Revista Realidad Educativa

Presentación

2025-06-17T18:47:06+00:00

Between challenges and oppositions

2024-10-21T13:44:58+00:00

This article presents the results of a master's research. It starts with the question of what the specific challenges are that teachers must face in their experiences in educational centers in prisons of the penitentiary service of Buenos Aires, Argentina. It develops how these specific challenges are related to different elements that make up the theoretical scaffolding of the relational approach to inequalities, critical pedagogies and teaching narratives. With tools of ethnomethodology and narrative, in articulation with Atlas.ti software, four categories were constructed in the experiences studied: the challenge of necessary inequality; the challenge of disenchantment; experiences between celebration and opposition; experiences of opposition and subjectivation. Despite everything that students suffer, teachers recover facts, experiences, moments in which complex processes of reinvention and subjectivation occur from encountering pedagogical and aesthetic experiences.

The teacher as an emotional subject: confrontation of epistemological visions

2024-08-28T14:14:34+00:00

This essay criticizes the devaluation of teachers as emotional subjects in the context of the modern school, where a rationalist and technocratic vision of education has historically prevailed. From a critical and epistemically situated approach, it examines how emotionality has been displaced to a subordinate place within the dominant pedagogical discourse, especially in Latin America. The historical-epistemological bases of such exclusion, the effects of the coloniality of knowledge, and the impact of neoliberalism on the ways of teaching and feeling are reviewed. Likewise, the emotional work of teachers is analyzed as part of the unrecognized immaterial tasks, and the need for an emotional education that integrates local, ancestral and popular knowledge is proposed. Finally, it is concluded that the recognition of the teacher as an emotional subject is key to transform pedagogical practice towards more integral, just and emancipatory forms.

Families and peer tutoring in rural schools: Knowledge, assessments and changes

2024-12-12T14:45:53+00:00

Peer tutoring (PTU) is a pedagogical innovation that fosters shared leadership between teachers and students. Research on PTU tends to analyze it in a classroom context, with little consideration for the participation of families, particularly in the case of rural schools. The objective of the research is to analyze the knowledge, assessments and transformations perceived by the families of children participating in a peer tutoring program in rural schools in Nicaragua, based on a qualitative, descriptive and exploratory study. The study highlights the families' appreciation of the improvement of parent-child relationships, cultural enrichment at the intra-family level and social activation in contexts of extreme precariousness and isolation, such as those that characterize rural areas in Central America. The hypothesis is raised of the potential "irradiation" effect that PTUs have in bridging the cultural gap between generations as well.

Popular Baccalaureates: A Genealogical Analysis of Their Educational Dimensions

2025-04-24T12:50:03+00:00

This article offers a genealogical analysis of Popular Baccalaureates based on the triad of law, education, and bureaucracy. Based on these dimensions, we aim to examine different changes taking place in the field of Popular Education. Additionally, we consider the territorialization, self-management, and institutionalization carried out by the teachers who use these spaces to ensure different types of rights that are not only limited to the educational sphere but also helps to palliate various situations of vulnerability that affect the fundamental to the comprehensive development of students.

The entire analysis will be illustrated using the Popular Baccalaureate "Puños de Libertad" as an example, where interviews were conducted with the teaching staff to allow us a better understanding of these realities, which can seem remote from traditional educational experiences.

From the Urgent to the Important: The transformation of a request for an intervention in the coexistence of a pedagogical career

2025-04-15T15:52:37+00:00

The following article presents a systematization of an experience of approaching a student conflict in a pedagogical career in a Chilean university, analyzing the demands made to the professional team called to intervene. From the search for an external and quick solution to the problem, the internalization of responsibility is given way to the internalization of responsibility, favoring the agency of both the career and the students. Within this framework, a training process for co-facilitators of violence prevention circles is implemented, based on the restorative approach, which seeks to explore the problem, generate alternatives and community agreements, and strengthen dialogue tools to address conflicts. As the conflict transforms, so does the demand towards the specialized team, orienting itself towards the accompaniment of new intervention processes that the student body itself seeks to promote, in order to address future situations that may affect university coexistence.

Community Engagement in Chilean Universities: A Case Study on the Implementation and Challenges of Bidirectionality

2024-12-26T17:24:03+00:00

This research analyzes the transformation of university-society engagement in a Chilean university, following the implementation of the Community Engagement model (VcM). The objective was to evaluate the impact of bidirectionality and curricularization on VcM activities, and the perceptions of key stakeholders. A mixed-methods case study was conducted, quantitatively analyzing VcM activities across six campuses, and qualitatively through 18 interviews with managers, directors, and academics. Results indicate a concentration of activities in extension and collaboration networks, with significant variations among campuses. The interviews reveal a tension between extension and VcM, an incomplete understanding of bidirectionality, and an instrumentalization of VcM to meet accreditation criteria. It is concluded that the pressure for immediate results affects the quality and depth of engagement with the environment, prioritizing easily recorded activities over community impact.