Ngā hua rapu - "diversity"

Acción, diversión, reto y aprendizaje: la travesía de una aventura mā Cubillos, René

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A new educational paradigm mā Severin, Eugenio

Ngā marau: “…diversity…”
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Intercultural Music Education: A Systematic Literature Review mā Trujillo-Avilés, Eliana María, Calvachi Morillo, Mario

Ngā marau: “…cultural diversity…”
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Body, Gender, and Sexuality: The pedagogical turn that resists at School mā Bermúdez Gutiérrez, Luís Miguel

Ngā marau: “…diversity…”
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Hospital Classrooms, Teacher Training and Pedagogical Internships: Learnings for the Institutionalization mā Albadan-Vargas, Juan Pablo, Castro-Cortes, Claudia Cecilia

Ngā marau: “…Diversity…”
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Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America mā Ramos Guerrero, Jorge Orlando, Martínez Castro, Andrés Felipe, Mafla Ortega, Liliam

“…In addition, it fosters a sense of belonging, identity, and respect for diversity, and it contributes to restoring the social fabric of communities, strengthening social cohesion, and achieving peace through education in diversity.…”
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Leadership for inclusion and social justice: The challenge of directive leadership before the implementation of the School Inclusion Law in Chile mā Carrasco Sáez, Andrea, González Martínez, Pablo

“…The analysis used approaches that address leadership in schools as a transformative factor of social and pedagogical interactions, which appreciate diversity and promote participation through the deployment of multiple leaders, to make the school an inclusive space.…”
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“Eina”. The to knit and disarm of a teacher mā Escorcia Romero, Tadiana Guadalupe

“…Likewise, those school, social and pedagogical tensions that appear along the way, much more when there is diversity of ethnic groups, knowledge, origins, and how they constitute a support to dignify the community voice.…”
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The multiverse school: Conjectures towards another educational story mā Chacón Montes, Jonnathan

“…Based on the postulates of the seven knowledges of the philosopher Edgar Morín and his multiverse commitment to education, in which he lays down transdisciplinary axioms that invite us to rethink the existence of the subject in relation to the other (environment, subject, thing); from critical, reflective and wisdom confluences, located in the intercultural substrate that reflects the social manifestation, epistemic diversity and the inclusive role of the school, as another possibility of education. …”
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Challenges in the Transition from Secondary to University Education in the Peruvian Andes mā Londoño Londoño, Mauricio, Paccha Huamani, Pablo, Segura Terrones, Luis, Vargas Huanca, Dani, Velásquez Velásquez, Ángela, Paccha Rufasto, Cesar

“…This article discusses the main challenges faced by rural students as they transition into higher education in the Peruvian Andes —a crucial moment, as it confronts them with difficulties rooted in colonial traditions and in a national structure that overlooks the social and cultural diversity of a great portion of its young population. …”
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Social Representations in Inclusive Education: A Systematic Review mā Méndez-Munévar, Viviana Patricia

“…It concludes the importance of addressing inclusive education as a field of knowledge, to the extent that it allows opening spaces for dialogue and participation from perspectives of equity and recognition of diversity Likewise, addressing social representations in interrelation with inclusion in the educational field allows for a deeper understanding of the educational reality from the voices of the protagonists.…”
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Impacts on the right to an early rural-urban childhood education mā Marín Posada, Mary Luz, Saldarriaga Velez, Jaime Alberto, Urrea Parra, Yohanna, Morales Montoya, Carolina

“…To that end, there is a search for a way to be able to contribute to the fight for a recognition of the right to early childhood education in rural and rural-urban territories by revealing the ignorance of the territorial diversity, of the girls and boys as subjects of rights and social actors and their needs and specific interests, and of themselves in terms of their status as subjects of rights.…”
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Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education mā Restrepo Restrepo, Nataly, Benítez, Nilsa Shirley, Soto Muñoz, Maria Eugenia

“…The technique employed was content analysis, through which a diversity of documents was classified, considering their themes, contents, and assertions. …”
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Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia mā Cano Sua, Miguel Arturo, Artunduaga Lizcano, Flover

“…As a conclusion, the contextualized adaptation of these strategies in Colombia could strengthen rural educational trajectories, provided that structural barriers are addressed with an approach centered on territorial equity, educational inclusion, and the recognition of cultural diversity. This study offers comparative evidence useful for designing more relevant, sustainable, and context-sensitive public policies for rural settings.…”
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The School Community: collectivity Towards Transdisciplinary Research mā Castañeda Lozano, Yebrail

“…The school community every time has to live up to a society illustrated by the media so that it can socialize and communicate its diverse research results.…”
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Towards a Peaceful Coexistence in school: Perceptions of School Violence and Conflict Handling mā Díaz Better, Sindy Paola

“…Luis Fernando Gomez in the Doctorate in Education (Universidad Pedagógica Nacional, Colombia); based on the premise that to build a peaceful coexistence in schools, it is required foster relationships of alterity and respect, legitimizing the diverse views of the school actors about situations that affect them.…”
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Huellas y senderos de mi nido de amor : Usme. mā Escorcia Romero, Tadiana Guadalupe, Salazar Moreno, Clara Elena

“…Niñas y niños de grado cero a quinto de primaria se entregaron a la labor conjunta de recorrer sus espacios, interrogarlos.planearlos, leerlos, narrarlos describirlos, dibujarlos y encontrar en ellos los lugar que reconocen sus raíces, flora y fauna, fuentes de agua, zonas de diversión, contaminación, seguridad, producción económica y tecnológica, sus culturas juveniles, juegos tradicionales. …”
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With-Play with MuisKanoba. Matrix for the pedagogical intervention in the Santa Ana of Suacha School mā Aguilera Martínez, Angélica, Panqueba Cifuentes, Jairzinho Francisco

“…This research article presents the cultural diversities that have been considered since recent times as a necessary horizon to improve the human condition, but we are just beginning its recovery. …”
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Reading and writing during pandemic times mā Martínez Méndez, Karla Irene

“…Regarding the teaching-learning strategies that are related to reading and writing, reading, writing, and drafting forums about diverse texts are considered.…”
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Experiences of sexual dissidence and gender dissidence in Bogotá schools: the place of teachers of the LGBTIQ population and the opinions of the school community mā Ramírez-Rincón, Michael Eduardo, Velasco López, Gloria Susana

“…The results indicate that school discourses and practices related to sexuality and gender are determined by heteronormative referents whose effect on the experiences of sexual and gender dissidence of teachers of the LGBTIQ population in Bogota's schools is problematic, which is why these educators, in most cases, prefer to keep their diverse sexual orientation or non-normative gender identity private.…”
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