In human nature, the biological and social factors are fused interactively, it is not possible to study them separately. To ask oneself today if we put the biological to the social or vice versa, would be a kind of unnecessary cognitive labyrinth like the well-known dialelo of the “egg or the chicken”. The truth is that, regardless of the paradigms or systems in force in the formation of the individual, both the biological and the social must be addressed and studied as a dialogical unit, since we work with the individual as a person and as a social being at the same time. Therefore, in the contemporary learning process, where there is a tendency to greater freedom of action and training with developing currents, the dialectical correlation between the biological and the social is necessary.

In social historical development, the base and foundation categories make up two different issues, but in turn, intrinsically connected. There is no object, field or social dimension beyond its reach. Perhaps, metaphorically speaking, base and foundation make up the seal and face of the same coin. The variables, categories, concepts, definitions, assumptions, judgments, reasoning and arguments are determined by their bases and foundations. In this article we intend to answer the questions What do we call base? And what do we call foundation? Two essential issues important for educational scientific research.

The scientific problems of educational research emerge from the knowledge of the current state of development of the subject to be investigated. The first stage is the diagnosis, the application of instruments, for exploratory purposes, such as interviews, surveys, observations, etc .; where the researcher, regardless of his object of study, unravels, establishes or determines problematic situations with his prospects for solution. Metaphorically speaking, every problematic situation comes with the formulation of the problem under the arm; But setting it up as a viable, novel and relevant scientific problem requires motivation and specific problematization skills in its multiple solution perspectives.  Depending on the focus and skills of the researcher, there are up to two basic possibilities: to successfully pass from the problematic situation to the formulation of the scientific ...

In social historical development, the base and foundation categories make up two different issues, but in turn, intrinsically connected. There is no object, field or social dimension beyond its reach. Perhaps, metaphorically speaking, base and foundation make up the seal and face of the same coin. The variables, categories, concepts, definitions, assumptions, judgments, reasoning and arguments are determined by their bases and foundations. In this article we intend to answer the questions What do we call base? And what do we call foundation? Two essential issues important for educational scientific research.

La REVISTA EDUCA-UMCH cumple su función institucional al presentar el número 8, con temas de diversa índole, fruto del pensar y de la labor investigativa de los docentes de la Universidad. Con ello difunde trabajos que muestran algunas pinceladas de la preocupación docente en los diversos ámbitos de la docencia y en el logro de aprendizajes de los estudiantes, a la vez que de su dedicación a la investigación y ensayos en el campo de las humanidades, las ciencias sociales y la literatura.

The scientific problems of educational research emerge from the knowledge of the current state of development of the subject to be investigated. The first stage is the diagnosis, the application of instruments, for exploratory purposes, such as interviews, surveys, observations, etc .; where the researcher, regardless of his object of study, unravels, establishes or determines problematic situations with his prospects for solution. Metaphorically speaking, every problematic situation comes with the formulation of the problem under the arm; But setting it up as a viable, novel and relevant scientific problem requires motivation and specific problematization skills in its multiple solution perspectives.  Depending on the focus and skills of the researcher, there are up to two basic possibilities: to successfully pass from the problematic situation to the formulation of the scientific ...

The wonderful educational and spiritual adventure” of the Marist Brothers, born on January 2, 1817 in La Valla -France-, materialized in our land with the birth certificate of the Marcelino Champagnat University, on January 5, 1990. The Law No. 25180 allowed materializing this desire to commit to the country in the mission of training competent professionals, committed to a fair and fraternal society and in the vision of being a Marist university community recognized as a leader in the training of professionals with a high academic level. and research, which are committed to building a caring and fair society, within the freedom to think, create, educate and serve human development.

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With the beginning of the XXI century there have been rapid and profound changes in society and this has led to the proposition of new educational theories and practices. In the words of Marino Latorre, director of the Marcelino Champagnat University Graduate School, “when the context changes, everything changes; society changes, relationships between people, human needs, etc. change. and all this involves education. If we educate children and young people today as we educated them yesterday, are we not educating them for a world that no longer exists? Aren't we stealing their future from them? " .

Throughout its history, humanity has faced various pandemics with a crucial impact on culture, the economy, human relationships, and family ties. The pandemic, like all aspects of life, presents both light and darkness. Its dark side brings pain and death, but on the other hand, it emerges the opportunity to rethink our lives, what we do, and how we should project ourselves as a country and as human beings.

Know the potentialities of the categories, development, growth, maturation and learning, their nature, complexity and their relationship with biological and social factors, internal and external, maturation and growth as elements (of complementary opposites) unitary in the development of thought, much depends on what logic is assumed. In the present article, the analysis is approached from the interactive logic, open, evaluative, critical and its potential for development in the educational process and teaching-learning.

EDUCA-UMCH No. 10 is published in conjunction with the bicentennial celebration of the creation of the Congregation of the Marist Brothers in La Valla. This academic tribute is captured through theoretical reflections on education and its specific aspects, as well as contributions from the fields of psychology and administration.

In human nature, the biological and social factors are fused interactively, it is not possible to study them separately. To ask oneself today if we put the biological to the social or vice versa, would be a kind of unnecessary cognitive labyrinth like the well-known dialelo of the “egg or the chicken”.

In the framework of the celebrations of our Marist bicentennial, we are pleased to present Educa UMCH in its ninth appearance, an academic journal of the Marcelino Champagnat University, whose primary objective is to disseminate research and promote intellectual reflection through the biannual publication of research reports, evaluative intervention studies, diagnostic studies, epistemological reflections, learning methods, basic education, formal education, informal education, among others.

En el presente año 2021 del bicentenario de la proclamación de la independencia del Perú, el Hno. Pablo González Franco, rector de nuestra universidad, en una significativa carta con motivo del inicio de las actividades académicas, escribió: “nos corresponde celebrar estas efemérides en medio de una situación difícil. Nos toca vivir en un escenario complejo, conflictivo, fracturado, en un mundo turbulento. En este retador inicio del año 2021, más que hombres y mujeres de confrontación, necesitamos ser personas cooperadoras; más que propiciadores de conflictos estériles, necesitamos ser faros orientadores, faros de luz y esperanza

There are important moments and events in the life of institutions, and for us, some of these moments will be captured in the publication of another issue of our institutional journal, Educa UMCH. Although the initial response wasn't overwhelming, we are hopeful and optimistic that the five articles in issue number 14 of our Educa UMCH journal represent a significant achievement, with prospects and rewards that will continue to grow as the future unfolds.

From its origins, education constitutes a means of “preparing man for life”, as well as to fully train him for the society in which he is going to develop. However, in a context characterized by consumerism, immediacy, superficiality, pragmatism, instability, utilitarianism and uncertainty, is it possible to faithfully honor the original ideals that inspired the founding of schools, that is, still Is the formative ideal of caring, respectful, fraternal, collaborating, empathetic and welcoming people valid?

The social historical contexts themselves have genuine and unrepeatable faces and, therefore, each generation, each human being located in their time and situation has faced their own problems and dreams.The context of the pandemic, from an optimistic perspective, in addition to its black days, has brought us lights; behind its gigantic difficulties, apparently insurmountable, it has also given us perspectives; it has reconfigured our way of seeing life and our plans and has also strengthened our faith in that comforting and saving love that our university community expresses in its institutional motto Super petram aedificabo, that is, as long as the house is built on the rock of a God alive and loving, all positive human aspiration will be solid before any black and turbulent day.Our EDUCA UMCH Journal, adhered to the Budapest initiative for open access, published in 2002, assumes open ...

Al presentar el editorial de la Revista EDUCA UMCH, del número 21, queremos dedicar algunas palabras de reconocimiento a nuestro entrañable Hno. Marino Latorre Ariño, quien en vida fue un asiduo y puntual colaborador con manuscritos que han sumado significativamente en el posicionamiento de nuestra revista.    

En un contexto de auge de publicaciones científicas de impacto mundial, sostener la continuidad de una revista emergente implica mantener su calidad, así como gestionarla de manera asertiva, realizar actualizaciones oportunas, aplicar filtros rigurosos y generar una visualización adecuada y pertinente ante y para la comunidad científica. Estas son algunas de las variables que movilizan a los editores de una revista, y no son ajenas a los propósitos de EDUCA UMCH, que se esfuerza por consolidarse como un medio especializado de difusión científica y académica.