Praxis Educativa ISSN 0328-9702 E-ISSN 2313-934X Publicación cuatrimestral del Instituto de Ciencias de la Educación para la Investigación Interdisciplinaria de la Facultad de Ciencias Humanas, UNLPam, que integra el Núcleo Básico de Revistas Científicas Argentinas. Promueve la difusión de investigaciones interdisciplinarias con la finalidad de contextualizar la problemática educativa. DOI: 10.19137/praxiseducativa
Facultad de Ciencias Humanas-Universidad Nacional de La Pampa
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Tramas para pensar el compromiso con la formación docente
En diciembre de 2025 iniciamos la celebración de los 30 años de nuestra revista, en un tiempo de mucha crueldad donde la situación de las personas, de la educación pública, de la ciencia y el sistema universitario nacional se agrava con una la principal pretensión de poner en jaque lo público de las políticas con relación a la vida, la salud, la educación. No obstante cada quien desde su lugar seguimos resistiendo. En nuestro caso profundizar el sentido de la educación como acto político en tanto favorece la construcción de sujetas/os que puedan comprender el mundo e intervenir en él. Desde ese lugar proponemos analizar y valorar la escuela y la universidad como espacio de poder y de práctica informada y volver la mirada sobre los espacios de formación.
Copyright (c) 2026 Maria Graciela Di Franco https://creativecommons.org/licenses/by-nc-sa/4.0
The Value of Affections in School Life: An Analysis of Youth Perceptions
This article aims to analyze the value that young students in public secondary schools in the city of La Plata, Buenos Aires province, attribute to affectivity in relation to the approaches and implementation of National Comprehensive Sexual Education Law No. 26,150 and Provincial Law 14,744. It seeks to identify the limitations and scope in the construction of interventions focused on coexistence and situations of suffering within the school framework, emphasizing the importance of valuing affectivity. It is observed that practices shaped in light of this statement have implications for affective trajectories and school biographies. In their testimonies, students share everyday experiences that highlight the relevance of the relational, bonding, and affective dimension in school.
Copyright (c) 2026 Carina Viviana Kaplan, Mariángeles Calvo, Ezequiel Szapu https://creativecommons.org/licenses/by-nc-sa/4.0
Educational Research: kinships, relationships and connections that make/are con-tacts
A 30 años de la creación y aparición de la Revista Praxis Educativa, revista de investigación de la Universidad Nacional de La Pampa y, a modo de homenaje por los diálogos que a lo largo del tiempo ha promovido, nos propusimos este dossier que, desde hoy y con la trayectoria histórica de la revista, interpone “nuevas futuridades” para el campo de la educación. Las nuevas formas, metodologías, problemas y preguntas de la investigación educativa requieren sos-tener modos alternativos de vivir-ser investigación, sentir más, ver más, oír más y que, esa posición no detenga la posibilidad de hacer algo que estimule nuestra imaginación y la experimentación sin métodos sin dejar de lado lo que nos parece. Se trata de estar “en estado de viaje”, no tener límites y conectar aquello que no pareciera que se conecta.
Copyright (c) 2026 Silvia Grinberg, Luis Porta https://creativecommons.org/licenses/by-nc-sa/4.0
Characteristics, Challenges, and Needs Related to Youth and Adult Literacy in the Paraná Delta
The educational dimension of territory entails the analysis of the existence, appropriation, organization, and modes of structuring teaching and learning processes across multiple instances, resources, and spaces associated with lifelong education. In this regard, questions arise concerning the characteristics of the educational spaces that take place within a given territory, as well as their challenges, needs, and issues in relation to the exercise of the right to lifelong education for the entire population. The findings presented in this article seek to begin addressing these questions through an analysis of the supply of and demand for literacy education and primary-level completion among young people and adults in the First Section of the Tigre Islands, in the Paraná Delta, Province of Buenos Aires, based on a diagnostic study conducted between 2023 and 2025.
Copyright (c) 2026 Marcela Kurlat https://creativecommons.org/licenses/by-nc-sa/4.0
Post-qualitative inquiry in the first person
Elizabeth Adams St. Pierre is family. Academic family. Originally mentored by figures like Laurel Richardson and Patty Lather, she became acquainted with poststructuralism through feminism in the nineties and paid enough heed to the cognitive dissonance she experienced in her dissertation process to start challenging qualitative methodology at that time. In this century, after maturing this uneasiness, she created, and coined, Post-Qualitative Inquiry which, as she often says, is not a methodology but rather a becoming which operates on a different ontoepistemological basis. She has ever since worked on experimenting research that demands a lot of hard work in reading and writing, but also a great deal of imagination and courage, to avoid ‘the trap of methodology’. Her work has been unparalleled and so is her kindness and candor. In this conversation we delved into her beginnings, what matters the most to her, and her investment in doing academic work that really counts.
Copyright (c) 2026 María Marta Yedaide, Laura Proasi https://creativecommons.org/licenses/by-nc-sa/4.0
Motivational and behavioral factors: an analysis of the quality of student life in adolescents in the city of Catamarca. Year 2024
The objective of this article is to analyze the motivational and behavioral factors associated with the quality of student life among middle school students in the city of San Fernando del Valle de Catamarca (Argentina) during 2024. A quantitative, non-experimental, correlational, and cross-sectional study was conducted, based on data from the Planet Youth Survey. Quality of student life was measured using a synthetic well-being index, while the independent variables included attitudinal indicators regarding the school experience and a synthetic absenteeism index constructed through factor analysis. The analytical strategy consisted of ordinal logistic regression. The results show that school absenteeism is negatively and statistically significantly associated with quality of student life, while certain negative attitudes toward studying present a consistent theoretical direction, although without statistical significance. It is concluded that school behaviors and motivational dispositions jointly influence educational well-being, providing useful evidence for the design of pedagogical and territorial policies aimed at improving the school experience.
Copyright (c) 2026 Daniel Esteban Quiroga, José Alberto Yuni https://creativecommons.org/licenses/by-nc-sa/4.0
Bio/Geo/Pedagogies of Hope: Ontologizing pedagogy and research. Weaving other links with the Humus-Earth of Humanity
This article starts with the school, teaching and research territories involved in pedagogical social movements in the face of cognitive/academic capitalism, as referents of the places of enunciation that debate monological conceptions in research and training. Next, lines of reflection are drawn from our research careers, to focus and develop nodes-axes on the epistemic turns: decolonizing, post-humanist and ontological. It seeks to understand the idea of humus-Earth-humanity as a sustenance that configures the constructs developed around other ways of researching in a communal horizontality from the Bio/Geo/Pedagogies, as a necessary epistemic field. Underlying this journey are a series of theses such as the simultaneity and epistemic stripping of critical perspectives in research; to decant in turn the proposal to understand the cosmopolitical perspective of epistemic pluralism from the horizon of a situated ontologization of and in educational and pedagogical research.
Copyright (c) 2026 Patricia Medina Melgarejo, Sabinee Sinigui Ramírez https://creativecommons.org/licenses/by-nc-sa/4.0
Las giras educativas como estrategia didáctica en el Colegio Científico de Puntarenas, Costa Rica
This article is a case study that analyzes the role of field trips as a teaching strategy at the Colegio Científico de Costa Rica, Puntarenas Campus. The study collects data by administering questionnaires to 5 teachers and 37 students, as well as a semi-structured interview with the school's executive. The results show that field trips are a valuable pedagogical tool that allows for establishing links between the theory and practice of classroom content, fostering meaningful learning and strengthening students' scientific competencies and soft skills. Furthermore, the article analyzes the challenges that field trips could generate and their negative impact on students and teachers. The objective is to obtain an overview of the implementation of this teaching strategy based on the experience of this educational institution, which can offer recommendations based on its experience and that may be useful to other educational centers.
Copyright (c) 2026 Jonnathan Salas Alvarado https://creativecommons.org/licenses/by-nc-sa/4.0
Poor Things: Researching and the effects/affects on a (human) scale
This article presents a number of becomings in being-knowing-doing research at an Argentinian state university, in the event of their entanglement with certain heritage and recent onto epistemological options. Besides describing kinship and other family relationships, the text delves into their influence and has the intention of documenting some contemporary movements with the capacity to narrow the distances between the academia and “reality”, as ordinary people feel it. It focuses, thus, on the intercourse between criticalities and the decolonial turn with queer phenomenology, neomaterialismos and the posthumanisms/humusities, on the one hand, but also on some ordinary experiences that are defining new attention regimes. Instead of proving recipes or standardized solutions, the article seeks to leave open the question about the social value of research and universities, as well as their capacities to affect the presents. It is grounded on the belief that pedagogies may be lived as technologies to further de/re-educations that matter.
Copyright (c) 2026 María Marta Yedaide https://creativecommons.org/licenses/by-nc-sa/4.0
Materialities and disability trajectories in universities
The article examines the university trajectories of students with disabilities in Chilean higher education from a critical‑materialist and post‑qualitative perspective. In a context of sustained enrollment growth, it analyzes the tensions between inclusion policies and the persistence of ableist logics that continue to structure institutional practices, affecting students’ retention, participation, and graduation. Drawing on an autobiographical workshop grounded in the production of materialities—such as collages, cartes de visite, and other artifacts—the study explores how disability is configured as a relational effect of assemblages among bodies, objects, infrastructures, normative discourses, affects, and academic temporalities. The findings show that the university emerges simultaneously as a horizon of possibility and as a space of restriction, where myths and processes of normalization and invisibilization operate. Nevertheless, the materialities produced function as devices of creative resistance that enable the imagination of possible futures and alternative ways of inhabiting the university space.
Copyright (c) 2026 Marta Infante https://creativecommons.org/licenses/by-nc-sa/4.0
PERFORMANCE IN SPANISH WRITING OF UNDERGRADUATE STUDENTS AND THE IMPACT OF EVALUATION
Spanish writing represents a complex process since linguistic norms are contemplated and which are adapted to grammatical, syntactic, semantic aspects, etc. One way of assessing the performance of this competence is by evaluating under the error analysis method. This investigation is framed in a quantitative methodology with a descriptive approach under corpus linguistics and error analysis to identify which are the most frequent errors in Spanish writing by undergraduate students and to verify whether evaluation really impacts the performance of such skill. Findings note that the most frequent errors are those with a spelling and punctuation nature and that the evaluation component does have an influence on Spanish writing performance. Thus, the evaluation enjoys a prominent position since it places the student in a conscious and responsible role before the challenges proposed in the classroom.
Copyright (c) 2026 Susana Montecino Orellana https://creativecommons.org/licenses/by-nc-sa/4.0
Playing the method. Contributions to educational research making string figures
In a context characterised by deepening injustices and inequalities, this article puts forward the idea of rethinking educational research as a relational and affective practice. Using String Play as both a methodological approach and an analytical framework, and engaging with agentic realism and posthumanist perspectives, the article explores alternative modes of knowledge production that transcend dichotomous and anthropocentric categories. This methodological approach is based on gestures created during an investigation into everyday school life in exclusionary contexts, which is linked to the author's doctoral dissertation. The research involves creating string figures with other bodies — both human and non-human — thereby repositioning the researcher as a constitutive part of the narrative being studied. The result is an affective narrative that recounts the tensions, intensities and movements involved in holding the strings, revealing a way of conducting research as an embodied practice in a constant process of becoming with others.
Copyright (c) 2026 Eliana Bussi https://creativecommons.org/licenses/by-nc-sa/4.0
Curación de contenidos y praxis pedagógica : un modelo de formación para el profesorado universitario
The research addresses the need to develop digital competencies in university professors to adopt more active and engaging pedagogies. In this regard, the study focuses on creating a pedagogical model that facilitates training in content curation. To develop the model, a systemic, structural, and functional approach was used in defining its subsystems and components, complemented by a literature review that established the epistemic foundations of the proposal. The model integrates three subsystems that promote training in content curation, the use of digital tools, and didactics. Moreover, the interaction between the components reveals new theoretical relationships and a higher-level integrative quality that demonstrates the teacher's comprehensive training. It is concluded that this model can strengthen didactic performance and support continuous training in the current educational context.
Copyright (c) 2026 Thais Raquel Hernández Campillo, Bárbara Carvajal Hernández, María Legañoa Ferrá, Irima Campillo Torres https://creativecommons.org/licenses/by-nc-sa/4.0
Las corpoterritorialidades en la formación inicial docente del normalismo tehuacanero; Tlalmanalli educativo y calendarios socioecológicos
This article documents lessons learnt from the implementation of two co-territorial teacher support strategies designed to strengthen the practical training pathways for trainee teachers on the Bachelor’s degree programmes in pre-school, primary and distance secondary education at the Escuela Normal Superior de Tehuacán. This teacher-training institution is situated in an ethnically and linguistically diverse region (Nahuatl, Ngigua, Mixtec, Mazatec) affected by water stress, internal armed conflict, displacement and enforced disappearance, gender-based violence, energy transitions, a profound digital divide, structural inequality, and acute vulnerability. The research is currently in a consolidation phase, and we aim to explore, through comparative analysis, how our educational research findings might be extrapolated to other contexts, particularly within Abya Yala. In conclusion, we seek to offer reflections that strengthen the formative evaluation of teaching in order to redefine our historical role from the perspective of ethno-territorial advocacy and community promotion, and not merely from the educational technocracy that validates teaching experience solely on the basis of the techniques, tools or strategies implemented. That is why our perspective on the educational model known as the Nueva Escuela Mexicana is a situated, reflective and contextualised critique, informed by our experiences within educational communities as teachers within co-learning groups, and grounded in a spirit of active listening alongside future generations of teachers who have been trained under the 2022 programme in Tehuacán, Puebla, Mexico.
Copyright (c) 2026 Guillermo López Varela, Daniela Palma Patiño https://creativecommons.org/licenses/by-nc-sa/4.0
Movimientos e interrogantes en la construcción del territorio de la práctica profesional docente
This text presents a systematization of the development of the course “Práctica Profesional” in the University Teacher Education Program in Educational Sciences at the Faculty of Humanities of the UNMdP. It addresses conceptual, didactic, and methodological movements that have shaped its implementation from a situated, critical, and reflective perspective. The purpose of the paper is to offer an articulated reading of the experiences developed, acknowledging their contributions to the education of future teachers of Educational Sciences and identifying ongoing challenges. The text highlights the criteria for selecting partner institutions, the didactic devices implemented, and the promotion of contextualized, collaborative, and critical intervention practices. It proposes the development of methodological tools for the documentation and analysis of practices, leading to projections aimed at strengthening inter-institutionality, deepening interdisciplinary work, and promoting training dispositifs. It offers a framework for thinking about teaching practice in “other” territories from a contextualized, creative, and collectively constructed perspective.
Copyright (c) 2026 Federico Ayciriet, Gustavo Vicini, Victoria Crego, Florencia Zárate https://creativecommons.org/licenses/by-nc-sa/4.0
Ranatría: Fabulating Territory from the Classroom.
In this article we present and discuss results from an educational research project that examines the forms taken by processes of knowledge production, circulation, transmission, and acquisition in postmedia society. We begin from the hypothesis that the classroom can be understood as a socio-technical assemblage in which the intersection of school knowledge, everyday experiences, and digital artefacts does not constitute a secondary effect, but rather a condition of possibility for the production of knowledge. To explore this problem, we analyse a transdisciplinary pedagogical project developed during 2025 in a public secondary school in the Metropolitan Region of Buenos Aires, in collaboration with the university. Drawing on contributions from new materialism, posthumanism, and postmedia studies, we approach the classroom as a heterogeneous web in which multiple human and non-human agencies become intertwined and co-constituted, examining what connections emerge and what experiences of knowledge are enabled through these relations.
Copyright (c) 2026 Solange Isabel Gonzalez, Julieta Armella https://creativecommons.org/licenses/by-nc-sa/4.0
Un modelo de formación digital integral docente para la inclusión de tecnologías digitales en la educación
Education for a digitalised culture is a challenge that calls for the design of various strategies, such as teacher training. The aims of this paper are to characterize the fields of knowledge necessary for training oriented towards the pedagogical inclusion of digital technologies in education and to design an appropriate training model. As a qualitative research, this study has a double character: its analytical-interpretative cut involved the review of recent documents in the main related fields of knowledge; its propositional cut aimed to design a holistic teacher education model. As a result, three complementary and interdependent fields of knowledge were identified and analyzed: Digital Literacy; Media and Information Literacy; Digital Citizenship. Then, a Comprehensive Digital Teacher Education model was then designed that recovers those three fields of knowledge and adds a fourth referring to digitalized subjectivation. These results show the need for training strategies that respond to current educational demands.
Copyright (c) 2026 Juan Ignacio Revestido https://creativecommons.org/licenses/by-nc-sa/4.0
When "Nothing Happens": Navigating Between Denial and Negotiation in the Use of Digital Technologies in Education
This essay seeks to reflect, drawing on selected works and theoretical frameworks, on the contemporary challenges of integrating digital technologies into pedagogical practice in Argentina. Rather than attempting to encompass the entirety of existing scholarship on the subject, it engages with a set of contributions considered particularly relevant, which are subsequently analyzed and interwoven into a reflective process informed by the authors’ specific academic background and professional experience.
Copyright (c) 2026 Alfonso Aguilar, Claudia Kraft https://creativecommons.org/licenses/by-nc-sa/4.0
¿No tengo un sope? : Relacionalidades parentales en la tradición pública del conocimiento
En el marco de la actual guerra (cultural), este texto interroga la sistemática precariedad de los recursos y la lineal mercantilización de la educación impulsada por las coloniales agendas de la ultraderecha. En consonancia con la tradición pública del conocimiento, durante su proceso de gestación se despliegan dimensiones que operan en cadena, de manera simultánea y no jerárquica. Entre ellas, en este artículo, teorías, tradiciones, redes, programas o generaciones, proyectos, líneas o ambientes, tesis o instalaciones. El propósito de su taxonomía es desestabilizar las fronteras convencionales del saber académico instituido, en un estudio que se localiza en SOPE -Seminario Obligatorio de Proyectos Educativos-, Facultad de Humanidades (UNMdP). Bajo esta coyuntura, se descarta la ofensiva epistémica que busca reducir esta espesura histórica a una transacción productiva. Se argumenta que el fortalecimiento de los vínculos comunitarios, el ejercicio de la justicia social y la ética del cuidado restituyen la densidad afectiva de una universidad pública que se resiste a ser vaciada de sentido.
Copyright (c) 2026 Francisco Ramallo https://creativecommons.org/licenses/by-nc-sa/4.0
Uso de dispositivos móviles como recursos didácticos en Educación Secundaria: beneficios, desafíos y percepciones del profesorado
Information and Communication Technologies (ICT) have become one of the most widely used teaching tools in the field of education. This research project focuses on this area, with the main objective of analysing the potential benefits of mobile devices as digital teaching tools in secondary school classrooms. A quantitative and qualitative study was carried out, using a survey as a data collection tool. The sample consists of 45 teachers from public, private and state-subsidised secondary schools in the province of Alicante. The results show that teachers claim to be prepared and willing to use ICT in their subjects, but in most cases, students do not have the tools or sufficient skills to use them correctly in the classroom.
Copyright (c) 2026 Ana Isabel Sánchez Pérez , Mónica Belda-Torrijos, Marta Ruiz Revert https://creativecommons.org/licenses/by-nc-sa/4.0
Cybermasculinities and the Manosphere in Teacher Training: An Autobiographical Essay on Antifeminism in Physical Education
This essay analyzes the emergence of antifeminist, misogynistic, and homophobic discourses among students entering physical education teacher training programs, relating them to digital phenomena such as cybermasculinities and the manosphere. Based on a bibliographic review and situated teaching experiences, the text problematizes how digital platforms commodify masculinities in crisis, offering reactionary narratives that become naturalized in academic spaces historically permeable to masculinism. The work shows that Comprehensive Sexuality Education, while present throughout the educational trajectory of these populations, seems insufficient in the face of the reach of digital radicalization devices. The necessity to reopen the debate on feminisms, queer pedagogies, and disputes of meaning in teacher training careers is proposed, particularly in physical education.
Copyright (c) 2026 Sebastián Trueba https://creativecommons.org/licenses/by-nc-sa/4.0
Socioeconomic determinants of the professionalization of Shuar indigenous women in Ecuador
The professionalization of Shuar Indigenous women represents both a challenge and a key opportunity to promote equitable development in Ecuador. Although progress has been made in access to education, structural and sociocultural barriers still hinder their full integration into academic and professional spheres. This study aimed to analyze the socioeconomic factors that influence this process. A quantitative, non-experimental, explanatory, and cross-sectional approach was used, with stratified sampling applied to a population of 2,051 women. Statistical analyses revealed significant associations between skills development and factors such as the institutional environment, sociocultural barriers and support, as well as training and opportunities. The study concludes that strengthening intercultural scholarships, implementing inclusive policies, and consolidating community networks are essential to promoting the professionalization of Shuar women and overcoming cultural and economic barriers.
Copyright (c) 2026 Jimy Rodrigo Gualan Oviedo, Leidy Tatiana Pinzón Prado https://creativecommons.org/licenses/by-nc-sa/4.0
Lenguage, silence, and exclusion: a critical approach to symbolic bullyng in secondary school
The article presents a critical approach to symbolic violence in secondary schools, based on a situated qualitative research project co-authored by a teacher education student and her thesis advisor during the professional practicum process. Through the use of a reflective journal and interviews with teachers, the study identified everyday forms of exclusion that operate through language, silence, humor, and digital technologies. The findings reveal that these symbolic violences are normalized and rarely questioned, both by students and by teachers, whose interventions often focus more on control than on reflection. The article argues that these forms of violence are linked to modern school structures that hierarchize knowledge and silence subjectivities. From a decolonial, feminist, and critical pedagogical perspective, the article defends reflective writing as a tool for epistemic interruption and symbolic resistance. It concludes that schools must be reconfigured as spaces of situated truth, where subaltern voices are heard and embodied knowledge is legitimized. The research proposes the integration of the reflective journal as a pedagogical device in teacher education, to enable the narration of what hurts, discomforts, or remains silenced, thus advancing toward a pedagogy of difference and symbolic restitution.
Copyright (c) 2026 Odilón Moreno Rangel, Jessica Velasco García https://creativecommons.org/licenses/by-nc-sa/4.0
The purpose of this article is to analyze the place of childhood in popular education. To this end, we offer a brief reconstruction of both the history of popular education and the education (also popular) of popular children linked to experiences of political participation in social movements. Despite the fact that since the end of the 1970s significant political-pedagogical experiences have been unfolding (and are increasingly recognized) with children who have focused on the promotion of their protagonism, and which are recognized in the tradition of popular education, these experiences do not seem to have taken place within the history of popular education. Hence, from a non adultcentric perspective, it is hypothesized that both the history and the theory of popular education have been —predominantly— the history and theory of an emancipatory pedagogical-political conception conceived and directed to the adult world.
Copyright (c) 2026 Santiago Morales https://creativecommons.org/licenses/by-nc-sa/4.0
Silent Internationalization at the State Distance University of Costa Rica
This study aims to provide a detailed characterization of the student population at the Universidad Estatal a Distancia (UNED) whose country of origin is not Costa Rica, to better understand their main features, behavior over time, and permanence or temporality of this population within the institution, and the relevance of institutional support such as financial aid (scholarships). The study uses a panel data set extracted from UNED's Information System for Decision-Making Support and Institutional Management (SIATDGI), containing historical information on students, their enrollment behavior, demographic data, nationality, and detailed information on institutional support and academic performance. The sample comprises a total of 17,825 observations distributed across 4,017 unique student groups, from the first quarter of 2015 to the first quarter of 2024. To analyze the influence of financial aid on the number of credits enrolled by the selected student sample, fixed and random effects regression models were employed, along with cluster analysis to identify homogeneous groups within the student data, and ANOVA analysis to assess significant differences between the identified clusters. The results confirm a positive and significant effect of financial aid on the credit enrollment behavior of the study population. The study suggests that it is relevant for the institution to develop affirmative action policies for this population, similar to those already implemented by UNED for other groups, and the development of broader regional and global internationalization policies.
Copyright (c) 2026 Maynor Barrientos Amador https://creativecommons.org/licenses/by-nc-sa/4.0