CLOSURE

Today October 30, 2021 we close the 12th International Congress of Social Sciences, Humanities, Health and Education and the 5th International Congress of Educational Research and Innovation.

Still immersed in the covid-19 pandemic in America and in the post-covid period in Europe, although in both continents it is still not possible to launch the bells to the flight to sing the definitive end of the global health crisis; For this reason, we are most grateful for the active participation that the majority of the Speakers have exercised at both Congresses. We invite you to participate in the next congresses that are planned to be held in April next year and to publish your papers in the next current Education book, which is being prepared for publication early next year 2022. Receive our thanks , on behalf of the Research Center for Comparative Studies of Latin America.

Dr. Miguel-Héctor Fernández-Carrión

Director of CiECAL

The speakers participating in the recently closed Congresses can participate in the next online Congresses in April of next year and in the face-to-face and online Congresses of October 2022, with a 10% discount on the registration to the selected Congress. And, the speakers who wish to publish their presentation in the format of a current Education book chapter, will have 5% of the cost of supporting the edition (whose contribution was $ 4,500.00 Mexican pesos and it is reduced to $ 4275.00. from you, greetings

Lic. Héctor Díaz

Secretary of CiECAL

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DEBATES

COMMENTED PRESENTATION

"First approach to the typology and selective practice of the evaluation and accreditation of higher studies"

Dr. Miguel-Héctor Fernández-Carrión

Institute of Studies and Research of Latin America, Mexico

QUESTION

There is a "European Higher Education Area", through which the evaluation and accreditation of these studies carried out in the different countries that are part of this space is recognized. Are there other similar models? Can a broader, more global space be achieved for the recognition of studies carried out in higher education? What steps should be taken to  achieve it? Thank you. Kind regards and happy day.

Bonifacio Pedraza López

Complutense University of Madrid, Spain

ANSWER

Thank you Bonifacio Pedraza for the question you ask me, to which I answer:

There are two ways to create a common space for mobility and academic recognition in a region: from the political perspective, as it takes place in Europe, with the "Bologna Process" and the "European Higher Education Area", and from the conjunction of interests of the academic institutions themselves with the intention of achieving a common benefit for their students. As the second option is not possible anywhere in the world, due to the disparity of economic interests that prevail in educational organizations, the first option has been imposed, in which politicians, under their national strategic interests have managed to unite and create a common educational policy on two main axes: the mobility of its students and the academic recognition of their qualifications.

The "Bologna Process" (which begins with the "Sorbonne and Bologna Declarations and is complemented by the" Paris Communiqué ") is an educational policy mechanism that promotes intergovernmental cooperation and political dependence among the 48 European countries in the field of higher education - as you know. “It aims –according to the official website of these bodies- to give greater coherence [and mobility in learning] to higher education systems in Europe” (ec.europe.eu/education/policies/higher-education/bolongna…); To do this, they make use of the Erasmus program for student mobility from one country to another within the European Union, together with the academic recognition of qualifications for all EU students.

On the other hand, in America it is impossible for either of the two options indicated above to occur: the second, a combination of interests, can never occur, since as in Europe, both public and especially private academic institutions prioritize benefits. economic activities of their companies over favoring the knowledge and recognition of their own students' qualifications. But, likewise, the first option is impossible to produce, since three groups of educational power coexist in the continent, with their respective subdivisions: Group A, made up of North American educational institutions (subdivided into public and private organizations, clearly differentiated between They, and on these, a distinction is made between those with international prestige (private: Harvard University, etc. and public: University of California, Berkeley, etc.), from those that do not have that prestige. Group B, made up of universities from countries politically dependent on the United States (Mexico, Colombia, Brazil, etc.) and group C, higher education institutions from countries opposed to the United States (Cuba, Venezuela, Nicaragua, etc.), and in both groups ( B and C), as in the first of them (A), academic organizations of certain international recognition coexist with the institutions "ducklings", little or not at all recognized nationally. nte. While in Europe all higher education organizations are politically dependent on the United States, either by their own bodies of academic power or indirectly through the governments of their respective countries, therefore they would coincide with Group B of America; In the Latin American continent, three groups are referred to (A and B, coincide with the European one, with their own peculiarities) and group C, which is the opposition, and therefore it would be impossible for the latter institutions to coincide in a normal situation with the policies maintained by academic groups A and B.

In America, as a Manichean international policy, the United States has favored “projects financed” by the World Bank and the Inter-American Development Bank, in Argentina Brazil, Chile and Mexico (analyzed by María Betania Oreja Cerruti and Susana E. Vior, in “La education and international organizations for credit, loans and recommendations [dependency policies] for Latin America (2000-2015), Journal of Supranational Policies of Education, No. 4, 18-37), but that financing has only served for the greater enrichments of the politicians in power at that time and not to conform a common educational policy, nor have they even been valid to raise the levels of international consideration of the education imparted in those countries.

Receive a cordial greeting, from the American lands.

Dr. Miguel-Héctor Fernández-Carrión, Mexico

QUESTION

Dr my regards and respect to you, greetings and compliments for the work you have submitted. This topic is of interest to higher education if they want to have quality standards and achieve progress in substantive functions such as academics, research and links with society.
My question is: What indicators have been taken into account for the evaluation and accreditation of Higher Education, what transformations have they had in the current context where virtual education prevails as opposed to previous years where only teaching was face-to-face? I thank you in advance for your response and I also wish you every success.

Eng MSc Lilia Cervantes Rodríguez

Technical University of Cotopaxi, Ecuador

ANSWER

Thank you Mtra. Lilia Cervantes for her kind question

As the topic that I work on and present on this occasion consists of its title: "First approach to the typology and selective practice of the evaluation and accreditation of higher studies", I have focused on the typology of the concepts of evaluation and accreditation; as I indicate in the conclusions of said text: “(…) before starting a development of a policy for the evaluation and accreditation of higher education, it is necessary to establish the theoretical parameters of the subject dealt with, because knowing about what type of educational case is is going to apply the referential policy in question, it will be possible to foresee what kind of results will be obtained from said analytical practice ”.

Your question exceeds the topic discussed on this occasion, but with the intention of being as kind as you are to me, I will try to answer you to please you. Currently there is no common evaluation or accreditation policy for higher education institutions (HEIs) in Mexico, for example, to the point that the current work has been presented precisely to serve as a theoretical reference, with the set of other similar analyzes. in the "Call for the design of the system of evaluation and accreditation of higher education ..." for the Coordination of Higher Education and the National Commission for Continuous Improvement of Education of the Ministry of Public Education (SEP) and especially for to be used as a theoretical framework by the Higher Education Education Assessment and Accreditation System (SEAES). Precisely SEAES, for the indicated reason, publicly summons with the following tenor: “The National Council for the Coordination of Higher Education (CONACES) and the National Commission for the Continuous Improvement of Education (MEJOREDU) summon the authorities and communities of higher education institutions belonging to the National Educational System; public servants and specialists in planning or evaluation of policies, institutions and programs of higher education (...), so that they contribute to the design of the System of Evaluation and Accreditation of Higher Education [in Mexico], established by the LGES ( …) ”, With this call you can see at what moment you are  the process of creating the national policy for the evaluation and accreditation of higher education institutions; so your question cannot be answered at this time, but is still part of a future, and therefore remains in the hands of the personal interpretation of whoever wants to answer, without having any institutional binding value. Personally, I am in favor of going step by step, that is, starting by establishing the common reference framework for all academic organizations of higher Mexican studies, and then going on to debate what type and which indicators should be taken into account for the evaluation of HEIs. , as well as its accreditation. Until now, it can be said that the institutions that apply the evaluation generally do so from a self-evaluation perspective and therefore it could be said that there are as many indicators as organizations apply them. Excuse me for saying that more than knowing which indicators should be implemented, it must be previously defined which is the model or the academic identity or unifying goals that are intended to be achieved: local, federative, national or international, and within these differentiations also attend to a specific type of educational policy or a different one. For example, if the model of the Bologna Program and the European Higher Education Area is taken as an example only, where 48 European countries, as indicated above, show a common educational policy, they can easily reach a consensus on their chosen indicators; but, in the current case of America, it is impossible to do so at this time, until there is no common educational policy, at least national or even by federations, which currently does not exist in Mexico, taken as an example. Therefore, I understand that answering this question by indicating a group of specific indicators would be equivalent to saying that we began to build the house from the roof. It is not therefore that I do not want to answer you at this time, but that it is not appropriate to do so, in the near future I will be happy to make you participate in my criteria, in accordance with the prevailing educational policy in Mexico and better still that it was common, in a hypothetical In this case, for all of Latin America, overcoming the political differences that currently differentiate them by country.

I reiterate my thanks to your kindness, best regards

Dr. Miguel-Héctor Fernández-Carrión, Mexico

COMMENTED PRESENTATION

"Level of environmental education in basic level students"

MGA. Maria Guadalupe Martínez Treviño

Dr. Catalina Vargas Ramos

Autonomous University of Tamaulipas, Mexico

QUESTION

The current climate change situation requires measures that contain the harmful effects of this situation. What didactic materials exist, at a global level, to work on sustainability and caring for the environment with basic-level boys and girls? Thank you. Kind regards and happy day.

Bonifacio Pedraza López

Complutense University of Madrid, Spain

ANSWER

Good morning Bonifacio Pedraza Lopez. First of all, thank you very much for the contribution, regarding the question, the most imparted that has been given since the decade of environmental education, has been the inclusion of environmental issues in educational programs, this has helped to increase knowledge and with this, the positive environmental attitudes of children, so that in this way they can change the chip for the planet.

Mtra Maria Guadalupe Martinez

Autonomous University of Tamaulipas, Mexico

QUESTION

Greetings María Guadalupe and Catalina. I congratulate you for the presentation presented, the subject is very pertinent and necessary for this level of education, however I would like to know; What would you propose to increase the level of knowledge of environmental education in the male gender since it is the lowest according to your diagnosis and what in your opinion are the causes of this situation? Greetings and I wish you every success in your proposal to improve environmental education for young people at this level.

Eng MSc Lilia Cervantes Rodríguez

Technical University of Cotopaxi, Ecuador

ANSWER

Dear Eng MSc Lilia Cervantes Rodríguez. Thank you very much, in the particular opinion of your servants we have perceived that the behavioral part of men and women is different, so we believe that this is closely linked to the interest that can be presented towards environmental issues between the two genders, we believe and consider that the Activities that are presented to basic-level groups, for example, must be different in boys and girls in order to attract the interest of children, each child is different and learns differently, so being able to implement workshops to sensitize them It would be very helpful and for this, environmental psychology is required, which will help to establish the mechanisms and activities necessary to achieve it.

Mtra Maria Guadalupe Martinez

Autonomous University of Tamaulipas, Mexico

QUESTION

Thank you very much for sharing the results of this research. On the basis of these, has the possibility of improving the level of environmental education been considered, as a pending task in connection with this research, in the group of people who do not seem to have it or who are not aware of the effects of acting "against the planet"? Is that plan in place or is it shaping up to be a future task?

John Arnold Castro Torres 

University of Piura and Pontifical Catholic University of Peru, Lima, Peru

ANSWER

Good morning Jonh Arnol Castro Torres. Thank you very much for your contribution, in effect you are thinking about the need not only to be part of Environmental Education,  Well it is true it is a very important part, the inclusion of workshops that sensitize our children is of vital importance, since these are the ones that will contribute to the actions of children towards caring for the environment, not only because they have the knowledge If not, because they know it is the right thing to do. Greetings

Mtra Maria Guadalupe Martinez

Autonomous University of Tamaulipas, Mexico

COMMENTED PRESENTATION

"The sailors who don't talk about love and the way they dance it"

John Arnold Castro Torres 

University of Piura and Pontifical Catholic University of Peru, Lima, Peru

QUESTION

Goodnight. Thank you for the message. I share with you my comment and
questions for teacher John Arnold Castro Torres, who presented the
presentation: "The sailors who don't talk about love and the way they dance it".
Comment: Maestro John Castro breaks with a prejudice that everyone who appreciates the dance known as marinera has. It is important that the researcher
question and invite the reader to reflect. In this case, your presentation
presents dances dedicated to cities, soldiers and banks, which are
They move away from the stereotypical idea of love and courtship.
Questions: I ask the speaker if he can go deeper into the idea of roles of
gender. How to generate a change through dance? Do you have any
proposal about it?
I look forward to your confirmation and response. Kind regards.
Mgtr. Luis Enrique Mendoza Caballero

University of Piura, Peru

ANSWER

Thank you very much for the comment, teacher. In the first place, it should be defined that although the lyrics of the marineras address a theme that does not necessarily speak of "love" and "courtship", it is undeniable that the most well-known dance practice of the marinera tells a kind of "history of infatuation "that culminates in conquest. In this sense, it is important that we remember that, traditionally, the male figure has been presented as the one who courts, the one who seeks, the one who conquers. However, times have changed, as well as ways of thinking, living and living together. This has also been manifested in the dance of the marinera as such.
Nowadays, the woman is not only courted, but many times she faces, challenges the man who tries to conquer her and, even, dominates the knight who dances with her. With this, male "conquest" is not guaranteed. This can be given of course. The current idiosyncrasy has fed this new dance practice of the marinera that has made it clear that the traditional gender roles, in which they were involved, are adapted to how we assume life, society and new ways of thinking.

John Arnold Castro Torres 

University of Piura and Pontifical Catholic University of Peru, Lima, Peru

COMMENTED PRESENTATION

"Employability, education and professional training in the current context of ecological and digital transition"

Bonifacio Pedraza López

Complutense University of Madrid, Madrid, Spain

QUESTION

Hello. Thanks a lot. I have a question for the teacher Bonifacio
Pedraza from the article "Employability, education and professional training in
the current context of ecological and digital transition (Spain 2021) ": Between
Joint actions to achieve sustainable employability can be
consider developing podcasts?
Kind regards.
Mgtr. Luis Enrique Mendoza Caballero

University of Piura, Peru

ANSWER

Good morning: I send the answer to the question posed. Thanks a lot. Greetings and happy day. 
The factors that define current societies (technological advances in
artificial intelligence, robotics, computing, digitization…; challenges
for sustainable progress with clean technologies, green economies,
green jobs…; demographic challenges such as the increase in the youth population,
aging and its care ...) require new skills and
skills to live and work in this new context, which affects
equal to societies with emerging or advanced economies.
   The acquisition of these new skills, through models of
"lifelong learning throughout life" will allow us to achieve "sustainable employability" for the entire population, within a framework of equality and inclusion.
   When dealing with global challenges, joint action, through proposals and
common initiatives, will reinforce and strengthen a strategy for
achieve "sustainable employability" in this context of transformation
and ecological and digital transition.
   One of the most powerful tools in this context of globalization,
digitization and sustainability is communication through networks
social networks allowed by the global network. In this framework, it acquires strength (for
its global impact) and effectiveness (due to its speed in its distribution) the
"podcast development", aimed at: facilitating in its contents the understanding of the factors that define our current societies; and enable
acquisition of the necessary skills and abilities.
   A situation that will promote and improve the incorporation in the new
jobs and occupations, as well as their maintenance and
updating, in an environment of "lifelong learning" that
enable "sustainable employability".

Bonifacio Pedraza López

Complutense University of Madrid, Madrid, Spain

COMMENTED PRESENTATION

"Peruvian podcasting dedicated to the dissemination of culture"

Luis Enrique Mendoza Caballero 

University of Piura, Peru

QUESTION

Although podcasts have been established in recent years as true complementary tools for the dissemination of different topics (in this particular case, cultural ones), due to the specific characteristics of these streaming materials (since they are only audio), Do the narrators of these audios have to follow some type of prosodic pattern, intonation, diction, volume and / or speed during the execution of the speech that they emit in these materials? Are there standardized canons on how or what are the optimal characteristics of the podcaster for making a podcast? Does it affect the electronic devices (recording and / or recording) that the podcaster has for the preparation of his material?

John Arnold Castro Torres 

University of Piura and Pontifical Catholic University of Peru, Lima, Peru

ANSWER

Answer to the question of the teacher John Castro. Thank you very much for the questions raised. The narrators who intervene in the audios must ensure that their message is understandable to the listeners. This implies that they have an intonation, diction and volume that facilitate the correct understanding for those who access the podcast. However, there is no standard with parameters to be followed by the producer, but it is the full responsibility of the professional. Regarding the optimal characteristics for podcasting, there are suggestions from authors such as Francisco Izuzquiza and Iván Patxi Gómez Gallego, but there are no canons that the podcaster must comply with. This alternative medium
Digital allows exploration and experimentation in the creation of sound content for the Internet. With regard to electronic devices, these should not constitute a limitation for the podcast producer, since a product will be developed that will go through audio editing software prior to its publication.

Luis Enrique Mendoza Caballero 

University of Piura, Peru

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COMMENTED PRESENTATION

"Didactic strategy for the development of scientific research skills in Biology of the second year of high school"

Eng MSc Lilia Cervantes Rodríguez

Technical University of Cotopaxi, Ecuador

QUESTION

The proposal on the didactic strategy that you present seems very interesting to me and I believe that it will be important and will open up a stronger relationship and interaction between teachers and students and that this in turn will improve the teaching-learning process. Once implemented. What results do you expect?

Mtra Maria Guadalupe Martinez

Autonomous University of Tamaulipas, Mexico

ANSWER

Greetings dear teacher, I thank you in advance for your question and I answer you kindly. When applying the proposed activities for the  skill development  of scientific research through the subject Biology at the level  high school students are expected to:

1. It is possible for them to integrate  the  knowledge   from  the  Sciences  Natural  related  with  knowledge  scientist and   interpret  to  the  nature  as a  system  integrated and dynamic. 

  2. That they can analyze the behavior of ecosystems and their  interrelations  Come in  the  factors  Biotics  Y  abiotic  that  maintains  the  life  in  the planet, in this way the students are in a position to have responsibility in the preservation and conservation of the natural and social environment. 

3. Assess questions, ask  hypotheses, apply theories, reflections, analysis and synthesis  for understanding  biological, chemical and  physical 

  Therefore, if  develop scientific research skills in middle-level students  is propitiated   combining  knowledge  in a pertinent and practical way that allows the solution of social problems. That is expected with the application of the proposal at least a contribution to it.

Eng MSc Lilia Cervantes Rodríguez

Technical University of Cotopaxi, Ecuador

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