Confluencia de Saberes. Revista de Educación y Psicología
type: channel
description: La Facultad de Ciencias de la Educación y Psicología de la Universidad Nacional del Comahue, a través de la Secretaría de Investigación, presenta Confluencia de Saberes. Revista de Educación y Psicología. Con la misma, se pretende generar un espacio donde producciones académicas de estos dos campos disciplinares, a nivel local, nacional e internacional, encuentren un ámbito de comunicación y debate de ideas. La confluencia es un rasgo identitario de esta región y, si se quiere, una metáfora del origen mismo de nuestra universidad. La Revista emerge en un escenario de creciente complejidad donde la territorialidad y sus problemáticas generan efectos y situaciones atravesadas por la desigualdad, la injusticia y la precariedad. Ante esto, el campo científico no puede quedar ajeno. Las reflexiones, intervenciones e investigaciones que aquí se publiquen aportarán miradas al tratamiento de los temas que nos preocupan. Se trata de una revista digital semestral, que se publicará en los meses de marzo y septiembre de cada año. ISSN electrónico: 2683-989X
publisher: Universidad Nacional del Comahue. Facultad de Ciencias de la Educación y Psicología. Secretaría de Investigación
language: en
publication name: Confluencia de Saberes. Revista de Educación y Psicología
issn: 2683-989X
copyright: Confluencia de Saberes y su contenido se brindan bajo una Licencia de Atribución/Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional, según la cual es posible copiar, comunicar y distribuir públicamente su contenido siempre que responda a fines educativos y se cite adecuadamente a las personas autoras, el nombre de esta publicación y un enlace al material. El contenido de esta revista no puede utilizarse con fines comerciales.
items: Editorial
items: Presentación del Dossier
items: Construcción del Cuestionario de Percepción Estudiantil del Estilo de Docencia (CPEED) para su administración en el contexto universitario
items: Subjectivating Readings: The Clinical Function of the Tale in Children's Symbolic Production at School
items: Shared reading with young children: exploring the construction of expository discourse from a multimodal perspective.
items: What do adolescents say about bullying and cyberbullying?: Empirical contributions based on the emic approach
items: The contingency of teacher emissions in different exchange configurations of maternal garden and three-year-old classrooms
items: Technology in early childhood education: Teachers’ perceptions and their impact on pedagogical practices
items: Articulación Universidad y Formación Docente para una investigación acción. Prácticas de los formadores con el uso de herramientas digitales
items: Campo intelectual de la educación y campo del currículo en América Latina
items: Teaching positions and child abuse. Actions and strategies
items: Limits and Possibilities of Innovation in Professional Practices.
items: Aspirar a dejar huella
items: Personal Learning Environments, a path towards research competence
items: Discusiones didácticas y políticas sobre la enseñanza de las ciencias naturales en los primeros años de la universidad
items: ¿Uber-visión? Subversión de hilos formativos y complicidad comunal
items: An English curriculum for diversity and equity throuh the skills-integrated approach
items: Early Care: psychopedagogical considerations for Intervention in the Neurodevelopment
items: Rural school space. The proposals of Luis Iglesias in a dialogue with the present
items: Procesos psíquicos que dinamizan el deseo por el aprendizaje durante la infancia
items: Contention, opportunities and choices
items: Píldoras de innovación educativa, un camino hacia la transformación de la educación universitaria
items: Some challenges and difficulties when using ICT to study at university during the COVID 19 pandemic
items: Tres áreas de trabajo de la asesoría pedagógica en el nivel secundario
items: Pensar el trabajo de asesoramiento institucional en una clave epocal
items: The Educational Consulting spaces.

Editorial
type: item
subject: Editorial
  topic: section
creator: Equipo Editorial Confluencia de Saberes
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 1
ending page: 3

Presentación del Dossier
type: item
description: En el año 2023 se crea el área temática Psicología Educacional en la Sociedad Argentina de Investigación en Educación (SAIE). La participación de este área en el V Coloquio de Investigación Educativa, realizado en Rosario en agosto de 2024, y en el Simposio desarrollado en noviembre del mismo año, en el marco del III Encuentro Internacional de Educación en la Universidad Nacional del Centro (UNICEN), dieron lugar a las reflexiones y debates que originan el presente Dossier.
subject: Dossier
  topic: section
creator: Mariano Castellaro
creator: María Silvina Márquez
creator: Judit Goñi
creator: Lautaro Steimbreger
creator: Alejandra Stein
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 83
ending page: 91

Construcción del Cuestionario de Percepción Estudiantil del Estilo de Docencia (CPEED) para su administración en el contexto universitario
type: item
description: This study describes the construction and validation process of the Student Perception of Teaching Style Questionnaire (CPEED). By an instrumental design, it was designed a questionnaire to explore the teaching styles of university professors from the perspective of their students, based on scales of student perception of university teaching. The instrument was constructed considering its content validity, face validity according to experts as well as the validity linked to instrument comprehension. Furthermore, the reliability of the CPEED was calculated by its administration to a sample of 112 university students from the city of Rosario, Argentina, in 2022. The data were processed using Perfect Statistical Professional Presented (PSPP) software to perform descriptive statistics and reliability calculations. The results yielded high Cronbach's alpha and McDonald's omega coefficients, both on the overall scale and on its dimensions. Based on the analysis, it is concluded that the CPEED has a considerable internal consistency and it can contribute to a deeper analysis of university teaching practices by incorporating the student perspective.
subject: Dossier
  topic: section
subject: estilos de docencia
  topic: keywords
subject: percepción estudiantil
  topic: keywords
subject: cuestionario
  topic: keywords
subject: validación
  topic: keywords
creator: Ailén Laura Rey
creator: Ana Bogobello
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 193
ending page: 217

Subjectivating Readings: The Clinical Function of the Tale in Children's Symbolic Production at School
type: item
description: This study examines the effects of a psychoanalytically oriented clinical-narrative device implemented within a school setting, as a strategy for the prevention of school failure in children with symbolic restrictions. The main objective was to explore how the reading of children's stories by an adult mediator, within a clinical group framework, can facilitate processes of symbolization, subjective appropriation of language, and meaning-making—core conditions for access to learning. The research adopts a clinical-qualitative methodology, employing an instrumental case study. The analysis focused on a longitudinal monitoring of a weekly clinical-narrative workshop involving a group of children who presented persistent difficulties in reading, symbolization, and school learning. Verbal interventions were recorded and analyzed across nine sessions, allowing for the construction of emergent categories and a typology of textual production that distinguished between defensive texts (creative or non-creative), instituting texts (with or without appropriation of authorship), and non-production of text. The processual analysis identified three clinically distinguishable phases: literal defense, ambivalent symbolic emergence, and subjective appropriation of the narrative. This symbolization trajectory revealed substantial transformations in the children’s relationship with language, storytelling, and knowledge. The findings suggest that, under specific clinical conditions – including transference, symbolic offering, and framing - the clinical-narrative device facilitates processes of symbolization and subjectivation that bear a direct impact on the subject's engagement with learning. In this way, the device operates as an early intervention with preventive potential in relation to school failure.
subject: Dossier
  topic: section
subject: Clinical-narrative workshop
  topic: keywords
subject: Symbolization
  topic: keywords
subject: Child psychoanalysis
  topic: keywords
subject: Subjectivation
  topic: keywords
subject: Reading comprehension
  topic: keywords
subject: School
  topic: keywords
creator: Michel Dibarboure
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 145
ending page: 173

Shared reading with young children: exploring the construction of expository discourse from a multimodal perspective.
type: item
description: Early interactions are shaped as spaces of implicit teaching where individuals learn different forms of extended discourse. Previous research has shown the relevance of expository/explanatory discourse for children's linguistic and cognitive development, as well as for literacy and schooling. Given that its early acquisition has been little studied, the aim of this article is to analyze the co-construction of explanations during shared reading situations of different types of texts at home. The analyzed corpus consists of 14 video-recorded reading situations involving storybooks and expository texts in the homes of 30-month-old children from middle-class families in Buenos Aires. From a multimodal perspective, the analysis combined qualitative and quantitative procedures, including descriptive and inferential statistical analysis. A total of 246 explanatory discourse units were identified: 102 during storybook reading and 142 during expository text reading, representing 42% and 53% of total speech, respectively. During storybook reading, participants produced cognitively more demanding explanations, distanced from the immediate physical context. In contrast, during the reading of expository texts, less complex explanations predominated, enabling a more active role for the child in their construction. In 69% of the units, participants used gestures that contributed to the co-construction of explanations. These findings highlight the potential of shared reading interactions at home for the development of expository/explanatory discourse, as well as the importance of analyzing them by attending to the simultaneous production of gesture and speech.
subject: Dossier
  topic: section
subject: lectura compartida
  topic: keywords
subject: discurso expositivo/explicativo
  topic: keywords
subject: multimodalidad
  topic: keywords
subject: infancia
  topic: keywords
subject: contexto del hogar
  topic: keywords
creator: Eliana González Lynn
creator: Celia Rosemberg
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 118
ending page: 144

What do adolescents say about bullying and cyberbullying?: Empirical contributions based on the emic approach
type: item
description: Los modos en que los/as estudiantes experimentan sus formas de relacionarse necesitan ser interpretados acorde a cómo se entraman los vínculos entre pares más allá de las prácticas discursivas. En este artículo se comparten los hallazgos de la primera etapa de un estudio en el que se plantean dos objetivos: indagar las conceptualizaciones especializadas acerca del bullying /ciberbullying y conocer las representaciones de los/as adolescentes acerca de estas conductas. Se realizó un estudio de tipo cualitativo. Se constituyó una muestra de 43 adolescentes de escuelas de educación secundaria de gestión estatal y privada de la ciudad de Córdoba. En el estudio se utilizó el instrumento The Cartoons Task de Smith y se implementaron grupos focales con el fin de identificar los conceptos que para los/as estudiantes definen ambas conductas. Los hallazgos de este trabajo permitieron la construcción de mapas de calor lo que posibilitó una aproximación a los significados que otorgan a los constructos, así como a los términos que asocian a los mismos. Entendemos que la conceptualización posee un componente cultural que se presenta como imprescindible para poder comprender el fenómeno en los distintos contextos socioculturales. Reconocer este aspecto, nos orienta a la formulación de estrategias preventivas que nos acerca de un modo más fiable a la verdadera naturaleza de estas conductas.
subject: Artículos Científicos
  topic: section
subject: Bullying
  topic: keywords
subject: ciberbullying
  topic: keywords
subject: emic approach
  topic: keywords
subject: adolescents
  topic: keywords
subject: sociocultural context
  topic: keywords
creator: Griselda Cardozo
creator: Romina Anabela Ardiles
creator: Jerónimo Dutari
creator: Bárbara Giovanna Moreyra Nobile
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 59
ending page: 82

The contingency of teacher emissions in different exchange configurations of maternal garden and three-year-old classrooms
type: item
description: This paper addresses the configuration of exchanges between teachers and children - the teacher's utterances are addressed to a large group of children, a small group or individual children - and their relationship with the contingency of teacher speech during conversational interactions that take place in the kindergarten and the 3-year-old room. Using a qualitative approach, the study analyzed a corpus composed of twenty-two situations from different activities (6 hours of video recordings) carried out in 1, 2, and 3-year-old classrooms in two daycares and kindergartens institutions in the City of Buenos Aires (Rosemberg, Stein, Migdalek, 2003–2014). The results showed that the interplay between the configuration of exchanges and the contingency of teacher utterances unfolds in particular ways depending on the dynamics of each situation. This allows for shifts among different exchange configurations, depending on the characteristics of the activity and the teacher's pedagogical goals. The findings of this study may inform the design of pedagogical strategies that shape daycares and kindergartens settings as environments that promote children's language development.
subject: Dossier
  topic: section
subject: habla docente
  topic: keywords
subject: contingencia
  topic: keywords
subject: configuraciones de intercambio
  topic: keywords
subject: Nivel Inicial
  topic: keywords
creator: María Ileana Ibañez
creator: Maia Julieta Migdalek
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 92
ending page: 117

Technology in early childhood education: Teachers’ perceptions and their impact on pedagogical practices
type: item
description: In a context where public education policy encourages the use of technology in early childhood education, there remains a gap between its incorporation and its appropriation and pedagogical use by teachers. This study examines teachers’ views on the pedagogical use of technology in early childhood education from a socio-cultural perspective. A questionnaire was administered to 55 teachers from Santa Fe County covering three dimensions: availability and access to technology resources, children's use of technology, and teachers’ perceptions of technology use. The results show that while there is a general tendency to be positive about the benefits of technology use, there are still difficulties, mainly related to the lack of training and limited dissemination of specific information.
subject: Dossier
  topic: section
subject: teacher perception
  topic: keywords
subject: technology
  topic: keywords
subject: early childhood education
  topic: keywords
subject: learning
  topic: keywords
creator: Paula Diaz
creator: Olga Peralta
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 174
ending page: 192

Articulación Universidad y Formación Docente para una investigación acción. Prácticas de los formadores con el uso de herramientas digitales
type: item
description: The advancement of Information and Communication Technologies (ICT) has transformed social life, impacting communication, access to information, social interaction, and education. One of the main challenges identified in education is the quality of teacher training, which has become a key focus in strategic policies. In Paraguay, various training programs have addressed both subject-specific knowledge and ICT use, yet their pedagogical integration remains a challenge. In this context, the Aula Pyahu project was developed, led by the National University of Asunción and the Ministry of Education and Sciences, with support from the European Union and 11 higher education institutions, including the National University of the East. Its goal is to strengthen teacher training through ten key actions. As part of Action 10, the Graduate School of the National University of the East signed an agreement with a teacher training institution to investigate the use of technological tools in pedagogical practice. Using an action-research methodology, two phases were carried out: diagnosis and intervention. The findings indicate that while teachers recognize the importance of technology and have a positive perception of its use in didactic processes, they struggle to integrate it into their lesson planning. The results highlight the need for strategies that reinforce training and promote the theory-practice connection to ensure the effective use of ICT in the classroom.
subject: Artículos Científicos
  topic: section
subject: action research
  topic: keywords
subject: teacher training
  topic: keywords
subject: educational practices
  topic: keywords
subject: articulation
  topic: keywords
subject: teaching-learning
  topic: keywords
creator: María Victoria Zavala Saucedo
creator: Karen Natali Backes Dos Santos
creator: Myriam Segovia Martínez
creator: José Daniel Díaz Samudio
creator: Antonio Rodríguez Arias
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 4
ending page: 31

Campo intelectual de la educación y campo del currículo en América Latina
type: item
subject: Registros Orales
  topic: section
creator: Mario Díaz Villa
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-04-01
publication date: 2025-04-01
starting page: 80
ending page: 92

Editorial
type: item
subject: Editorial
  topic: section
creator: Equipo Editorial Confluencia de saberes
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-04-01
publication date: 2025-04-01
starting page: 1
ending page: 4

Teaching positions and child abuse. Actions and strategies
type: item
description: This paper arises from the framework resulting from inquiries and reflections in the framework of ongoing and completed research, of interventions that are carried out from extension projects and in an institutional project, all psychopedagogical spaces of the Centro Universitario Regional Zona Atlántica (CURZA) of the Universidad Nacional del Comahue (UNCo). The research work focused on teaching positions in child victims of child abuse in primary schools in the city of Viedma, Río Negro. In this article, three positions that are not closed or definitive are addressed and identified, the possibility of thinking about them allows us to reconstruct trajectories, reflect and narrate one's own experience and identify the different teaching positions that were assumed and are assumed in the present and that will also have an influence on future educational practices. It was also inquired about the ways of acting from the teaching positions, specifically the action strategies that they specify to accompany students who suffer or suffered situations of abuse. The exploratory qualitative research, from an inductive, flexible and unstructured procedure, made it possible, in the fieldwork, to carry out open and in-depth interviews with primary school teachers in the city who worked with child victims of abuse. In addition, non-participatory classroom observations were made and, in the analysis, the data obtained from both research strategies were triangulated.
subject: Artículos Científicos
  topic: section
subject: posiciones docentes
  topic: keywords
subject: escuelas primarias
  topic: keywords
subject: niñas/os victimas
  topic: keywords
subject: maltrato infantil
  topic: keywords
creator: María Inés Barilá
creator: Analisa Castillo
creator: Nayla Rahal
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 32
ending page: 58

Limits and Possibilities of Innovation in Professional Practices.
type: item
description: The pandemic significantly impacted Technical and Vocational Education in Argentina, particularly in technical schools, which faced major challenges in continuing professional practices, a fundamental component of technical training (Garino & Fernández, 2023). In this context, the "Knowledge Exchange" program emerged, implemented in the province of Río Negro during 2022 and 2023 under the coordination of the Directorate of Technical Education and Vocational Training, as part of the Jurisdictional Improvement Project. The program aimed to foster technical knowledge learning through exchanges between students and institutions, emphasizing the value of collaborative experiences. This qualitative study included an analysis of documentary sources to reconstruct the initiative's origins and the implementation of various exchanges in specific technical fields. Interviews were also conducted with the provincial coordinator and teachers from schools that participated in the experience. The results show that the program allowed students to engage with training spaces linked to practice and their connections to the socio-productive sector, highlighting their professional and transversal competencies. However, the implementation faced challenges such as inadequate planning, lack of resources, and the absence of an evaluation strategy to assess its impact on learning. While the program presents innovative aspects, we raise questions about its effects on students nearing graduation and its connection to the world of work.
subject: Artículos Científicos
  topic: section
subject: educación técnico-profesional
  topic: keywords
subject: prácticas profesionalizantes
  topic: keywords
subject: innovación
  topic: keywords
subject: post-pandemia.
  topic: keywords
creator: Noemi Bardelli
creator: Natalia Fernández
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-04-01
publication date: 2025-04-01
starting page: 5
ending page: 31

Aspirar a dejar huella
type: item
subject: Registros Orales
  topic: section
creator: María Noelia Gómez
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-04-01
publication date: 2025-04-01
starting page: 65
ending page: 79

Personal Learning Environments, a path towards research competence
type: item
description: This article stems from a doctoral thesis on the way Personal Learning Environments are configured for the development of research skills in the training of university students as a pathway towards research competence. The aim was to analyze the meanings and senses of personal learning environments in the research training of undergraduate students in Communication. Methodologically, the study was qualitative, with a phenomenological approach, involving three universities in the State of Veracruz, southeast Mexico. Group interviews, semi-structured interviews, and participant observation were conducted. For the purposes of this work, only the results of the qualitative interviews are reported. Among the main findings, it is recognized that, in the research training of university students, PLEs are multifunctional learning spaces that utilize both educational resources in digital formats and human beings from whom to learn. The potential of PLEs to foster the development of research skills in undergraduate studies, leading to the later development of research competence at the graduate level, is identified. It was evident that university students do not necessarily reflect on their habits and practices for research learning and develop diverse forms of technological appropriation, depending on their knowledge and digital skills as well as the type of task or assignment they face, based on teaching mediation processes in the classroom.
subject: Dossier
  topic: section
subject: Research competency
  topic: keywords
subject: Investigative skills
  topic: keywords
subject: Reflective practice
  topic: keywords
subject: Continuous professional development
  topic: keywords
subject: Qualitative methods
  topic: keywords
subject: Educational research
  topic: keywords
creator: Eduardo Gabriel Barrios-Pérez
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-09-30
publication date: 2025-09-30
starting page: 218
ending page: 244

Discusiones didácticas y políticas sobre la enseñanza de las ciencias naturales en los primeros años de la universidad
type: item
subject: Registros Orales
  topic: section
creator: Eduardo Lozano
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 121
ending page: 131

¿Uber-visión? Subversión de hilos formativos y complicidad comunal
type: item
subject: Registros Orales
  topic: section
creator: Facundo Giuliano
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 108
ending page: 120

Editorial
type: item
subject: Editorial
  topic: section
creator: Equipo Editorial Confluencia de Saberes
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 1
ending page: 4

An English curriculum for diversity and equity throuh the skills-integrated approach
type: item
description: The strategies developed by the Ministry of National Education (MEN) to strengthen English as a foreign language (ILE) at the basic and secondary education levels during the last decade seek to ensure that students from public schools in Colombia use that language as a vehicle of communication, interaction, learning, generation of opportunities and development. The problematized object revolves around the concepts of diversity and equity as ways to strengthen the identity of the students through the English curriculum. This study explores how to strengthen the communicative competence and motivation of tenth grade students in learning English in an Official Educational Institution (IEO) through the design of the English curriculum. The study adopted qualitative research under an action research design with a classroom research perspective. The reliability of the information was obtained by cross-referencing information. The use of language was evidenced through products such as surveys, flyers, videos, and graphic organizers. The students communicated their interests, opinions, and emotions through the foreign language. Likewise, the English curriculum was updated.
subject: Artículos Científicos
  topic: section
subject: Investigación acción
  topic: keywords
subject: Currículo
  topic: keywords
subject: Diversidad y equidad
  topic: keywords
subject: Enfoque de destrezas integradas
  topic: keywords
subject: Enseñanza de una lengua extranjera
  topic: keywords
subject: Etnoeducación
  topic: keywords
creator: Cesar Tenorio Toro
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-04-01
publication date: 2025-04-01
starting page: 32
ending page: 64

Early Care: psychopedagogical considerations for Intervention in the Neurodevelopment
type: item
description: Early Care is the set of interventions, aimed at the child population from 0 to 6 years old, the family and the environment, which aim to respond as soon as possible to the temporary or permanent needs presented by children with disorders in their development or who are at risk of suffering from them. For this reason, interventions and the application of intervention programs and treatments of physiotherapy, cognitive, language, family and all types of resources and services are proposed in order to promote the achievement of the objectives of individual development, school participation. , social and community of the case. This work seeks to promote educational reflection in professionals and families of children with specific needs in that period, in addition to addressing psychopedagogical intervention in Early Care, expressing arguments for a reflection on the aspects of evaluation and diagnosis, classification, as well as general elements of the intervention, continuing with some neuropsychological considerations of that intervention and its planning. It ends with some suggestions for psychopedagogical action that seek reflection – educational action in children with neurodevelopmental disorders or risk of suffering from them, between 0 and 6 years old.
subject: Ensayos
  topic: section
subject: Early Care; Disability; Psychopedagogical intervention; Specific educational needs.
  topic: keywords
creator: María Jesús Luque-Rojas
creator: Eduardo Elósegui Bandera
creator: Dolores Casquero Arjona
creator: Diego Jesús Luque Parra
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 85
ending page: 107

Rural school space. The proposals of Luis Iglesias in a dialogue with the present
type: item
description: This work is part of the results of the Research project in the area of History of Education that addressed regional educational problems through the written press (newspapers with regional and local circulation, union press, among others) in the province of Río Negro, during the period 1957-2001. In particular, the educational reform proposal in the province of Río Negro that was attempted to be implemented with the Kumelkan Project will be analyzed in this instance, focusing on the meanings about teaching work that were disseminated in the local press. The various communications that the written press created about the reforms to the Teaching Statute that were proposed in the context of the economic crisis of the province and the Educational Reform in the 90 are analyzed. In the development, the written press is considered as a political actor, and, from that place, as one of the instruments that form social representations and legitimize political-social discourses.
subject: Artículos Científicos
  topic: section
subject: Education
  topic: keywords
subject: Discourses
  topic: keywords
subject: Regional press
  topic: keywords
subject: Teaching work
  topic: keywords
subject: Educational reform
  topic: keywords
subject: Kumelkan
  topic: keywords
creator: Claudia Rosana Cipressi
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 57
ending page: 83

Procesos psíquicos que dinamizan el deseo por el aprendizaje durante la infancia
type: item
subject: Reseñas
  topic: section
creator: Lorena María Gallosi
rights: Copyright (c) 2025 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2025-04-01
publication date: 2025-04-01
starting page: 93
ending page: 98

Contention, opportunities and choices
type: item
subject: Reseñas
  topic: section
creator: Camila Del Río
creator: Eleonora Duarte
creator: Marina Patricia Verdini Aguilar
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 132
ending page: 137

Rural school space. The proposals of Luis Iglesias in a dialogue with the present
type: item
description: Understanding the school space as both a pedagogical and architectural concern, in this writing, voices of rural school teachers are reviewed. It explores the uses and appropriations of rural school space by investigating the stories of Luis Iglesias (20th century) and those of teachers from the first decades of the 21st century, in relation to the school complex in general (building, galleries, patios), to the teaching spaces in particular (classroom layout, furniture, uses of the outside, other environments), and to the links between school, territory and rurality. This exercise of exploration in the writings of a recognized historical reference of Argentine rural education and in the voices of rural teachers of the present, is based on the hypothesis that there are characteristics of the rural school space that function as invariants at different times and territories. To do this, we analyze, on the one hand, the stories of Luis Iglesias available in the diaries and texts that he himself wrote and published (“La escuela rural unitaria” of 1957, “Diario de Ruta, los trabajos y los días de un maestro rural” of 1963, “Pedagogía creadora” of 1973, “Confieso que he enseñado” of 2004) and, on the other, the voices of teachers from rural schools of the present. The recurrences between one story and another constitute elements that allow us to develop a characterization of the rural school space in Argentina.
subject: Artículos Científicos
  topic: section
subject: School space
  topic: keywords
subject: Rural school
  topic: keywords
subject: Spatial configurations
  topic: keywords
subject: Luis Iglesias
  topic: keywords
subject: Rural teachers
  topic: keywords
creator: María Florencia Serra
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 5
ending page: 30

Píldoras de innovación educativa, un camino hacia la transformación de la educación universitaria
type: item
subject: Reseñas
  topic: section
creator: Laura Vanesa Bolaño Rodriguez
creator: Nieves Jazmín Suárez Triana
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 138
ending page: 140

Some challenges and difficulties when using ICT to study at university during the COVID 19 pandemic
type: item
description: Results of a degree thesis, Bachelor of Educational Sciences, are presented, referring to the use of Information and Communication Technologies (ICT) in the study process in advanced university students, of the Teaching Staff in Educational Sciences and the Bachelor's degree. In Combined Arts, from the Faculties of Humanities and Arts, Design and Cultural Sciences, of the National University of the Northeast (UNNE). It focuses on students close to graduating. The methodology is qualitative and the technique addressed here, the interview. Originally, the field work would be carried out only in 2019, first with focus groups by race and then with interviews with key informants. Due to the pandemic, that data was outdated, and assuming that study practices were affected by the context, we returned to the field in 2021 with two new interviews. An attempt was made to account, at least in part, for this forced experience of distance study. The objective is to know what were some challenges and difficulties they faced when using them to study during the pandemic. They were identified in two main aspects: home connectivity and selfmanagement of the study process at home as an exclusive space. What was specifically obtained in the last field trip is presented. Understanding the topic can contribute to the review of proposals to be offered in the post-pandemic and open reflections of institutional interest. Finally, a range of topics are offered to continue investigating. It is considered to contribute to Educational Technology and Didactics.
subject: Artículos Científicos
  topic: section
subject: Challenges
  topic: keywords
subject: Difficulties
  topic: keywords
subject: Study
  topic: keywords
subject: ITC
  topic: keywords
subject: University
  topic: keywords
subject: Pandemic
  topic: keywords
creator: María Nazareth Romero
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-09-30
publication date: 2024-09-30
starting page: 31
ending page: 56

Tres áreas de trabajo de la asesoría pedagógica en el nivel secundario
type: item
description: Este escrito analiza tres áreas de trabajo de la asesoría pedagógica en el nivel secundario: el acompañamiento y sostenimiento de las trayectorias escolares, la cuestión del curriculum y el trabajo sobre el régimen académico de la escuela secundaria. No son las únicas áreas de trabajo, desde luego. Si bien el escrito se centra en el rol del/de la asesor/a pedagógico/a, se espera que los aportes resulten significativos para otras figuras, tanto dentro de los establecimientos educativos como en los equipos externos de trabajo
subject: Registros Orales
  topic: section
creator: Flavia Terigi
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-03-27
publication date: 2024-03-27
starting page: 61
ending page: 72

Pensar el trabajo de asesoramiento institucional en una clave epocal
type: item
subject: Registros Orales
  topic: section
creator: Sandra Nicastro
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-03-27
publication date: 2024-03-27
starting page: 49
ending page: 60

Editorial
type: item
subject: Editorial
  topic: section
creator: Equipo Editorial Confluencia de Saberes
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-03-27
publication date: 2024-03-27
starting page: 1
ending page: 4

The Educational Consulting spaces.
type: item
description: This article aims to provide an analysis that allows us to think about Educational Consulting from the concept of school spaces, in articulation with the ways in which schools process different conflicts associated with school life. This research is framed in a qualitative approach, based on the comparative study of cases which addressed in two projects that were carried out in parallel (PISAC II and PIC 152). The analysis is based on interviews carried out in three public secondary schools in the city of Neuquén. Our study sought to identify tensions and relations between the materiality of the space - taking into account the location and the characteristics of the Educational Consultor office in each of the schools studied -, and the school life. The methodological and conceptual approach recovers the contributions of the spatial turn, from which the notion of space as a container of social practices and as a given element is discussed. The analysis aims to show some aspects of the link between the school space and school life, understanding that some of them are revealed in the definition that schools make about what they consider conflictive, and the mechanisms they put into operation to process it. These dimensions are fundamental to think about the configuration of the school order in relation to spaces, both in its materiality and in its symbolic construction
subject: Artículos Científicos
  topic: section
subject: Asesoría Pedagógica
  topic: keywords
subject: Espacios escolares
  topic: keywords
subject: Edificio Escolar
  topic: keywords
subject: Convivencia Escolar
  topic: keywords
creator: Luciana Machado
creator: Gisela Moschini
rights: Copyright (c) 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
date: 2024-03-27
publication date: 2024-03-27
starting page: 6
ending page: 23