This article analyzes how social policy acts in relation to the elderly’s care service in the context of COVID-19, based on the experience of the Amachay project. It explores how and to what extent the various theoretical approaches to aging process of population are taken into account or left aside in this intervention. Therefore, it is based on the experience developed by a group of young social work students who participated as outreach workers and were in charge of the follow-up and coordination actions for users’ care service. This research yields very interesting results given that it allows to highlight a theoretical discussion from social policy field through the review of its methods, strategies, and field actions from social actors’ perspective, seeking to find clues for better social interventions with the elderly population.

This article is the result of qualitative research through which we seek to understand the problem of school dropout, seeking to deconstruct it from an analysis of the perceptions of educational actors. This research was carried out in an urban and rural environment, which offers us interesting results to contribute to the discussion of socio-educational processes and the importance of a comprehensive orientation in education through the instances and spaces of the school. The results put on the agenda to review how the participation processes occur; the levels of integration and social articulation (school, family and community), and how this can affect the school trajectory.

Venezuelan migration in Peru is estimated at close to one million people, where many of them have entered the labor market, encountering informality, poor working conditions, and discriminatory conditions. Given this, they have gone through adaptation and integration processes to survive and reorganize their livelihoods. This research exposes the perceptions of Venezuelan migrants regarding these lived processes and how from their experiences they have been building a new collective imaginary of a life project.

La presente investigación analiza la educación secundaria en zonas rurales del Perú desde una perspectiva crítica, evidenciando cómo las desigualdades estructurales y la ausencia del Estado han perpetuado un sistema educativo ineficiente y centralizado. Las políticas educativas, diseñadas desde una lógica homogénea y ajena a las particularidades locales, no han respondido a las necesidades de las comunidades rurales, perpetuando las brechas de acceso y calidad. Esta situación se agrava por un modelo de desarrollo capitalistamoderno- colonial que asocia la pobreza únicamente con factores económicos, invisibilizando los saberes locales y las dinámicas culturales propias. El estudio destaca cómo las políticas educativas implementadas en el ámbito rural han sido limitadas, careciendo de continuidad y recursos adecuados debido a factores como la inestabilidad política y la re...

Determina el grado de correlación existente entre los medios audiovisuales y los procesos socio-educativos de estilos de aprendizaje (EA) y el pensamiento crítico (PC) en estudiantes del nivel secundario. La metodología corresponde a una investigación correlacional. Utiliza una muestra de 106 estudiantes del 5° año de educación secundaria del Institución Educativa Cesar Vallejo, ubicada en el distrito del Cercado del Callao, de la región Callao 2012. De acuerdo a los resultados estadísticos obtenidos, se confirma la hipótesis general, que existe una correlación significativa, entre la variable independiente medios audiovisuales y las variables dependientes EA y PC en la población estudiada. De igual manera se confirma la hipótesis específica sobre la existencia de la relación entre el uso de los medios audiovisuales y los procesos socioeducativos de EA. De otro lado se co...

This article addresses the issue of educational inclusion by critically reviewing regulations and theoretical discussions on the subject. The research process focuses on the implementation of inclusion politics in an educational institution, drawing attention to the contradictions between the different subjectivities and beliefs of the educational community about disability and its influence in the inclusion of students with disabilities. The main findings expose the interpretation of the inclusion approach given by principals and teachers in order to respond to the obligations set by the sector’s authority. However, they also clearly show the flaws and limitations of the sector in including without stigmatizing, in and out the classroom, while prevailing pedagogical practices according to the possibilities the institution in spite of the inclusive discourse. Incidentally, the article ...