Universidad de Sta. Isabel

Esta ponencia examina las posibilidades que ofrece la narrativa pedagógica como recurso para la investigación educativa en el contexto de la formación inicial docente en la Escuela Normal. Se parte del reconocimiento de una problemática persistente: la dificultad de transformar las experiencias pedagógicas significativas en objetos de investigación, debido a que suelen quedar reducidas a registros formales y formatos institucionales que limitan su profundidad y dificultan su reconocimiento como conocimiento válido. No obstante, estudios recientes (Ripamonti y Boggia, 2023) muestran un incremento en el uso de métodos narrativos que, desde enfoques como la fenomenología, la hermenéutica y el interaccionismo simbólico (Bolívar, 2002; Biglia y Bonet-Martí, 2009), permiten visibilizar realidades complejas, comprender los significados atribuidos por los actores educativos y revalorar sus voces y trayectorias. Metodológicamente, este estudio se inscribe en el paradigma cualitativo (Denzin y Lincoln, 1992) y recurre a la triangulación de informantes (Amezcua y Gálvez, 2002). Se realizaron entrevistas semiestructuradas a ocho docentes y ocho estudiantes de la Escuela Normal de los Reyes Acaquilpan, seleccionados mediante muestreo propositivo teórico (Mendieta, 2015). Para resguardar la identidad de los participantes se emplearon códigos como D1 y E1, con entrevistas efectuadas del 24 al 26 de junio de 2025. Los resultados evidencian que los docentes reconocen en la narrativa pedagógica aportes para la construcción de significados, el diálogo reflexivo, la triangulación, el fortalecimiento curricular y la formación docente. Los estudiantes, por su parte, destacan su potencial para comprender procesos educativos, reflexionar sobre sus experiencias, explorar su identidad profesional y legitimar el conocimiento producido en el aula. En conjunto, la narrativa pedagógica se consolida como una alternativa que articula experiencia, reflexión e investigación en la formación docente inicial.

Food has always been viewed as significant in our lives as it provides us with nourishment and sustenance. However, the underlying impact and role of these foods are often overlooked and not fully recognized. Therefore, this study explored the emotional and social roles of Kinalas, a local favorite noodle dish in Naga City, Philippines, among young Nagueños. A phenomenological research design was employed, wherein participants’ responses were collected and thematized. It was revealed that Kinalas serves as a source of personal satisfaction and joy. Participants expressed unique experiences of the dish that flourished by sharing it with their loved ones. Socially, kinalas acts as a medium for connection and storytelling. It represents a communal experience that is often enjoyed in the company of family and friends where stories, laughter, and memories are exchanged. Culturally, Kinalas is a symbol of Nagueño’s identity as it serves as a medium of cultural diffusion. Therefore, Kinalas, more than a culinary delight, is a cultural emblem and social glue in Naga City which weaves heritage. Initiatives should focus on ensuring that Kinalas remains a vibrant form of preservation, social engagement, and promotion.

El presente estudio cualitativo, es un reporte de resultados parcial, que documenta las narrativas del estudiante normalista de la Licenciatura en Educación Primaria, que profundiza su experiencia, durante las jornadas de prácticas de observación en las Escuelas Primarias Publicas del Estado de México, desde las formas en que los actores escolares participan e interactúan en la institución. Desde ese despliegue se encontrando entramados de significación en situaciones que generaban tensiones entre niños, niñas y docentes, que son propios del encuentro con la otredad en la cotidianidad escolar, en narrativas como: ““El viaje de Gabriel fuera del salón de clases”, “El día que me rendí ante la fantasía de la maestra” y “El rarito del salón”, donde se pudieron construir interpretaciones de sentido del contexto del relato, con una categoría prestada de Ricoeur (2001) y Skliar (2012), sobre la otredad y mismidad, quienes mencionan, que la mismidad es la idea que apela a la unicidad del ser y no a la condición que adquiere por el hecho de devenir como sugiere, en cambio, la noción de otredad, que refiere a la condición de ser diferente, desde el yo radicalmente otro. Así, se logró distinguir mismidades como: “Gabriel debe ser ordenado”, “Fui obligado a no contradecir a la maestra” y “Juan debe ser homogéneo para encajar”. Por otra parte, se encontraron otredades como: “Parece que le quema el asiento”, “no me veo reflejado en ella” y “es el rarito del salón”.

This study investigated the factors influencing student engagement in asynchronous online classes, focusing on the roles of instructor presence, communication strategies, and demographic profiles. Data were collected from 385 college students employing moderated mediation with parallel mediators. The results revealed significant direct effects of instructor presence and communication strategies on student engagement, highlighting the pivotal role of these factors in shaping the online learning experience. Specifically, stronger instructor presence and effective communication strategies corresponded to higher levels of student engagement, emphasizing the importance of fostering supportive interactions and facilitating meaningful communication in virtual classrooms. Mediation analyses further clear the pathways through which these factors influence student engagement. Perceived instructional support emerged as a robust mediator between instructor presence and engagement, underscoring the significance of establishing a supportive learning environment. Additionally, technology self-efficacy played a modest yet significant role in mediating the impact of instructor presence and communication strategies on student engagement, highlighting the importance of students’ confidence in utilizing technology for academic purposes. While moderation analyses did not reveal significant effects of demographic profiles on the relationships between key variables, the findings underscore the universality of effective teaching practices in fostering student engagement across diverse student populations. These findings have important implications for online teaching practices and educational policies, emphasizing the need to prioritize strategies that enhance instructor support, foster effective communication, and promote technological proficiency among students. By addressing these factors, educators and institutions can optimize the online learning experience and promote meaningful engagement among students in asynchronous online classes.

Online distance learning proved its worth during the COVID-19 pandemic. Challenges among students in the private and public schools surfaced which served as bases for designing a proposed Consortium Online Learning Hub for Tertiary Students. The study employed a mixed-method research design specifically the explanatory sequential design to compare the students' online learning challenges of selected private and public schools in the South Manila Educational Consortium (SMEC). A survey questionnaire, a combination of quantitative and qualitative open-ended questions that is expert-validated with high reliability was administered to tertiary students in the consortium. The findings revealed that students in the private and public schools were moderately challenged in terms of attitudes toward online learning and fairly challenged by the online learning modality. Significant differences existed between the challenges of students in private and public schools along network connections, support from the school, online education implementation/training, proper online behavior, school-life balance, and distance education modalities.

The study characterized folklores in Bula in the context of their beliefs, traditions, and cultural practices through responsive narrative interview and narrative analysis design. Qualitative content analysis and coding frames were employed to interpret and analyze the data. The folkloric narratives, gathered from four barangays, were classified into tales of fishers, legends of women warriors, and myths of supernatural beings. Furthermore, eleven folkloric narratives showed eight manifestations of beliefs, traditions, and cultural practices. Bula, one of the oldest towns in the Bicol Region, has rich arrays of beliefs, traits, customs, and cultural practices that have existed since time immemorial and are still present. The owing beliefs are the presence of lost souls, miraculous deeds of Patron Saints, after death, curses, and misfortune for graduating students attending excursions, a celebration of the Feast of Saints; and saying “tabi apo, di makaigo” when passing by a river and a huge tree. In addition, there were six positive traits- patience, bravery, friendliness, generosity, religiosity, and assertiveness. And six negative traits- envy, impulsiveness, possessiveness, sentimental, greed, and fear. Lastly, this recommends integrating folkloric narratives into the literature subjects of Camarines Sur School Division. These reveal the value system of the locale, an essential aspect of progress and developmen

Colorectal cancers (CRC) diagnosed 6months after primary surgery for colorectal tumors are defined as metachronous CRC. Colonoscopy is the only reliable investigation for diagnosis. Favourable prognosis and survival is seen after conservative resection for metachronous CRCs. Clear guidelines are available for identification of CRCs after primary resection, and many questions remain unanswered regarding the development, management and prevention of CRC. We report here two cases of CRCs.

El siguiente artículo de investigación, puesto al servicio de alumnos y docentes de nivel superior de tres distintos contextos del territorio mexicano, tiene como objetivo conocer si el uso de la estrategia del portafolio electrónico influye en el proceso de motivación y autorregulación de los estudiantes en asignaturas correspondientes al área de ciencias sociales. Para ello, la pregunta central del proyecto fue: ¿de qué manera los docentes de nivel superior utilizan el portafolio electrónico como estrategia de enseñanza basada en la reflexión, de modo que contribuya en la autorregulación y motivación del aprendizaje de los alumnos de segundo, quinto y sexto semestres, de tres contextos distintos, durante el periodo escolar 2010? Para responderla se planeó una metodología cualitativa y se empleó el método descriptivo; como apoyo, las técnicas de recolección de datos implementadas fueron tres: el registro observacional, el cuestionario y la entrevista. Los investigadores recopilaron información sobre las fortalezas de la aplicación y encontraron que los estudiantes se sienten motivados al realizar las actividades con el portafolio y muestran con ello un buen desempeño. Como principal debilidad se comprobó que el tiempo de desarrollo de las actividades no fue suficiente para el fomento de las competencias deseadas. Finalmente, a la luz de referencias teóricas, se llegó a la contrastación de los hallazgos y validación para así detallar propuestas de mejora para futuras investigaciones, poniendo de manifiesto trabajar la estrategia sistemática y, continuamente, para obtener mayor beneficio.

Sarcomas are connective tissue tumours, and can arise in any part of the body, more commonly in the extremities. Histological types and clinical presentation of truncal sarcomas are similar to those seen in any other anatomic locations. Radiological investigations may be contributory, but biopsy is conclusive. Surgical resection with wide margins is the initial standard treatment, however a multimodal approach including radiotherapy and chemotherapy is often favoured. Because of the high recurrence rate regardless of therapy, close follow-up is imperative. We present a case of synovial sarcoma of the anterior abdominal wall.