Pensamiento Americano is a scientific of continuous publication with four-monthly quarterly cuts (January-April, May-August, September-December). That is developed in the fields of knowledge of the Humanities and Social Sciences. Its purpose is to promote and disseminate written research to promote and enrich the multiple debates that are shaken around the Social Sciences. ISSN-e: 2745-1402
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The Human Right to Development: Challenges and Perspectives
Introduction: This research establishes a relationship between the conceptual and historical construction of the human right to development and the theory of unnamed (innominate) rights in Colombia, insofar as the latter allows for the recognition of this right within the domestic legal framework. Objective: The study aims to define the content of the human right to development, understanding it within the Colombian legal system. Methodology: The research is based on a qualitative approach, relying on jurisprudential and doctrinal analysis concerning the right to development and its connection with fundamental rights, including those unnamed rights that have been recognized through judicial rulings. Results: Among the findings, multiple court decisions were identified in which essential aspects of this right have been recognized and protected. Conclusions: The study highlights that the human right to development constitutes a fundamental mechanism within the category of emerging rights, aimed at ensuring conditions that promote well-being, dignity, and both individual and collective progress in society.
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Knowledge, attitude, practice, and teaching context regarding educational inclusion in religious higher education
Objective: This study aimed to determine the level of knowledge, attitudes, practices, and perceptions of the context related to inclusive education among teachers at a religious higher education institution in Colombia. Methodology: A quantitative approach was applied, with a cross-sectional analytical design and non-probability convenience sampling. A total of 214 active teachers from the Medellín and Bucaramanga campuses participated. Data collection was carried out using a validated 65-item questionnaire, distributed in four dimensions, and administered through Google Forms. Results: The results showed that teachers presented predominantly moderate to high levels of knowledge (46.7% moderate, 22.4% high) and broadly favorable attitudes (61.2% high, 29% very high). However, a significant gap in inclusive practices was identified, with 83.6% at low levels. The perception of the institutional context was positive, with 50% at a high level and 43.5% at a moderate level. A statistically significant difference was found between gender and the practical dimension (p = .044), which was weakly associated. Conclusions: Although there is a favorable attitude and a supportive environment, a critical gap persists between teacher disposition and its effective application, which requires sustained training and structural interventions.
Appropriation of rural territory through narrative as a psychosocial strategy in children
i) introduction: the territory can be constructed as a symbolic and affective space in which bonds, practices, and collective memories become integrating elements of community dynamics. Childhood, despite often being rendered invisible, actively participates in the production of meaning about its environment, especially through narrative. ii) objective: this article analyzes the appropriation of territory in rural childhood and the role of narratives in this process. iii) methodology: a qualitative research approach was employed to capture participants’ perceptions of their sense of belonging. A phenomenological design was proposed, enabling an exploration of each participant’s experiences and providing a meaningful contribution to the construction of subjectivity within the rural context. The analysis was carried out through category coding with the support of Atlas.ti software. iv) results: the findings show that narratives facilitate the re-signification of the environment, expressing community bonds and strengthening dimensions of the psychological sense of community, such as membership and emotional connection. v) conclusions: narrative as a psychosocial strategy operates through transformation, which reinforces the symbolic appropriation of territory and promotes collective empowerment from childhood.
sense of community, territories, culture, identity.
Narratives of the Educational Community and the Institutional Horizon: Tensions and Convergences in the Construction of School Identity
Introduction: This study addresses the relationship between the narratives of the educational community and the Institutional Framework (Horizonte Institucional) of the Rural Educational Institution Carbonera, located in the municipality of Andes (Antioquia). It seeks to understand how the perceptions and experiences of school actors relate to the formal principles established in the institutional document. Objective: To analyze the relationships between the narratives of students, teachers, and parents, and the postulates of the Institutional Framework, identifying convergences, dissonances, and discursive gaps. Methodology: The research adopts a qualitative approach within a hermeneutic paradigm, employing a design based on discourse analysis. Semi-structured interviews and conceptual matrices were used to compare community narratives with the institutional text. Results: The findings show that local narratives incorporate categories absent from the official document, revealing a gap between everyday experiences and normative discourse. This gap suggests a prioritization of external standards over contextual particularities. Conclusions: It is proposed that the Institutional Framework be reformulated from a polyphonic and inclusive narrative identity, capable of reflecting rural realities and strengthening the school as a democratic and contextually grounded space.
Approach to cognitive rehabilitation in people with intellectual disabilities through the use of computerized programs: a review of the concept of intellectual disability
Introduction: This article discusses the concept of intellectual disability from its origins to its current conception, raising concepts related to epidemiology, etiology and computerized cognitive intervention, and finally presents a reflection on the role of neuroscience in relation to intellectual disability. Aim: To analyze the different scientific studies that seek to understand how people with intellectual disabilities develop new learning. Methodology: Qualitative-descriptive, a reflective review and critical analysis of the different theoretical positions on the concept of intellectual disability was carried out through a manual search of articles indexed in different databases, 28 articles were selected (11 on intellectual disability, 11 on cognitive training programs for people with intellectual disability and 6 on the etiology of intellectual disability) Conclusions: Today the appropriate term is intellectual disability, cognitive interventions with technological tools used in people with intellectual disability have positive effect on learning processes, which affects the quality of life of these people, therefore it is sought to increase the item of research of experimental or quasi-experimental cut in people with intellectual disability. Keywords: Intellectual disability, cognitive intervention, neuroscience, learning.
Illicit Enrichment in the Public Sector: A Systematic Review of the Literature
Objective: This article aims to analyze the impact of illicit enrichment in the public sector. Methodology: A systematic review of the scientific literature on illicit enrichment and corruption in public administration was conducted, following the PRISMA 2020 methodology. Empirical and theoretical studies published between 2000 and 2023 were reviewed using databases such as Scopus, Web of Science, and ScienceDirect. After applying selection criteria, 57 studies were analyzed. Results: The research identifies factors that facilitate corrupt practices and their institutional and social implications. It addreses the causes, effects, and proposed solutions from legal, public policy, and preventive perspectives, as well as ethical, social, and legal frameworks. Conclusions: The study highlights the need to understand illicit enrichment from a multidisciplinary perspective. It offers recommendations for future research and for the development of more effective policies aimed at strengthening governmental integrity and reducing social inequality.
Quality and relevance of professional training in Speech Therapy: opinions of graduates and employers
Introduction: The research examines whether the program addresses the needs of individuals and communities. Objective: To analyze the relevance of the Speech-Language Pathology program at the University of Sucre. Methodology: A quantitative approach with a non-experimental, descriptive design. The population consisted of graduates and employers from organizations where the graduates were employed. A questionnaire was administered to assess the quality and relevance of the training in the program. Results: Regarding the theoretical, theoretical-practical, and attitudinal knowledge acquired, as well as the quality of teaching, class development, and the materials and equipment used during the training, graduates expressed a high level of satisfaction. Employers, on the other hand, considered that the performance of competencies in the areas of scientific-humanistic, professional, and flexible training adequately aligned with the expected professional profile. Conclusions: The high level of satisfaction among graduates regarding the competencies acquired in various relevant areas indicates the relevance of the curriculum. As for the employers, the domains and competencies of knowledge, skills, and attitudes showed that the training provided by the program is pertinent, ensuring the professional performance of speech-language pathologists in the workplace.
Pedagogical and Technological Guidelines: Integrating ICT into Pedagogical Practice for School Coexistence
Introduction: The incorporation of Information and Communication Technologies (ICT) in education is essential to promote innovative pedagogical practices that foster a culture of peace and school coexistence. Objective: to review the main pedagogical and technological guidelines present in international and national regulations, with emphasis on Colombian guidelines, which guide the integration of ICT in education. Methodology: a qualitative methodology was used based on the systematic review of 20 documents obtained from databases such as Scielo, Redalyc, Google Scholar and Scopus, as well as from international organizations, scientific articles and official documents published between 2015 and 2025 were considered. Results: the effective integration of ICTs in pedagogical practice to strengthen school coexistence requires: curricular innovation, teacher training, organizational transformation, ethical use of technologies, creation of open digital environments, adequate technological infrastructure and taking advantage of the potential of ICTs in promoting a culture of peace. Conclusions: the analyzed regulations promote the responsible use of technologies, the development of digital competences, the curricular resignification, recognizing the value of ICTs to foster peaceful school environments in line with the demand of contemporary digital society.
Difficulties in the Pronunciation of English Vowel Sounds in Sixth Grade Spanish-Speaking Students in Barranquilla, Colombia
Objective: This study analyzes the difficulties in pronouncing specific English vowel sounds (/ɪ/, /ʌ/, /ʊ/, /ə/) among sixth-grade students at Nazareth Olaya School in Barranquilla, Colombia. Methodology: Using a mixed-methods approach with a case study design, the research involved a non-probability sample of six students. Data collection instruments included participant observation, interviews, analysis of audiovisual material, and surveys. Results: Persistent articulation problems were revealed, mainly due to differences between the Spanish and English vowel systems. Common error patterns were identified, such as confusion between similar sounds and the substitution of English phonemes for their Spanish counterparts. In addition, unclear articulation of certain vowels was observed, which negatively affects students' communicative competence in English. Conclusions: The study highlights the lack of specific pedagogical intervention to address these problems, which contributes to their persistence throughout the learning process. Phonetic barriers and the absence of specialized teaching resources in the classroom further exacerbate the problem.
Occupational stress based on psychosocial risks in teleworkers in Colombia.
Introduction: This research identifies work-related stress associated with psychosocial risks among teleworkers in the service sector in Colombia, who are exposed to physical and mental disorders that significantly impact their family and social environments. In response, companies are seeking strategies to mitigate these effects. Objective: To analyze work-related stress based on psychosocial risks in teleworkers in Colombia. Methodology: A qualitative study was conducted using a hermeneutic documentary approach. The research employed techniques such as observation, document analysis, and literature review, supported by instruments including bibliographic cards, summaries, concept maps, synoptic charts, and essays, following a rigorous logical-methodological structure. Results: Teleworking operates within a highly competitive environment that demands constant productivity. The pressure exerted by employers increases the level of demands placed on workers, contributing to the emergence of work-related stress and adversely affecting their physical and mental health. Conclusions: Work-related stress is a recognized occupational disease that significantly affects teleworkers. Therefore, it is essential to implement preventive occupational health and safety programs to avoid the chronicity of associated disorders and to promote the comprehensive well-being of workers.
Design-based research for generating learning opportunities in school mathematics in rural contexts
Introduction: In recent years, Design-Based Research (DBR) has been consolidating as fruitful and robust in the field of mathematical education since it facilitates the articulation between investigation and the real needs of instruction. However, limitations persist in terms of concrete examples of its application, especially in Doctoral research. Objective: Describe a route of the use of DBR in the generation of theorical and practical contributions, from a doctoral study, whose contribution was the construction of the construct of quality learning opportunities and of a methodology to generate these opportunities. Methodology: The research was installed in a qualitative paradigm, with descriptive scope. Through of a documentary review and a content analysis. Results: A route for the elaboration of doctoral studies is described following the phases of DBR, based on a specific case. From progressive refi- nement of conjectures using hypothetical learning trajectories. Conclusion: DBR is presented as a solid methodological strategy that allows generating theoretical contributions while improving instructions
Exploring relationship between age and environmental sustainability behaviors among students at Simón Bolívar University
Introduction: In recent years, there has been growing interest in recognizing age as a key element of diversity and inclusion in higher education, considering it a valuable means of promoting sustainable behaviors. Objective: To explore the relationship between age and environmental sustainability behaviors among students of the Psychology Program at Universidad Simón Bolívar in Barranquilla, Colombia. Methodology: A survey with a Cronbach’s alpha of 0.871 was administered to 82 students from the Psychology Program at Universidad Simón Bolívar. Results: The findings indicate that the relationship between age and environmental sustainability behaviors among students is most evident between the ages of 22 and 23 (p < 0.005; observed value = 0.018). Conclusions: This finding reinforces the idea that age acts as a determining factor in the development of greater moral and ethical sensitivity toward behaviors consistent with the principles of environmental sustainability.
Female empowerment: main idea of social change in the colombian countryside
Objective: This article examines the process of female empowerment in rural areas of Colombia, analyzing its impact on the reduction of social identity and equity gaps, as well as on the promotion of social cohesion. Methodology: The study employs analytical and descriptive methodologies. A multiple regression model incorporating several factors is used to explore the direct and indirect relationships between the variables and to evaluate their dependence on employment status. The independent variables considered include culture, housing and education. Results: The results indicate that a person's job role or location is significantly influenced by factors such as age, marital status, number of children, educational level and region of belonging, which are identified as the most relevant determinants. Depending on the regions and cultural contexts analyzed, the findings of this study may open new lines of research or contribute to the design of strategies for value generation.
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Cognitive Interactions: The Relationship between Working Memory and Reading Comprehension in Elementary School Children
Introduction: Working memory and reading comprehension are essential cognitive processes for students academic development. Objective: This research explores the relationship between these variables in elementary school children, analyzing key studies that demonstrate how working memory facilitates decoding and text processing and on the other hand, in reading comprehension, as a process of great importance in meaningful learning, interpretation and consolidation of a priori knowledge in children. Methodology: Theoretical models such as Baddeley and Hitch (1974) are discussed and their applicability in the educational context is evaluated. Result: The implications of these findings are highlighted to design pedagogical strategies that optimize more effective teaching strategies based on the needs and abilities of the students, which can help to improve their skills in the reading comprehension process. Conclusion: Finally, it was possible to identify gaps in the literature that may help future research proposals that can generate pedagogical interventions based on these skills to optimize academic performance.
Relationship between family functionality and psychological well-being of children and adolescents from a public educational institution in Medellín
Introduction: The family is the first institution in which human beings are formed and educated. It is irreplaceable in people’s lives as sociocultural subjects and is considered a changing institution according to the needs to be met, becoming a fundamental aspect for understanding the processes of socialization, development, and upbringing in adolescents. Objective: To determine the relationship between family functionality and the perception that parents and caregivers have of the psychological well-being of children and adolescents. Methodology: Non-experimental, cross-sectional, and correlational. The sample was incidental and convenience-based, consisting of n= 131 parents or caregivers of children and adolescents from a primary and secondary education institution in the city of Medellín. Results: A statistically significant bilateral relationship was confirmed between the variable of functionality and perceived psychological well-being. Conclusions: Based on the data, it is suggested that social promotion programs related to healthy lifestyles within families be developed, as well as prevention programs targeting the risk factors to which children in educational institutions in the city of Medellín may be exposed.
The impact of gamification on motivation and performance in English
Introduction: This project highlights gamification as an innovative pedagogical strategy to enhance motivation and academic performance in learning English as a foreign language. Objective: To design, implement, and evaluate a gamified English manual tailored to students’ needs, in response to the inefficacy of traditional methods and the heterogeneity of language proficiency levels. Methodology: The study was conducted with fourth-grade students at Colegio Adventista del Sur in 2024, adopting a qualitative approach that included questionnaires, interviews, observations, and group discussions. Teacher and student training was also considered to ensure appropriate use of the developed material. Results: Gamification improved content retention, particularly in grammar, and encouraged active student participation, emerging as an effective alternative to traditional models. Conclusions: The project provides concrete and transferable didactic tools to transform the English teaching-learning process in school settings.
Review of formative assessment techniques for strengthening written, oral and practical skills in education
Introduction: this study analyzes the formative assessment techniques and mechanisms present in the academic literature, focusing on the development of written, oral and practical competencies, as well as on the subcategories related to learning objectives. objective: to identify and categorize the formative assessment techniques and mechanisms used in the development of academic competencies, complementing the analysis with a bibliometric approach using the bibliometrix and biblioshiny packages in R-Studio; methodology: a search was carried out in the Scopus and WoS databases. Initially, 105 articles were considered, of which 28 were selected after applying the inclusion criteria established by PRISMA; results: there is evidence of a scarcity of studies in Spanish compared to international studies. The implementation of formative assessment techniques has gained relevance since the pandemic, highlighting written assessments that foster skills such as clear communication, text analysis, the correct application of grammatical and spelling rules, as well as the improvement of argumentation and the adaptation of writing to different contexts; conclusions: the active participation of students in formative assessment favors their integral development, improves their academic performance and promotes a proactive approach to continuous learning.
The present issue of the Journal Pensamiento Americano in this year 2024, corresponding to the months of May/August, is aimed at the dissemination of original writings. These are developed on updated, dissimilar and extremely interesting topics, such as: Transcontinental human mobilization, formative research and research training in distance education, challenges and competencies of the Colombian teacher, environmental impacts, cognitive training and intellectual disability, territorial imbalances in Cauca (Colombia), social intervention for the observation and solution of school conflict in Colombia, biocultural rights, emotional intelligence and creativity, social skills, universal access to knowledge, copyright related to music, internationalization of higher education, multidimensional inequality in Mexico. In this sense, it is a propitious occasion to express that in this Vol. 17, No. 34, the following contents are presented to the entire scientific community:
Reading the World: Intercultural Literacy in Teaching English as a Foreign Language
Introduction. Intercultural literacy (IL) enriches English as foreign language (EFL) teaching processes by fostering awareness of cultural diversity, promoting cultural sensitivity, and facilitating the interpretation of both linguistic and cultural contexts. Thus, reading the word and the world. Furthermore, IL transforms English teaching into a dynamic and interactive process. Objective: In this regard, the aim of the present research is to analyze the role IL plays in EFL teaching with pre-service teachers in Colombia. Methodology. This qualitative case study, examined the relationship between IL and EFL teaching. Semi-structured interviews were conducted with three pre-service teachers from a private university. Results. The findings indicate that IL offers several benefits, such as promoting self-reflection and enhancing understanding of both others’ cultures and one’s own, thereby mitigating the risk of cultural colonialism. Conclusion. This study suggests that EFL teaching, in Colombia, should integrate IL into curriculum designs to promote a more holistic approach to language education.
Judicial activism from the colombian constitutional court: an approach to the interpretative exercise and its implications in the legal system
Introduction: This research article highlights the importance of judicial activism, as well as the need for adequate judicial control over the rulings of the Constitutional Court. Although this activism represents a significant advance for the rule of law in Colombia, it is essential to analyze its impact and scope in the national context. Objective: to determine the characteristics, manifestations and effects of the judicial activism exercised by the Colombian Constitutional Court in the normative development and consolidation of the rule of law. Methodology: a qualitative documentary research methodology is used, based on the analysis of various pronouncements of the Court on the concept of judicial activism and its contribution to the evolution of different rights in Colombia. Conclusions: judicial activism has been determinant in the recognition and strengthening of fundamental rights, such as the right to abortion, the right to a healthy environment, gender equality, the right to die with dignity and the right to a survivor's pension for same-sex couples.
Human Rights and Agenda 2030 in Municipal Development Planning: Ituango, Colombia 2020-2023
Introduction: In today’s democratic context, human rights and sustainability are global political commitments that must be incorporated into public policies at the local level. Objective: To evaluate how the 2030 Agenda is incorporated into development planning and management in a sixth-category municipality in Antioquia, Colombia, identifying progress and barriers to its implementation. Methodology: The research adopts a qualitative approach with an exploratory and descriptive design. Document review and content analysis techniques are used. The findings reveal deficiencies in the articulation of human rights principles and sustainable development goals within the municipal development plan. Conclusions: The study highlights the need to strengthen municipal planning through strategies that ensure the cross-cutting integration of a human rights approach in the territory.
Religious Orientations in the Colombian Population: Validation of the Universal IE Scale in Colombia
Introduction: The psychology of religion studies various variables, including religious orientation, initially proposed by Allport and Ross (1967). This construct distinguishes between intrinsic orientation, which reflects authentic and committed faith, and extrinsic orientation, which considers religion to be utilitarian (Kirkpatrick & Hood, 1989). Maltby (2002) developed the Age Universal IE-12 scale to measure religious orientation, which has been adapted and validated in different countries, such as the United States, Greece, England, and Ireland (Darvyri et al., 2014; Maltby, 1999). Objective: This study aimed to evaluate the psychometric properties of the Age Universal IE-12 scale in a Colombian sample to determine its reliability and validity in this context. Methodology: We included 201 participants from different religious groups: Adventists (25.4%), Catholics (49.3%), and Pentecostals (25.4%), of whom 38% were men and 62% were women. The Age Universal IE-12 scale (Maltby, 2002) was administered, and exploratory and confirmatory factor analysis was performed to evaluate its psychometric properties. Results: Exploratory factor analysis revealed a three-factor structure, explaining 72% of the variance, with a Cronbach’s alpha of 0.82. Confirmatory factor analysis showed that all fit indices supported the proposed model. Conclusions: The scale demonstrated reliability and validity consistent with findings.
A Critical Analysis of Social Conflict in OECD Countries
Introduction: This research establishes a direct connection between structural inequality and social conflict in Organization for Economic Cooperation and Development (OECD) countries. Objective: It focuses specifically on the relationship between the participation of the 10% of the population with the highest income and the Gini index, contrasting it with the prison population rate and the corruption perception index. This approach responds to the international interest in understanding the impacts of structural inequality and addresses the increase in the prison population as a contemporary phenomenon associated with the treatment of poverty, according to perspectives such as that of sociologist Loïc Wacquant. Methodology: The analysis is carried out using a quantitative approach supported by exploratory factor analysis (EFA), principal components (PC) and structural equation modeling (SEM). Conclusion: Thus, ontological security, derived from the satisfaction of these social expectations, is conceived as the material condition for social cohesion and, ultimately, for peace.
Instrumental, personal and social interaction and integrative competencies in the university context
Introduction: Globalization and rapid technological advancement demand graduates with comprehensive competencies capable of applying knowledge, innovating, and adapting to dynamic work environments. Objective: To determine the correlation between instrumental competencies (X1), social and personal interaction competencies (X2), and integrative competencies (X3) among university students. Methodology: This was an exploratory, correlational–causal, quantitative, cross-sectional, and non-experimental study. A 15-item questionnaire was administered to 695 students enrolled during the August–December 2023 term. Data analysis was conducted using SMART-PLS and SPSS to assess reliability, validity, and correlations. Results: Positive correlations were found among all variable pairs: moderate between X1 and X3 (r = 0.582), and low between X1 and X2 (r = 0.328) and X2 and X3 (r = 0.395). Integrative competencies (X3) accounted for 38.5% of their variance when X1 and X2 served as independent variables, confirming the influence of technical and social skills on innovation and leadership capacity. Conclusions: The three competencies are significantly interrelated, and each contributes to the variance of the others, thus supporting the initial hypotheses. These findings highlight the importance of curricular strategies that foster technical, social, and integrative skills simultaneously to prepare competitive professionals.
Social and personal interaction competencies
Literature as a window into colombian reality: protagonists and dynamics of violence in Leopardo al Sol by Laura Restrepo
Introduction: This article analyzes the representation of violence in Laura Restrepo's novel Leopardo al Sol, focusing on how the itineraries and repertoires of violent actors are presented in northern Colombia during the last decades of the twentieth century. The objective: to unravel the socioeconomic elements that underlie Restrepo's discourse and that reflect problems such as corruption, the absence of the State, illegal commerce and private violence. Methodology: through a discourse analysis, key phases in the evolution of violence in Colombia are identified, highlighting factors that have shaped the current context. Conclusions: The findings indicate that the work not only portrays violence in a descriptive manner, but also offers an analytical resource that allows understanding its transformation over time, emphasizing its complexity and persistence in Colombian society.
Self-assessment, hetero-assessment and co-assessment as learning evaluation strategies within the flipped classroom
Introduction: The flipped classroom is an innovative educational model that has been used to combat educational backwardness caused by the COVID-19 pandemic. However, the flipped classroom has presented the challenge of not having adequate assessment strategies to correctly evaluate learning. Given this scenario, it is pertinent to conduct research on assessment strategies for the flipped classroom if we truly want to guarantee and/or improve educational quality and reduce educational backwardness. Objective: To apply self-assessment, heteroassessment, and co-assessment as assessment strategies within the flipped classroom in order to measure and improve teaching-learning processes. Methodology: Through a qualitative case study in the secondary section of the Nueva Generación School. Results: Demonstrates the benefits of using self-assessment, coassessment, and hetero-assessment in the flipped classroom. These benefits range from the perception of improved learning acquisition to academic performance. Conclusions: By applying self-assessment, co-assessment, and hetero-assessment, it will be possible to carry out a correct evaluation of learning and have a truly significant impact on reducing educational backwardness.
Risk factors in teenagers of the Telesecundaria in Huajuapan de León, Oaxaca, México: A screening study
Introduction: Since the pandemic the use of substances have increased exponentially. During adolescence, teenagers tend to experiment with different substances that put their health at risk. For this reason, institutions have created programs for the prevention of the use of drugs in adolescents. However, there are communities where due to the sociodemographic conditions teenagers may incur in some health risks. Objective: Identify the students of the Santa Teresa Telesecundaria who through in risks factors with the support of the UNEME-CAPA Huajuapan unit. Methodology: The Problem Oriented Screening Instrument for Teenagers “POSIT” test was applied, it evaluates 7 risk areas in teenagers which are Substance Use-Abuse, Mental Health, Family Relationships, Relationships with Friends, Educational Level, Work Interest and Aggressive/Criminal Behavior. Results: Students incur in various risk factors, mainly in ​​mental health and relationships with friends. Conclusions: The large number of teenagers with risk factors need quality psychological care. It is necessary to have material-human resources to provide this type of services to the entire population that requires it.
Characterization of advanced mathematical thinking through the study of the pigeon loft principle
Introduction: Teacher training has taken on special relevance, given the constant need to connect learning with the contexts of the new generations, even more so with the boom in technological advances, where mathematics plays a fundamental role. Given this situation, a question arises: What mathematical knowledge should be taught at school? Objective: To identify the need to strengthen the training of mathematics teachers, strengthening the inverse connections between advanced mathematics and school mathematics, as an element that will allow a better development of activities aimed at developing the mathematical thinking of students. Based on Tall's approaches (1991), and making use of the problem solving strategy proposed by Mason et al. (2010). Methodology: This work has a qualitative approach, framing the teaching experiment, based on the resolution of non-routine problems related to the pigeon loft principle. Results: Characterization of advanced mathematical thinking (AMT) in students in their last semesters of a bachelor's degree program in mathematics, showing difficulties in the interpretation of problems and conjectures, highlighting the use of geometric elements as a basis for demonstrations.
What is being done in research on inclusion? Understandings of research on inclusion in Education and Mathematics Education
Objective: This article aims to understand how inclusion is being addressed in research on education and mathematics education. Methodology: An interpretive study was conducted, which allowed us to identify convergent aspects for understanding the issues at hand. The Scopus database was used to select articles due to its scope and impact, and searches were conducted in the Capes thesis and dissertation catalog, the Digital Library of Theses and Dissertations, and the UNESP Institutional Repository. The terms “inclusion,” “inclusion in education,” and “inclusion in mathematics education” were used for this search, considering the period from 2018 to 2022. Results: The interpretation of the works led to the development of three thematic categories: inclusion as a right guaranteed by law; inclusion as an attitude; and inclusion as recognition of social barriers. Conclusions: The discussion of these categories concludes that ableist prejudices still exist in research on disability. This is evident in the focus on disability rather than on the social conditions that do not guarantee the “tools” that enable the rights of persons with disabilities.
Fostering Critical Digital Literacy Through Podcasting, Collaborative Work, and Oral Interaction
Introduction: Mastering a second or foreign language, especially oral communication, is complex and challenging, influenced by external pressures as seen in Colombia's education and language policy reforms, which compel teachers and institutions to address how to develop language skills with students. Objective: This study aimed to explore how collaborative podcast development, as a critical digital literacy practice, can enhance 11th graders' oral and critical interaction in English. Methodology: Conducted in a public school, the research employs a qualitative approach within a case study methodology. Although quantitative techniques like checklists and questionnaires were used for data collection, the study maintains a qualitative design. Through semi-structured interviews with a subgroup of five students, participants reflect on their experiences of collaborative learning and interaction in English while constructing a podcast. Data was analyzed using a triangulation method. Findings: Thematic analysis revealed that collaborative podcast development promoted English oral interaction among participants, fostering collaboration, exchange of thoughts and feelings, and increased language confidence. Discussion and Conclusions: The study advocates for a reexamination of digital practices in the classroom to promote English oral interaction from a critical perspective. It recommends collaborative podcast development as a digital practice to enhance oral interaction, empowering students to use English in social and academic contexts.