Electronic Journal of Knowledge, Knowledge and Practices

Preface

2024-12-20T16:10:26+00:00

La Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense (URACCAN) presenta la Revista Electrónica de Conocimientos, Saberes y Prácticas (RECSP), esta es una revista de carácter científico que comparte y disemina conocimientos saberes y prácticas en el ámbito de la Ciencia, Tecnología, Ingeniería, Artes y Matemáticas. La RECSP es una publicación en versión digital con ISSN-e: 2616-8294. En esta ocasión es un honor presentarles el volumen 7, número 1, este volumen refleja el compromiso de nuestra comunidad científica con la excelencia y la innovación, aportando nuevos enfoques y perspectivas que enriquecen nuestro entendimiento del mundo que nos rodea.

Mirror classes as a pedagogical strategy: a methodological guide for its implementation at UNAN-Managua

2024-12-20T16:10:25+00:00

Mirror Classes (MC) are an alternative to energize learning processes in classrooms. For Higher Education Institutions (HEIs), they represent not only an innovative way of teaching but also a timely means of leveraging the networks and inter-institutional alliances to which they are subscribed. Furthermore, they contribute to strengthening the internationalization process within the institution itself. The purpose of this article is to propose a methodological framework for implementing Mirror Classes, based primarily on a pilot experience conducted by academics from the National Autonomous University of Nicaragua, Managua (UNAN-Managua), in collaboration with peers from the Catholic University of Manizales (Colombia), the University of Avellaneda (Argentina), and the University of Guadalajara (Mexico), within the framework of an initiative promoted by the RED UDUALC network. The methodology was developed following a descriptive study approach, with an intentional sample of four professors from UNAN-Managua. A questionnaire was designed and later validated through expert judgment. The results indicate that the methodological framework for managing Mirror Classes involves: the international network leading the process, the international relations offices as a management and liaison entity, and the faculty members conducting the MCs. In conclusion, MCs allow the integration of the international dimension into educational processes, offering students new disciplinary perspectives, holistic learning, and intercultural insights that they can apply in various contexts and fields of action.

ChatGPT in education

2024-12-20T16:10:26+00:00

The advancement of artificial intelligence (AI) is transforming the educational field, particularly with the introduction of language models like ChatGPT. Given the growing interest in this technology, it is crucial to examine its implications from various educational perspectives. The objective of this article is to raise awareness about its use and analyze empirical evidence from other studies regarding ChatGPT's ability to address educational tasks while maintaining academic integrity. A systematic literature review was conducted following the PRISMA methodology, analyzing 57 documents from databases such as ESBCO, ERIC, INTECHOPEN, Elibro, and SCIELO (2022–2023). The results suggest that ChatGPT can be beneficial in areas such as teacher training, online tutoring, curriculum design, and assistance with academic tasks, provided it is used ethically and with integrity. In conclusion, although ChatGPT is a valuable tool for educational support, its responsible and supervised use is essential to prevent malpractice such as plagiarism. This bibliographic review contributes to understanding the role of ChatGPT in education, highlighting both its benefits and its ethical and practical challenges, and providing a foundation for future research and decisions regarding the use of AI in the educational field.

Assesment and evaluation during the educational process in indigenous territories in Cauca, Colombia

2024-12-20T16:10:26+00:00

This article makes a conceptual analysis of the evaluation and pedagogical assessment in the indigenous educational processes of Cauca, of how the meaning of these terms has been conceptualized, from the study of some theoretical references, a review of exponents of pedagogy, education and other dialogues in territories and communities that seek to deepen these concepts from their experiences and processes of territories, these concepts are immersed in the educational processes, which contribute to support and analyze the relationship with teaching - learning in the school and non-school cycle, so that their scope and execution are evident in the higher education processes proposed by the Indigenous movement, the Regional Indigenous Council of Cauca CRIC and in conventional education.
Likewise, the first findings of rooting and acquisition of knowledge, know-how regarding pedagogical assessment and evaluation, will be identified. These, mediated by the experience as a pedagogical and methodological strategy of indigenous peoples that arises from the being, thinking, feeling and acting of each people within the framework of the Indigenous Education System - SEIP, which will theoretically contribute to other visions that will allow clarifying how indigenous peoples have been deepening and building their concepts of the way of acting from the different educational processes, as a fundamental part of the fabric of knowledge and know-how for the survival of the peoples.

Digital gap in Higher Education

2024-12-20T16:10:26+00:00

Nowadays, technologies are a determining and ever-present element in Higher Education, even with their rise, the digital divide is also an aspect to be considered, so we could ask ourselves: What are the digital gaps that Higher Education faces? This article offers a critical review of the state-of-the-art on the digital gap in Higher Education. To do so, an exhaustive search was carried out for information related to the background on the subject that would allow for a reflection and critique of the content through the hermeneutic method seen from the methodology of the Cultivation and Breeding of Wisdom and Knowledge (CCRISAC). Categories such as access, knowledge, technological infrastructure, use, teachers' curricular component, and digital skills were analyzed. As a result of the search, it is concluded that the digital gap is closely related to factors such as economic resources, geographic location, technological skills of teachers, technological infrastructure, as well as the lack of a government policy for the insertion of technology in the curricula.

Discussion for access, permanence, graduation and institutional strategies in higher education 2010-2023

2024-12-20T16:10:26+00:00

The present article contains a systematic review of the literature on access, retention/dropout, graduation, and institutional strategies in higher education, with a focus on Latin America, specifically Nicaragua. It was conducted from a qualitative perspective using a Hermeneutic approach, employing etymological tracking and a search in databases. The study aims to build the case for a deeper examination of these issues in higher education discussions, in a systematic manner, particularly concerning indigenous and Afro-descendant communities. To achieve this, fifteen studies from Latin America and twenty from Nicaragua were analyzed. The studies reveal very similar findings regarding access, retention, dropout, and graduation, with conclusions pointing to multicausality, complexity, and dynamics. The research has been approached from an institutional analysis (higher education institutions) without considering specific origins, particularly at the ethnic or community level (Indigenous peoples, Afro-descendant peoples, and minorities, among others). It is emphasized that most studies primarily focus on studying the phenomenon of dropout as the central issue.

challenges of STEM Education of community knowledge and practices

2024-12-23T23:04:09+00:00

Science plays a fundamental role in the transformation of educational models. STEM education (Science, Technology, Engineering and Mathematics) enables the development of holistic learning based on authenticity, reflection, skills, similarities, differences in concepts and procedures assumed by constructivism and connectivism. In this article, in addition to investigating the challenges of STEM education in the re-signified of community knowledge and practices, an analysis is made of the aspects (themes) that give reason to the Cultivation and Nurturing of Wisdom and Knowledge (CCRISAC), reviewing the literature that allows a critical judgment to be made on what is intended to be worked on and deepened.

In this sense, indigenous peoples lack their own models linked to STEM, the lack of adequate resources interrupts the learning and identity of indigenous students in STEM disciplines, hiding the thinking and acting of indigenous peoples. Communities must understand and know STEM aspects and link them to the learning of indigenous peoples, generating a greater interest in automation, but also facing challenging situations of gender, origin, ethnicity, religion and economic levels. In this sense, indigenous communities must participate in the planning and execution processes of educational programs, to generate new knowledge that allows transformations and understandings of new STEM practices.

Bibliographic review of community environmental education with Latin American rural youth in the 21st Century

2024-12-20T16:10:27+00:00

The bibliometric analysis carried out on community environmental education (CEC) and the participation of rural youth in Latin America in the 21st century from an intercultural perspective reveals significant trends in scientific production. Since 2017, there has been a notable increase in research on youth environmental learning, highlighting the defense of territorial rights and the promotion of sustainable practices. This growing interest reflects the relevance of youth as key actors in socio-environmental justice. Since 2017, there has been a notable increase in research on youth environmental learning, highlighting the defense of territorial rights and the promotion of sustainable practices. This growing interest reflects the relevance of youth as key actors in socio-environmental justice. The study identified 53 scientific publications, out of 203 articles initially selected. These publications were analyzed using the VOSviewer software, which allowed 790 co-occurrences of terms and 248 authorships to be mapped. Three main thematic groupings were observed: Community environmental education, Social and environmental justice, and Educational practices for sustainability. From 2020 onwards, topics such as extractivism, gender, and identity construction became more relevant. The analysis also revealed a trend towards publication in publishers from the United Kingdom and the United States, with Routledge Journals, Taylor & Francis LTD, and Relx-Elsevier leading the way. This poses challenges related to the accessibility and appropriation of knowledge, since local knowledge can be reinterpreted under foreign frameworks. Although Colombia shows considerable production, it is dispersed among various publishers, which indicates a need to consolidate its own publishing spaces in the region to strengthen the dissemination of Latin American academic knowledge.

Nursing and sowing wisdom and knowledge: A path for strengthening intercultural higher education at the Intercultural Indigenous Autonomous University

2024-12-20T16:10:27+00:00

This article takes root in a bibliographic review on community research and its significance to CRISSAC, a paradigm nurtured in the worldviews of Indigenous Peoples and cultures. The purpose is to ground CRISSAC in the wisdom and knowledge of Indigenous peoples and cultures, as a path to cultivating and strengthening Intercultural Higher Education through the research process at UAIIN-CRIC.

The journey of research was lived by prioritizing decolonial and community authors, sowing key ideas through keywords such as: CRISSAC, research, own thought, paradigm, interculturality, higher education, and Indigenous peoples. The consultation of articles was carried out in indexed journals through search engines such as Web of Science, Scielo, Dialnet, and Google Scholar, with articles selected based on recent open-access publications. Likewise, community bibliographic consultations on CRISSAC and CCRISAC were harvested from books, booklets, and magazines as part of the ongoing process at UAIIN-CRIC.

Through the cultivation of knowledge at UAIIN-CRIC, CRISSAC is recognized as a form of intercultural Indigenous thought, inherently connected to the cosmovision, the Law of Origin, the Natural Law, customs, and the deep relationship with nature as both mother and teacher. From this perspective, CRISSAC approaches the status of a paradigm of intercultural Indigenous thought, with its own pathways (methodologies) and strategies rooted in community-based experiential practices.

Interculturality in Higher Education must weave through the fabric of learning and be experienced with respect for diversity, inclusion, and the decolonization of thought, strengthening both individual and community life plans. This approach prioritizes the recognition and appreciation of the ancestral wisdom and knowledge of ethnic groups.

Thoughts of the Ancestral People of the Space Environment of the Center Point of the Earth Kitu

2025-01-02T16:33:47+00:00

Studying the elements that characterize the forms of thought of the cultures of the center of the Kitu land constitutes a historical debt, especially of the academics of the indigenous peoples, emerged within the territory of the so-called Kingdom of Quito; Therefore, in this article, through bibliographic research, a brief analysis of the works related to indigenous thought is carried out, within which “Andean Philosophy: Indigenous Wisdom for a New World” is one of the most outstanding works”, as a great exercise in separating Andean philosophy from the influence of the Eurocentric and colonial philosophical perspective; However, by assigning the Andean category to his investigative work, a case study type, focused on the communities near Cusco, his critics highlight the predominance of a monocultural and homogenizing perspective for all cultures and countries located throughout the surroundings of the Andes Mountains, in addition to the explanation of what he calls principles of Andean logic, results in the Cartesian binary logic of opposite pairs, which contradicts the triune ordering logic of the indigenous people.

Resignifying the fabric of Good Living of Intercultural Higher Education from Miskito communities, in the Nicaraguan Southern Caribbean

2024-12-20T16:10:27+00:00

This harvest related to the Re-signified of Good Living in Intercultural Higher Education of Miskito communities in the South Caribbean of Nicaragua is based on a bibliographical review of a descriptive-exploratory nature to bring the reader closer to another perspective regarding Good Living, to understand the axiological dynamics of the indigenous vision and the positioning of the word.

A systematic review of articles was carried out, establishing as inclusion criteria; studies carried out between 2004 and 2023, which address the topic of interest, such as: Daniel Mato, Alberto Acosta, Mirna Cunningham, Emilse Castellón, Paulo Freire, José Garht, Ilenia García, Letisia Gómez, Eduardo Gudynas, Enrique Antileo, Fernando Huanacuni, Sebastián Levalle, Johan Méndez, Olga Molano, Alexander Ocaña, Camila Paz, Rosa Palacios, Fernando Pesántez, René Ramírez, Adriana Rodríguez, Verónica Mérida, José Saballos Velázquez, Fernando Yacasi Ccalluhuanca, María Santana, Inés Olivera Rodríguez and Fernando Sarango, among others. Likewise, documents that are part of the compendium of norms and policies of the University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN) were reviewed, including the Institutional Educational Project and Pedagogical Model. The sources of information included databases such as Esbco, Scopus, and Google Scholar. The search strategies included the use of key terms.

Other legal and technical instruments were taken into account, such as the Political Constitution of Nicaragua, the General Education Law (Law 582), the Law on Official Use of the Languages of the Communities of the Atlantic Coast of Nicaragua (Law 162), as well as the Third Regional Conference on Higher Education (CRES, 2018), the United Nations Declaration on the Rights of Indigenous Peoples (2010), among other documents of interest, linked to education in general and higher education in particular and access by indigenous and Afro-descendant peoples, making an analysis from different contexts.