Papeles accepts submissions on a rolling basis throughout the year. We invite the academic community to submit their contributions at any time. Journal of the Faculty of Education, Universidad Antonio Nariño, Bogotá, Colombia. PAPELES is an open-access scientific journal, edited and funded by Universidad Antonio Nariño, published under a continuous publication model with two issues per year, in both digital and print formats. It addresses issues in the educational field across all levels of training, with disciplinary and methodological approaches that may be qualitative, quantitative, or mixed. The journal focuses on teaching and learning in all areas of knowledge and includes topics such as teacher training, assessment, curriculum, didactics, epistemology, teaching conceptions, inclusive education, general education, teaching, and educational innovations. Submissions must be original, unpublished, and not under consideration by other journals. Articles may fall under the categories of research papers or review articles. The journal uses a double-blind peer review process and does not charge authors at any stage of the evaluation or publication process. The rejection rate for 2024 was 51%. Indexed by: Redalyc, DOAJ, CARHUS PLUS, EUROPUB, REDIB, REBIUN, ERIH PLUS, ROAD, IRESIE, EBSCO (Education Source, Fuente Académica Plus), Latindex, Dialnet, MIAR, OAJI, SCILIT, Semantic Scholar, Ulrich Web, World Cat. Audience: Teachers, trainee teachers, researchers, psychologists, philosophers, sociologists, anthropologists, and other professionals related to the education field, national or international. Classification of scientific areas according to Organization for Economic Cooperation and Development (OECD): Main area of ​​knowledge: Social Sciences Area: Education Sciences
Competency-based Assessment: A Path Toward Comprehensive and Authentic Training in Higher Education
Introduction: Competency-based assessment is a process that allows for valuing and reflecting upon the ideal performance of a future professional in specific contexts, integrating diverse knowledge to face real learning situations. In this sense, the present article is framed within a theoretical-reflective approach to competency-based assessment, conceived as a path towards comprehensive and authentic training in higher education, specifically at the Universidad Pedagógica Experimental Libertador in Venezuela. Its purpose is to shed light on the educational realities that can emerge from the implementation of this innovative approach in that university context. Methodology: The study was framed within the interpretative paradigm, under a qualitative methodological perspective, in a documentary review. Diverse recent academic literature was analyzed, including scientific articles, books, and official documents, which allowed for revealing and interpreting competency assessment as a comprehensive and authentic process. Results and Discussion: The findings that emerged after the review of various sources refer to the great relevance of the competency assessment approach in education, in addition to showing the transition between objectives and competencies, and the transcendental changes generated in educational stakeholders as a result of comprehensive training. Conclusions: This approach establishes some reflections in the search to make known the changes that must inevitably emerge from competency-based student performance assessment in higher education institutions.
Copyright (c) 2025 María Álvarez Carrasco https://creativecommons.org/licenses/by-nd/4.0
Teaching Experiences During the Performance Evaluation Process at the Basic Level in a Region of the Mexican
Introducción: el objetivo de este artículo fue el análisis fenomenológico de las experiencias de ocho docentes de escuelas primarias en el estado de Hidalgo (México) en torno a los procesos de evaluación del desempeño. La investigación surge desde la siguiente pregunta: ¿cómo fueron las experiencias de docentes de primaria que participaron en el proceso de evaluación del desempeño docente? Metodología: a partir de un enfoque cualitativo, se realizó la aplicación de un grupo focal y entrevistas en profundidad con docentes de educación básica. Resultados y discusión: entre los hallazgos, se asocia que los participantes percibieron el proceso de evaluación de manera desorganizada y castigadora, relacionado con efectos de carácter administrativo laboral, situación que generó estrés, ansiedad y afectaciones en la identidad profesional. Conclusiones: en el contexto de la educación mexicana, los procesos de formación profesional han tergiversado el sentido formativo de la evaluación, ya que esta se ha distinguido por ser una carga burocrática que relega a segundo plano la reflexión pedagógica. Por tanto, la evaluación de la docencia evidencia inseguridad en los instrumentos implementados. Como muestra de los efectos, la valoración del desempeño privó de validez la profesión docente, la cual tiene amplia relación con la preparación y consolidación de prácticas efectivas. Por tanto, es de vital importancia la reconfiguración de los propósitos que orientan la evaluación docente en la educación primaria y una reorganización del dispositivo evaluativo, la cual ofrezca una verdadera orientación hacia la formación continua y la inclusión.
Copyright (c) 2025 Luis Alfonso Perez Luna, Alma Torquemada https://creativecommons.org/licenses/by-nd/4.0
Inclusive Education and Disability through Active Participation: Action Research and the Implementation of the Perkins Model Program in Three Latin America Countries
Introduction: This paper presents the analysis of an experience developed through the interrelation of a well-established educational action strategy, the implementation of the Model Program Approach (MPA) promoted by Perkins School for the Blind, and a systematic process of participatory action research. This combination enabled the development of situated knowledge grounded in school practices. The research was conducted between 2023 and 2025 across 27 regular schools, special education schools, and early childhood centers in Argentina, Brazil, and Mexico, using collaborative qualitative methodologies and institutional self-assessment tools. Methodology: To collect information, semi-structured interviews, focus groups, participatory and non-participatory observation records, field notes on the monitoring of implemented change actions, analysis of school documents, and the annual application of the Perkins Quality Indicators were used. Results and Discussion: The results show significant progress in the participation of students with visual impairments, multiple disabilities, and deafblindness, as well as in professional development of teachers, active family involvement, and the consolidation of sustainable inclusive practices. Conclusions: This experience not only allowed for collective documentation and reflection on the ongoing transformations but also offered meaningful insights to strengthen more just, contextualized, and transformative educational systems in Latin America.
Copyright (c) 2025 Mary Vázquez, Gloria Rodríguez-Gil https://creativecommons.org/licenses/by-nd/4.0
Dual Training in Mexico: Critical Factors in its Operation
Introduction: The Mexican Dual Training Model (MMFD) is a type of training for work, where the student receives academic instruction at high school and job training in the company. The article examines the factors that influence the functioning of the MMFD and if the theory-practice link occurs in it, as well as the development of professional skills. The theorical framework is support on the categories of codified knowledge, employability and critical factors. Methodology: To collect information the article uses a qualitative perspective, with the application in depth interviews and focus groups with business trainers, human resources managers, school linkers, academic tutors and dual students. Results and discussion: In dual training there is a coherent articulation between theory and practice with effects on the acquisition of technical and soft skills, which increases the opportunities for graduates to enter into quality jobs. The elements that determine this configuration are found in the activities that connect the productive and school spheres: the selection and support of students, the knowledge of the program by teachers and workers, the assignment of activities to the actors involved and the relationship with the families. Conclusions: The functionating of the MMFD is based on coordination between the school linker and the business trainer. The relationship between these actors influences the compliance with the study program, the correspondence grid, the rotation plan and attention to critical factors.
Copyright (c) 2025 José Antonio Espinal Betanzo https://creativecommons.org/licenses/by-nd/4.0
Teaching and Learning of Mathematics at University: An Analysis from the Teaching Perspective
Introduction: This article analyzes the teaching and learning process within the Mathematics course at the Universidad Pedagógica Nacional Francisco Morazán, aiming to identify the methodological strategies applied by teachers, the challenges faced in the educational process, the teaching of the statistics block, and the knowledge of the Project-Based Learning (PBL) approach. Methodology: The research followed a qualitative approach, exploratory in nature, and phenomenological in design. Semi-structured interviews were conducted with 17 teachers from different UPNFM campuses who have taught the Mathematics course in humanities-related degree programs. Results and Discussion: Findings show that the most commonly used strategies include technology integration, problem-solving, and teamwork. However, student motivation and attitudes, along with weak prior knowledge, represent the main difficulties. In the statistics block, insufficient time was identified as a major issue, with practical contextualization and the use of software like GeoGebra being the most applied strategies. Although many teachers are aware of project based learning, only a few have implemented it, highlighting benefits such as meaningful learning. Conclusions: It is necessary to strengthen the educational process in these pedagogical spaces through innovative strategies that promote participation, motivation, and deep understanding of mathematics, taking into account the particularities of the university context.
Copyright (c) 2025 Víctor Adolfo Cárdenas Pérez, Yusimí Guerra Veliz, Alejandra Jacqueline Cáceres Aguilar https://creativecommons.org/licenses/by-nd/4.0
Is it Possible to Train Critical Citizens in Colombian Mathematics Classrooms? Possibilities Offered by National Curricular References
Introduction: This article aims to present the potential offered by Colombian curricular documents to train critical citizens from the classrooms, in terms of the purposes, contents and methodologies of school mathematics, in accordance with the approaches of Critical Mathematics Education. Methodology: A qualitative methodology with a hermeneutic approach called Content Analysis. Three documents were analyzed: Mathematics Curricular Guidelines (MinEducación, 1998) and Basic Standards of Mathematical Competencies (MinEducación, 2006), as well as the curricular update document entitled Foundations of Basic Learning Rights (MinEducación, 2015). Results and discussion: Among the findings, the recognition of the social dimension of mathematics classes, the importance of the transformation of the curricular organization and the relevance of problema solving in significant contexts as an integrating axis of diverse knowledge for the training of critical citizens are highlighted. Conclusions: Curricular referents recognize that one of the purposes of mathematics education is to develop critical citizens. They emphasize the importance of developing mathematical and technological skills in students, although the development of reflective skills is not explicit and is subject to the epistemological positions of educators regarding their commitment to this training. Finally, they promote different learning environments in meaningful contexts, transforming the roles of students and teachers; fundamental aspects for citizenship training from Critical Mathematics Education.
Copyright (c) 2025 Yessica Paola Sánchez Naranjo, Paola Alejandra Balda Álvarez https://creativecommons.org/licenses/by-nd/4.0
Microlearning to Promote Student University Social Responsibility when Entering Workplace Environments
Universities have a crucial role in the formation of a socially responsible citizenship and must expand their outcomes furthermore than the production of knowledge, integrating in their theoretical and practical curricula aspects of University Social Responsibility (USR) and Sustainability. The purpose of this study was to analyze the outcomes of a workshop concerning Social Responsibility in university students entering work internships. The sample was integrated by 18 participants form different socioeconomic faculties in a University in Querétaro, Mexico. The workshop was developed using Microlearning as a didactic strategy via Meet platform with a duration of 10 hours divided in 3 sessions, with contents concerning (USR). A pretest and a posttest was applied using a questionnaire with open and option questions to analyze the impact of the workshop as well as a semi guided interview. The results provided by both instruments before and after the workshop showed an increase in the complexity of the responses an indication of the participants of the importance of obtaining this type of information before being placed in work environments, showing therefore the importance of introducing (USR) using didactic strategies as Microlearning in university contexts.
Copyright (c) 2025 Brianda Guadalupe González Vega, Evelyn Diez-Martinez Day https://creativecommons.org/licenses/by-nd/4.0
Domains, Prejudices, and Diversity in Discrimination: Validation of Measurement Scales
Introduction: Discrimination, prejudice, and stereotypes toward vulnerable groups directly affect social equity and human rights by perpetuating inequalities and limiting opportunities. The validation of measurement instruments ensures that theoretical constructs related to discrimination are assessed in a precise, reliable, and culturally relevant manner. Therefore, the objective of this study was to validate the factorial structure of scales derived from the National Survey on Discrimination (Enadis 2019), focused on measuring áreas of discrimination, agreement with prejudice, openness to diversity, and permissiveness toward discrimination. Methodology: The study followed a quantitative approach, with a non-experimental, ex post facto, and cross-sectional design. A total of 389 university students from various academic fields at a public university in northwestern Mexico participated. The instruments used were the Enadis (2019) scales on discrimination, tolerance, permissiveness, and empathy. Results and Discussion: Exploratory and confirmatory factor analyses were conducted, showing adequate indices of validity and reliability in most scales. The Tolerance scale showed the highest explained variance (72.7 %) and the most robust structure; the Permissiveness scale was refined to six items with good model fit; and the Empathy scale was divided into two differentiated factors, contributing to the design of evidence-based public policies. Conclusions: The findings support the of these scales as diagnostic tools in educational and social contexts. It is recommended to expand their application to diverse populations.
Copyright (c) 2025 Ángel Emigdio Lagarda Lagarda, Claudia Karina Rodríguez Carvajal, José Ángel Vera Noriega, Karen Guadalupe Duarte Tánori https://creativecommons.org/licenses/by-nd/4.0
Analysis of the Role of Narrative Imagination in the Civic Education of Fifth Graders in three Educational Institutions in the City of Medellin
Introduction: This article presents an analysis of the role of narrative imagination in the processes of civic education for fifth-grade students in three educational institutions in Medellín, Colombia. Based on the concept of narrative imagination proposed by Nussbaum, the study explores the potential of literature to foster civic skills such as empathy, critical thinking, and respect for diversity. Methodology: This research adopts a qualitative approach with a phenomenological design. Data were collected through semi-structured interviews, which were subsequently subjected to an in-depth analysis of the lived experiences and perceptions of teachers regarding the use of literature as a formative tool. Results and Discussion: The findings reveal that literature, when supported by active and intentional teacher guidance, not only enhances linguistic competencies but also fosters empathy and the recognition of otherness in students. Literary works facilitate reflection on ethical and social issues. Conclusions: Literature, from the perspective of narrative imagination, is fundamental for the integral formation of students, enabling them to reflect on their role in society and develop civic skills. This study underscores the need to strengthen teacher training in literary strategies that promote the construction of critical, ethical, and empathetic citizenship.
Copyright (c) 2025 Manuela López Chaverra https://creativecommons.org/licenses/by-nd/4.0
Expert Judgment for Content Validation: Adaptation of a Social-Emotional Skills Instrument
Introdução: A avaliação de habilidades socioemocionais no ensino fundamental é fundamental para fortalecer o desenvolvimento integral dos estudantes. O objetivo é avaliar a validade de conteúdo do Teste de Competências Socioemocionais em Adolescentes do Ensino Médio (CSE-AS), para sua adaptação e uso em estudantes do ensino fundamental na população mexicana. Metodologia: Realizou-se uma análise de validade de conteúdo, com a participação de cinco juízes especialistas em áreas como metodologia em educação e psicologia. Os juízes possuíam formação em pós-graduação e estavam vinculados a diversas instituições educacionais no México. O instrumento analisado foi o Teste de Competências Socioemocionais em Adolescentes do Ensino Médio (CSE-AS), que avalia cinco dimensões: Autoconsciência, Autogestão das emoções, Consciência social, Habilidades de relacionamento e Tomada de decisão responsável, por meio de 23 itens em escala Likert de cinco pontos (α = 0,80). Para avaliar a validade de conteúdo, os juízes analisaram cada item em termos de suficiência, clareza, coerência e relevância. As respostas dos juízes foram analisadas por meio do cálculo do V de Aiken, obtendo-se coeficientes que permitiram determinar a validade do conteúdo. Resultados e Discussão: Identificou-se que 100% dos itens obtiveram valores ≥0,80 em suficiência, clareza e relevância. Na coerência, 17% dos itens apresentaram coeficientes <0,80, sendo realizados ajustes com base nas observações dos juízes. Conclusões: A análise do V de Aiken permitiu determinar o grau de concordância entre os juízes, concluindo-se que a validade de conteúdo demonstra a adequação do instrumento para a população do ensino fundamental em escolas mexicanas.
Copyright (c) 2025 Marlen Román de la Vega, Brenda Mendoza González, Patricia Balcazar Nava https://creativecommons.org/licenses/by-nd/4.0
Latin American Education in Perspective: Learning Experiences, Territory, and Human Rights
The Special Issue of the Papeles Journal, "Relevant Experiences in Education from a Latin American Perspective" is dedicated to education in Latin America, with special emphasis on learning strategies, the role of technology, inclusive education, social education, and human rights education. The works gathered in this issue have been written across different latitudes of the region and share a common interest in and commitment to education. Moreover, these works acknowledge that educational institutions have an unavoidable commitment to democracy and the construction of an engaged, critical, and socially responsible citizenry. The development of critical thinking, the promotion of social sensitivity, and empathy toward others are objectives of the entire educational system, as reflected in the concrete experiences described in the texts within this volume.
Copyright (c) 2025 Victoria Kandel https://creativecommons.org/licenses/by-nd/4.0