The purpose of this work was to know the scientific evidence on educational policy in a systematic review from 2018 to 2020 in Latin America. For it, a review was made according to the PRISMA guidelines of the articles found in the Scopus, Scielo, ProQuest and Ebscohost databases. The results indicate the existence of inequalities in educational policies in the different educational systems, stating that the determining factors are: inclusion and equality, the importance of funding, curriculum foundations and educational curriculum, the educational system from the epistemological point of view and historical, educational policies from the aspect of assessment and its relationship to the curriculum, the use of teaching strategies, democratic consolidation and coexistence school, dialogue and consensus, concentration and participation of educational and social actors actors, rights of free...

The objective was to determine the correlation between gamification and motivation. It was developed through quantitative, non-experimental and correlational research. We worked with a census population of 253 students of regular basic education. To obtain data, the Gamification Observation Guide by García (2020) and the MSLQ Motivation Questionnaire by T. García et al. (1988). The results indicated that there is a very low, significant relationship of 0.025 (p value = 0.0694> 0.05). It is concluded that gamification is not related to the motivation of the students, most of the teachers, in the development of their classes, do not use digital tools - a necessary element in the delivery of classes at a distance and virtually due to the difficult situation caused by COVID-19. Likewise, teachers suffer from inexperience in handling social networks, videoconferences and online forms.