Dr. Castro-Cáceres, Ricardo

Introducción: la colaboración interdisciplinaria destaca como estrategia clave para la educación inclusiva, mediado por el trabajo en equipo dentro y fuera del aula, centrándose en el trabajo de los profesores de educación regular y especial en el contexto educativo inclusivo considerando la salud mental de los miembros de la comunidad escolar. La co-enseñanza por su parte, implica una transformación de las prácticas docentes para mejorar el aprendizaje de todos los estudiantes dentro del aula. Objetivo: el artículo tiene como propósito describir la experiencia pedagógica de los co-enseñantes desde los imaginarios sociales de equipos de aula en establecimientos educacionales de la provincia de Concepción en Chile. Método: los imaginarios al ser aspectos subjetivos se abordan desde la complementariedad porque permite considerar aspectos fenomenológicos y hermenéuticos. El enfoque fue cualitativo, mediante estudio de casos múltiples. El análisis de la información se realizó buscando la movilidad de los imaginarios sociales, en donde los mapas de coordenadas sociales fueron las herramientas utilizadas para visualizar los desplazamientos de las categorías emergentes. Conclusiones: el estudio muestra una fuerza social fuertemente instituida respecto a concebir la educación inclusiva como un modelo impuesto desde la normativa, prácticas pedagógicas competitivas e individuales con relaciones tensas y jerárquicas que no aportan a la salud mental de todos. También surgen como opacidades, imaginarios que proyectan una escuela nueva, en donde el reconocimiento del otro es una posibilidad de construcción conjunta y aprendizaje más allá de los imperativos definidos por las voces oficiales.

Introduction. The environment in which people interact is essential for the achievement of objectives and goals. In organizations of all types, this environment is called climate. The study of the Organizational Climate concept has captivated the interest of several areas and has recently emerged as a relevant topic in research on educational communities. Method. The objective of this study is to determine the levels of association of organizational climate variables (commitment, satisfaction and motivation) of students and teachers with the perception of management. The population, scarcely studied before, is composed of students and teachers of Adult Regular Education Establishments in the Biobío Region, Chile. The sample consists of 358 students and 59 teachers. The research methodology is a multiple linear regression that seeks to generate a predictive model of variable grouping. Results. The results follow the trend of positive and significant correlation of organizational climate variables (commitment, motivation and satisfaction) and management, the predictive models suggest a different grouping of variables in both groups studied. Discussion. In general, the positive and significant correlation between the variables studied agrees with what has been found so far; however, the most significant and divergent aspect is that the students seem to be more motivated than the teachers with regard to the organizational climate management processes and the learning-teaching process. Teachers show adequate organizational commitment, but this is less related to their satisfaction and even less to their motivation.

Information technology has accompanied human development since the beginning of socialization, facilitating organization, collaboration and quantification. Information theory resembles the way in which the brain processes, organizes and systematizes data and stimuli received. This association between cognitive processes and informatics is useful to understand how we learn and why we are constantly changing systems to interact with the context and avoid extinction. In addition, technologies in specific are fundamental to current development and learning. This meta-review is framed in a process of critical documentary analysis of the implications of Information and Communication Technologies (ICT) in the cognitive development of individuals and organizations. At the methodological level, a thematic content analysis is carried out, divided into the following categories: 1. ICT in cognitive processes. 2. Organizational and educational psychology. Among the conclusions are the importance of ICT in developmental psychology, in terms of external mediation, responsibility, planned and regulated access. The relevance of technologies for the organizations and individuals that compose them is also analyzed, recognizing them as a key element in both organizational and educational psychology, evidencing even more their protagonism in the current pandemic of covid-19.