This study addresses the issue of school dropout, the main problem that currently occurs in the upper middle level in Mexico, in the technical professional model, the objective of this article is to analyze the risk and protection factors against the problem, in the family, school and social areas of the first semester youth of a CONALEP in Sonora. The methodology was mixed, quantitative and qualitative, the instruments were: a questionnaire of sociodemographic indicators administered to students and the technique of semi-structured interview applied to teachers. The information generated by the results contributes to the design and implementation of practices and strategies to prevent and reduce school drop-outs among the technical professional model youth.

The means of the educational process in early childhood constitute an important support for the integral development of the child from 0 to 6 years. Its use in the educational process is a component to consider in the quality of this process. This article addresses fundamentals, principles and requirements that guide the path to follow to improve the use of the media of the educational process, as well as methodological requirements, whose compliance is essential for the implementation of actions in practice. The implemented methodological actions that corroborate that the proposal favorably influences the use of the means of the educational process in early childhood are exhibited.

In the present investigation ranging from the comprehensive, diatopic and ecosophic hermeneutics as a meta-method of theoretical construction, the conceptions of culture and cultural heritage in the Abya Yala with trans-complex visions are analyzed. Abya Yala has been used in investigations of the original peoples of the continent in antithesis to America; connotation imposed by the invaders of the continent in 1492. The ignorance of our culture today, or its bias is part of the consequences of the colonization of minds; in the same way as the imposition of a colonized cultural heritage. Decolonization is urgent; the preservation in the transculturation is possible because by doing so the forgotten culture is rescued (it remains buried and not seen as valuable) therefore there is a possibility to put to use the “other cover “in the words of Enrique Dussel. The trans-complex trans-paradigm as a floor in the investigation is the viable way to unravel the woven skein that sustains the social imbalance and prevents a more expeditious evolution of the patrimonial issue before the citizenship and in the conformation of a true identity that is outside the colonized minds. In the conceptions of culture and cultural heritage, in trans-modernity comes the category of Education in the City, which is a profoundly Freirian category, that educator, which calls for learning to read in the city & its inhabitants and its culture; it legitimizes the formerly buried knowledge that comes to light. This will involve discovering its history from the signs and elements that evoke its expired forgotten, unrecognized, and transculturized, heritage. These signs are often acculturated and that helps to understand how and why it has become what it is today; in many parts of our continent this means is to learn from the Mayans, and from so many other cultures that must be preserved such as the Wayuu.

Education is a center of attention for economic, political and social actors, and through the dynamism they present, will influence the productive structure. The productive structure is positively affected by the educational policies carried out by various institutions to form human resources that favor the improvement of processes and the design of goods and services. In this sense, the present research aims to analyze the educational policies implemented in higher education institutions, which influenced the increase of specialized human capital in México. Through the methodology of documentary research, the background on this topic is reported in the Mexican discussion. The results allow to demonstrate the deficient and disjointed strategy of the educational policies, for the formation of specialized human capital in the country.

This article approaches the ideas about evaluation of some 6th semester students of Escuelas Normales Públicas in the Estado de México. It is important to comprehend the information about, the assessment from future teachers as this will probably guide their professional practice. The question that addressed the study was: What are Public Teacher Training Schools students´ thoughts about learning assessment? The aim was to identify the students´ ideas and how they are related to the current paradigms in the immediate context. The research was done with students from the 6th semester of Preschool, Primary and Secondary Bachelors degree from fifteen Escuelas Normales Públicas from Estado de México. The study was conducted through a hierarchy exercise of thirteen ideas according to five levels of preference: from totally agree to totally disagree. The exercise was done in three areas: individually, in teams and in groups. The results show that in an individual level, the students´ ideas are neutral or correspond to the traditional paradigm. In the team and group area, the students prefer ideas that correspond to the alternative paradigm. The most rejected notions by students in the three areas of the study, belong to the traditional paradigm.

The so-called Modelo Educativo 2017 is subjected to educational criticism (Eisner, 1998); In particular, some of its components are examined, as in the case of the justification based on what they have called Education for the 21st Century, as well as some general aspects of the Programs of Study related to mathematical thinking in secondary school. The objective is to identify some of the similarities and differences between the so-called Modelo Educativo 2017 and other institutional proposals that were disseminated in the mid-nineties of the last century. Methodologically, a bibliographic and / or cybergraphic consultation of the official documents is carried out to issue interpretations and critiques of the alleged innovations that have been widely disseminated in various mass media by the current federal government. By way of conclusions, similarities were found between the so-called Modelo Educativo 2017 and the official documents that were consulted; it was also possible to identify notable differences, which pointed towards the contradiction and polarization of trivial concepts such as memorization and mathematical reasoning; The most marked difference refers to the concept of educational quality that is used from the syllabus for the Mathematics course formulated in 1993 and that simply bet on the paradigm shift in teaching practices (SEP, 1993) and currently, media form is intended to ensure educational quality through teacher evaluation with a coercive and punitive character.

This article shows that living is the art of walking through earth in peace, in harmony with nature, with the cosmos, with everything that is life. An art that is kwowing-living, meaning, kwowing to live together with the flowers, the trees, the birds, the insects, the mountains, the rivers, the seas, the oceans….living, living together in harmony, in community. Knowing to live and live together the own cultures of ancestral lives, like the aymara, whose tangible heuristic in the principles of the suma qamaña (living good-good living), here we proceed. Principles like knowing how to listen to nature, knowing to share the richness that it offers, sense our complementarity with it, and of course, knowing to dream of how to honor its own potential and that of others. Indicators of knowledge of life to whom they unite, according to the Suma Qamaña, kwowing how to feed, drink, dance in vital celebration. Also kwowing how to communicate fraternally and kwowing how to work with the inner growth. Principles of knowledge of life that here we see reflected in our closest teachers, boys, girls, youngsters who still maintain elevated the vibration that connects them with the great mother, the mother earth, with the father cosmos, with the brother sun. For that, the design and cristalization of a set of poetic-educative-vital experiences, leaded by boys, girls, youngsters, to illustrate the possibility to return to nature to once again elevate the live flame of the own heart.

This article aims at describing and interpreting the meaning and sense middle school students in Mexico City have constructed regarding their academic and occupational future years, as well as their school teaching practices. In this country, the learning outcome expected for this level has not been reached, as revealed in national and international studies. This is why we inquire about the reasons these students have to attend school, and if these have to do with their academic and occupational next projects. This qualitative study was oriented by the theory of social representations which attempts to explain this object in question. In the analysis, it was revealed a series of social categories emphasizing the absence of clear and motivating reasons to incite these students to attend middle school as they should, according to their formal curriculum. Also, they believe their classes are meaningless for their future development.

The burnout syndrome or "burn for work" is one of the conditions that affects mainly professionals who are in direct and constant contact with other people. It is worth noting the importance that it is charging in the educational field, since some symptoms have been detected in the teachers, due, among other things, to the working conditions, the policies of the educational system; hostile environments, and the demands of the globalized world. Factors that have implications in physical and emotional health, with consequences that impact the quality of life and professional performance. For this reason, a state of the art of burnout syndrome was carried out in the teaching area, using conceptual mapping as a research tool. The results illustrate the main characteristics of this condition, the aspects that differentiate it from other concepts, such as: depression, apathy, fatigue or stress, as well as the methodological components that allow its presence in this professional field to be identified. From the characteristic elements contributed in this research work, it is suggested to carry out empirical studies to attend systemically what is becoming a public health problem, present in educational institutions.

This so that it will serve me? Does this come in the exam? How to make the solutions come to mind? Does this help I get a job? These are the questions that continually ask the teacher, which sometimes have not been found the answer to the conveniences and inspire to continue with their studies in the field of mathematics, therefore, it is necessary to teach these subjects, in a not only dynamic, attractive and group way, but also the student sees the academic usefulness and that the plant a way to do any kind of problem, to make the student arrives at the appropriation of knowledge, consequently part of his habitual domain , philosophically this method is based on the strategy of Maimonides that consists of three parts analysis, observation and argumentation, based on these three parts, the student and the student learning together, making an academic discussion where I observed and argues not only the theoretical part also applied examples, where the interest is not only the qualification, it is sought that I do not know only the knowledge reduced to the acceptance of the arguments of the authority.

The students’ socio-affective development is a key element in the classroom’s teaching- learning process which can favor or hinder their academic performance. For this reason, the necessity of research projects to gather information about this aspect in different contexts such as: familiar, social, school and personal is increasing in institutions of basic, and higher education. Therefore, this research project mainly aims at analyzing the socio-affective aspects that have an important impact in the academic performance of university students. The type of methodology implemented in this study was quantitative-exploratory and it was carried out through the survey technique. The participants are students from different faculties who attend the Poza Rica Language Center which belongs to Universidad Veracruzana in Mexico, to study the mandatory subjects of English as a second language. They were selected through a stratified type sampling that consisted of a population of 93 students. Findings suggest that most students in this faculty have an adequate affective relationship with their parents, as well as with their friends and classmates. So they are not affected by these issues in their academic performance.

This article examines whether there are significant differences in academic performance during undergraduate studies of students from less favored socioeconomic levels and with a low score on the EXANI-II compared to students from higher strata and with higher scores. A total of 185 students from five college careers from UPSIN participated in the study. The AMAI 8x7 was administered to know the socioeconomic level, the scores of the EXANI-II were the reference to measure the initial level of knowledge and to measure the academic performance in the degree we take the grade point average until the eighth period. A univariate analysis was carried out to identify possible differences in the initial level of knowledge and socioeconomic level. The ANCOVA analysis was used to match initial differences between student groups. It was found that there are no significant differences in the academic performance of the students of the different socioeconomic strata or by the EXANI-II score. The results of this study seem to indicate that neither the socioeconomic level nor the results of the EXANI-II are variables that explain the academic performance in college.

Educative inclusion demands transformations in the training of elementary school teachers and, consequently, in the preparation of teacher trainers to influence on the professional performance of trainees. This paper deals with this issue aiming at a reflection on the need to upgrade professors of the major Bachelor in Education for Elementary School, especially those who teach particular didactics, on educative inclusion especially in schools. Bibliographic search, analysis, synthesis and generalization are the methods used for the authors to take a theoretical stand.