Vol. 33 Núm. 65 (2024)

URI permanente para esta colecciónhttp://54.81.141.168/handle/123456789/201854

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Artículos

Concepciones de un grupo de docentes de secundaria sobre la enseñanza del pensamiento crítico en temas controversiales del área de ciencias sociales Sotelo Munayco, María Lucero; Frisancho, Susana; 5-29

La narrativa de los sordos como base para la construcción de una pedagogía vivencial Muñoz Vilugrón, Karina; Lara Coronado, Jesús; Carrasco Madariaga, Jimena; 30-50

Teoría de la actividad histórico-cultural y teoría fundamentada como metodologías para investigar la identidad docente: una revisión sistemática Cárcamo, Benjamín; 51-80

Representaciones semióticas en el álgebra escolar: una revisión sistemática de la literatura entre 2013-2022 Vásquez-Alvial, Isabella; Flores-Francino, Kevin; Prieto-González, Juan Luis; 81-104

Evaluando la educación a través de la deserción: la maldición y el castigo Barbosa e Silva, Leonardo; 105-124

Educación y envejecimiento: un análisis comparativo entre la UNATI/UEM y la Carta Brasileña para Ciudades Inteligentes Ferreira de Alvarenga, João Vitor; Oliveira, Terezinha; Costa do Nascimento, Mariana; 125-141

Enfoque por competencias en la formación técnica: estudio de caso sobre el ITSC y el Infotep en la República Dominicana Martínez-Nova, Juan Antonio; Gil-Quintana, Javier; Hueso-Romero, Javier; 142-165

Ensayos

Explorando las bases pedagógicas de la gamificación como enfoque metodológico en la enseñanza superior Villamar Gavilanes, Ana María; Sánchez Casanova, Ricardo; 166-188

Los Cetpro como alternativa para fortalecer la productividad del capital humano y la transitabilidad a la educación superior de grupos en condiciones de vulnerabilidad en el Perú Gavino Ramírez, Thalía Amelita; Gutierrez Huanca, Piera Angela; 189-212

Reflexiones sobre el uso de artificios y el conocimiento especializado del contenido matemático de docentes del nivel primaria Dávila Vargas, Kelly Jennifer; Garay Ramírez, Sthefani Elena; 213-239

Reseñas

Estamos tarde, una memoria para recobrar la educación en el Perú. Saavedra, J. (2023). Debate. Penguin Random House Grupo Editorial S.A. Gálvez Varas, Nilda Jeannette; 240-246

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Educación y envejecimiento: un análisis comparativo entre la UNATI/UEM y la Carta Brasileña para Ciudades Inteligentes
(Pontificia Universidad Católica del Perú, 2024-09-25) Ferreira de Alvarenga, João Vitor; Oliveira, Terezinha; Costa do Nascimento, Mariana
This article aims to conduct a comparative analysis between the University of the Third Age (UNATI/UEM) and the Brazilian Charter for Smart Cities. To achieve this objective, we conducted qualitative research of a documentary nature, iden-tifying convergent aspects between the two documents. The results reveal six key points of convergence: the emphasis on quality of life for the elderly, the planning of social actions to support this demographic, access to cultural and educational services, encouragement of technological advancements, the training of professionals to care for the elderly through teaching, research, and outreach, and healthcare provisions for the elderly. The study concludes that developing aging policies and training human resources for elderly care can reshape perceptions of aging, ultimately enhancing the quality of life for the elderly.
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Evaluando la educación a través de la deserción: la maldición y el castigo
(Pontificia Universidad Católica del Perú, 2024-09-25) Barbosa e Silva, Leonardo
This article explores the set of theoretical and methodological challenges that have yet to be fully addressed by the scientific community studying dropout in higher education, metaphorically referred to here as a curse. The objective was to systematize the contributions of the literature that identify why the long-standing theoretical frameworks and their application in higher education public policies have not achieved the desired outcome, namely the reduction of dropout rates. To this end, a narrative review of the literature was conducted, drawing on nearly a century of key works in the field. The findings highlight difficulties related to defining the concept (lack of consensus and specificity), as well as methodological challenges, such as the absence of longitudinal, systemic, and integrative approaches that combine qualitative and quantitative research. Lastly, the study emphasizes the importance of identifying specific contexts where dropout is a significant issue and incorporating the right to education as a key analytical variable.
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Representaciones semióticas en el álgebra escolar: una revisión sistemática de la literatura entre 2013-2022
(Pontificia Universidad Católica del Perú, 2024-09-25) Vásquez-Alvial, Isabella; Flores-Francino, Kevin; Prieto-González, Juan Luis
The objective of this study was to assess the current state of research on the use of various semiotic representations in the teaching and learning of school algebra from 2013 to 2022. Given their nature, students can access mathematical objects only through representations that involve signs and symbols. The predominantly symbolic nature of modern mathematics raises important questions about how students acquire and internalize mathematical knowledge. To evaluate the use of semiotic representations in school algebra among secondary education students, a systematic review was conducted following the PRISMA guidelines. This review involved analyzing the themes and theoretical frameworks presented in the selected studies. The findings highlighted a diversity of representations and theoretical principles, yet also revealed a scarcity of research during the 2013-2022 period, a limited number of studies from Latin America, notable variety in the semiotic registers used in study designs, and a strong preference for sociocultural theories.
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Reflexiones sobre el uso de artificios y el conocimiento especializado del contenido matemático de docentes del nivel primaria
(Pontificia Universidad Católica del Perú, 2024-09-26) Dávila Vargas, Kelly Jennifer; Garay Ramírez, Sthefani Elena
This essay suggests that when an elementary school teacher has an instrumental understanding of the mathematical content, they rely on arbitrary procedures or “shortcuts” to teach. In other words, they resort to mechanical steps to solve problems or operations, often oversimplifying the underlying concepts. Based on the Mathematical Knowledge for Teaching framework proposed by Ball et al. (2008) and the Knowledge of Topics (KoT) proposed by Carrillo-Yañez et al. (2018), this essay delves into the domains of knowledge involved in teaching mathematics, emphasizing the specialized content knowledge domain. This domain goes beyond merely solving problems or executing operations accurately; it implies a profound comprehension of the underlying mathematical concepts and their interconnectedness. Through the analysis of some “shortcuts” used by elementary school teachers, the authors seek to promote reflections on the importance of specialized content knowledge in teacher education.
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La narrativa de los sordos como base para la construcción de una pedagogía vivencial
(Pontificia Universidad Católica del Perú, 2024-09-25) Muñoz Vilugrón, Karina; Lara Coronado, Jesús; Carrasco Madariaga, Jimena
The cultural-linguistic education of the deaf has been minimally incorporated into the Chilean educational system. It has only been in the past decade that deaf adults have been included in classrooms with didactic approaches centered on hearing culture. This research aims to investigate deaf narratives to develop a pedagogical proposal grounded in deaf epistemologies. A semi-structured interview was conducted with 15 deaf individuals using Chilean Sign Language. The data collected was analyzed using Atlas.ti software, employing open and axial coding. The findings indicate that a pedagogical approach for the deaf should encompass the following elements: deaf identity, Chilean Sign Language, and a safe educational environment. The conclusions suggest that these pedagogical proposals should integrate a pedagogy with a deaf experiential perspective.
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Concepciones de un grupo de docentes de secundaria sobre la enseñanza del pensamiento crítico en temas controversiales del área de ciencias sociales
(Pontificia Universidad Católica del Perú, 2024-09-25) Sotelo Munayco, María Lucero; Frisancho, Susana
Critical thinking is essential for facing the demands of a complex world, as it enables us to discern between truthful and biased information and to build knowledge autonomously. This fosters better citizenship and a critical analysis of reality, including controversial issues. Since it is an important educational goal, the aim of this study was to analyze the perceptions of a group of secondary school teachers from a public school in Lima regarding the teaching of critical thinking in the context of controversial issues. A semi-structured interview was conducted, and the participants joined virtually. The results indicate that teachers are motivated to teach critical thinking, but they lack sufficient theoretical and practical tools to do so effectively. These findings are discussed in terms of their relevance for educational processes.
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Teoría de la actividad histórico-cultural y teoría fundamentada como metodologías para investigar la identidad docente: una revisión sistemática
(Pontificia Universidad Católica del Perú, 2024-09-25) Cárcamo, Benjamín
Teacher identity has gained global attention as a construct of interest due to its potential to explain teacher attitudes and behaviors. Despite this growing interest, few studies have explored the implementation of qualitative methodologies in the empirical study of teacher identity. The objective of this study was to investigate how Cultural-Historical Activity Theory (CHAT) and Grounded Theory (GT) are utilized in empirical research on teacher identity. To achieve this, we followed the PRISMA model guidelines for systematic reviews, establishing inclusion and exclusion criteria for the bibliographic search, such as publication date and the nature of the research. The final analysis included 31 research articles. The results identify patterns in the objectives, data collection techniques, and analysis methods used in both approaches within the context of empirical studies on teacher identity.
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Los Cetpro como alternativa para fortalecer la productividad del capital humano y la transitabilidad a la educación superior de grupos en condiciones de vulnerabilidad en el Perú
(Pontificia Universidad Católica del Perú, 2024-09-26) Gavino Ramírez, Thalía Amelita; Gutierrez Huanca, Piera Angela
The Peruvian state has developed national policies that largely address the population seeking access to Technical Productive Education (TPE). However, these efforts prove insufficient in addressing the complex public issue of accessing elementary-level technical education. A significant portion of the population aiming to enter the National Center for Technical Education (CETPRO) as a prominent alternative does not necessarily find optimal conditions, leading to the perception of CETPRO as an unattractive option. Moreover, considering CETPRO as an integrated modality, the transition from elementary to higher education is not viewed as a viable opportunity to cultivate a competitive workforce in the labor market.
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Enfoque por competencias en la formación técnica: estudio de caso sobre el ITSC y el Infotep en la República Dominicana
(Pontificia Universidad Católica del Perú, 2024-09-26) Martínez-Nova, Juan Antonio; Gil-Quintana, Javier; Hueso-Romero, Javier
The main objective of this study is to assess the relevance of the competency-based approach in teaching practices within technical and vocational education in the Dominican Republic. The focus is on two institutions: the Instituto Técnico Superior Comunitario (ITSC) and the Instituto Nacional de Formación Técnico Profesional (Infotep). The study participants included both students and teaching staff from these institutions. The findings reveal that both ITSC and Infotep are highly regarded across the measured indicators, particularly in the category of pedagogical aspects.
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Explorando las bases pedagógicas de la gamificación como enfoque metodológico en la enseñanza superior
(Pontificia Universidad Católica del Perú, 2024-09-26) Villamar Gavilanes, Ana María; Sánchez Casanova, Ricardo
Gamification involves the application of game mechanics, dynamics, and components in non-game contexts. Its use in higher education has been increasingly prevalent. Despite the growing scientific literature on gamification, there is limited analysis of its pedagogical foundations. This article explores the conceptual definitions of gamification, along with the learning theories and motivations that underpin its use as a methodological approach in higher education. To achieve this, four research questions were formulated. The first examines the emerging conceptual frameworks of gamification, the second assesses its applications in educational settings, the third reviews the educational theories that support it, and the final question analyzes the benefits of gamification on learning outcomes. The findings indicate that gamification draws upon constructivism, connectivism, as well as the theories of self-determination and flow. Furthermore, its impact on motivation and learning is positively affirmed.

Vol. 33 Núm. 65 (2024)

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