This paper aims to identify the reactions that the assassination of General René Schneider, which took place in Chile in 1970, provoked in the Spanish press of the time. Based on a historiographic analysis of newspaper sources, periodicals were reviewed, considering their circulation criteria, national projection and relationship with a political tendency. In this descriptive review of sources, it was possible to identify that the way of approaching this evento was influenced by their editorial lines.

The role of the cultural capital of migrant students in technical and vocational secondary education in northern Chile and its influence on academic success are examined. A qualitative research approach was used (interviews and focus groups). A profile of migrant students characterized by their effort, discipline, and good performance was identified. It is argued that their cultural diversity could be an asset that provides them with access to resources and opportunities and facilitates recognition by teachers. The findings underscore the need to integrate this cultural capital into educational policies, thus promoting inclusive and quality education.

Se examina el rol del capital cultural de los estudiantes migrantes en la educación media técnico profesional en el norte de Chile y su influencia en el éxito académico. Se utilizó un enfoque de investigación cualitativo (entrevistas y grupos focales), identificándose un perfil del estudiantado migrante caracterizado por su esfuerzo, disciplina y un buen rendimiento. Se sostiene que su diversidad cultural podría ser un valioso capital que les brinda acceso a recursos y oportunidades, y les facilita el reconocimiento por parte de los docentes. Los hallazgos subrayan la necesidad de integrar este capital cultural en las políticas educativas, promoviendo así una educación inclusiva y de calidad.

The research explores the representations of the students on the modalities and evaluative practices used in the subject of History and Geography, of public, vulnerable establishments of a border region. The study is qualitative, employing interpretive techniques in order to explore the representations around the evaluative practices. Information gathering was established through in-depth interviews. The results reported that the main issues identified were a dynamic conception of learning, a complex look at evaluation that includes attitudinal values and a representation of the teacher as an agent that makes institutional evaluation criteria more flexible in response to learning objectives.

The research explores the representations of the students on the modalities and evaluative practices used in the subject of History and Geography, of public, vulnerable establishments of a border region. The study is qualitative, employing interpretive techniques in order to explore the representations around the evaluative practices. Information gathering was established through in-depth interviews. The results reported that the main issues identified were a dynamic conception of learning, a complex look at evaluation that includes attitudinal values and a representation of the teacher as an agent that makes institutional evaluation criteria more flexible in response to learning objectives.

The research explores the representations of the students on the modalities and evaluative practices used in the subject of History and Geography, of public, vulnerable establishments of a border region. The study is qualitative, employing interpretive techniques in order to explore the representations around the evaluative practices. Information gathering was established through in-depth interviews. The results reported that the main issues identified were a dynamic conception of learning, a complex look at evaluation that includes attitudinal values and a representation of the teacher as an agent that makes institutional evaluation criteria more flexible in response to learning objectives.