The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points
Descripción del Articulo
The growing visibility of violence in schools has caused multiple demands to know their condition in our societies. Given this, the conceptual, analytical and methodological challenges faced between those engaged in their empirical research are evident. However, many of those who face these challeng...
| Autor: | |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2019 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/302 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/302 |
| Nivel de acceso: | acceso abierto |
| Materia: | Indagación empírica Voces de niñas Niños y adolescentes Violencia escolar México Empirical Research Voices of Children and Adolescents School Violence Mexico |
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The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points La indagación empírica en torno a la violencia en las escuelas mexicanas desde las voces del alumnado: Puntos críticos |
| title |
The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points |
| spellingShingle |
The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points Zurita Rivera, Ursula Indagación empírica Voces de niñas Niños y adolescentes Violencia escolar México Empirical Research Voices of Children and Adolescents School Violence Mexico |
| title_short |
The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points |
| title_full |
The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points |
| title_fullStr |
The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points |
| title_full_unstemmed |
The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points |
| title_sort |
The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical Points |
| dc.creator.none.fl_str_mv |
Zurita Rivera, Ursula |
| author |
Zurita Rivera, Ursula |
| author_facet |
Zurita Rivera, Ursula |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Indagación empírica Voces de niñas Niños y adolescentes Violencia escolar México Empirical Research Voices of Children and Adolescents School Violence Mexico |
| topic |
Indagación empírica Voces de niñas Niños y adolescentes Violencia escolar México Empirical Research Voices of Children and Adolescents School Violence Mexico |
| description |
The growing visibility of violence in schools has caused multiple demands to know their condition in our societies. Given this, the conceptual, analytical and methodological challenges faced between those engaged in their empirical research are evident. However, many of those who face these challenges do not analyze the parallel processes that are configured as the research progresses. This is the case of changes about the role of students in this collective effort. The objective of this document is to analyze the advances and dilemmas of the empirical research on violence in Mexico, focusing on the implications derived from the legitimization of the voices of children and adolescents. This analysis based on the specialized literature on school violence and the voices of students, warns that although studies that conceive these populations as individuals capable of providing data on this phenomenon through the application of numerous research techniques have been generalized, the idea of assuming them as sources of information and as passive and subordinated recipients of decisions and actions taken by adults. This analysis is aimed at experts, authorities and social leaders who, when considering the students as interlocutors in the empirical research on school violence, are committed to the recognition of the right to participation of children and adolescents, and the promotion of its effective exercise in schools. |
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2019 |
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2019-03-26 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/302 10.20511/pyr2019.v7n1.302 |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/302 |
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10.20511/pyr2019.v7n1.302 |
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spa eng |
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spa eng |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/302/619 https://revistas.usil.edu.pe/index.php/pyr/article/view/302/620 https://revistas.usil.edu.pe/index.php/pyr/article/view/302/660 https://revistas.usil.edu.pe/index.php/pyr/article/view/302/661 /*ref*/Brown, J. A., & P. Munn. (2008). School violence' as a social problem: Charting the rise of the problem and the emerging specialist field. International Studies in Sociology of Education, 18(3), 219-230. Doi: <a href="https://doi.org/10.1080/09620210802492807">https://doi.org/10.1080/09620210802492807</a> Comisión Económica para América Latina y el Caribe (CEPAL). (2018). América Latina y El Caribe A 30 Años de la Aprobación de la Convención Sobre los Derechos del Niño. Santiago Chile: Naciones Unidas. Fielding, M. (2007). Beyond ‘‘Voice’’: New roles, relations, and contexts in researching with young people. Discourse: studies in the cultural politics of education, 28(3), 301–310. Doi: <a href="https://doi.org/10.1080/01596300701458780 ">https://doi.org/10.1080/01596300701458780 </a> Fielding, M. (2011). Patterns of partnership: Student voice, intergenerational learning and democratic fellowship. En: N. Mockler & J. Sachs. Rethinking educational practice through reflexive inquiry: Essays in honour of Susan Groundwater-Smith (pp. 61–75). Dordrecht: Springer. Fondo de las Naciones Unidas para la Infancia (UNICEF). (2018). Los derechos de la infancia y la adolescencia en México. México: Fondo de las Naciones Unidas para la Infancia. Gómez, A., & Zurita Rivera, U. (2013). El estudio de la violencia escolar, orígenes y tendencias. En: A. Furlan y T. C. Spitzer S. (Coord. Gral.) Convivencia, disciplina y violencia en las escuelas 2002 - 2011 (pp. 183 – 222). México: COMIE – ANUIES. Green, J.G., Felix, E.D., Sharkey, J.D., Furlong, M.J., & Kras, J.E. (2013). Identifying bully victims: Definitional versus behavioral approaches. Psychological Assessment, 25, 651-657. Henry, S., & Bracy, N. L. (2012). Integrative Theory in Criminology applied to the complex social problem of school violence. A complex problema in need of an interdisciplinary analysis. En: R. Allen, W. H. Newell y R. Szostak (eds). Case Studies in Interdisciplinary Research. (pp. 259-282). Thousand Oaks, CA: Sage. Hymel, S., McClure, R., Miller, M., Shumka, E., & Trach, J. (2015). Addressing school bullying: Insights from theories of group processes. Journal of Applied Developmental Psychology, 37, 16-24. Doi: <a href="https://doi.org/10.1016/j.appdev.2014.11.008 ">https://doi.org/10.1016/j.appdev.2014.11.008</a> Hymel, S., & Swearer, S. M. (2015). Four Decades of Research on School Bullying An Introduction. American Psychologist Association, 70(4), 293–299. Doi: <a href="http://dx.doi.org/10.1037/a0038928 ">http://dx.doi.org/10.1037/a0038928 </a> Instituto Interamericano de Derechos Humanos (2011). X Informe Interamericano de la educación en derechos humanos: Desarrollo en las políticas de convivencia y seguridad escolar con enfoque de derechos. San José de Costa Rica: IDDH. Lundy, L. (2007). 'Voice' Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. Doi: <a href="https://doi.org/10.1080/01411920701657033 ">https://doi.org/10.1080/01411920701657033 </a> MacBeth, J. (2006). Finding a voice, finding self. Educational Review, 58(2), 195–207. Doi: <a href="https://doi.org/10.1080/00131910600584140 ">https://doi.org/10.1080/00131910600584140 </a> McCluskey, G., Brown, J., Munn, P., Lloyd, G., Hamilton, L., Sharp, S., & Mackleod, G. (2013). Take more time to actually listen’: students’ reflections on participation and negotiation in school. British Educational Research Journal, 39(2), 287–301. Doi: <a href="https://doi.org/10.1080/01411926.2012.659720 ">https://doi.org/10.1080/01411926.2012.659720</a> Maunder, R. E., & Crafter, S. (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38, 13-20. Doi: <a href="https://doi.org/10.1016/j.avb.2017.10.010">https://doi.org/10.1080/01411926.2012.659720 </a> Mitra, D. L., &. Serriere, S. C. (2012). Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders. American Educational Research Journal, 49(4), 743-774. Doi: <a href="https://doi.org/10.3102/0002831212443079">https://doi.org/10.3102/0002831212443079</a> Mockler, N., & Groundwater-Smith, S. (eds.). (2015). Engaging with Student Voice in Research, Education and Community Beyond Legitimation and Guardianship. Cham Heidelberg New York Dordrecht London: Springer. Monks, C. P., Smith, P. K., Naylor, P., Barter, Ch, Ireland, J., & Coyne, I. (2009). Bullying in different contexts: Commonalities, differences and the role of theory. Aggression and Violent Behavior, 14(2), 146-156. Doi: <a href="https://doi.org/10.1016/j.avb.2009.01.004 ">https://doi.org/10.1016/j.avb.2009.01.004 </a> Noyes, A. (2005). Pupil voice: purpose, power and the possibilities for democratic schooling. British Educational Research Journal, 31(4), 533–540. Recuperado de: <a href="https://www.jstor.org/stable/30032582?seq=1#page_scan_tab_contents ">https://www.jstor.org/stable/30032582?seq=1#page_scan_tab_contents </a> Pérez Islas, J. A., & Lira García, I. (2016). Del acoso al conflicto en la escuela. La construcción social de la violencia escolar. México: UNAM. Scheithauera, H., Smith, P.K., & Samara, M. (2016). Cultural Issues in Bullying and Cyberbullying among Children and Adolescents: Methodological Approaches for Comparative Research. International Journal of Developmental Science, 10, 3–8. Recuperado de: <a href="https://pdfs.semanticscholar.org/3a19/259dbb523f8f08dd44144058bfcd94445f37.pdf ">https://pdfs.semanticscholar.org/3a19/259dbb523f8f08dd44144058bfcd94445f37.pdf </a> Smtih, P. K. (2016). Bullying: Definition, Types, Causes, Consequences and Intervention. Social and Personality Psychology Compass, 10(9), 519-532. Doi: <a href="https://doi.org/10.1111/spc3.12266 ">https://doi.org/10.1111/spc3.12266 </a> Tisdall, E., Kay, M., & Davis, J. (2004). Making a Difference? Bringing Children’s and Young People’s Views into Policy-Making. Children & Society, 18, 131–142. Doi: <a href="https://doi.org/10.1002/chi.816 ">https://doi.org/10.1002/chi.816 </a> Zurita Rivera, U. (2013a). Las oportunidades para participar de las y los adolescentes en las escuelas secundarias públicas en México. Revista Interacções, 9(26), 229- 260. Zurita Rivera, U. (2013b). Políticas, programas, legislación, proyectos y acciones gubernamentales y no gubernamentales. En: A. Furlan y T. C. Spitzer Schwartz (Coord. Gral.) Convivencia, disciplina y violencia en las escuelas 2002 - 2011 (pp. 457 -520). México: COMIE – ANUIES. Zurita Rivera, U. (2016). No gritar, no correr, no empujar. Las miradas, voces y acciones de los estudiantes y los docentes del DF respecto a las normas. México: UNAM. Zurita Rivera, U. (2018). La participación de niñas, niños y adolescentes en las escuelas mexicanas hacia nuevos horizontes. En Jorge M. Valladares S. (Coord.) Ciudadana y Educación Cívica. Ser y hacer la democracia, (pp. 149 – 179) Yucatán México: Instituto Electoral y de Participación Ciudadana de Yucatán. Zych, I., Ortega-Ruiz, R., & Del Rey, R. (2015). Systematic review of theoretical studies on bullying and cyberbullying: Facts, knowledge, prevention, and intervention. Aggression and Violent Behavior, 23, 1-21. Doi:<a href="https://doi.org/10.1016/j.avb.2015.10.001"> https://doi.org/10.1016/j.avb.2015.10.001</a> |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Propósitos y Representaciones. Journal of Educational Psychology; Vol. 7 No. 1 (2019): January - April: Advances on qualitative research in education; 249-280 Propósitos y Representaciones; ##issue.vol## 7 ##issue.no## 1 (2019): Enero - Abril: Avances en investigación cualitativa en educación; 249-280 Propósitos y Representaciones; Vol. 7 Núm. 1 (2019): Enero - Abril: Avances en investigación cualitativa en educación; 249-280 2310-4635 2307-7999 10.20511/pyr2019.v7n1 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
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The Empirical Research on Violence in Mexican Schools from the Voices of Students: Critical PointsLa indagación empírica en torno a la violencia en las escuelas mexicanas desde las voces del alumnado: Puntos críticosZurita Rivera, UrsulaIndagación empíricaVoces de niñasNiños y adolescentesViolencia escolarMéxicoEmpirical ResearchVoices of Children and AdolescentsSchool ViolenceMexicoThe growing visibility of violence in schools has caused multiple demands to know their condition in our societies. Given this, the conceptual, analytical and methodological challenges faced between those engaged in their empirical research are evident. However, many of those who face these challenges do not analyze the parallel processes that are configured as the research progresses. This is the case of changes about the role of students in this collective effort. The objective of this document is to analyze the advances and dilemmas of the empirical research on violence in Mexico, focusing on the implications derived from the legitimization of the voices of children and adolescents. This analysis based on the specialized literature on school violence and the voices of students, warns that although studies that conceive these populations as individuals capable of providing data on this phenomenon through the application of numerous research techniques have been generalized, the idea of assuming them as sources of information and as passive and subordinated recipients of decisions and actions taken by adults. This analysis is aimed at experts, authorities and social leaders who, when considering the students as interlocutors in the empirical research on school violence, are committed to the recognition of the right to participation of children and adolescents, and the promotion of its effective exercise in schools.La creciente visibilidad de la violencia en las escuelas ha propiciado múltiples demandas por conocer su estado en nuestras sociedades. Ante esto, son evidentes los retos conceptuales, analíticos y metodológicos enfrentados entre aquellos ocupados en su indagación empírica. Sin embargo, buena parte de quienes responden a esos desafíos, no analizan los procesos paralelos que se configuran conforme avanza la investigación. Este es el caso de los cambios acerca del papel de las y los alumnos en este esfuerzo colectivo. El objetivo de este documento es analizar los avances y dilemas de la indagación empírica de la violencia escolar en México, concentrándose en las implicaciones derivadas de la legitimación de las voces de niñas, niños y adolescentes (NNyA). Este examen basado en la literatura especializada sobre la violencia escolar y las voces del estudiantado, advierte que aunque se han generalizado los estudios que conciben a estas poblaciones como individuos capaces de proveer datos de dicho fenómeno mediante la aplicación de numerosas técnicas de investigación, persiste la idea de asumirlos como fuentes de información y como destinatarios pasivos y subordinados de las decisiones y acciones tomadas por los adultos. Este análisis se dirige a expertos, autoridades y líderes sociales que, al considerar al alumnado como interlocutores en la indagación empírica de la violencia escolar, están comprometidos con el reconocimiento del derecho a la participación de NNyA y del impulso de su ejercicio efectivo en las escuelas.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2019-03-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/htmltext/htmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/30210.20511/pyr2019.v7n1.302Propósitos y Representaciones. Journal of Educational Psychology; Vol. 7 No. 1 (2019): January - April: Advances on qualitative research in education; 249-280Propósitos y Representaciones; ##issue.vol## 7 ##issue.no## 1 (2019): Enero - Abril: Avances en investigación cualitativa en educación; 249-280Propósitos y Representaciones; Vol. 7 Núm. 1 (2019): Enero - Abril: Avances en investigación cualitativa en educación; 249-2802310-46352307-799910.20511/pyr2019.v7n1reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/302/619https://revistas.usil.edu.pe/index.php/pyr/article/view/302/620https://revistas.usil.edu.pe/index.php/pyr/article/view/302/660https://revistas.usil.edu.pe/index.php/pyr/article/view/302/661/*ref*/Brown, J. A., & P. Munn. (2008). School violence' as a social problem: Charting the rise of the problem and the emerging specialist field. International Studies in Sociology of Education, 18(3), 219-230. Doi: <a href="https://doi.org/10.1080/09620210802492807">https://doi.org/10.1080/09620210802492807</a> Comisión Económica para América Latina y el Caribe (CEPAL). (2018). América Latina y El Caribe A 30 Años de la Aprobación de la Convención Sobre los Derechos del Niño. Santiago Chile: Naciones Unidas. Fielding, M. (2007). Beyond ‘‘Voice’’: New roles, relations, and contexts in researching with young people. Discourse: studies in the cultural politics of education, 28(3), 301–310. Doi: <a href="https://doi.org/10.1080/01596300701458780 ">https://doi.org/10.1080/01596300701458780 </a> Fielding, M. (2011). Patterns of partnership: Student voice, intergenerational learning and democratic fellowship. En: N. Mockler & J. Sachs. Rethinking educational practice through reflexive inquiry: Essays in honour of Susan Groundwater-Smith (pp. 61–75). Dordrecht: Springer. Fondo de las Naciones Unidas para la Infancia (UNICEF). (2018). Los derechos de la infancia y la adolescencia en México. México: Fondo de las Naciones Unidas para la Infancia. Gómez, A., & Zurita Rivera, U. (2013). El estudio de la violencia escolar, orígenes y tendencias. En: A. Furlan y T. C. Spitzer S. (Coord. Gral.) Convivencia, disciplina y violencia en las escuelas 2002 - 2011 (pp. 183 – 222). México: COMIE – ANUIES. Green, J.G., Felix, E.D., Sharkey, J.D., Furlong, M.J., & Kras, J.E. (2013). Identifying bully victims: Definitional versus behavioral approaches. Psychological Assessment, 25, 651-657. Henry, S., & Bracy, N. L. (2012). Integrative Theory in Criminology applied to the complex social problem of school violence. A complex problema in need of an interdisciplinary analysis. En: R. Allen, W. H. Newell y R. Szostak (eds). Case Studies in Interdisciplinary Research. (pp. 259-282). Thousand Oaks, CA: Sage. Hymel, S., McClure, R., Miller, M., Shumka, E., & Trach, J. (2015). Addressing school bullying: Insights from theories of group processes. Journal of Applied Developmental Psychology, 37, 16-24. Doi: <a href="https://doi.org/10.1016/j.appdev.2014.11.008 ">https://doi.org/10.1016/j.appdev.2014.11.008</a> Hymel, S., & Swearer, S. M. (2015). Four Decades of Research on School Bullying An Introduction. American Psychologist Association, 70(4), 293–299. Doi: <a href="http://dx.doi.org/10.1037/a0038928 ">http://dx.doi.org/10.1037/a0038928 </a> Instituto Interamericano de Derechos Humanos (2011). X Informe Interamericano de la educación en derechos humanos: Desarrollo en las políticas de convivencia y seguridad escolar con enfoque de derechos. San José de Costa Rica: IDDH. Lundy, L. (2007). 'Voice' Is Not Enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. Doi: <a href="https://doi.org/10.1080/01411920701657033 ">https://doi.org/10.1080/01411920701657033 </a> MacBeth, J. (2006). Finding a voice, finding self. Educational Review, 58(2), 195–207. Doi: <a href="https://doi.org/10.1080/00131910600584140 ">https://doi.org/10.1080/00131910600584140 </a> McCluskey, G., Brown, J., Munn, P., Lloyd, G., Hamilton, L., Sharp, S., & Mackleod, G. (2013). Take more time to actually listen’: students’ reflections on participation and negotiation in school. British Educational Research Journal, 39(2), 287–301. Doi: <a href="https://doi.org/10.1080/01411926.2012.659720 ">https://doi.org/10.1080/01411926.2012.659720</a> Maunder, R. E., & Crafter, S. (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38, 13-20. Doi: <a href="https://doi.org/10.1016/j.avb.2017.10.010">https://doi.org/10.1080/01411926.2012.659720 </a> Mitra, D. L., &. Serriere, S. C. (2012). Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders. American Educational Research Journal, 49(4), 743-774. Doi: <a href="https://doi.org/10.3102/0002831212443079">https://doi.org/10.3102/0002831212443079</a> Mockler, N., & Groundwater-Smith, S. (eds.). (2015). Engaging with Student Voice in Research, Education and Community Beyond Legitimation and Guardianship. Cham Heidelberg New York Dordrecht London: Springer. Monks, C. P., Smith, P. K., Naylor, P., Barter, Ch, Ireland, J., & Coyne, I. (2009). Bullying in different contexts: Commonalities, differences and the role of theory. Aggression and Violent Behavior, 14(2), 146-156. Doi: <a href="https://doi.org/10.1016/j.avb.2009.01.004 ">https://doi.org/10.1016/j.avb.2009.01.004 </a> Noyes, A. (2005). Pupil voice: purpose, power and the possibilities for democratic schooling. British Educational Research Journal, 31(4), 533–540. Recuperado de: <a href="https://www.jstor.org/stable/30032582?seq=1#page_scan_tab_contents ">https://www.jstor.org/stable/30032582?seq=1#page_scan_tab_contents </a> Pérez Islas, J. A., & Lira García, I. (2016). Del acoso al conflicto en la escuela. La construcción social de la violencia escolar. México: UNAM. Scheithauera, H., Smith, P.K., & Samara, M. (2016). Cultural Issues in Bullying and Cyberbullying among Children and Adolescents: Methodological Approaches for Comparative Research. International Journal of Developmental Science, 10, 3–8. Recuperado de: <a href="https://pdfs.semanticscholar.org/3a19/259dbb523f8f08dd44144058bfcd94445f37.pdf ">https://pdfs.semanticscholar.org/3a19/259dbb523f8f08dd44144058bfcd94445f37.pdf </a> Smtih, P. K. (2016). Bullying: Definition, Types, Causes, Consequences and Intervention. Social and Personality Psychology Compass, 10(9), 519-532. Doi: <a href="https://doi.org/10.1111/spc3.12266 ">https://doi.org/10.1111/spc3.12266 </a> Tisdall, E., Kay, M., & Davis, J. (2004). Making a Difference? Bringing Children’s and Young People’s Views into Policy-Making. Children & Society, 18, 131–142. Doi: <a href="https://doi.org/10.1002/chi.816 ">https://doi.org/10.1002/chi.816 </a> Zurita Rivera, U. (2013a). Las oportunidades para participar de las y los adolescentes en las escuelas secundarias públicas en México. Revista Interacções, 9(26), 229- 260. Zurita Rivera, U. (2013b). Políticas, programas, legislación, proyectos y acciones gubernamentales y no gubernamentales. En: A. Furlan y T. C. Spitzer Schwartz (Coord. Gral.) Convivencia, disciplina y violencia en las escuelas 2002 - 2011 (pp. 457 -520). México: COMIE – ANUIES. Zurita Rivera, U. (2016). No gritar, no correr, no empujar. Las miradas, voces y acciones de los estudiantes y los docentes del DF respecto a las normas. México: UNAM. Zurita Rivera, U. (2018). La participación de niñas, niños y adolescentes en las escuelas mexicanas hacia nuevos horizontes. En Jorge M. Valladares S. (Coord.) Ciudadana y Educación Cívica. Ser y hacer la democracia, (pp. 149 – 179) Yucatán México: Instituto Electoral y de Participación Ciudadana de Yucatán. Zych, I., Ortega-Ruiz, R., & Del Rey, R. (2015). Systematic review of theoretical studies on bullying and cyberbullying: Facts, knowledge, prevention, and intervention. Aggression and Violent Behavior, 23, 1-21. Doi:<a href="https://doi.org/10.1016/j.avb.2015.10.001"> https://doi.org/10.1016/j.avb.2015.10.001</a>Derechos de autor 2019 Propósitos y Representacionesinfo:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/3022022-04-01T19:25:14Z |
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13.894945 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
