Male and female students from the different educational establishments assigned to the Program enjoyed the play “A Sea of ​​Questions”, created exclusively for the event by Teatro ECO.

The PACE Program of the University of La Serena, within the framework of its line of work on Secondary Education Preparation (PEM), carried out a play and discussion to share experiences about the process of choosing post-secondary trajectories with more than nine hundred and seventy students accompanied by the Program.

The activity was born in order to show the daily reality that the vast majority of adolescents experience when moving from secondary school to higher education, which is why the PACE ULS Program team made the decision to create a work of theater that will reflect this experience to the students attending the ULS Expo, channeled through the line of Participatory Projects of the Accompaniment in Higher Education (AES) area.

The psychosocial manager of the Program, Barbará Mejías, expressed that “regarding the experiences in the first years of university, and as a result of the reflection in psychoeducational development workshops carried out by the AES area during the 2017 period, the students of the cohort 2017 PACE ULS show the importance of support during the third and fourth year period and how at that time it is crucial to visualize all the possibilities of post-secondary trajectories. They remember their emotional feelings during the period prior to choosing their career, the fears, doubts, dreams and uncertainties that they experienced during that process and the importance of having been able to count on their families and people and/or professionals to accompany them. For this reason, we combine both AES and PEM strategies in the Participatory Projects of our Program called Accompany-Art.”

Meanwhile, the PEM Coordinator, Loreto Garrido, stated that the objective of the work “was to reach the more than 970 boys in a different way and for them to get to know themselves, for the students to realize that they do not They are alone in this situation; that this sea of ​​questions is present in all his classmates and peers from other third and fourth grade educational establishments, the difficulty of facing the future after school; “We wanted to reach them in a different way and provide tools to find answers to these thousands of questions that they have every day and do not dare to ask.”

Adding to the previous one, it was sought that the play would investigate the theme of the process of choosing a post-secondary path, accompanied by a conversation that allowed the interaction and exchange of experiences between students of different careers admitted through the Program and students of PACE educational establishments.

The work was carried out by the ECO Theater Company. The director, actress and playwright, Dayan Guerrero, indicated that “as a company we work on demand theater in this way, focusing on the topics that the institutions need. For me it was a challenge since I started writing the work, it is also going back to that time in which each one is full of doubts, problems and it was nice to be able to empathize and put oneself in the other's shoes, this makes the work more organized , fresh and natural. “It has been intensive work, but very rewarding.”

Regarding the work, the Coquimbo Region PACE Coordinator, Jocelyn Burgos, stated that “the experience has been super powerful, being able to participate in what happened here; Without a doubt, the design of this initiative has been very well thought out, I have seen the faces, the emotions of the students who have been deeply identified when seeing themselves reflected on the stage, many of them experienced and empathized with what was happening. Furthermore, this is what the PACE Program seeks, that the children see what is coming for their lives, their future, that they experience what it means to select a university career with conscience.”

One of the students present at the activity, Ana González, from the Pedro Pablo Muñoz School in La Higuera, expressed: “I found the visit to the University, the work and the conversation exciting, it motivated me to continue studying. The work was a reflection of the day to day that one lives. Personally, I have the support of my parents, however, they motivated me a lot to continue studying and taught me that we should not give up and follow what we want, perseverance is the key. The PACE Program is great, the professionals get involved with us and support us and I like that students from distant communities are taken into account and the Program helps us emerge and be better people.”

After the presentation of the play, there was a discussion in which the actors, AES PACE ULS students, tutors, among others, participated, who shared their experience in the transition from secondary education to higher education.

Source: Press PACE ULS Accompaniment Program

The activity was carried out within the framework of the Citizen Education Program, recently promoted by the Pedagogy in History and Geography career of the house of studies.

With the purpose of addressing fundamental issues in the curricular adjustment in force, related to the contents of the first year of high school in terms of financial and economic education, the Financial Education Seminar was held, aimed at the History Teachers Network and Geography from the University of La Serena, and students of the same career. On the occasion, there was also the presence of teachers from various communities in the Atacama and Coquimbo regions.

The activity was inaugurated with the words of the Director of the School of Pedagogy in History and Geography, Dr. Sandra Álvarez, who highlighted that "the initiative offered the possibility that academics, students and graduates of the Histogeo ULS Network could be in contact in an academic and pedagogical instance, reflecting on its disciplinary and pedagogical updating in a subject that is already widely displayed in the school curriculum, such as Financial Education”.

The first exhibition was given by Mg. Jorge Fernández, an academic from the Business Engineering course at the house of studies, who focused his presentation on the functioning of the market and the factors that can alter it. On the occasion, he referred to aspects related to the definition of the market and its operation in a market economy, and gave examples of the changes that monopolistic practices can produce.

Secondly, the Seminar had the collaboration of Eng. Lorena Vicuña, representative of the Banco del Estado de La Serena, who referred to financial and savings instruments, responsible consumption, the sense of saving and indebtedness, and relevant concepts for proper financial behavior.

For the Academic Coordinator of the Citizenship Education Program, Mg. Juan Carlos Cura, the activity was relevant since "contents related to financial education have recently been incorporated into the school curriculum and, in addition, it turns out to be an area of ​​strong modernization, which makes it relevant to generate spaces so that they can be recycled and updated. knowledge around this subject. In addition, the new paradigm of Citizen Education has a special concern for forming a financially responsible citizen and moving from financial education to a financial culture that allows us to relate to these concepts and realities in a completely natural way”, concluded the academic.
 
Source: Pedagogy Degree in History and Geography ULS

The activity was organized by the Pedagogy in Biology and Natural Sciences major, and was aimed at students, teachers and graduates.

With the purpose of publicizing the modifications produced in the current educational reform and guiding future professionals regarding the requirements that they demand in their initial training, academic Richard Bravo gave the workshop titled “Teaching Profession and the Chilean Educational System” , in which he addressed the main implications of the latest laws implemented.

The first part of the activity was called “Hyper reformism in Chilean educational policy: the succession of changes in recent years” and was focused on explaining in detail the milestones and advances of educational legislation, mainly Law 20.845 on Inclusion School and Law 21.040 of the Public Education System.

“The significant contribution of Law 20.845 is that it puts the consideration of education as a social right back into the public sphere (…), as of December 31, 2025, establishments that received direct or State subsidy had to become free (…) A gradual deadline was also established for this type of establishment to stop selecting those who enter, a mechanism known as 'La Tómbola' where students apply randomly and may or may not stay in certain establishments. The spirit of the Law is to once again diversify the social composition of the establishments because to a large extent as a country we have one of the most segregating educational systems in the world and that segregation has to do with the social factor of the student. The topic allows us to see in some way this social recomposition of the establishments and, on the other hand, acts under the principle that all people have the same equal opportunities to enter these schools and that they are not necessarily selected based on a test. of admission,” explained the academic.

Regarding the progress of this Law, in terms of the composition of the associations, the professional explained that as of July 2017, 17,8% of non-profit institutions changed from the support modality to foundations; 39,33% carried out procedures to become non-profit institutions; 39% had not carried out any procedure; and 5% became private schools.
On the other hand, Law 21.040 stipulates that the administration of educational establishments will once again be the responsibility of the State through the Local Public Education Services, estimating the creation of seventy by 2025, of which to date there are only four established.

On the other hand, the second part of the workshop made reference to the professionalism of the teaching career, the assumptions, implications and tensions that this has meant. Among the milestones indicated by the academic, are the implementation of Law 19.961 that creates the Teacher Performance Evaluation, Law 20.501 on Quality and Equity in Education, and Law 20.903 that creates the Teacher Professional Development System .

“The implications of Law 19.961 are fundamentally related to the fact that teachers are evaluated through four instruments that collect direct information about their practice. Regarding Law 20.501, it indicates that the director may annually propose to the supporter the termination of the employment relationship of up to 5% of the teachers evaluated as unsatisfactory. And, finally, Law 20.903 mainly establishes that those who study pedagogy courses must take two non-qualifying diagnostic tests, but they are mandatory at the beginning and at the end of the course,” he expressed.

During the day, the academic responded to all the concerns of the attendees, among whom were graduates, academics and students, mostly of the fourth level of the Pedagogy in Biology and Natural Sciences career, and it is expected to continue with the realization of these informative workshops, which provide a complementary and contingent contribution regarding the initial training of future teachers.

Source: Integrated Pedagogy Management Unit (UGIP) | PMI FIP ULS1501 - CM ULS 1755

Students and teachers from the History and Geography Pedagogy program participated in the talk that addressed this topic.

With a large attendance of students and academics, the talk called: “Wetlands of life, education for the sustainability of the territory” was held, organized by the Geography Area of ​​the Department of Social Sciences of the University of La Serena.  

The presentation focused on the case study of the Huentelauquén Wetland Ramsar Site was given by the academic and Coordinator of the Geography Area, Mg. in Geographic Sciences, Marcela Robles; the academic, Mg. in Sciences, Víctor Bravo, and the Lic. in Education, Rubén Castillo, who were part of the multidisciplinary team that developed the study of biodiversity and conservation of the wetland biota, which laid the foundations for Las Salinas de Huentelauquén, with the support of the agricultural community, was declared a Ramsar Site.

“We are totally convinced that wetlands are open classrooms, and the international context also says so. That is why we mention them as wetlands of life and that they must be used in educational processes, at all levels, and also integrate the community. We use the concept of sustainability of the territory, that is, how this lived space is articulated, the enhancement of these ecosystems and what is the role of universities. The enhancement has to start by pointing out and showing the community what there is, what exists, what has been done and everything that is missing, and also pointing out how important they are for our territory,” explained the Mg. Marcela Robles.

The ULS academic added that at the national level “we already have 14 Ramsar sites and we want to increase the number of protected spaces, because we know that they play such an important role as an ecosystem service. We have a lot of faith in this XNUMXst century education, using and valuing more what we have.”

The talk took place in Room 118 of the School of Pedagogy in History and Geography (Andrés Bello Campus) and was attended by the Director of the Department. of Social Sciences, Mg. Hernán Cortés, the representative of the Department of Environmental Management of the Municipality of Coquimbo, Rubí Martínez, professors and students of the course.

The event was organized by the School of Pedagogy of the University of Los Lagos (Osorno) with the purpose of strengthening the Initial Training of Teachers in the southern part of the country.

More than one hundred papers were presented at the sixth version of the IDF International Congress, which this year had good practices in the classroom as its main theme. Like every year, the event had the participation of academics, researchers and final year undergraduate and graduate students, from various educational institutions, nationally and internationally.

On this occasion, the congress was developed around three thematic lines related to Educational Innovation and the construction of didactic knowledge in the classroom; Research, beliefs and/or reflection on teaching; and the Evaluation and monitoring of teaching and learning processes.

In this context, the researchers from the Integrated Management of Pedagogies Unit (UGIP), Dr. Rodrigo Ruay, Dr. Haylen Perines, Dr. Hugo Tapia and Dr. Laura Espinoza together with the academic from the ULS Department of Education, Rodrigo Castillo, They presented various presentations related to their respective areas of work.

One of them was titled “Evaluative strategies in learning English Language skills in seventh and eighth grade students from two schools in the Coquimbo Region – Chile,” work carried out by teachers Dr. Rodrigo Ruay and Elvis. Fields. Another of the works was developed by researchers Rodrigo Castillo and Dr. Hugo Tapia, which is called “Proposal for an OEAT Model to design didactic interventions with the integration of ICT.” Both presentations are part of the Applied Pedagogical Research projects promoted by the UGIP.

On the other hand, Professor Dr. Perines presented the paper “The use of research articles in Initial Teacher Training: Perceptions of future teachers.” Likewise, Professor Dr. Ruay presented "Keys for a system of evaluation, follow-up and monitoring of academic training programs, in Initial Teacher Training", developed jointly by Dr. Perines, Dr. Espinoza and Dr. Wall.

In another area, the work led by Dr. Tapia related to “ICT Subjects in Initial Teacher Training in Chile: a quantitative review” was announced, which is carried out together with Dr. Karla Campaña and Rodrigo Castillo .

Finally, Dr. Espinoza presented the presentation “Future strategic teachers: Pilot Study within the framework of the program 'I Want to Be a Professional in Education'” which she has worked with Professor Diego Contreras and psychologist Andrea Hoces, who make up the subunit of “Student Attraction, Retention and Accompaniment” of the UGIP, which houses the special admission program to pedagogies.

The researchers' interventions are included within the strategies and actions developed by the "Professional Development of the Academic Body" subunit of the UGIP, directed by Dr. Rodrigo Ruay, which seeks to strengthen the comprehensive capabilities of the teachers who participate in the training process of the pedagogy students of the house of studies.

Source: Integrated Pedagogy Management Unit - PMI FIP ULS1501 - CM ULS 1755

The Mg. Cristian Blanco presented a study whose purpose was to enhance the development of transversal skills in students of the VIII level of the Auditing career.

In the city of Nuevo Vallarta, Mexico, the XVI Research Assembly was held between November 13 and 16, organized by the Latin American Association of Faculties and Schools of Accounting and Administration (ALAFEC), led by the Autonomous University of Nayarit. .

The Assembly included the participation of more than 100 presentations chosen under a blind review from all of Latin America. Among the selected investigations, the study was found called: “Guide to active teaching-learning strategies for the development of transversal competencies of students studying the VIII level of the ULS Auditing career”, presented by the academic of the Faculty of Social and Economic Sciences of the U. de La Serena, Mg. Cristian Blanco Alfaro.

This study sought to enhance the development of transversal skills in students of level VIII of this career, considering for this the teamwork skills; comprehensive reading; leadership, autonomy and personal initiative; mathematical logical reasoning and adaptation to change. As a result of this educational innovation project and as a result of the implementation of the developed guide, it is possible to point out that it was possible to effectively enhance the majority of the transversal competencies considered in this study, which was evidenced through the performance of a 360 degree evaluation. degrees. This research was carried out, in her capacity as co-author, by Mg. Patricia Cortés Iturrieta, Director of the Audit School.

Professor Blanco stated that it was “a very enriching experience, as it has allowed him to exchange opinions with professionals from the most different and varied countries, which has undoubtedly contributed not only to his academic, but also cultural and personal enrichment.”

In addition, he thanked the University “for having had the opportunity to represent the Audit career in an event of this magnitude, showing work with solid scientific foundations, which was ratified by professionals from the different attending countries and from the organizing committee itself. ”, receiving a distinction for his outstanding participation.

The next challenge is to apply for the Audit career to be part of ALAFEC, for which a series of highly demanding requirements must be met. This seal will be ratified at the next General Assembly, to be held in Costa Rica in 2020.