54 research outputs found

    ense√Īanza basada en el g√©nero y comprensi√≥n lectora en ingl√©s con prop√≥sitos espec√≠ficos: revisi√≥n sistem√°tica

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    Genre-based teaching has widely been accepted worldwide in the context of English for Specific Purposes (ESP)  in all its branches. However, Teachers do not have Access to systematic reviews providing input for an appropriate teaching practice according to the principles of Evidence Based Practice regarding Reading and reading comprehension teaching. Objective: to describe the effectiveness of genre-based teaching for reading comprehension in English for Specific Purposes students. Methodology: It was performed a systematic review. Search criteria included articles selection by skill (reading comprehension) and study design (experimental only), among other. Results: few studies on the efficiency of genre based teaching on Reading comprehension in English with Specific Purposes were found. Three categories arose: general effectiveness, foreign language proficiency and students‚Äô gender. A trend to research on other variables was also observed. Conclusions: it is recommended to teach genre based reading comprehension in the teaching practice of English for Specific Purposes, taking into account groups‚Äô homogeneity just in terms of general foreign language proficiency. However, more research on the issue is needed.La ense√Īanza basada en el g√©nero ha sido acogida de forma progresiva mundialmente en el √°mbito de la ense√Īanza de ingl√©s con prop√≥sitos espec√≠ficos (IPE) en sus diferentes ramas. Sin embargo, los docentes no disponen de revisiones sistem√°ticas de la literatura que provean insumos para la adecuada pr√°ctica de la profesi√≥n basada en la evidencia en cuanto a la ense√Īanza de la comprensi√≥n lectora. Objetivo: describir la efectividad de la ense√Īanza basada en el g√©nero para la comprensi√≥n lectora de estudiantes de Ingl√©s con prop√≥sitos espec√≠ficos. Metodolog√≠a: Se hizo una revisi√≥n sistem√°tica de la literatura. Los criterios de b√ļsqueda incluyeron la discriminaci√≥n de art√≠culos por destreza (comprensi√≥n lectora) y dise√Īo (estudios experimentales). Resultados: se encontraron muy pocos estudios experimentales que abordaran la eficiencia del m√©todo para la comprensi√≥n lectora en ingl√©s con prop√≥sitos espec√≠ficos. Del an√°lisis de los art√≠culos surgieron tres categor√≠as b√°sicas: efectividad general, nivel de dominio de la lengua extranjera y sexo de los estudiantes. Tambi√©n se observ√≥ la tendencia a investigar otras variables. Conclusiones: se recomienda la ense√Īanza de comprensi√≥n lectora con el enfoque basado en el g√©nero en el ejercicio profesional del profesor de IPE, tomando en consideraci√≥n la homogeneidad de los grupos s√≥lo en cuanto al nivel de dominio de ingl√©s general. Sin embargo, son necesarios m√°s estudios sobre esta metodolog√≠a

    El individuo soberano en el contexto latinoamericano del siglo XX

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    Talking about Occident is analogous to talk about modernity, but this modernity has not taken place in the same way and at the same time for all those who are considered occidental. European modernity can be seen as the passage from providential culture to the culture of progress, the triumph of accuracy over analogy, of the discourse on intuition and the displacement of the analogical in favor of the disjunctive. In Latin America, modernity has a different history and arose in another context, generating differences between both contexts. Those differences let think that the concept of sovereign individual not be equally applied to everyone in the same way. The present essay deals with this concept in Latin America. To accomplish the goal, two guiding questions were asked: is Latin American man an Occidental man? How is it seen the sovereign man quality inherent to Occidental culture in the Latin American man? It was performed an analytical and hermeneutic review of literature, in which the researchers and their subjectivity and historicity are direct participants. The authors finish the essay with the idea that in the same way that the Latin American man isn¬īt clearly Occidental, he isn¬īt a totally sovereign man either. During the development of the essay the author show those features that opaque this feature and that allow to question the character of sovereign man in the Latin American

    Equidade ou brecha? Mulheres em revistas latino-americanas de comunicação de acesso aberto no Scopus

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    The research studies the presence of female authors of scientific articles in Latin American communication journals, both in individually authored articles and collaborative works. It analyzed 206 research articles published in two open-access Latin American journals indexed in Scopus and exclusively focused on communications. The results revealed 441 authors (54 % men and 46 % women). Men had a greater presence as authors of individual articles. In articles with multiple authors, women prevail in the first authorship position (men n = 60; women n = 75) and the third position (men n = 6; women n = 8), while men prevail in the second position (men n = 70; women n = 65) and the last position (men n = 49; women n = 31). The Chi-square test (p < 0.05) showed a statistically significant association between gender and position in multiple authorships. The article concludes that, although there is a gender inequity in communication articles, the gap is smaller than reported by authors in other knowledge areas.Se plante√≥ una investigaci√≥n con el objetivo de estudiar la presencia de mujeres autoras de art√≠culos cient√≠ficos en revistas latinoamericanas de comunicaciones, tanto en los de autor√≠a individual como en trabajos colectivos. Se analizaron 206 art√≠culos de investigaci√≥n publicados en dos revistas latinoamericanas indexadas en Scopus, de acceso abierto y que solo publican sobre comunicaciones. Los resultados mostraron 441 autores (54 % hombres y 46 % mujeres). Los hombres tuvieron mayor presencia como autores de art√≠culos individuales. En los de autor√≠a m√ļltiple, las mujeres prevalecen en el primer lugar de autor√≠a (hombres n = 60; mujeres n = 75) y en el tercero (hombres n = 6; mujeres n = 8), mientras que los hombres prevalecen en el segundo (hombres n = 70; mujeres n = 65) y el √ļltimo (hombres n = 49; mujeres n = 31). La prueba de Chi cuadrado (p < ,05) mostr√≥ una asociaci√≥n estad√≠sticamente significativa entre el g√©nero y la posici√≥n en las autor√≠as m√ļltiples. Se concluye que, si bien existe inequidad de g√©nero en los art√≠culos sobre comunicaciones, la brecha es menor que la reportada por los autores en otras √°reas de conocimiento.Objetivo desta pesquisa foi estudar a presen√ßa de mulheres autoras de artigos cient√≠ficos sobre comunica√ß√£o em revistas latino-americanas, tanto em artigos de autoria individual quanto em trabalhos coletivos. Analisaram-se 206 artigos de pesquisa publicados em duas revistas latino-americanas indexadas no Scopus, que s√£o de acesso aberto e s√≥ publicam sobre comunica√ß√£o. Os resultados mostraram 441 autores (54% de homens e 46% de mulheres). Os homens tiveram uma presen√ßa maior como autores de artigos individuais. Em autoria m√ļltipla, as mulheres prevaleceram na primeira (homens n = 60; mulheres n = 75) e terceira (homens n = 6; mulheres n = 8) posi√ß√£o; enquanto os homens predominam na segunda (homens n = 70; mulheres n = 65) e √ļltima (homens n = 49; mulheres n = 31) coloca√ß√£o. O teste qui-quadrado (p < ,05) mostrou uma associa√ß√£o estatisticamente significativa entre g√™nero e posi√ß√£o na autoria m√ļltipla. Conclui-se que, embora haja desigualdade de g√™nero em artigos de comunica√ß√£o, a brecha √© menor do que a relatada por autores em outras √°reas de conhecimento

    Scientific publications of Latin American countries on education before the COVID-19. Systematic review

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    La presente revisi√≥n sistem√°tica de la literatura se realiz√≥ con el objetivo de describir la producci√≥n cient√≠fica de pa√≠ses latinoamericanos en materia de Educaci√≥n en tiempos de la pandemia por COVID-19 publicados en SciELO. Se establecieron criterios de b√ļsqueda y de inclusi√≥n para asegurarse que la evidencia a analizar realmente respondiera al objetivo planteado, eliminando as√≠ posibles sesgos. En la b√ļsqueda inicial se obtuvieron 85 resultados. Luego, se dio inicio al proceso de cribado, siguiendo estrictamente los protocolos correspondientes para obtener la evidencia analizable (n=14). Se hizo un an√°lisis cuantitativo para la caracterizaci√≥n bibliom√©trica de la evidencia. En segundo lugar, se hizo el an√°lisis cualitativo del contenido para detectar las categor√≠as en funci√≥n de los patrones observados en los art√≠culos. El an√°lisis cuantitativo mostr√≥ las tendencias en tipo de estudio, pa√≠s e idioma, destacando Brasil en cantidad de publicaciones. 50% de los art√≠culos estaban publicados en revistas indexadas en Scopus. El an√°lisis cualitativo permiti√≥ identificar dos categor√≠as: ense√Īanza (la cual present√≥ dos subcategor√≠as) y gesti√≥n. Se concluye que la producci√≥n cient√≠fica es baja y que es preciso ampliar en n√ļmero y variables de estudio para poder documentar la experiencia latinoamericana en educaci√≥n ante la pandemia.This systematic review of literature was conducted aiming to describe the scientific production of Latin American countries on Education in times of COVID-19 pandemic published in SciELO. Search and inclusion criteria were established to ensure that the evidence to be analyzed really responded to the proposed objective, thus eliminating possible biases. In the initial search, 85 results were obtained. Then, the screening process began, strictly following the corresponding protocols to obtain the analyzable evidence (n=14). Quantitative analysis was performed for the bibliometric characterization of the evidence. Secondly, qualitative analysis of the content was achieved to detect the categories according to the patterns observed in the articles. The quantitative analysis showed trends in type of study, country, and language. Brazil stood out in terms of the number of publications. 50% of the articles were published in journals indexed on Scopus. The qualitative analysis allowed the identification of two categories: teaching (which presented two subcategories) and management. The conclusion is that scientific production is low and that it is necessary to expand the number and variables of study in order to document the Latin American experience in education in the face of the pandemic.Facultad de Inform√°tic

    Use of (non)sexist discourse in instructions for authors in SciELO communications and education journals

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    En este estudio, el objetivo fue analizar el uso del discurso en las instrucciones para autores de revistas cient√≠ficas hispanoamericanas en educaci√≥n y comunicaciones y analizar la percepci√≥n de editores y autores acerca estas pr√°cticas discursivas. Fue un an√°lisis basado en el Modelo Multiperspectiva de Bathia a un corpus de 33 revistas de comunicaci√≥n (n=15) y educaci√≥n(n=18) y entrevistas a 12 informantes de ambos sexos.  Se observaron similitudes discurso de las normas para revistas de ambas √°reas. Prevalece el masculino gen√©rico. El desdoblamiento gramatical con barra oblicua es la forma principal de discurso no sexista en las normas. Los editores, en su mayor√≠a, dejan al libre albedr√≠o el uso no sexista o inclusivo del discurso en los art√≠culos. En concordancia con los expertos, se concluye la importancia de una inclusi√≥n efectiva de la mujer en el √°mbito de la publicaci√≥n, que trascienda lo discursivo.In this study, we aimed to analyze the use of discourse in the instructions for authors of Hispanic-American scientific journals in education and communications and to analyze the perception of members of these communities about these discursive practices. Bathia's Multiperspective Model analysis was performed on 33 communication (n=15) and education (n=18) journals, and 12 expert informants of both sexes were interviewed. There were discourse similarities of norms for journals in both areas. Generic masculine is predominant. Grammatical split with a slash is the main form of non-sexist discourse in the standards, but the editors in most journals leave non-sexist or inclusive language in the articles to free will. As expressed by the experts, we conclude the importance of real inclusion of women in the field of publication, which transcends the discursive, is pointed out

    Morphosyntactic structures and rhetorical functions of titles of systematic reviews published in Spanish in dental journals: a genre analysis

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    Este art√≠culo persigue analizar la estructura discursiva de 200 t√≠tulos de revisiones sistem√°ticas odontol√≥gicas publicadas en espa√Īol. Se encontr√≥ un promedio de 13,68 palabras. La mayor√≠a incluye el g√©nero discursivo ¬ęrevisi√≥n¬Ľ al final del t√≠tulo, precedido de puntuaci√≥n. Se distinguen tres tipos de t√≠tulos: compuestos (90 %), nominales (8 %) y oraciones completas (2 %). Encontramos cuatro combinaciones ret√≥ricas en los compuestos: 1) tema-m√©todo; 2) m√©todo-tema; 3) pregunta-m√©todo; y 4) tema-descripci√≥n-alcance-m√©-todo. En el 90 % se incluyen construcciones nominales con frases preposicionales como posmodificadores; en el 10 %, frases verbales no personales. Se usan dos puntos y el punto seguido en t√≠tulos compuestos.This paper aims to analyze the discourse structure of 200 titles of systematic reviews published in Spanish. An average of 13.68 words was found. The majority of the titles identified the discourse genre at the end (review), preceded by a punctuation mark. Three types of titles were found: compound titles (90%), nominal titles (8%), and full-sentence titles (2%). Four rhetoric combinations were found in compound titles: 1) topic-method, 2) method-topic, 3) question-method, 4) topic-description-scope-method. In addition, 90% of nominal constructions included prepositional phrases as post-modifiers, while 10% included impersonal verbal phrases. Colons and periods were used in compound titles

    Digital competences in faculties: a systematic review

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    El objetivo del estudio fue describir el tratamiento que los autores han dado al estudio de las competencias digitales en docentes universitarios en la √ļltima d√©cada. Se llev√≥ a cabo una revisi√≥n sistem√°tica siguiendo los protocolos metodol√≥gicos recomendados en la literatura. La estrategia de b√ļsqueda incluy√≥ el uso de las bases de datos ERIC, iSEEK y Base y operadores booleanos para combinar los descriptores. Los art√≠culos analizados muestran que la mayor producci√≥n sobre el tema se ubica en Espa√Īa y que prevalecen los estudios observacionales. Se concluye que es poca la producci√≥n cient√≠fica en materia de CDDU en el entorno latinoamericano. Esta producci√≥n necesita no solo incrementarse en cantidad sino en la variedad de dise√Īos de las investigaciones.The aim of the study was to describe the treatment that the authors have given to the study of digital competences in university teachers in the last decade. We performed a systematic review of the literature according to the methodological protocols recommended in the literature. The search strategy included the use of the ERIC, iSEEK and Base databases and Boolean operators to combine the descriptors. The analyzed articles show that the highest production on the subject is from Spain. We also observed that observational studies prevail. It is concluded that there is Little scientific production on CDDU in the Latin American environment. This production needs not only to increase in quantity but also in the variety of research designs

    La estructura ret√≥rica de consentimientos informados usados en tesis y trabajos de grado odontol√≥gicos en espa√Īol

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    Introduction: Informed consent (IC) consists in certifying that the patient has received information about their condition, treatment  alternatives, the effects and consequences derived from the clinical procedure. Its use in the dental clinic practice has been widely investigated, but not in research. Objective: to describe the rhetorical structure of IC used in thesis and dissertations in Spanish in Latin  America  and  Spain. Method:  The  rhetorical  structure,  sections  and  movements  and  the organization  of  60  CI  documents were  analyzed,  through  genre  analysis  and  interviews with  expert informants. Results: Four successive sections were found: (a) institutional information; (b) the title informed consent; (c) body of document, which includes: (1) identification of persons involved, (2) description of the investigation, (3) statement of having received information, (4) having understood it, (5) ratification of consent; and (d) closure. Conclusions: it is suggested to include in the IC the elements and sections found in this study.Introducci√≥n: El consentimiento informado (CI) consiste en certificar que el paciente ha recibido informaci√≥n sobre su condici√≥n, las alternativas de tratamientos, sus efectos y consecuencias derivadas del procedimiento cl√≠nico. Su uso en la cl√≠nica odontol√≥gica ha sido ampliamente investigado, pero no en investigaci√≥n. Objetivo: describir la estructura ret√≥rica del CI usado en tesis/trabajos de grado presentados en espa√Īol en Latinoam√©rica y Espa√Īa. Metodolog√≠a: Se analizaron la estructura ret√≥rica, secciones y movimientos y la organizaci√≥n de 60 documentos de CI, mediante el an√°lisis de g√©nero y entrevistas a informantes expertos. Resultados: Se encontraron cuatros secciones sucesivas: (a) informaci√≥n institucional; (b) el t√≠tulo consentimiento informado; (c) cuerpo del documento: (1) identificaci√≥n de personas involucradas, (2) descripci√≥n de la investigaci√≥n, (3) afirmaci√≥n de haber recibido informaci√≥n, (4) de haberla comprendido, (5) ratificaci√≥n del consentimiento; y (d) cierre. Conclusiones: se sugiere incluir en el CI los elementos y secciones encontradas en este estudio.&nbsp

    ABP y Competencias Investigativas en un Entorno Virtual: Resultados y Percepción del Estudiante

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    The study aimed to know the results of the application of PBL and the students' perception of its implementation in a research methodology course with Marketing and Graphic Design students in the context of Emergency Remote Teaching (ERT). This mixed research of sequential explanatory design (Quanti-Quali) presented equal emphasis for both approaches. The first phase described the results of the PBL application and the students' perception of it. The second phase went deeper into the perception and allowed the researcher a wider explanation of quantitative results gathered. The results show that PBL favors the development of research competencies in the virtual modality; moreover, students perceived it positively. It is concluded that it is beneficial to use PBL in these creative careers, even in virtual environments, to promote autonomy and critical thinking to solve problems associated with scientific research.Los objetivos del estudio fueron conocer los resultados de la aplicaci√≥n del ABP y la percepci√≥n de los estudiantes en atenci√≥n su implementaci√≥n en un curso de metodolog√≠a de la investigaci√≥n con estudiantes de Marketing y Dise√Īo Gr√°fico en el contexto de la Ense√Īanza Remota de Emergencia (ERE). Fue una investigaci√≥n mixta de dise√Īo explicativo secuencial (Cuanti-Cuali) con igual √©nfasis para ambos enfoques. En la primera fase se describieron los resultados de la aplicaci√≥n del ABP y la percepci√≥n de los estudiantes sobre este. La segunda profundiz√≥ en la percepci√≥n y permiti√≥ explicar mejor los resultados cuantitativos obtenidos. Los resultados muestran que el ABP favorece el desarrollo de las competencias investigativas en la modalidad virtual; adem√°s, los estudiantes lo percibieron de forma positiva. Se concluye que es beneficioso usar el ABP en estas carreras creativas, incluso en entornos virtuales, para promover la autonom√≠a y pensamiento cr√≠tico que permita resolver problemas asociados a la investigaci√≥n cient√≠fica
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