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 ...

En un contexto de aumento de publicaciones científicas de impacto mundial, sostener la continuidad de una revista emergente implica mantener su calidad, juntamente con gestionarla asertivamente, realizar actualizaciones, llevar a cabo filtros oportunos 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 las intenciones de EDUCA UMCH, la cual se esfuerza por mantenerse como un medio especializado de difusión científica y académica. En ese sentido, en el periodo 2023-II, el número 22 de la Revista EDUCA UMCH pone a consideración ocho investigaciones originales.

When presenting issue 24 of the EDUCA UMCH Magazine, I wish to express that this achievement would not have been possible without the unconditional support of the editorial team and the preference of academics from various parts of the world. Through collaborative and persistent work, we have demonstrated that, as the Spanish philosopher Miguel de Unamuno said, "The way to hit the nail once is to hit the horseshoe a hundred times."

En esta vigesimoquinta edición de EDUCA UMCH, nos complace presentar una colección de ocho artículos que exploran a profundidad algunas de las problemáticas más urgentes de la educación contemporánea. Estos trabajos, fruto de investigaciones rigurosas, ofrecen análisis críticos y propuestas innovadoras, con el objetivo de enriquecer el debate académico y orientar hacia la mejora continua de las prácticas educativas.

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Los contextos históricos sociales tienen por sí rostros genuinos e irrepetibles y, por eso, cada generación, cada ser humano ubicado en su época y situación ha enfrentado sus propios problemas y sueños. El contexto de pandemia, desde una mirada optimista, además de sus días negros, nos ha traído luces; detrás de sus gigantescas dificultades, aparentemente insalvables, también nos ha regalado perspectivas; ha reconfigurado nuestra forma de ver la vida y  nuestros planes y también ha fortalecido nuestra fe en ese amor reconfortante y salvador que nuestra comunidad universitaria expresa en su lema institucional Super petram aedificabo, es decir,  mientras se construya la casa sobre la roca de un Dios vivo y amoroso, toda aspiración humana positiva será sólida  ante cualquier día negro y turbulento.   Nuestra Revista EDUCA UMCH, adherida a la iniciativa de...

In the current year 2021, the bicentennial of the proclamation of Peru's independence, Brother Pablo González Franco, rector of our university, wrote in a significant letter marking the start of academic activities: "It is our duty to celebrate these anniversaries in the midst of a difficult situation. We live in a complex, conflictive, and fractured environment, in a turbulent world. At this challenging start of 2021, more than confrontational men and women, we need to be cooperative people; more than foments of sterile conflicts, we need to be guiding beacons, beacons of light and hope."

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.

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?

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.

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.

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? " .

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.    

Publicar el número 26 de EDUCA UMCH es una oportunidad para reconocer el valor del esfuerzo colectivo. Este proyecto no sería posible sin la confianza y el compromiso de los autores, revisores, gestores editoriales y directivos de nuestra Universidad, quienes, cada uno desde su rol, han contribuido a que la revista siga creciendo. Lo que nos sostiene no es solo la rutina editorial, sino una convicción profunda: el amor por aquello que trasciende nuestro propio tiempo. Creemos, con firmeza, que vale la pena seguir construyendo espacios donde el conocimiento se comparta libremente, con honestidad y sentido de comunidad.

Following the proverb: “If you want to go fast, go alone. If you want to go far, go accompanied.” Since its founding, Educa UMCH magazine has opted for collaborative work between national and international researchers as a means of permanent learning for innovation, creativity and the development of capabilities that make it possible to find new ways of doing things and solving problems.

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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.