estas metodologías permiten una evaluación formativa, esencial para demostrar habilidades y conocimientos aplicables. El ApS, que combina aprendizaje y servicio, promueve el desarrollo integral de los estudiantes, mejorando su autoestima, compromiso cívico y capacidades sociales. Sin embargo, su implementación enfrenta desafíos en la evaluación y formación docente. En Chile, aunque se han promovido iniciativas de ApS en la educación superior, persisten variaciones en su aplicación y la necesidad de consolidar enfoques. En el ámbito de la Educación Física, el ApS se presenta como un modelo que integra teoría y práctica, impulsando cambios educativos significativos y promoviendo un compromiso ético y social en los estudiantes. En resumen, el ApS fortalece la conexión entre educación y realidad social, siendo esencial para una formación integral.
Copyright (c) 2025 Luis Eduardo Alvarado Oyarzo
Aprendizaje-Servicio, discapacidad y formación docente: reflexiones desde la experiencia en Educación Física
Service-Learning has positioned itself as a pedagogical model capable of enhancing inclusive competencies in future educators. This manuscript aims to reflect on the impact of Service-Learning during initial teacher training in Physical Education, specifically focusing on its capacity to promote the development of skills and competencies for working in contexts involving disability. Drawing from the practical experiences of our academic team and the support of specialized literature, reflections are presented on the role of Service-Learning as a transformative tool for both students and educators participating in these experiences. The article is organized into four sections. The first presents an introduction. Secondly, the relationship between Service-Learning and the development of inclusive competencies in future educators is described. Subsequently, the third section addresses the challenges and opportunities of Physical Education regarding disability. Finally, the last section provides some practical reflections, particularly focusing on the challenges faced by Physical Education university teachers and students when implementing Service-Learning experiences in contexts associated with disability.
Copyright (c) 2025 Carolina Walesca Martínez Angulo, Carolina Walesca Martínez Angulo
Evaluación de un proyecto de extensión crítica a través de la Matriz MI_ApSU
This article describes the evaluation of an extension project structured as an Integral Training Space (EFI) using the Matrix of Indicators for the Evaluation of ApSU Projects [MI_ApSU] (Santos Pastor et al. 2024), academically validated through the Delphi Method. The project, named “Escuela Deportiva” (Sports School), belongs to the Department of Physical Education and Sports at the Universidad de la República, Uruguay, and is framed within the model of critical extension. This model is structured by linking the processes of critical reflection in academic training with joint work alongside non-university agents for social transformation. Accordingly, Service-Learning projects seek critical training from and with social actors. From these pedagogical devices, a valuation matrix is generated to assess the quality of service-learning projects. By applying the matrix to the Escuela Deportiva project, we conclude that it is a successful instrument for evaluating university extension projects. The guidelines are clear, and the indicators are comprehensive, adaptable to the particularities of different projects. However, in each project, it is necessary to delve deeper into the political, pedagogical, epistemological, and ethical implications of the University-Society linkage.
Copyright (c) 2025 Ana Peri Hada, David Pérez López, Mariana Sarni Muniz
Learning by serving, teaching by transforming: the impact of service learning in the Marist Chile network
This article examines how the core team of the Marist Network in Chile conceptualizes the use and impact of a Service-Learning (SL) Guiding Framework in school settings, within the broader expansion of SL as a transformative pedagogical model in vulnerable educational contexts. Although SL has been consolidated globally as a student-centered practice, teachers’ voices and their role in co-constructing the methodology remain largely unexplored. Grounded in a qualitative approach informed by constructivist grounded theory and social phenomenology, the study draws on a focus group involving six experienced school-level SL practitioners. Through iterative coding cycles using NVivo 15, four core categories emerged: the guiding framework, social impact, community partnerships, and teachers’ emotions. The narratives reveal that SL is not merely an applicable methodology, but an ethical, situated, and relational practice that challenges and redefines institutional culture, fostering collective transformation rooted in educators’ lived experiences.
Copyright (c) 2025 Johan Rivas-Valenzuela, Santiago Vasconcello, Valeria Romero, Claudia González, Fernando Salvo, Valerio Tapia, Ximena Cáceres, Daniela Alvarado, Enrique Rivera García
La diversidad de género en Educación Física, un proyecto de Aprendizaje-Servicio
This project is carried out in the Degree of Primary Education of the School of Education and Sport of the University of the Basque Country (UPV/EHU), linked to the Final Degree Work. It seeks to address themes related to identity and gender diversity, making use of the Learning-Service methodology, demonstrating that the Physical Education classes also serve for theoretical learning and collect the learning process of the student as a future teacher. The participating students were a group of 6 Primary Education (n=20) from Zumaiena College (Zumaia, Gipuzkoa) during the 2022/2023 academic year. Ten sessions have been designed with 22 dynamics that have as main objective to break and work roles and gender stereotypes. During the service several tools have been used, such as rubrics, diaries and observation sheets to record the development and results of the project. The results obtained show the students' reflexive work on gender issues and the personal and academic enrichment of the person in charge of the design and implementation of the project. It is concluded that gender diversity is still a pending subject in the early stages of school and that it is possible to work in a dynamic and fun way.
Copyright (c) 2024 IANIRE SENPERENA ARRONA
Interdisciplinary Service-Learning (ISL) methodology. A proposal for university context
In the current context of higher education—shaped by the need to train both competent professionals and socially committed citizens—Service-Learning (SL) emerges as a pedagogical approach with significant formative and transformative potential. This article presents a proposal for the implementation of Interdisciplinary Service-Learning (ISL) at the Blanquerna Faculty of Psychology, Education and Sport Sciences of Ramon Llull University (Barcelona, Spain), with the aim of fostering a comprehensive university education that is meaningfully connected to social reality. This qualitative, inductive research seeks to identify the strengths of SL projects carried out across different degree programmes, to promote interdisciplinary collaboration, and to contribute to the development of teamwork skills among students. To this end, a documentary analysis of sixteen scientific publications on SL was conducted, along with a series of in-depth interviews with leading academic figures in the field. The findings reveal that ISL not only facilitates the acquisition of transversal skills highly valued in professional settings—such as communication, critical thinking and collaboration—but also strengthens students’ ethical awareness and civic engagement. Furthermore, several key factors for institutional sustainability are identified, including shared curriculum design, strong pedagogical support, interdepartmental coordination and partnerships with community organisations.
Copyright (c) 2024 Josep Campos-Rius, Guillermo Turró, Enric M. Sebastiani, Xavier Pujadas
Aprendizaje-Servicio en Educación Física y Deportes: Compromiso y Transformación Social
El presente dossier de la Revista INTEREDU surge, principalmente, como resultado del trabajo desarrollado por la Sociedad Científica de la Red Internacional de Investigación en Aprendizaje-Servicio en Actividad Física y el Deporte para la Inclusión Social (RIADIS). La mayoría de los artículos que conforman este número de la revista provienen del II Congreso Internacional de esta sociedad científica, evento celebrado en Segovia (España) durante 2024, así como de miembros de la red que, por su especialización en el campo, respondieron de forma independiente a esta convocatoria.
Copyright (c) 2025 Bastian Carter Thuillier , Francisco Gallardo Fuentes, Jonatan Frutos de Miguel
Costering self-regulated learning competencies in third-year high school students during the covid-19 pandemic
The study presents an intervention conducted in a subsidized school in Talcahuano, Chile, to enhance participation in virtual classes and assignment submissions among third-year high school students. The researcher identified the need to strengthen self-regulated learning competencies, drawing on Barry Zimmerman's theoretical framework, therefore virtual psychoeducational workshops were developed, and a teacher's guide was created to promote self-regulated learning. Participation in the workshops was voluntary, and an interactive online platform was used to encourage students’ attendance. The intervention revealed improvements in learning processes, highlighting the workshops' effectiveness and the teacher's guide in fostering these competencies. These findings underscore the importance of implementing self-regulated learning strategies, especially in the context of virtual education during the COVID-19 pandemic. The intervention successfully enhanced participation and assignment submission among third-year high school students. Continuation and expansion of similar programs are recommended to enhance learning processes in remote instruction.
Competency development in Self-Regulated Learning
Copyright (c) 2024 Jonathan Alejandro Coñuepán Meza, Estefanía Inés del Pilar Velásquez Zapata
Negotiating learning in complex environments
Education, a phenomenon that has blessed man, today curses him. The bureaucratic, linear and predictive nature of curricula is a rope around the neck for learning, supplanting it with representative formalizations and ignoring the radicality, complexity and contingency involved in its execution. For this reason, both teachers and students today suffer from education, running after the pre-established curricular time, unintentionally, also running away from learning. For these reasons, the present topic aims to understand the state of the learning phenomenon in educational institutions, from a functional and structural analysis of these, from the theoretical perspective of Niklas Luhmann's social systems. The methodology with which this subject is approached is bibliographic, deductive, and descriptive in nature, since, from different sources and theories, institutionalized education is analyzed in order to describe it interpretatively. The idea defended in this text is that learning is a non-primary issue in institutionalized education, remaining in the background, succumbed by the binary code that governs the institutions and embodied only in curricular representations that do not validate that learning is something contingent and erected in complexity, which only if negotiated, can achieve full attainment in students.
Copyright (c) 2024 Floralba del Rocío Aguilar Gordón, Enrique Bismar Barzola Vera
Transmission of Küme Mogen in the Indigenous Chihuimpilli Community, Freire Municipality, Araucanía Region, as a Contribution to Intercultural Education
The native peoples or indigenous peoples offer us from their cultural values, some perspective to live well, harmonies and balance in different aspects of life. One of the knowledge areas of the Mapuche cosmovision (worldview) that interests us and we want to explore is the Küme Mogen. The Küme Mogen has provided us with a great contribution to intercultural education. The values ​​of Küme Mogen or good living that encompass four dimensions individual, social, ecosystem, and spiritual. The four dimensions above have a great contribution to today's heterogeneous society, to live in harmony, mutual respect, and healthy coexistence (healthy good relationship). And this must be experienced from now on in the educational community as a privileged place for the training of the future generation. Thus, we set ourselves three objectives: Describe the principles, roles, and practices of the Küme Mogen, of the Mapuche families and authorities in the Chihuimpilli indigenous community. Identify the level of knowledge of the teachers' management team and the indigenous community about the Küme Mogen to be incorporated as an essential element of the Institutional Educational Project (IEP). Finally, is to propose to the Chihuimpilli Community School, to incorporate the principles of Küme Mogen in the IEP, to strengthen intercultural education. The qualitative research used some methods: semi-structured interviews, and Focus Groups. The non-probabilistic sample was made up of 15 people, six teachers and nine elderly people from the community. The outcomes of the research indicate that the values are so important, but in reality, the community concern is that the important values are less practice in the life of the new generation on one hand. On the other hand, the education community has put these values into practice in very informal ways, but the educational community has not included yet them in the Institutional Educational Project.
Copyright (c) 2024 Rosa Haase Aguirre, Agustinus Narú, Diana Vargas
Technological resources for teaching statistics and probability in Chilean Primary Education textbooks
The objective of this research is to describe the technological resources present in Chilean textbooks for the teaching of mathematics in Primary Education in the subjects of statistics and probability. To achieve this objective, qualitative research was carried out, using the content analysis method. A total of 24 textbooks were analyzed, three per course (student’s text, teacher's guide and exercise book), from 1st to 8th grade of Primary Education. Among the results, it is highlighted that the technological resources are focused on the final courses (7th and 8th), the most frequent being the learning guides. In addition, a significant number of resources that do not work or are not available were observed. It is concluded that there is a need to increase the variety and number of technological resources that support the teaching and learning processes of statistics and probability.
Copyright (c) 2024 Paloma González-Zúñiga, Danilo Díaz Levicoy, Audy Salcedo
“I am capable, I am going to study”: Academic self-efficacy increases cognitive engagement.
School engagement is relevant to students’ academic, success and performance. One factor that affects this is academic self-concept. However, how the two interact is not entirely clear. Therefore, the objective of this study was to determine the process by which academic self-concept influences school engagement. For this, the factors of academic self-efficacy and academic performance, from academic self-concept, and of cognitive engagement and emotional engagement, from school engagement, were included. These were measured in second cycle basic students of an educational establishment in Gran Concepción. The relationships between these were evaluated using linear regression models. The results showed that they maintain a positive association. Specifically, between academic self-efficacy and cognitive engagement. From this, the implication of these results for school life and future lines of research are discussed.
Copyright (c) 2024 Benjamín Melgarejo Reichelt
Aspects and perspectives for Initial Teaching Training in today’s Chile: the case of language and literatura teachers
The professional competencies of a teacher of language and literature become remarkable in the teaching activity; the professional development of this teacher is evolutive which requires specific competencies to manage both the long-lasting life professional development and the teaching of discipline. This work analyzes the challenges proposed by the acquisition and development of teaching professional competency within the teaching in language and literature scope. By taking into account the literature review where the way formative programs are carried out to train new teachers, it is observed that the competency-based approach has not been set up in agreement. The results of this research reveal the existence of a gap in the described area. Then, this work accounts for (a) there is no clear conceptualization regarding the understanding of initial training in the scope of humanities, and (b) the competency models where the curriculum designs are based are simply variations or adaptations of the analyzed approaches, are applied in an isolated and/or discretionary way without identifying an organizational axis to indicate how to use each of them.
Copyright (c) 2024 Alex Pavié Nova, Claudio Martínez Momberg
Discrimination due to prejudice against people with visual impairment
This research addresses the issue of discrimination against people with visual impairment in the educational context, with emphasis on Mexican society where discrimination continues to exist. Discrimination has many facets and many of them are usually invisible because they are rooted in normalized practices, attitudes or policies, which is why it is a problem that can occur in any country, state or region. In the educational context, the rights of visually impaired people are often invisible2, and this is due to the lack of an educational program adapted for their accessibility. Likewise, acts of discrimination are committed by education professionals, who usually do not realize it. We are so used to the normality of people who can see, that we do not see and exclude this sector that also has the desire to improve and are usually in schools without infrastructure for their education. The purpose is to create awareness and empathy in society, in order to be part of the solution to eradicate discrimination against visually impaired people.
DOSSIER:Educación como un acto de justicia: teoría y experiencia
Copyright (c) 2023 Ana L. Mora Corona, Fatima V. Morales Lima
Social representations in school mental health: a view from the management teams of educational establishments in Temuco
Interventions in School Mental Health (SME) have gained greater prominence in the last decade through the Life Skills Program (HPV); however, it’s pointed out that a hindering factor of these is the management of educational establishments, mainly because of the recourse of time. The study aims to investigate the social representations of members of management teams of educational establishments attached to the HPV Program of the University of La Frontera, through two main concepts: school mental health and school mental health management. A participatory action research methodology was adapted with focus group techniques and natural semantic networks, examining the data through content analysis. The participants represented EMS as wellbeing, in addition, it is observed that they have an understanding that EMS management has different levels of realization and that it requires the participation of the entire educational community.
Copyright (c) 2023 Arlett Krause Arriagada, María Antonieta Campos Melo
Improving free Chilean higher education based on equity
The purpose of the article is to provide solid foundations for a proposal to improve the policy and instruments of free studies in higher education for Chile, in force for some years, which from the perspective of equity demands substantive transformations in dimensions such as the institutional accreditation processes that impact -among others- on this situation. Based on background information on the aforementioned topic, the problem in question is analyzed and proposals on this matter are derived. In line with the spirit of this initiative, adaptation options are presented that are relevant, taking into account the problems of student retention, social segregation and economic returns that the Chilean higher education system currently shows and, also due to the great financial sus-tainability difficulties of this policy that are already visible in the short term and even more so in the long term.
Copyright (c) 2023 Sebastián Donoso-Díaz, Oscar Arias Rojas, Daniel Reyes Araya
Experiencia docente en educación inclusiva: propuesta metodológica desde el enfoque biográfico-narrativo
What is meant by inclusion in higher education is discussed, appealing to the framework of attention to diversity and the identification of barriers and facilitators. Then, we review the state of the art of the object of study that concerns us, defining the teaching experience, its constituent elements, types of experience and personal and ecological factors that influence it. Thus, our objective is: to design a multi-instrumental methodological proposal from the biographical-narrative approach for the continuous training of university teachers for inclusive education. The methodology is argued from the biographical-narrative approach and the cycle of inquiry-action-training as interwoven processes of inquiry and pedagogical intervention, arriving at the proposal of a multi-instrumental methodological route. The results foresee the critical consumption and creative production of a variety of resources that allow teachers to unveil: the baggage of beliefs and prevailing perspectives on diversity; to identify significant personal alliances; to position themselves as other (otherness) in their personal and then professional teaching (otherness); to analyze disciplinary frameworks and contextual factors that enable or hinder this type of education. We conclude by linking this route to the conception of the devices of experience with emancipatory potential.
Copyright (c) 2023 Fernando Soto Rodríguez
Talking to students: a proposal for pedagogical action
Teachers have an important role, because there are teachings that go beyond the presentation of knowledge and connect with a way of being and being in life. The objective of this educational initiative focused on systematizing the implementation of a strategy to promote teacher-student communication in higher education. Methodology: The proposal is ascribed to the principles of the interpretative paradigm, concretized in an introspective-experiential approach. The technique for data collection consisted of an unstructured interview, applied to 21 volunteer students of the Teacher Training Degree in Primary Education, belonging to the Faculty of Education of the María Zambrano Campus in Segovia (Spain). Results: It was observed that participation in the educational experience was a positive experience for the students and favored the classroom environment, stimulating active participation in the classes and contributing to a higher attendance to the subject throughout the academic year of those students who participated in the interview. In addition, the dedication of the teacher was positively highlighted. Conclusion: The educational proposal was well received by the students and had a positive impact on the classroom climate and on the development of the teaching-learning process.
Copyright (c) 2023 Guillermo Alejandro Campos Cancino
Bibliographic essay on the pedagogical and teaching proposal of the UNESCO report Reimagining our futures together: a new social contract for education
In this article we present a bibliographic essay of the report: Reimagining our futures together: a new social contract for education published in 2022 by UNESCO. This continues the tradition of this agency of producing prospective reports on education from a global perspective. Through a process of analysis, chapters three, four and five are specifically assessed. These, focus on the need for cooperative and solidarity-based pedagogies, common knowledge, curricula and the transformative work of teachers, respectively. The text highlights the urgency of implementing a new social contract that allows knowledge and learning to shape the future destiny of humanity and the planet. This purpose demands the recognition of education as a public good and as a political project built with the equitable participation of all people.
Differential pedagogy: Migrants and refugees
The aim of this essay is to highlight the importance of promoting intercultural coexistence in schools, from primary to higher education. For this purpose, scientific literature has been searched and a reflection has been carried out on the data found in relation to the increasingly latent intercultural nature in educational centres. It is concluded that differential pedagogy is necessary for its relevant role in the achievement of social justice and equity in education. Bullying and cyberbullying are part of the daily reality of migrant and refugee students in schools, a situation that must be ended by promoting social awareness through creative projects and ideas. Collaboration with associations of migrants and their families should be encouraged. Actions and workshops are proposed to teachers to help them improve the classroom climate for the development of this new and necessary social awareness.
Copyright (c) 2023 María Carmen Martínez-Murciano
Joints: interventions from social work and applied anthropology
This work is the result of an innovative and interdisciplinary educational experience between social work and anthropology. Through the round table “Intertwined views: interventions from social work and applied anthropology” programmed within the framework of Complementary Training Activities convened by the Faculty of Social Sciences (Universitat de València), and aimed at students of the subject of Anthropology Second year of the Social Work Degree of the aforementioned university, the objective was to understand the applicability of the contents learned in this subject during the professional practice of Social Sciences in general, and Social Work in particular. Through the experiential story, dialogue between professionals and students was stimulated in a bidirectional sense, through the exchange of experiences, reflections and questions resulting from the interest that this meeting aroused between different profiles and generations that share a transversal social vocation. This innovative proposal from the higher education field, supported by active methodologies and an applied approach, has allowed us to reflect on the importance of anthropology in the training of social workers in the current global context. The results were very positive, with high participation and appreciation from the students.
Copyright (c) 2023 Yolanda Cano Cabrera, Teresa Vicente Rabaneque
Intercultural education and inferential understanding through the Epew
The empirical and contextual evidence in which the following article is framed highlights the impact of the development of didactic strategies focused on promoting interculturality related to reading comprehension. For such reason, this research seeks to offer a pedagogical proposal made in the subject Lenguaje y Comunicación, whose objective has been to strengthen the development of inferential ability, as well as to materialize critical interculturality, for the purpose of transforming the perception that 5th grade students have regarding the Mapuche people, specifically. Given the mixed nature of this research, a case study has been conducted to analyze the reading comprehension process, in depth, from two pedagogical interventions. To analyze the collected data, a discourse and content analysis tool has been used which has allowed to reveal hidden meanings in relation to the configuration the participants had about the Mapuche people. Among the results obtained, it can be highlighted that not only did they manage to strengthen their level of inferential understanding, but also that they have been able to change their perception of the Mapuche people.
Copyright (c) 2023 Lilibeth Jara Navarro
Educación inclusiva: desafíos históricos y temas emergentes
La iniciativa de preparar este Dossier para la Revista INTEREDU, nace desde la carrera de Educación Diferencial con Especialidad en Problemas del Aprendizaje, la que es parte del Departamento de Educación de la Universidad de Los Lagos, en el que también se encuentra alojada la revista. Esta iniciativa buscó realzar los 40 años de nuestra carrera en la Universidad, sobre todo, relevando una temática trascendental en Chile y el mundo: la educación inclusiva. Como equipo de trabajo, valoramos la difusión del conocimiento actualizado, mediante esta vía, entendiendo que es de acceso libre y que implica un trabajo riguroso por parte de los(as) autores(as) de cada artículo sobre este tema.
Are there any relationships between teachers' attitudes towards multiculturalism and their pedagogical practices in the classroom?
Migratory movements are a reality in Chile, because every year more immigrants arrive seeking to improve their quality of life, mostly from Latin American countries. This phenomenon is observed in Chilean classrooms, where immigrant students have been incorporated. The objective of this study is to analyze the relationships between teachers' attitudes toward multiculturalism and their pedagogical practices in schools in the Coquimbo Region, Chile. The research has a quantitative focus, and 88 Chilean professors from different educational levels participated. Information on the variables was collected through the instruments: Attitudes towards Immigration Scale (EAI), Attitudes towards Multiculturalism in School (EAM) Scale and Guide for the Evaluation of Inclusive Practices in the Classroom (GEPIA). Significant correlations were found between the variables. These findings have important educational implications, considering the current Latin American context of constant immigration, evidenced in an ascending way in schools.
Copyright (c) 2023 Diana Ledesma Vargas, Karen Hernández Vigorena
Teacher perception of self-concept and academic performance of adolescents with temporary special educational needs
The main objective of this research has been to know the perception of teachers about academic self-concept and school performance in adolescent students with Temporary Special Educational Needs (TSEN). This study has been carried out through a qualitative approach and a cross-sectional design, by using a semi-structured interview over 8 professionals of both, regular and differential education from four public and private educational institutions in Osorno. Among the main results, it has been found that most members of the teaching staff have stated that they perceive a rather low academic self-concept in their students with TSEN, with a tendency to change, to be unstable and fickle over time, and depending on subjects which they reckon to be influenced by both, personal, and environmental factors. Regarding academic performance, professionals have pointed out that this may vary over time, influenced by both extrinsic and intrinsic factors. The faculty have also highlighted a bidirectional relationship between academic self-concept and the academic performance upon such students. Finally, teachers have delivered a series of suggestions to enhance these variables either at the classroom level or at the institutional level.
Copyright (c) 2023 Mariana Cheuquián Soto, Laura Pillancari Coronado, Daniela Mansilla Chacón, Laura Espinoza Pastén
Educational innovation and COVID-19: the crisis as a challenge and opportunity Abstract
COVID-19 has renewed the forces for the transformation of education through the promotion of educational innovation, and, in the seek to raise evidence on such processes, several investigations have emerged in the form of reports and presentations of results which have not been published in academic journals to evidence such situation. In this context, the objective of this article has been to systematize the educational innovations that have emerged during the pandemic and their main challenges, together with opportunities in their best conditions for sustainability. This research has been carried out under a qualitative methodology, and has been based on the study of a documentary review, 14 publications prepared by research centers, NGOs, and foundations focused on the educational field, in Chile, between March 2020 and June 2022. The results highlight the proliferation of didactic, curricular, and above all, technological innovations, as well as their challenges and opportunities. Thus, teacher training appears to be a new challenge, plus the involvement of students and parents, hand in hand with such resource; while opportunities include collaborative work, networking, leadership, government support, as well as to accept the ownership of innovation.
Confinement and virtual classes and autism. The story of a mother and father
This paper presents the story of a mother and a father of a first grade student who presents Autism Spectrum Disorder (ASD), and unveils their experiences as a family, in the context of the Covid-19 pandemic and the barriers that prevented them from having an inclusive education for the child. This study is presented and framed in the academic literature referring to educational inclusion and contextualized in the few measures taken by the Chilean State in such matter. In turn, it is presented the conversation and the experience of Judith Cáceres, about her own experiences as a mother of a girl with Type 1 Diabetes Mellitus and her search for inclusive education, a case published in number 7, of 2022, on INTEREDU journal. This essay aims to make visible the difficulties experienced by students with special educational needs (SEN) during the Covid-19 pandemic and calls to reflect on the inclusion of children and adolescents who live under this condition, in the context of the recent approval of Law 21.545, also called TEA Law, in Chile.
Copyright (c) 2023 Katherine López Jiménez, Juan José Salinas Valdés
Strategies for an effective implementation of collaborative work on Secondary-Education Teachers of an Integration Program
This research has been carried out in a public multipurpose school for secondary education, in Osorno, where the need for research upon collaborative teaching work and co-teaching has been identified. The objective of this study is to improve the collaborative work and co-teaching processes, through the acknowledgement of a set of specific actions or strategies on such teachers. This study has been structured under an action-research approach, and it has been developed in three phases: diagnostic, design and implementation of the work plan, and a final assessment, or closure phase. Data collection has been carried out in two different moments, being the diagnostic phase carried out through a quantitative approach, and the closure assessment phase through a mixed approach. The initial sample was composed by eight teachers. Four of them from differential education; three from regular education; and one from a technical school. Thanks to the implementation of the work plan, it has been possible to identify significant progress and positive feedback from the participants, regarding a greater knowledge on the standards that guide collaborative work, and the incorporation of practices or strategies that improve quality.
Copyright (c) 2023 Britany Del Pilar Vera
Inclusive processes for Chilean and Colombian deaf students. A glance from support professionals
This article aims to describe the inclusive processes for deaf students education in Chilean and Colombian classrooms from the eyes of support professionals and deaf students. This is a qualitative-exploratory research with phenomenological design, which have involved 60 participants in total: Differential/Special Education teachers, speech-therapists for education, interpreters, co-educators/language models, and deaf students. The strategy for data collection used was focus groups, led by a Chilean-Colombian research team. The results have been organized into 3 categories: strategies, linguistic-communicative skills, and cognitive skills with their respective dimensions that account for the inclusion process, from the perspective of deaf professionals and students. It is concluded that both countries emphasize on strategies that aim at interdisciplinary collaborative work, development of sign language in students, as well as in support professionals, and the development of their cognitive processes, to be used in their classrooms with deaf students, in this manner, account with the process of inclusion of cultural and linguistic minorities.
Copyright (c) 2023 Karina Muñoz Vilugrón, Carmen Sastre González, Sergio Serrano Galindo, Carlos Enríquez Lozano, Alejandra Sánchez Bravo
Curricular contextualization for inclusive education: representations and teaching experiences
The national curriculum is one of the main public policies of the Chilean system, therefore, it is essential to research its design and its implementation, in terms of both, inclusion and pedagogical practice. The objective of this research is to understand the representations and pedagogical experiences of curricular contextualization for the inclusion on primary education teachers. This study is framed in the interpretative paradigm focused on a qualitative research methodology to explore such representations, and the experiences of teachers over inclusion, the national curriculum, and its possibilities of contextualization. This research has studied a group of 7 teachers from a school in the Independencia district, in Chile, well known for its wide cultural range of students. The results of this study reveal that curricular contextualization is a fundamental pedagogical practice to face the challenges of inclusion in education. This research has been able to unveil the absence of policies for curriculum development to validate autonomy upon teachers and ownership in the generation of relevant and meaningful learning opportunities. It is therefore recommended that public policies focus on two key areas: teacher training and improvement of teaching skills; as well as on arrangements for the deployment of technical support.