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(2009) La vida simbólica. Obra Completa Volumen 18/I, Editorial Trotta, Barcelona.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d37a209624878715361428cea6ff5e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54885476,"asset_id":35022319,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54885476/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35022319"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35022319"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35022319; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35022319]").text(description); $(".js-view-count[data-work-id=35022319]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35022319; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35022319']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7d37a209624878715361428cea6ff5e0" } } $('.js-work-strip[data-work-id=35022319]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35022319,"title":"SESION 8 LOS ARQUETIPOS Y EL ICC COLECTIVO","internal_url":"https://www.academia.edu/35022319/SESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTIVO","owner_id":38846296,"coauthors_can_edit":true,"owner":{"id":38846296,"first_name":"Revista","middle_initials":"P E I","last_name":"Pei","page_name":"RevistaPei","domain_name":"independent","created_at":"2015-11-21T14:07:15.983-08:00","display_name":"Revista P E I Pei","url":"https://independent.academia.edu/RevistaPei"},"attachments":[{"id":54885476,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54885476/thumbnails/1.jpg","file_name":"SESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTIVO.pdf","download_url":"https://www.academia.edu/attachments/54885476/download_file","bulk_download_file_name":"SESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54885476/SESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTIVO-libre.pdf?1509552527=\u0026response-content-disposition=attachment%3B+filename%3DSESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTI.pdf\u0026Expires=1739810290\u0026Signature=NfToUG1V3l5kEM4C1~jwXcRzv2bl6OwIRH9JYYjX6SvNQVP2S1KYIXhIbf1oG9URhP793qRBif6l9o3M9InObD6v80Kkh~qWHvizqkh4QOcFKjo74BW786MFJInBQ7ofx3ImgWocK~TAoKP1ZEjbapjRm4ZLLer~fVodAGTnUe38mr-jqLn--XPjYX6AvxeFAFBjEDST1Dn~~Y-c6LKQtvY03hcCt5Hqfx9xP3z7ztUFUMzbmAm7zab-vmpQXLM~wHeMNJQwdiINYb4Tzb6r6VSSxEKJbfyfjhXEO9EGRghisqkrbncNzwOMeuptUrvRXvkxIcoyJiBDX16QNPuRFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074091"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074091/Mujeres_polic%C3%ADa_y_su_valoraci%C3%B3n_personal_desde_el_Enfoque_Centrado_en_la_Persona"><img alt="Research paper thumbnail of Mujeres policía y su valoración personal desde el Enfoque Centrado en la Persona" class="work-thumbnail" src="https://attachments.academia-assets.com/54009329/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074091/Mujeres_polic%C3%ADa_y_su_valoraci%C3%B3n_personal_desde_el_Enfoque_Centrado_en_la_Persona">Mujeres policía y su valoración personal desde el Enfoque Centrado en la Persona</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper is about a personal worth workshop in police women and its influence on their job role...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper is about a personal worth workshop in police women and its influence on their job role, in the context of Centered Person Approach (CPA), within a group of women police in a municipality of Jalisco. The importance of keeping current studies in sociology, in an understanding on police culture, as reported complexities in the interaction of police elements in the duality of being agent to obey and being law enforcement officers; this takes influence even in the way they treat to themselves. Approaching the reality of the policewoman coming from an interdisciplinary complementary view, the relevance of the intervention is benefited when the conselour assumes their context of double discrimination on Latin American policewoman: one side, in their service with citizens and in the other side, in the police corporation because of gender. As a result, support from CPA and the work of personal worth, improvement is reported in both personal, interpersonal relationship and in the exercise of their role.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c53ed2addef044704c27f3f737fc815f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009329,"asset_id":34074091,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009329/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074091"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074091"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074091; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34074091]").text(description); $(".js-view-count[data-work-id=34074091]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34074091; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34074091']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c53ed2addef044704c27f3f737fc815f" } } $('.js-work-strip[data-work-id=34074091]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34074091,"title":"Mujeres policía y su valoración personal desde el Enfoque Centrado en la Persona","internal_url":"https://www.academia.edu/34074091/Mujeres_polic%C3%ADa_y_su_valoraci%C3%B3n_personal_desde_el_Enfoque_Centrado_en_la_Persona","owner_id":38846296,"coauthors_can_edit":true,"owner":{"id":38846296,"first_name":"Revista","middle_initials":"P E I","last_name":"Pei","page_name":"RevistaPei","domain_name":"independent","created_at":"2015-11-21T14:07:15.983-08:00","display_name":"Revista P E I Pei","url":"https://independent.academia.edu/RevistaPei"},"attachments":[{"id":54009329,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54009329/thumbnails/1.jpg","file_name":"Mujeres_policia.pdf","download_url":"https://www.academia.edu/attachments/54009329/download_file","bulk_download_file_name":"Mujeres_policia_y_su_valoracion_personal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54009329/Mujeres_policia-libre.pdf?1501384457=\u0026response-content-disposition=attachment%3B+filename%3DMujeres_policia_y_su_valoracion_personal.pdf\u0026Expires=1739853240\u0026Signature=U875tOVNl0wQPtp1~yheI81fyUOyN~sWxEFWLovteb1U~PHRoLpYdZOzrIojFO3aBryGuVISH2Pk1hdggpBPbfIcu40zad8dOM9bLGoQEfZXcDXHDedvs~tOmx2mmVEIDJOXijrJE4Z3zzMrT400PJj2C2r8PcP-TpijdK-85h6QcZDc6ZcfDlcEk7EFaqB5LcVu2mWBhXNIuFIXvWeLsN4JQ~6ASX9QyysE-MDb6cOHSGHnECbn4dtgu9I60ODmjJc0sBv~bPM8IYWA0H69ca6y0XFes~wWkMb1dHEqKWQbeHJp9LOwKIjUncrO7ZFw5q4150dM871afrvhWTY3GA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074090"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074090/LA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES"><img alt="Research paper thumbnail of LA VIDA EN PAREJA Y SUS VICISITUDES" class="work-thumbnail" src="https://attachments.academia-assets.com/54009331/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074090/LA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES">LA VIDA EN PAREJA Y SUS VICISITUDES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A harmonious couple relationship can present in as many different forms and styles as couples exi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A harmonious couple relationship can present in as many different forms and styles as couples exist. It is a form of human interaction composed of many elements that some of them can provoke vicissitudes. In this sense, the aim of this article is revieweing subjects as expectations, roles, love, conflicts, decision making as well as sexuality in the couple. The objective is to provide some keys to understanding and improving the significant interpersonal relationships characterized in the daily coexistence by the manifestation of affection in couples of different sex, same sex, with children, without children, married or in free union.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fb1409675a44f506b668ca35896637a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009331,"asset_id":34074090,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009331/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074090"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074090"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074090; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34074090]").text(description); $(".js-view-count[data-work-id=34074090]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34074090; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34074090']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fb1409675a44f506b668ca35896637a8" } } $('.js-work-strip[data-work-id=34074090]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34074090,"title":"LA VIDA EN PAREJA Y SUS VICISITUDES","internal_url":"https://www.academia.edu/34074090/LA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES","owner_id":38846296,"coauthors_can_edit":true,"owner":{"id":38846296,"first_name":"Revista","middle_initials":"P E I","last_name":"Pei","page_name":"RevistaPei","domain_name":"independent","created_at":"2015-11-21T14:07:15.983-08:00","display_name":"Revista P E I Pei","url":"https://independent.academia.edu/RevistaPei"},"attachments":[{"id":54009331,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54009331/thumbnails/1.jpg","file_name":"LA_VIDA_EN_PAREJA.pdf","download_url":"https://www.academia.edu/attachments/54009331/download_file","bulk_download_file_name":"LA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54009331/LA_VIDA_EN_PAREJA-libre.pdf?1501384457=\u0026response-content-disposition=attachment%3B+filename%3DLA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES.pdf\u0026Expires=1739853240\u0026Signature=efgT3On3mc6iEEbTmGCd9t7hnM2vJA5z-5gGRXaEyIOo~k8-LBtkO0bdP4FIfTbNqc~mRZK8p0r~Ng-ivOejYu8xdjGWm~Xv8x8IW99caMeKj38bFUjCn3cdYZjWq9vMLYsjGit8Jp5MO4AThKduU4Ts0oAMKknGz47IgqP8z4vsuUnPMtIbVpMm9Nzsq0uDDajQQprl4J5szslV37pGlqd2Fgx-cz5i0qXywldZt7UJql64hfdy47z-quAtm8y251E5IxvfT4yMR1t~x4tSEPuFxgZlnQ-BwY93-SUcwV8rr3u4FdfMFVNgqeqxvMcmeT8m9g-eC5KJKTICLCM6ew__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074089"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074089/LA_FIGURA_PATERNA_COMO_UNA_RELACI%C3%93N_DE_APOYO_FUNDAMENTAL_ANTE_LA_DISCAPACIDAD_PATERNA_FIGURE_AS_A_RELATIONSHIP_OF_FUNDAMENTAL_SUPPORT_FOR_DISABILITY"><img alt="Research paper thumbnail of LA FIGURA PATERNA COMO UNA RELACIÓN DE APOYO FUNDAMENTAL ANTE LA DISCAPACIDAD PATERNA FIGURE AS A RELATIONSHIP OF FUNDAMENTAL SUPPORT FOR DISABILITY" class="work-thumbnail" src="https://attachments.academia-assets.com/54009327/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074089/LA_FIGURA_PATERNA_COMO_UNA_RELACI%C3%93N_DE_APOYO_FUNDAMENTAL_ANTE_LA_DISCAPACIDAD_PATERNA_FIGURE_AS_A_RELATIONSHIP_OF_FUNDAMENTAL_SUPPORT_FOR_DISABILITY">LA FIGURA PATERNA COMO UNA RELACIÓN DE APOYO FUNDAMENTAL ANTE LA DISCAPACIDAD PATERNA FIGURE AS A RELATIONSHIP OF FUNDAMENTAL SUPPORT FOR DISABILITY</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A disabled child generates a great ammount of uncertainty and increases the demands in the family...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A disabled child generates a great ammount of uncertainty and increases the demands in the family. The family must provide additional long term care to the child.  Studies on disability on a child, are focused on the mother and on the way she confronts the situation by herself.  Because it is an unexpected situation, it happens quite frequently that the father abandons the disabled child and its mother.  In a smaller number of cases, both parents trust in their capabilities to raise their disabled child.  Because of this, the aim of this article is to get to know the father’s roll in facing the disability of two of his children.  Through serious interviews to learn about the history of life of each of the family members and their vision towards discapacity: the findings show how the participants set the father as a fundamental piece in the family adaptability to discapacity.  Therefore, it is concluded that the father´s figure is a supporting relationship.  Crucial to discapacity; as, families that are not going through this condition require a figure and position of a father’s roll, it is even more trascendent and relevant the performance ot his duties as a father towards discapacity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aef459518b5ae90e12e02d112291cffc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009327,"asset_id":34074089,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009327/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074089"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074089"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074089; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34074089]").text(description); $(".js-view-count[data-work-id=34074089]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34074089; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34074089']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074088"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074088/EL_PORTAFOLIO_TEM%C3%81TICO_COMO_ESTRATEGIA_PARA_LA_COMPRENSI%C3%93N_LECTORA_EN_PRIMARIA"><img alt="Research paper thumbnail of EL PORTAFOLIO TEMÁTICO COMO ESTRATEGIA PARA LA COMPRENSIÓN LECTORA EN PRIMARIA" class="work-thumbnail" src="https://attachments.academia-assets.com/54009330/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074088/EL_PORTAFOLIO_TEM%C3%81TICO_COMO_ESTRATEGIA_PARA_LA_COMPRENSI%C3%93N_LECTORA_EN_PRIMARIA">EL PORTAFOLIO TEMÁTICO COMO ESTRATEGIA PARA LA COMPRENSIÓN LECTORA EN PRIMARIA</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present article reflects the effort of a student of Bachelor in Primary Education of the Bene...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present article reflects the effort of a student of Bachelor in Primary Education of the Benemérita and Centenary Normal School of the State (BECENE) in the elaboration of its receptive document in the Modality of Thematic Portfolio, attending an area of opportunity of its teaching practice " Reading comprehension "identified in a group of third grade elementary during the school year 2015 - 2016, giving solution through its intervention proposal. The objective is to explain how this modality of qualification allowed the achievement of the purposes of teaching in primary and the impact that had in the student for its formation. The results allowed to analyze his intervention, where he managed to improve 96.42% of the reading comprehension in the students. The modality allowed a reflexive analysis from the cycle of Smith and the constant advice that maintained to pose the solution of the problem through the staging.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4537725f409d487f3e7b9bc22c458f71" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009330,"asset_id":34074088,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009330/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074088"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074088"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074088; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074087"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074087/DIFICULTADES_DE_APRENDIZAJE_ESTRATEGIAS_PARA_LA_ENSE%C3%91ANZA_DE_LA_LECTOESCRITURA_EN_NI%C3%91OS_CON_S%C3%8DNDROME_DE_DOWN_LEARNING_DIFFICULTIES_STRATEGIES_FOR_TEACHING_READING_AND_WRITING_IN_CHILDREN_WITH_DOWN_SYNDROME"><img alt="Research paper thumbnail of DIFICULTADES DE APRENDIZAJE: ESTRATEGIAS PARA LA ENSEÑANZA DE LA LECTOESCRITURA EN NIÑOS CON SÍNDROME DE DOWN LEARNING DIFFICULTIES: STRATEGIES FOR TEACHING READING AND WRITING IN CHILDREN WITH DOWN SYNDROME" class="work-thumbnail" src="https://attachments.academia-assets.com/54009328/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074087/DIFICULTADES_DE_APRENDIZAJE_ESTRATEGIAS_PARA_LA_ENSE%C3%91ANZA_DE_LA_LECTOESCRITURA_EN_NI%C3%91OS_CON_S%C3%8DNDROME_DE_DOWN_LEARNING_DIFFICULTIES_STRATEGIES_FOR_TEACHING_READING_AND_WRITING_IN_CHILDREN_WITH_DOWN_SYNDROME">DIFICULTADES DE APRENDIZAJE: ESTRATEGIAS PARA LA ENSEÑANZA DE LA LECTOESCRITURA EN NIÑOS CON SÍNDROME DE DOWN LEARNING DIFFICULTIES: STRATEGIES FOR TEACHING READING AND WRITING IN CHILDREN WITH DOWN SYNDROME</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study is the product of three years of research. It was divided into two phases: the first w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study is the product of three years of research. It was divided into two phases: the first was a case study to determine the acquisition of reading and writing in two children with Down syndrome (DS) belonging to regular schools of the Dominican Republic; the second consisted of one year of observation class to six teachers with DS students (3 of special education and 3 of regular education); and interviews with special Regional Technical Assistants from Centers in the country's diversity education. This was intended to determine the strategies used by teachers for teaching Reading and writing to children with DS. The most significant results showed that children with DS are more visual and tend to repeat actions for retention of information, learning in these ones is more effective if they get early stimulation, the strategy more used for teaching them to read and write is the  Global Method (contextualized in communicative situations related to the interest / and the needs of children) and the constant use of ICT to emphasize in pictures and videos, it is a must. It was further found that the majority of teachers in regular schools are not prepared to work with children having any learning disability; so that inclusive education is superficial.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4aeab019a401ac8326499012edc378e8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009328,"asset_id":34074087,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009328/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074087"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074087"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074087; 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La Praxis es una herramienta metodológica que permite al investigador analizar, enfrentar, negar, superar y conservar, las formas enfrentadas para desarrollar un mejor conocimiento ante un fenómeno determinado. El análisis de la experiencia es una herramienta metodológica que permite al académico o investigador identificar y comprender su práctica en la enseñanza; y aunado a otras herramientas metodológicas como la autoetnografía, podrá conocer e identificar el proceso de diálogo profundo, íntimo, en relación a las perspectivas de un autor, del aula y de la interacción generada en el alumno/a; entendiendo que en este ejercicio en el que utiliza sus propias experiencias y recursos, pueda ser capaz de confrontar sus experiencias, sus miedos, alegrías, mitos o sesgos creados acerca del proceso de intimidad. Palabras clave: sistematización de experiencias, autoetnografía, intimidad.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="93bb7098e90c3ebd37f190c1b5836833" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123914,"asset_id":30682939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123914/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682939; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682938"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682938/RESPONSABILIDAD_SOCIAL_UNIVERSITARIA_PARA_EL_DESARROLLO_DE_PROYECTOS_DE_SERVICIO_COMUNITARIO"><img alt="Research paper thumbnail of RESPONSABILIDAD SOCIAL UNIVERSITARIA PARA EL DESARROLLO DE PROYECTOS DE SERVICIO COMUNITARIO" class="work-thumbnail" src="https://attachments.academia-assets.com/51123902/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682938/RESPONSABILIDAD_SOCIAL_UNIVERSITARIA_PARA_EL_DESARROLLO_DE_PROYECTOS_DE_SERVICIO_COMUNITARIO">RESPONSABILIDAD SOCIAL UNIVERSITARIA PARA EL DESARROLLO DE PROYECTOS DE SERVICIO COMUNITARIO</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: La investigación acción participativa se convierte en una herramienta importante para an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: La investigación acción participativa se convierte en una herramienta importante para analizar el papel de la Responsabilidad Social Universitaria en la Universidad Nacional Experimental Rafael María Baralt (UNERMB), ya que la misma permite a los actores involucrados reflexionar sobre los mecanismos para desarrollar los proyectos de Servicio Comunitario y las condiciones en la que estos se desarrollan, permitiendo establecer criterios de acción para superar las dificultades que en su ejecución pueden presentarse. Este tipo de investigación busca mediante procesos reflexivos cambiar la realidad de un hecho educativo, con el propósito de lograr que éste se realice de manera óptima garantizando así su objetividad. En el presente artículo se exponen las reflexiones del investigador en relación al desarrollo de estos proyectos por los estudiantes del Programa Administración de la UNERMB. Palabras clave: Responsabilidad Social Universitaria – Servicio Comunitario Investigación Acción Participativa – AprendizajeServicio Abstract: The investigation participative action turns into an important tool to analyze the paper of the Social University Responsibility in the National Experimental University Rafael Maria Baralt (UNERMB), since the same one allows to the involved actors to think about the mechanisms to develop the projects of Community Service and the conditions in that these develop, allowing to establish criteria of action to overcome the difficulties that in his execution they can present. This type of investigation seeks by means of reflexive processes to change the reality of an educational fact, with the intention of achieving that this one carries out in an ideal way guaranteeing this way his objectivity. In the present article the reflections of the investigator expose in relation to the development of this type of projects for the students of the Program Administration of the UNERMB.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0fc5a6d3e41a2cc019049ea1fe5e46a4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123902,"asset_id":30682938,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123902/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682938"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682938"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682938; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682936"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682936/LA_ESTRUCTURA_FAMILIAR_Y_DIFERENTES_TIPOS_DE_DISCAPACIDAD"><img alt="Research paper thumbnail of LA ESTRUCTURA FAMILIAR Y DIFERENTES TIPOS DE DISCAPACIDAD" class="work-thumbnail" src="https://attachments.academia-assets.com/51123889/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682936/LA_ESTRUCTURA_FAMILIAR_Y_DIFERENTES_TIPOS_DE_DISCAPACIDAD">LA ESTRUCTURA FAMILIAR Y DIFERENTES TIPOS DE DISCAPACIDAD</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La familia es la unidad social básica, que se constituye como una agrupación cuyos miembros se en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La familia es la unidad social básica, que se constituye como una agrupación cuyos miembros se encuentran unidos por el parentesco o afinidad mutua. La interacción que tienen los miembros de la familia, principalmente los padres hacia sus hijos(as) en los primeros años de vida propicia el desarrollo, tanto psicológico como afectivo, que requiere el niño(a) para interactuar con los demás. El nacimiento de un hijo(a) es un momento de cambio en la familia, donde surgen nuevos roles para los padres, nuevas responsabilidades y modificación de hábitos en la vida familiar, entre otros. Sin embargo serán mucho mayores los cambios con el nacimiento de un hijo(a) con alguna discapacidad, lo cual representa un desequilibrio en la familia, y en algunas ocasiones cuestionamientos acerca de los roles paternos. El objetivo de este trabajo es describir los cambios en la estructura familiar con niños que presentan diferentes tipos de discapacidad (síndrome Down, deficiencias visuales, deficiencias auditivas, parálisis cerebral, dificultades de aprendizaje, entre otras). Diversos autores señalan que estos cambios no son vividos de igual forma por todas las familias, sino que este proceso va a depender de una serie de factores, como el tipo de discapacidad, la condición económica de la familia, las redes sociales que se tengan y el apoyo que se reciba de otros grupos sociales e institucionales. Palabras clave: Hijo(a) Padres Discapacidad Family structure and different types of disabilities The family is the basic social unit it was established as a group whose members are related by kinship and mutual affinity. The interaction with family members, especially parents towards their children in the first years of life, contributes to a quality and comprehensive psychological and emotional development that requires the child to interact with others. When a child is born arise many changes in the family: there are new roles for parents, new responsibilities, changing habits in family life, etc. When the child is born with a disability, there are changes more drastic, like a greater imbalance in the family, and sometimes questions about parental roles.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fddf05d852b8a5a06bfaddd5d3cdf5fa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123889,"asset_id":30682936,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123889/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682936"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682936"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682936; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682935"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682935/_Patolog%C3%ADa_Dual_Trastornos_adictivos_y_patolog%C3%ADa_Psicosexual_Egodiston%C3%ADa_y_Disforia_de_G%C3%A9nero_en_Individuos_HLBT_ART%C3%8DCULO_INVITADO"><img alt="Research paper thumbnail of * Patología Dual: Trastornos adictivos y patología Psicosexual (Egodistonía y Disforia de Género en Individuos HLBT) (ARTÍCULO INVITADO" class="work-thumbnail" src="https://attachments.academia-assets.com/51123895/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682935/_Patolog%C3%ADa_Dual_Trastornos_adictivos_y_patolog%C3%ADa_Psicosexual_Egodiston%C3%ADa_y_Disforia_de_G%C3%A9nero_en_Individuos_HLBT_ART%C3%8DCULO_INVITADO">* Patología Dual: Trastornos adictivos y patología Psicosexual (Egodistonía y Disforia de Género en Individuos HLBT) (ARTÍCULO INVITADO</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Me siento muy complacido con la invitación a presentar mi libro porque representa la posibilidad ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Me siento muy complacido con la invitación a presentar mi libro porque representa la posibilidad de compartir algunas ideas con Uds. amigas y amigos, colegas y " colegos " , como diría Vicente con su habitual ramplonería. Por cierto que la Real Academia Española no acredita esa forma de hablar: El plural de los géneros masculino y femenino se dice en masculino, en este caso, amigos, lo cual incluye a todos los presentes. Y como la educación y la salud son responsabilidad que oferta el Estado, recomendamos a Vicente y a todo ciudadano que esté en igual condición, acudir al Instituto Nacional para la Educación de los Adultos, INEA. A continuación, presenciaremos la presentación de mi décimo sexto libro, titulado: Patología Dual: Trastornos Adictivos y Patología Psicosexual con Egodistonía y Disforia de Género, en Individuos HLBT por su siglas en español, homosexuales, lesbianas, bisexuales y transexuales, que presentan malestar funcional e inadecuación psicoemocional consigo y con la sociedad, al ser portadores de un trastorno de la sexualidad. Algunos de Uds. se preguntarán quizá, por qué hacer un libro tan especializado, en particular ahora que se aprecian las variantes sexuales como un fenómeno frecuente en nuestra sociedad, aunque cabe señalar que frecuencia no necesariamente significa salud. Véase por ejemplo la desnutrición infantil o el alcoholismo en México, realidades tan frecuentes como lamentables. Pues bien, el libro que presentamos ocurre gracias al apoyo de la Academia Mexicana</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cab97ed34b002b1425b05e320046df9f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123895,"asset_id":30682935,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123895/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682935"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682935"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682935; 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En esta formación, se han venido incorporando diversos contenidos relacionados con el aprovechamiento específico de las tecnologías de la información y</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="769dbd45d4184ec00b0a836cc2cedcfd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123891,"asset_id":30682934,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123891/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682934"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682934"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682934; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682933"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682933/FRUSTRACION_ODIO_Y_SOMATIZACION_UN_ANALISIS_POR_SEXO"><img alt="Research paper thumbnail of FRUSTRACION ODIO Y SOMATIZACION UN ANALISIS POR SEXO" class="work-thumbnail" src="https://attachments.academia-assets.com/51123886/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682933/FRUSTRACION_ODIO_Y_SOMATIZACION_UN_ANALISIS_POR_SEXO">FRUSTRACION ODIO Y SOMATIZACION UN ANALISIS POR SEXO</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El objetivo de la presente investigación consistió en conocer la asociación de la frustración y o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El objetivo de la presente investigación consistió en conocer la asociación de la frustración y odio con la presencia de síntomas somáticos en estudiantes universitarios. Se trabajó con una muestra no probabilística de tipo intencional compuesta por 250 estudiantes universitarios divididos equitativamente por sexo, con un rango de edad de 18 a 25 años, que hubieran experimentado por lo menos algún episodio de frustración y odio. Se construyó un cuestionario compuesto por seis preguntas abiertas que permiten detectar las experiencias de frustración y odio que se asocian con la presencia de síntomas somáticos, el cual se sometió a un análisis de jueces expertos, obteniéndose un acuerdo mayor al 85%. Ambos sexos coincidieron en sentir frustración cuando no pueden cumplir alguna meta personal, académica, económica, familiar, de amistad o de pareja. Las mujeres tienden a considerar que ellas son culpables o responsables de sus fracasos, mientras que los hombres tienden a justificar su frustración en situaciones externas. Se encontró que las mujeres tienden a presentar síntomas físicoemocionales, mientras los hombres reacciones físicas. Así mismo, las mujeres presentan mayor tendencia a la no resolución de la situación generadora de frustración, lo que las ubica como más propensas a presentar síntomas somáticos. En conclusión se observa que tanto la frustración como el odio reportado por los participantes se asocian con la presencia de síntomas somáticos que de no atenderse a tiempo podrían llegar a generar algún tipo de enfermedad. ABSTRACT The aim of this study was to examine the association of frustration and hatred with the presence of somatic symptoms in college students. We worked with a nonrandom sample of intentional type composed of 250 college students divided equally by sex, with an age range of 1825 years who have experienced at least once an episode of frustration and hatred. The questionnaire used consisted of six open questions to detect the experiences of frustration and hatred that are associated with the presence of somatic symptoms in participants. The instrument was subjected to an analysis of expert judges, resulting in a greater than 85% agreement. Both sexes agreed to get frustrated when they could not meet a personal, academical, economical, familiar, friendship or couple relation goals. Women tend to believe that they are guilty or responsible for their failures, while men tend to justify their frustration in external situations. In particular it was found that women tend to present physical and emotional symptoms, while men seem to experience more physical reactions. Women have a greater tendency to nonresolution of the situation generating frustration, so they are the most prone to present somatic symptoms. In conclusion we saw that the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed475b120ab535cd85a5a8024fa92a3f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123886,"asset_id":30682933,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123886/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682933"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682933"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682933; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682932"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682932/ESTUDIO_COMPARADO_SOBRE_LA_COMPETENCIA_DOCENTE_B%C3%9ASQUEDA_Y_SELECCI%C3%93N_DE_INFORMACI%C3%93N_EN_INTERNET"><img alt="Research paper thumbnail of ESTUDIO COMPARADO SOBRE LA COMPETENCIA DOCENTE: BÚSQUEDA Y SELECCIÓN DE INFORMACIÓN EN INTERNET" class="work-thumbnail" src="https://attachments.academia-assets.com/51123881/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682932/ESTUDIO_COMPARADO_SOBRE_LA_COMPETENCIA_DOCENTE_B%C3%9ASQUEDA_Y_SELECCI%C3%93N_DE_INFORMACI%C3%93N_EN_INTERNET">ESTUDIO COMPARADO SOBRE LA COMPETENCIA DOCENTE: BÚSQUEDA Y SELECCIÓN DE INFORMACIÓN EN INTERNET</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">RESUMEN Esta investigación presenta los resultados de un estudio comparado entre universidades Pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">RESUMEN Esta investigación presenta los resultados de un estudio comparado entre universidades Presenciales y Abiertas que reflejan el manejo de la competencia docente: búsqueda y selección de información en Internet. Se inicia con una fundamentación teórica que contextualiza la Sociedad del Siglo XXI, y la necesidad de generar un cambio educativo que permita a los docentes dejar atrás los paradigmas reproductivos y trabajar desde paradigmas que favorezcan la construcción del conocimiento por parte de los estudiantes de forma individual y colaborativa, posteriormente se lleva a cabo un análisis sobre la dimensión de la información en el siglo XXI, el manejo de la Internet en la cual el individuo transita del conocimiento individual al compartido, por último se analiza el concepto de competencias, competencias básicas y la competencia sobre la búsqueda y selección de la información en Internet. La metodología empleada es un estudio comparado de corte cuantitativo, que se realiza en universidades privadas abiertas y presenciales, con una población de 40 docentes, y una muestra aleatoria de 50% lo que corresponde a 20 docentes. El método de recolección de datos fue a partir de una encuesta estructurada, que permitió identificar el manejo de los docentes en cuanto a la búsqueda y selección de información en internet. Finalmente se presenta el análisis de los resultados, en donde se lleva a cabo una triangulación de la información empírica con la teórica, lo que permite establecer las conclusiones de la investigación. ABSTRACT This research presents the results of a comparative study between universities and open Classrooms reflecting teaching competence: search and selection of information on internet. It begins with a theoretical foundation that contextualizes XXI century society, and the need to create an educational change that allows teachers to leave behind the reproductive paradigms and work from paradigms that favor the construction of knowledge by students individually and collaborative, then performs an analysis of the extent of the information in the XXI century, the management of the internet in which the individual journeys from individual knowledge to shared one, finally discusses the concept of competencies, basic competencies and competition on search and selection of information on the internet. The methodology used is a study of quantitative, held in private universities open and face, with a population of 40 teachers, and a random sample of 50% which corresponds to 20 teachers. The method of data collection was from a structured survey, which allowed to identify the management of teachers regarding the search and selection of information on the internet. Finally we present the analysis of results where holding a triangulation of empirical data with theoretical, thus establishing the research findings. RESUMO Esta pesquisa apresenta os resultados de um estudo comparativo entre as universidades e de gestão Aula Aberta refletindo competência pedagógica: pesquisa e selecção de informação na Internet. Ela começa com uma base teórica que contextualiza XXI sociedade do século, e da necessidade de criar uma mudança educacional que permite que os professores se mover para além da reprodução paradigmas e trabalhar a partir de paradigmas que favorecem a construção do conhecimento pelos alunos individualmente e colaborativa, em seguida, executa uma análise da extensão da informação no século XXI, a gestão da Internet em que as viagens individuais de conhecimento individual para compartilhar, finalmente, discute o conceito de competências, as competências essenciais e competição na busca e seleção de informações na Internet. A metodologia é um estudo comparativo de quantitativa, realizada em universidades privadas abertas e rosto, com uma população de 40 professores, e uma amostra aleatória de 50%, o que corresponde a 20 professores. O método de coleta de dados foi a partir de um inquérito estruturado, que identificou a gestão de professores sobre a busca e seleção de informações na Internet. Por fim, apresentamos a análise dos resultados, onde segurando uma triangulação dos dados empíricos com teórica, estabelecendo assim os resultados da investigação. PALAVRASCHAVE Concorrência, Professor, Pesquisa, Seleção da Informação, INTRODUCCIÓN La sociedad del Siglo XXI, en la cual el crecimiento y el cambio son una constante, requiere la formación de individuos que les permita mejorar " la capacidad para identificar, producir, tratar, transformar, difundir y utilizar la información con vistas a crear y aplicar conocimientos necesarios para el desarrollo humano " (UNESCO, 2005, pág. 29), generando así un</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03a67b92bf01d35a910e63decb830828" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123881,"asset_id":30682932,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123881/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682932"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682932"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682932; 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Castillo Plasencia [1] , Iván Silvera Valdés [2] , Liudyana Domínguez Matos [3] I. RESUMEN</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8082883e756d24ea2948cdc6d8a1502e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123877,"asset_id":30682931,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123877/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682931"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682931"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682931; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682930"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682930/CALIDAD_DEL_APRENDIZAJE_EN_ALUMNOS_DE_TERCER_A%C3%91O_DE_PSICOLOG%C3%8DA_DE_LA_FUM_DE_SAGUA_LA_GRANDE"><img alt="Research paper thumbnail of CALIDAD DEL APRENDIZAJE EN ALUMNOS DE TERCER AÑO DE PSICOLOGÍA DE LA FUM DE SAGUA LA GRANDE" class="work-thumbnail" src="https://attachments.academia-assets.com/51123874/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682930/CALIDAD_DEL_APRENDIZAJE_EN_ALUMNOS_DE_TERCER_A%C3%91O_DE_PSICOLOG%C3%8DA_DE_LA_FUM_DE_SAGUA_LA_GRANDE">CALIDAD DEL APRENDIZAJE EN ALUMNOS DE TERCER AÑO DE PSICOLOGÍA DE LA FUM DE SAGUA LA GRANDE</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen En el presente trabajo se profundiza en el aprendizaje desde la dimensión psicológica con...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen En el presente trabajo se profundiza en el aprendizaje desde la dimensión psicológica con el objetivo de diagnosticar la calidad del mismo en los alumnos de tercer año de Psicología en la modalidad semipresencial, para ello se fundamentó teóricamente el problema; se elaboró y aplicó una metodología diagnóstica que permitió explorar el fenómeno y finalmente se describieron los diferentes indicadores estudiados. La investigación se realizó en el municipio de Sagua la Grande, perteneciente a la provincia de Villa Clara, Cuba. La muestra estuvo integrada por alumnos de la carrera de Psicología de la FUM (Filial Universitaria Municipal), perteneciente a la Universidad Central " Marta Abreu " de Las Villas (UCLV). Se realizó un estudio descriptivo exploratorio mixto mediante una metodología abierta y flexible. Los resultados afloraron que, el diagnóstico de indicadores como estilo, estrategia y enfoques en el aprendizaje de los estudiantes es indispensable para organizar, dirigir y proyectar el proceso de enseñanza para esta modalidad de estudio. La metodología aplicada permitió recopilar información la cual aportó determinados instrumentos para poder evaluar la calidad del aprendizaje y poder realizar una atención diferenciada. Además se constató rendimiento académico bajo coincidiendo con niveles preestrutural y multiestructural en la elaboración del material de estudio, escasos recursos cognitivos, limitada motivación profesional y predominio de enfoque superficial. Las recomendaciones dadas en divulgar, aplicar los instrumentos a otros años de estudios y ofrecer la metodología para la evaluación de la calidad del aprendizaje. Palabras clave: psicología, estilos de aprendizaje, estrategias de aprendizaje, enfoques de aprendizaje Summary In the present work the researcher goes deeply into the learning process, taking onto account the psychological dimension with the objective of diagnosing the quality of this process in the group of students who are in the Psychology career with a semipresential modality; to do so, the problem was theoretically based, a diagnostic methodology was created and applied giving opportunity for the exploration of the phenomenon and finally, the different indicators under study were described. The investigation was carried out in Sagua la Grande municipality, a city in Villa Clara province. The sample was made up with students who are in the Psychology career at the University Headquarters in Sagua la Grande, a branch of the Central University "Marta Abreu" of Las Villas. A mixed description exploratory study was carried out by means of an open flexible methodology. The results show that the diagnosis of indicators such as students' style, strategy and approach in learning is indispensable to organize, manage and project the learning process under the semipresential modality. The applied methodology allowed to gather information that contributed certain instruments to be able to evaluate the quality of learning and to develop the differential help. Besides that, a low academic progress was observed what coincided with preestructural and multiestructural levels in the production of study material, low cognitive resources, limited professional enthusiasm, and the prevalence of superficial approaches. The researcher recommends the disclosing of information, the application of these instruments to other students and to offer the methodology for the evaluation of the learning quality. Introducción El aprendizaje social se desarrolla a lo largo de la vida del ser humano a través de diferentes agentes socializadores por ejemplo la familia, escuela, grupo, centro de trabajo y comunidad. La escuela a través del proceso pedagógico donde se desarrolla el proceso de enseñanzaaprendizaje tiene como fin la educación multilateral del ser humano. Existen diferentes niveles de enseñanzaaprendizaje por ejemplo el primario, secundario, medio superior y el universitario. La universalización de la Educación Superior es la extensión de la universidad y de todos sus procesos sustantivos a toda la sociedad a través de su presencia en los territorios, permitiendo alcanzar mayores niveles de equidad y de justicia social en la obtención de una elevada cultura integral de los ciudadanos. La universalización aseguró la continuidad de estudios universitarios en las carreras seleccionadas en cada caso a los jóvenes provenientes de los diferentes programas de la revolución ; para ello se diseñó un modelo pedagógico cuyos retos ha ido avanzando en el perfeccionamiento de la labor educativa, incorporándose a las prioridades cada una de las tareas asignadas por la revolución como parte de la batalla de ideas y articular los procesos universitario en un todo único para cumplir la misión social. Las universidades en los municipios están llamadas a formar los profesionales que darán continuidad a la obra social que construimos, mediante una formación no sólo científica sino ética y política de profesionales creativos, integrales, competentes, con cualidades y habilidades que le permitan pensar, persuadir, propiciar ambientes laborales de colaboración y amplia solidaridad. Este modelo centrado en el estudiante donde el profesor no es monopolizador de la información sino un facilitador evidenciando un papel protagónico del alumno en el proceso formativo basado en la idea de aprender a aprender, donde lo más importante lo constituye las capacidades, destrezas cognitivas, las actitudes y valores. En las concepciones actuales sobre el proceso instructivo en educación superior coinciden en acentuar la importancia de la formación y desarrollo de habilidades en los estudiantes además de promover el uso estratégico de las mismas. A través de las habilidades el estudiante se apropia de nuevos conocimientos con el fin de aplicarlas en su práctica profesional. Al llegar a la universidad el estudiante debe haber formado y desarrollado esas habilidades para la actividad de estudio, pues al igual que los conocimientos deben formarse mediante la acción coordinada y sistematizada de todas las asignaturas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="67f37eefbedba0b65401421176cfaa9c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123874,"asset_id":30682930,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123874/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682930"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682930"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682930; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682929"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682929/ASIMETR%C3%8DAS_DE_G%C3%89NERO_EN_REVISTAS_MEXICANAS_DE_PSICOLOG%C3%8DA"><img alt="Research paper thumbnail of ASIMETRÍAS DE GÉNERO EN REVISTAS MEXICANAS DE PSICOLOGÍA" class="work-thumbnail" src="https://attachments.academia-assets.com/51123872/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682929/ASIMETR%C3%8DAS_DE_G%C3%89NERO_EN_REVISTAS_MEXICANAS_DE_PSICOLOG%C3%8DA">ASIMETRÍAS DE GÉNERO EN REVISTAS MEXICANAS DE PSICOLOGÍA</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Con el propósito de identificar si existen asimetrías de género en la organización y cont...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Con el propósito de identificar si existen asimetrías de género en la organización y contenido de las revistas mexicanas de psicología, se realizó un análisis de contenido a cinco revistas diferentes un número de cada una y un artículo específico de cada volumen publicadas entre 2010 y 2011. Los resultados mostraron: una escasa presencia de mujeres editoras; nula visibilidad de género en la bibliografía y un continuado sexismo en el lenguaje, tanto en artículos escritos por mujeres como por varones. Se propone incorporar los aportes de la teoría feminista a la psicología con el fin de eliminar estos sesgos y desarrollar una psicología incluyente. Palabras clave: género, asimetrías, psicología, revistas mexicanas Summary In order to identify whether there are gender disparities in the Organization and content of the Mexican psychology journals, a content analysis was conducted on five different magazines a number of each one and a specific item of each volume published between 2010 and 2011. The results showed a limited number of women involved in the editing process; null visibility of gender in the bibliography and a continued sexism in articles written by men and women. It is proposed to incorporate the contributions of feminist theory to psychology in order to eliminate these biases and develop an inclusive psychology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d96ca398911988611e2a9d310d63bc2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123872,"asset_id":30682929,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123872/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682929"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682929"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682929; 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Palabras Clave: Educación, liderazgo pedagógico, transversalidad, epistemología, profesionalización. Abstract Servidores Informáticos PowerEdge T630 Potente, Eficiente y Versátil c/ Intel Xeon Compre Ahora Ir a dell.com/MX/Servidores</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c968e009a7254450fab1c6e8d4a55712" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123712,"asset_id":30682761,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123712/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682761"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682761"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682761; 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(2009) La vida simbólica. Obra Completa Volumen 18/I, Editorial Trotta, Barcelona.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d37a209624878715361428cea6ff5e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54885476,"asset_id":35022319,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54885476/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35022319"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35022319"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35022319; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7d37a209624878715361428cea6ff5e0" } } $('.js-work-strip[data-work-id=35022319]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35022319,"title":"SESION 8 LOS ARQUETIPOS Y EL ICC COLECTIVO","internal_url":"https://www.academia.edu/35022319/SESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTIVO","owner_id":38846296,"coauthors_can_edit":true,"owner":{"id":38846296,"first_name":"Revista","middle_initials":"P E I","last_name":"Pei","page_name":"RevistaPei","domain_name":"independent","created_at":"2015-11-21T14:07:15.983-08:00","display_name":"Revista P E I Pei","url":"https://independent.academia.edu/RevistaPei"},"attachments":[{"id":54885476,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54885476/thumbnails/1.jpg","file_name":"SESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTIVO.pdf","download_url":"https://www.academia.edu/attachments/54885476/download_file","bulk_download_file_name":"SESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54885476/SESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTIVO-libre.pdf?1509552527=\u0026response-content-disposition=attachment%3B+filename%3DSESION_8_LOS_ARQUETIPOS_Y_EL_ICC_COLECTI.pdf\u0026Expires=1739810290\u0026Signature=NfToUG1V3l5kEM4C1~jwXcRzv2bl6OwIRH9JYYjX6SvNQVP2S1KYIXhIbf1oG9URhP793qRBif6l9o3M9InObD6v80Kkh~qWHvizqkh4QOcFKjo74BW786MFJInBQ7ofx3ImgWocK~TAoKP1ZEjbapjRm4ZLLer~fVodAGTnUe38mr-jqLn--XPjYX6AvxeFAFBjEDST1Dn~~Y-c6LKQtvY03hcCt5Hqfx9xP3z7ztUFUMzbmAm7zab-vmpQXLM~wHeMNJQwdiINYb4Tzb6r6VSSxEKJbfyfjhXEO9EGRghisqkrbncNzwOMeuptUrvRXvkxIcoyJiBDX16QNPuRFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074091"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074091/Mujeres_polic%C3%ADa_y_su_valoraci%C3%B3n_personal_desde_el_Enfoque_Centrado_en_la_Persona"><img alt="Research paper thumbnail of Mujeres policía y su valoración personal desde el Enfoque Centrado en la Persona" class="work-thumbnail" src="https://attachments.academia-assets.com/54009329/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074091/Mujeres_polic%C3%ADa_y_su_valoraci%C3%B3n_personal_desde_el_Enfoque_Centrado_en_la_Persona">Mujeres policía y su valoración personal desde el Enfoque Centrado en la Persona</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper is about a personal worth workshop in police women and its influence on their job role...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper is about a personal worth workshop in police women and its influence on their job role, in the context of Centered Person Approach (CPA), within a group of women police in a municipality of Jalisco. The importance of keeping current studies in sociology, in an understanding on police culture, as reported complexities in the interaction of police elements in the duality of being agent to obey and being law enforcement officers; this takes influence even in the way they treat to themselves. Approaching the reality of the policewoman coming from an interdisciplinary complementary view, the relevance of the intervention is benefited when the conselour assumes their context of double discrimination on Latin American policewoman: one side, in their service with citizens and in the other side, in the police corporation because of gender. As a result, support from CPA and the work of personal worth, improvement is reported in both personal, interpersonal relationship and in the exercise of their role.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c53ed2addef044704c27f3f737fc815f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009329,"asset_id":34074091,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009329/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074091"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074091"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074091; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34074091]").text(description); $(".js-view-count[data-work-id=34074091]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34074091; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34074091']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c53ed2addef044704c27f3f737fc815f" } } $('.js-work-strip[data-work-id=34074091]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34074091,"title":"Mujeres policía y su valoración personal desde el Enfoque Centrado en la Persona","internal_url":"https://www.academia.edu/34074091/Mujeres_polic%C3%ADa_y_su_valoraci%C3%B3n_personal_desde_el_Enfoque_Centrado_en_la_Persona","owner_id":38846296,"coauthors_can_edit":true,"owner":{"id":38846296,"first_name":"Revista","middle_initials":"P E I","last_name":"Pei","page_name":"RevistaPei","domain_name":"independent","created_at":"2015-11-21T14:07:15.983-08:00","display_name":"Revista P E I Pei","url":"https://independent.academia.edu/RevistaPei"},"attachments":[{"id":54009329,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54009329/thumbnails/1.jpg","file_name":"Mujeres_policia.pdf","download_url":"https://www.academia.edu/attachments/54009329/download_file","bulk_download_file_name":"Mujeres_policia_y_su_valoracion_personal.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54009329/Mujeres_policia-libre.pdf?1501384457=\u0026response-content-disposition=attachment%3B+filename%3DMujeres_policia_y_su_valoracion_personal.pdf\u0026Expires=1739853240\u0026Signature=U875tOVNl0wQPtp1~yheI81fyUOyN~sWxEFWLovteb1U~PHRoLpYdZOzrIojFO3aBryGuVISH2Pk1hdggpBPbfIcu40zad8dOM9bLGoQEfZXcDXHDedvs~tOmx2mmVEIDJOXijrJE4Z3zzMrT400PJj2C2r8PcP-TpijdK-85h6QcZDc6ZcfDlcEk7EFaqB5LcVu2mWBhXNIuFIXvWeLsN4JQ~6ASX9QyysE-MDb6cOHSGHnECbn4dtgu9I60ODmjJc0sBv~bPM8IYWA0H69ca6y0XFes~wWkMb1dHEqKWQbeHJp9LOwKIjUncrO7ZFw5q4150dM871afrvhWTY3GA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074090"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074090/LA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES"><img alt="Research paper thumbnail of LA VIDA EN PAREJA Y SUS VICISITUDES" class="work-thumbnail" src="https://attachments.academia-assets.com/54009331/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074090/LA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES">LA VIDA EN PAREJA Y SUS VICISITUDES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A harmonious couple relationship can present in as many different forms and styles as couples exi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A harmonious couple relationship can present in as many different forms and styles as couples exist. It is a form of human interaction composed of many elements that some of them can provoke vicissitudes. In this sense, the aim of this article is revieweing subjects as expectations, roles, love, conflicts, decision making as well as sexuality in the couple. The objective is to provide some keys to understanding and improving the significant interpersonal relationships characterized in the daily coexistence by the manifestation of affection in couples of different sex, same sex, with children, without children, married or in free union.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fb1409675a44f506b668ca35896637a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009331,"asset_id":34074090,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009331/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074090"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074090"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074090; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34074090]").text(description); $(".js-view-count[data-work-id=34074090]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34074090; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34074090']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fb1409675a44f506b668ca35896637a8" } } $('.js-work-strip[data-work-id=34074090]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34074090,"title":"LA VIDA EN PAREJA Y SUS VICISITUDES","internal_url":"https://www.academia.edu/34074090/LA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES","owner_id":38846296,"coauthors_can_edit":true,"owner":{"id":38846296,"first_name":"Revista","middle_initials":"P E I","last_name":"Pei","page_name":"RevistaPei","domain_name":"independent","created_at":"2015-11-21T14:07:15.983-08:00","display_name":"Revista P E I Pei","url":"https://independent.academia.edu/RevistaPei"},"attachments":[{"id":54009331,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54009331/thumbnails/1.jpg","file_name":"LA_VIDA_EN_PAREJA.pdf","download_url":"https://www.academia.edu/attachments/54009331/download_file","bulk_download_file_name":"LA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54009331/LA_VIDA_EN_PAREJA-libre.pdf?1501384457=\u0026response-content-disposition=attachment%3B+filename%3DLA_VIDA_EN_PAREJA_Y_SUS_VICISITUDES.pdf\u0026Expires=1739853240\u0026Signature=efgT3On3mc6iEEbTmGCd9t7hnM2vJA5z-5gGRXaEyIOo~k8-LBtkO0bdP4FIfTbNqc~mRZK8p0r~Ng-ivOejYu8xdjGWm~Xv8x8IW99caMeKj38bFUjCn3cdYZjWq9vMLYsjGit8Jp5MO4AThKduU4Ts0oAMKknGz47IgqP8z4vsuUnPMtIbVpMm9Nzsq0uDDajQQprl4J5szslV37pGlqd2Fgx-cz5i0qXywldZt7UJql64hfdy47z-quAtm8y251E5IxvfT4yMR1t~x4tSEPuFxgZlnQ-BwY93-SUcwV8rr3u4FdfMFVNgqeqxvMcmeT8m9g-eC5KJKTICLCM6ew__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074089"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074089/LA_FIGURA_PATERNA_COMO_UNA_RELACI%C3%93N_DE_APOYO_FUNDAMENTAL_ANTE_LA_DISCAPACIDAD_PATERNA_FIGURE_AS_A_RELATIONSHIP_OF_FUNDAMENTAL_SUPPORT_FOR_DISABILITY"><img alt="Research paper thumbnail of LA FIGURA PATERNA COMO UNA RELACIÓN DE APOYO FUNDAMENTAL ANTE LA DISCAPACIDAD PATERNA FIGURE AS A RELATIONSHIP OF FUNDAMENTAL SUPPORT FOR DISABILITY" class="work-thumbnail" src="https://attachments.academia-assets.com/54009327/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074089/LA_FIGURA_PATERNA_COMO_UNA_RELACI%C3%93N_DE_APOYO_FUNDAMENTAL_ANTE_LA_DISCAPACIDAD_PATERNA_FIGURE_AS_A_RELATIONSHIP_OF_FUNDAMENTAL_SUPPORT_FOR_DISABILITY">LA FIGURA PATERNA COMO UNA RELACIÓN DE APOYO FUNDAMENTAL ANTE LA DISCAPACIDAD PATERNA FIGURE AS A RELATIONSHIP OF FUNDAMENTAL SUPPORT FOR DISABILITY</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A disabled child generates a great ammount of uncertainty and increases the demands in the family...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A disabled child generates a great ammount of uncertainty and increases the demands in the family. The family must provide additional long term care to the child.  Studies on disability on a child, are focused on the mother and on the way she confronts the situation by herself.  Because it is an unexpected situation, it happens quite frequently that the father abandons the disabled child and its mother.  In a smaller number of cases, both parents trust in their capabilities to raise their disabled child.  Because of this, the aim of this article is to get to know the father’s roll in facing the disability of two of his children.  Through serious interviews to learn about the history of life of each of the family members and their vision towards discapacity: the findings show how the participants set the father as a fundamental piece in the family adaptability to discapacity.  Therefore, it is concluded that the father´s figure is a supporting relationship.  Crucial to discapacity; as, families that are not going through this condition require a figure and position of a father’s roll, it is even more trascendent and relevant the performance ot his duties as a father towards discapacity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aef459518b5ae90e12e02d112291cffc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009327,"asset_id":34074089,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009327/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074089"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074089"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074089; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34074089]").text(description); $(".js-view-count[data-work-id=34074089]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34074089; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34074089']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074088"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074088/EL_PORTAFOLIO_TEM%C3%81TICO_COMO_ESTRATEGIA_PARA_LA_COMPRENSI%C3%93N_LECTORA_EN_PRIMARIA"><img alt="Research paper thumbnail of EL PORTAFOLIO TEMÁTICO COMO ESTRATEGIA PARA LA COMPRENSIÓN LECTORA EN PRIMARIA" class="work-thumbnail" src="https://attachments.academia-assets.com/54009330/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074088/EL_PORTAFOLIO_TEM%C3%81TICO_COMO_ESTRATEGIA_PARA_LA_COMPRENSI%C3%93N_LECTORA_EN_PRIMARIA">EL PORTAFOLIO TEMÁTICO COMO ESTRATEGIA PARA LA COMPRENSIÓN LECTORA EN PRIMARIA</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present article reflects the effort of a student of Bachelor in Primary Education of the Bene...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The present article reflects the effort of a student of Bachelor in Primary Education of the Benemérita and Centenary Normal School of the State (BECENE) in the elaboration of its receptive document in the Modality of Thematic Portfolio, attending an area of opportunity of its teaching practice " Reading comprehension "identified in a group of third grade elementary during the school year 2015 - 2016, giving solution through its intervention proposal. The objective is to explain how this modality of qualification allowed the achievement of the purposes of teaching in primary and the impact that had in the student for its formation. The results allowed to analyze his intervention, where he managed to improve 96.42% of the reading comprehension in the students. The modality allowed a reflexive analysis from the cycle of Smith and the constant advice that maintained to pose the solution of the problem through the staging.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4537725f409d487f3e7b9bc22c458f71" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009330,"asset_id":34074088,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009330/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074088"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074088"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074088; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="34074087"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34074087/DIFICULTADES_DE_APRENDIZAJE_ESTRATEGIAS_PARA_LA_ENSE%C3%91ANZA_DE_LA_LECTOESCRITURA_EN_NI%C3%91OS_CON_S%C3%8DNDROME_DE_DOWN_LEARNING_DIFFICULTIES_STRATEGIES_FOR_TEACHING_READING_AND_WRITING_IN_CHILDREN_WITH_DOWN_SYNDROME"><img alt="Research paper thumbnail of DIFICULTADES DE APRENDIZAJE: ESTRATEGIAS PARA LA ENSEÑANZA DE LA LECTOESCRITURA EN NIÑOS CON SÍNDROME DE DOWN LEARNING DIFFICULTIES: STRATEGIES FOR TEACHING READING AND WRITING IN CHILDREN WITH DOWN SYNDROME" class="work-thumbnail" src="https://attachments.academia-assets.com/54009328/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34074087/DIFICULTADES_DE_APRENDIZAJE_ESTRATEGIAS_PARA_LA_ENSE%C3%91ANZA_DE_LA_LECTOESCRITURA_EN_NI%C3%91OS_CON_S%C3%8DNDROME_DE_DOWN_LEARNING_DIFFICULTIES_STRATEGIES_FOR_TEACHING_READING_AND_WRITING_IN_CHILDREN_WITH_DOWN_SYNDROME">DIFICULTADES DE APRENDIZAJE: ESTRATEGIAS PARA LA ENSEÑANZA DE LA LECTOESCRITURA EN NIÑOS CON SÍNDROME DE DOWN LEARNING DIFFICULTIES: STRATEGIES FOR TEACHING READING AND WRITING IN CHILDREN WITH DOWN SYNDROME</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study is the product of three years of research. It was divided into two phases: the first w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study is the product of three years of research. It was divided into two phases: the first was a case study to determine the acquisition of reading and writing in two children with Down syndrome (DS) belonging to regular schools of the Dominican Republic; the second consisted of one year of observation class to six teachers with DS students (3 of special education and 3 of regular education); and interviews with special Regional Technical Assistants from Centers in the country's diversity education. This was intended to determine the strategies used by teachers for teaching Reading and writing to children with DS. The most significant results showed that children with DS are more visual and tend to repeat actions for retention of information, learning in these ones is more effective if they get early stimulation, the strategy more used for teaching them to read and write is the  Global Method (contextualized in communicative situations related to the interest / and the needs of children) and the constant use of ICT to emphasize in pictures and videos, it is a must. It was further found that the majority of teachers in regular schools are not prepared to work with children having any learning disability; so that inclusive education is superficial.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4aeab019a401ac8326499012edc378e8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54009328,"asset_id":34074087,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54009328/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34074087"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34074087"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34074087; 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La Praxis es una herramienta metodológica que permite al investigador analizar, enfrentar, negar, superar y conservar, las formas enfrentadas para desarrollar un mejor conocimiento ante un fenómeno determinado. El análisis de la experiencia es una herramienta metodológica que permite al académico o investigador identificar y comprender su práctica en la enseñanza; y aunado a otras herramientas metodológicas como la autoetnografía, podrá conocer e identificar el proceso de diálogo profundo, íntimo, en relación a las perspectivas de un autor, del aula y de la interacción generada en el alumno/a; entendiendo que en este ejercicio en el que utiliza sus propias experiencias y recursos, pueda ser capaz de confrontar sus experiencias, sus miedos, alegrías, mitos o sesgos creados acerca del proceso de intimidad. Palabras clave: sistematización de experiencias, autoetnografía, intimidad.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="93bb7098e90c3ebd37f190c1b5836833" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123914,"asset_id":30682939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123914/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682939; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682938"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682938/RESPONSABILIDAD_SOCIAL_UNIVERSITARIA_PARA_EL_DESARROLLO_DE_PROYECTOS_DE_SERVICIO_COMUNITARIO"><img alt="Research paper thumbnail of RESPONSABILIDAD SOCIAL UNIVERSITARIA PARA EL DESARROLLO DE PROYECTOS DE SERVICIO COMUNITARIO" class="work-thumbnail" src="https://attachments.academia-assets.com/51123902/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682938/RESPONSABILIDAD_SOCIAL_UNIVERSITARIA_PARA_EL_DESARROLLO_DE_PROYECTOS_DE_SERVICIO_COMUNITARIO">RESPONSABILIDAD SOCIAL UNIVERSITARIA PARA EL DESARROLLO DE PROYECTOS DE SERVICIO COMUNITARIO</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: La investigación acción participativa se convierte en una herramienta importante para an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: La investigación acción participativa se convierte en una herramienta importante para analizar el papel de la Responsabilidad Social Universitaria en la Universidad Nacional Experimental Rafael María Baralt (UNERMB), ya que la misma permite a los actores involucrados reflexionar sobre los mecanismos para desarrollar los proyectos de Servicio Comunitario y las condiciones en la que estos se desarrollan, permitiendo establecer criterios de acción para superar las dificultades que en su ejecución pueden presentarse. Este tipo de investigación busca mediante procesos reflexivos cambiar la realidad de un hecho educativo, con el propósito de lograr que éste se realice de manera óptima garantizando así su objetividad. En el presente artículo se exponen las reflexiones del investigador en relación al desarrollo de estos proyectos por los estudiantes del Programa Administración de la UNERMB. Palabras clave: Responsabilidad Social Universitaria – Servicio Comunitario Investigación Acción Participativa – AprendizajeServicio Abstract: The investigation participative action turns into an important tool to analyze the paper of the Social University Responsibility in the National Experimental University Rafael Maria Baralt (UNERMB), since the same one allows to the involved actors to think about the mechanisms to develop the projects of Community Service and the conditions in that these develop, allowing to establish criteria of action to overcome the difficulties that in his execution they can present. This type of investigation seeks by means of reflexive processes to change the reality of an educational fact, with the intention of achieving that this one carries out in an ideal way guaranteeing this way his objectivity. In the present article the reflections of the investigator expose in relation to the development of this type of projects for the students of the Program Administration of the UNERMB.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0fc5a6d3e41a2cc019049ea1fe5e46a4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123902,"asset_id":30682938,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123902/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682938"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682938"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682938; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682936"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682936/LA_ESTRUCTURA_FAMILIAR_Y_DIFERENTES_TIPOS_DE_DISCAPACIDAD"><img alt="Research paper thumbnail of LA ESTRUCTURA FAMILIAR Y DIFERENTES TIPOS DE DISCAPACIDAD" class="work-thumbnail" src="https://attachments.academia-assets.com/51123889/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682936/LA_ESTRUCTURA_FAMILIAR_Y_DIFERENTES_TIPOS_DE_DISCAPACIDAD">LA ESTRUCTURA FAMILIAR Y DIFERENTES TIPOS DE DISCAPACIDAD</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La familia es la unidad social básica, que se constituye como una agrupación cuyos miembros se en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La familia es la unidad social básica, que se constituye como una agrupación cuyos miembros se encuentran unidos por el parentesco o afinidad mutua. La interacción que tienen los miembros de la familia, principalmente los padres hacia sus hijos(as) en los primeros años de vida propicia el desarrollo, tanto psicológico como afectivo, que requiere el niño(a) para interactuar con los demás. El nacimiento de un hijo(a) es un momento de cambio en la familia, donde surgen nuevos roles para los padres, nuevas responsabilidades y modificación de hábitos en la vida familiar, entre otros. Sin embargo serán mucho mayores los cambios con el nacimiento de un hijo(a) con alguna discapacidad, lo cual representa un desequilibrio en la familia, y en algunas ocasiones cuestionamientos acerca de los roles paternos. El objetivo de este trabajo es describir los cambios en la estructura familiar con niños que presentan diferentes tipos de discapacidad (síndrome Down, deficiencias visuales, deficiencias auditivas, parálisis cerebral, dificultades de aprendizaje, entre otras). Diversos autores señalan que estos cambios no son vividos de igual forma por todas las familias, sino que este proceso va a depender de una serie de factores, como el tipo de discapacidad, la condición económica de la familia, las redes sociales que se tengan y el apoyo que se reciba de otros grupos sociales e institucionales. Palabras clave: Hijo(a) Padres Discapacidad Family structure and different types of disabilities The family is the basic social unit it was established as a group whose members are related by kinship and mutual affinity. The interaction with family members, especially parents towards their children in the first years of life, contributes to a quality and comprehensive psychological and emotional development that requires the child to interact with others. When a child is born arise many changes in the family: there are new roles for parents, new responsibilities, changing habits in family life, etc. When the child is born with a disability, there are changes more drastic, like a greater imbalance in the family, and sometimes questions about parental roles.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fddf05d852b8a5a06bfaddd5d3cdf5fa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123889,"asset_id":30682936,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123889/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682936"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682936"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682936; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682935"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682935/_Patolog%C3%ADa_Dual_Trastornos_adictivos_y_patolog%C3%ADa_Psicosexual_Egodiston%C3%ADa_y_Disforia_de_G%C3%A9nero_en_Individuos_HLBT_ART%C3%8DCULO_INVITADO"><img alt="Research paper thumbnail of * Patología Dual: Trastornos adictivos y patología Psicosexual (Egodistonía y Disforia de Género en Individuos HLBT) (ARTÍCULO INVITADO" class="work-thumbnail" src="https://attachments.academia-assets.com/51123895/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682935/_Patolog%C3%ADa_Dual_Trastornos_adictivos_y_patolog%C3%ADa_Psicosexual_Egodiston%C3%ADa_y_Disforia_de_G%C3%A9nero_en_Individuos_HLBT_ART%C3%8DCULO_INVITADO">* Patología Dual: Trastornos adictivos y patología Psicosexual (Egodistonía y Disforia de Género en Individuos HLBT) (ARTÍCULO INVITADO</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Me siento muy complacido con la invitación a presentar mi libro porque representa la posibilidad ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Me siento muy complacido con la invitación a presentar mi libro porque representa la posibilidad de compartir algunas ideas con Uds. amigas y amigos, colegas y " colegos " , como diría Vicente con su habitual ramplonería. Por cierto que la Real Academia Española no acredita esa forma de hablar: El plural de los géneros masculino y femenino se dice en masculino, en este caso, amigos, lo cual incluye a todos los presentes. Y como la educación y la salud son responsabilidad que oferta el Estado, recomendamos a Vicente y a todo ciudadano que esté en igual condición, acudir al Instituto Nacional para la Educación de los Adultos, INEA. A continuación, presenciaremos la presentación de mi décimo sexto libro, titulado: Patología Dual: Trastornos Adictivos y Patología Psicosexual con Egodistonía y Disforia de Género, en Individuos HLBT por su siglas en español, homosexuales, lesbianas, bisexuales y transexuales, que presentan malestar funcional e inadecuación psicoemocional consigo y con la sociedad, al ser portadores de un trastorno de la sexualidad. Algunos de Uds. se preguntarán quizá, por qué hacer un libro tan especializado, en particular ahora que se aprecian las variantes sexuales como un fenómeno frecuente en nuestra sociedad, aunque cabe señalar que frecuencia no necesariamente significa salud. Véase por ejemplo la desnutrición infantil o el alcoholismo en México, realidades tan frecuentes como lamentables. Pues bien, el libro que presentamos ocurre gracias al apoyo de la Academia Mexicana</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cab97ed34b002b1425b05e320046df9f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123895,"asset_id":30682935,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123895/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682935"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682935"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682935; 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En esta formación, se han venido incorporando diversos contenidos relacionados con el aprovechamiento específico de las tecnologías de la información y</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="769dbd45d4184ec00b0a836cc2cedcfd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123891,"asset_id":30682934,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123891/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682934"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682934"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682934; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682933"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682933/FRUSTRACION_ODIO_Y_SOMATIZACION_UN_ANALISIS_POR_SEXO"><img alt="Research paper thumbnail of FRUSTRACION ODIO Y SOMATIZACION UN ANALISIS POR SEXO" class="work-thumbnail" src="https://attachments.academia-assets.com/51123886/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682933/FRUSTRACION_ODIO_Y_SOMATIZACION_UN_ANALISIS_POR_SEXO">FRUSTRACION ODIO Y SOMATIZACION UN ANALISIS POR SEXO</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El objetivo de la presente investigación consistió en conocer la asociación de la frustración y o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El objetivo de la presente investigación consistió en conocer la asociación de la frustración y odio con la presencia de síntomas somáticos en estudiantes universitarios. Se trabajó con una muestra no probabilística de tipo intencional compuesta por 250 estudiantes universitarios divididos equitativamente por sexo, con un rango de edad de 18 a 25 años, que hubieran experimentado por lo menos algún episodio de frustración y odio. Se construyó un cuestionario compuesto por seis preguntas abiertas que permiten detectar las experiencias de frustración y odio que se asocian con la presencia de síntomas somáticos, el cual se sometió a un análisis de jueces expertos, obteniéndose un acuerdo mayor al 85%. Ambos sexos coincidieron en sentir frustración cuando no pueden cumplir alguna meta personal, académica, económica, familiar, de amistad o de pareja. Las mujeres tienden a considerar que ellas son culpables o responsables de sus fracasos, mientras que los hombres tienden a justificar su frustración en situaciones externas. Se encontró que las mujeres tienden a presentar síntomas físicoemocionales, mientras los hombres reacciones físicas. Así mismo, las mujeres presentan mayor tendencia a la no resolución de la situación generadora de frustración, lo que las ubica como más propensas a presentar síntomas somáticos. En conclusión se observa que tanto la frustración como el odio reportado por los participantes se asocian con la presencia de síntomas somáticos que de no atenderse a tiempo podrían llegar a generar algún tipo de enfermedad. ABSTRACT The aim of this study was to examine the association of frustration and hatred with the presence of somatic symptoms in college students. We worked with a nonrandom sample of intentional type composed of 250 college students divided equally by sex, with an age range of 1825 years who have experienced at least once an episode of frustration and hatred. The questionnaire used consisted of six open questions to detect the experiences of frustration and hatred that are associated with the presence of somatic symptoms in participants. The instrument was subjected to an analysis of expert judges, resulting in a greater than 85% agreement. Both sexes agreed to get frustrated when they could not meet a personal, academical, economical, familiar, friendship or couple relation goals. Women tend to believe that they are guilty or responsible for their failures, while men tend to justify their frustration in external situations. In particular it was found that women tend to present physical and emotional symptoms, while men seem to experience more physical reactions. Women have a greater tendency to nonresolution of the situation generating frustration, so they are the most prone to present somatic symptoms. In conclusion we saw that the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed475b120ab535cd85a5a8024fa92a3f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123886,"asset_id":30682933,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123886/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682933"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682933"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682933; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682932"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682932/ESTUDIO_COMPARADO_SOBRE_LA_COMPETENCIA_DOCENTE_B%C3%9ASQUEDA_Y_SELECCI%C3%93N_DE_INFORMACI%C3%93N_EN_INTERNET"><img alt="Research paper thumbnail of ESTUDIO COMPARADO SOBRE LA COMPETENCIA DOCENTE: BÚSQUEDA Y SELECCIÓN DE INFORMACIÓN EN INTERNET" class="work-thumbnail" src="https://attachments.academia-assets.com/51123881/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682932/ESTUDIO_COMPARADO_SOBRE_LA_COMPETENCIA_DOCENTE_B%C3%9ASQUEDA_Y_SELECCI%C3%93N_DE_INFORMACI%C3%93N_EN_INTERNET">ESTUDIO COMPARADO SOBRE LA COMPETENCIA DOCENTE: BÚSQUEDA Y SELECCIÓN DE INFORMACIÓN EN INTERNET</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">RESUMEN Esta investigación presenta los resultados de un estudio comparado entre universidades Pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">RESUMEN Esta investigación presenta los resultados de un estudio comparado entre universidades Presenciales y Abiertas que reflejan el manejo de la competencia docente: búsqueda y selección de información en Internet. Se inicia con una fundamentación teórica que contextualiza la Sociedad del Siglo XXI, y la necesidad de generar un cambio educativo que permita a los docentes dejar atrás los paradigmas reproductivos y trabajar desde paradigmas que favorezcan la construcción del conocimiento por parte de los estudiantes de forma individual y colaborativa, posteriormente se lleva a cabo un análisis sobre la dimensión de la información en el siglo XXI, el manejo de la Internet en la cual el individuo transita del conocimiento individual al compartido, por último se analiza el concepto de competencias, competencias básicas y la competencia sobre la búsqueda y selección de la información en Internet. La metodología empleada es un estudio comparado de corte cuantitativo, que se realiza en universidades privadas abiertas y presenciales, con una población de 40 docentes, y una muestra aleatoria de 50% lo que corresponde a 20 docentes. El método de recolección de datos fue a partir de una encuesta estructurada, que permitió identificar el manejo de los docentes en cuanto a la búsqueda y selección de información en internet. Finalmente se presenta el análisis de los resultados, en donde se lleva a cabo una triangulación de la información empírica con la teórica, lo que permite establecer las conclusiones de la investigación. ABSTRACT This research presents the results of a comparative study between universities and open Classrooms reflecting teaching competence: search and selection of information on internet. It begins with a theoretical foundation that contextualizes XXI century society, and the need to create an educational change that allows teachers to leave behind the reproductive paradigms and work from paradigms that favor the construction of knowledge by students individually and collaborative, then performs an analysis of the extent of the information in the XXI century, the management of the internet in which the individual journeys from individual knowledge to shared one, finally discusses the concept of competencies, basic competencies and competition on search and selection of information on the internet. The methodology used is a study of quantitative, held in private universities open and face, with a population of 40 teachers, and a random sample of 50% which corresponds to 20 teachers. The method of data collection was from a structured survey, which allowed to identify the management of teachers regarding the search and selection of information on the internet. Finally we present the analysis of results where holding a triangulation of empirical data with theoretical, thus establishing the research findings. RESUMO Esta pesquisa apresenta os resultados de um estudo comparativo entre as universidades e de gestão Aula Aberta refletindo competência pedagógica: pesquisa e selecção de informação na Internet. Ela começa com uma base teórica que contextualiza XXI sociedade do século, e da necessidade de criar uma mudança educacional que permite que os professores se mover para além da reprodução paradigmas e trabalhar a partir de paradigmas que favorecem a construção do conhecimento pelos alunos individualmente e colaborativa, em seguida, executa uma análise da extensão da informação no século XXI, a gestão da Internet em que as viagens individuais de conhecimento individual para compartilhar, finalmente, discute o conceito de competências, as competências essenciais e competição na busca e seleção de informações na Internet. A metodologia é um estudo comparativo de quantitativa, realizada em universidades privadas abertas e rosto, com uma população de 40 professores, e uma amostra aleatória de 50%, o que corresponde a 20 professores. O método de coleta de dados foi a partir de um inquérito estruturado, que identificou a gestão de professores sobre a busca e seleção de informações na Internet. Por fim, apresentamos a análise dos resultados, onde segurando uma triangulação dos dados empíricos com teórica, estabelecendo assim os resultados da investigação. PALAVRASCHAVE Concorrência, Professor, Pesquisa, Seleção da Informação, INTRODUCCIÓN La sociedad del Siglo XXI, en la cual el crecimiento y el cambio son una constante, requiere la formación de individuos que les permita mejorar " la capacidad para identificar, producir, tratar, transformar, difundir y utilizar la información con vistas a crear y aplicar conocimientos necesarios para el desarrollo humano " (UNESCO, 2005, pág. 29), generando así un</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03a67b92bf01d35a910e63decb830828" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123881,"asset_id":30682932,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123881/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682932"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682932"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682932; 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Castillo Plasencia [1] , Iván Silvera Valdés [2] , Liudyana Domínguez Matos [3] I. RESUMEN</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8082883e756d24ea2948cdc6d8a1502e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123877,"asset_id":30682931,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123877/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682931"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682931"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682931; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682930"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682930/CALIDAD_DEL_APRENDIZAJE_EN_ALUMNOS_DE_TERCER_A%C3%91O_DE_PSICOLOG%C3%8DA_DE_LA_FUM_DE_SAGUA_LA_GRANDE"><img alt="Research paper thumbnail of CALIDAD DEL APRENDIZAJE EN ALUMNOS DE TERCER AÑO DE PSICOLOGÍA DE LA FUM DE SAGUA LA GRANDE" class="work-thumbnail" src="https://attachments.academia-assets.com/51123874/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682930/CALIDAD_DEL_APRENDIZAJE_EN_ALUMNOS_DE_TERCER_A%C3%91O_DE_PSICOLOG%C3%8DA_DE_LA_FUM_DE_SAGUA_LA_GRANDE">CALIDAD DEL APRENDIZAJE EN ALUMNOS DE TERCER AÑO DE PSICOLOGÍA DE LA FUM DE SAGUA LA GRANDE</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen En el presente trabajo se profundiza en el aprendizaje desde la dimensión psicológica con...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen En el presente trabajo se profundiza en el aprendizaje desde la dimensión psicológica con el objetivo de diagnosticar la calidad del mismo en los alumnos de tercer año de Psicología en la modalidad semipresencial, para ello se fundamentó teóricamente el problema; se elaboró y aplicó una metodología diagnóstica que permitió explorar el fenómeno y finalmente se describieron los diferentes indicadores estudiados. La investigación se realizó en el municipio de Sagua la Grande, perteneciente a la provincia de Villa Clara, Cuba. La muestra estuvo integrada por alumnos de la carrera de Psicología de la FUM (Filial Universitaria Municipal), perteneciente a la Universidad Central " Marta Abreu " de Las Villas (UCLV). Se realizó un estudio descriptivo exploratorio mixto mediante una metodología abierta y flexible. Los resultados afloraron que, el diagnóstico de indicadores como estilo, estrategia y enfoques en el aprendizaje de los estudiantes es indispensable para organizar, dirigir y proyectar el proceso de enseñanza para esta modalidad de estudio. La metodología aplicada permitió recopilar información la cual aportó determinados instrumentos para poder evaluar la calidad del aprendizaje y poder realizar una atención diferenciada. Además se constató rendimiento académico bajo coincidiendo con niveles preestrutural y multiestructural en la elaboración del material de estudio, escasos recursos cognitivos, limitada motivación profesional y predominio de enfoque superficial. Las recomendaciones dadas en divulgar, aplicar los instrumentos a otros años de estudios y ofrecer la metodología para la evaluación de la calidad del aprendizaje. Palabras clave: psicología, estilos de aprendizaje, estrategias de aprendizaje, enfoques de aprendizaje Summary In the present work the researcher goes deeply into the learning process, taking onto account the psychological dimension with the objective of diagnosing the quality of this process in the group of students who are in the Psychology career with a semipresential modality; to do so, the problem was theoretically based, a diagnostic methodology was created and applied giving opportunity for the exploration of the phenomenon and finally, the different indicators under study were described. The investigation was carried out in Sagua la Grande municipality, a city in Villa Clara province. The sample was made up with students who are in the Psychology career at the University Headquarters in Sagua la Grande, a branch of the Central University "Marta Abreu" of Las Villas. A mixed description exploratory study was carried out by means of an open flexible methodology. The results show that the diagnosis of indicators such as students' style, strategy and approach in learning is indispensable to organize, manage and project the learning process under the semipresential modality. The applied methodology allowed to gather information that contributed certain instruments to be able to evaluate the quality of learning and to develop the differential help. Besides that, a low academic progress was observed what coincided with preestructural and multiestructural levels in the production of study material, low cognitive resources, limited professional enthusiasm, and the prevalence of superficial approaches. The researcher recommends the disclosing of information, the application of these instruments to other students and to offer the methodology for the evaluation of the learning quality. Introducción El aprendizaje social se desarrolla a lo largo de la vida del ser humano a través de diferentes agentes socializadores por ejemplo la familia, escuela, grupo, centro de trabajo y comunidad. La escuela a través del proceso pedagógico donde se desarrolla el proceso de enseñanzaaprendizaje tiene como fin la educación multilateral del ser humano. Existen diferentes niveles de enseñanzaaprendizaje por ejemplo el primario, secundario, medio superior y el universitario. La universalización de la Educación Superior es la extensión de la universidad y de todos sus procesos sustantivos a toda la sociedad a través de su presencia en los territorios, permitiendo alcanzar mayores niveles de equidad y de justicia social en la obtención de una elevada cultura integral de los ciudadanos. La universalización aseguró la continuidad de estudios universitarios en las carreras seleccionadas en cada caso a los jóvenes provenientes de los diferentes programas de la revolución ; para ello se diseñó un modelo pedagógico cuyos retos ha ido avanzando en el perfeccionamiento de la labor educativa, incorporándose a las prioridades cada una de las tareas asignadas por la revolución como parte de la batalla de ideas y articular los procesos universitario en un todo único para cumplir la misión social. Las universidades en los municipios están llamadas a formar los profesionales que darán continuidad a la obra social que construimos, mediante una formación no sólo científica sino ética y política de profesionales creativos, integrales, competentes, con cualidades y habilidades que le permitan pensar, persuadir, propiciar ambientes laborales de colaboración y amplia solidaridad. Este modelo centrado en el estudiante donde el profesor no es monopolizador de la información sino un facilitador evidenciando un papel protagónico del alumno en el proceso formativo basado en la idea de aprender a aprender, donde lo más importante lo constituye las capacidades, destrezas cognitivas, las actitudes y valores. En las concepciones actuales sobre el proceso instructivo en educación superior coinciden en acentuar la importancia de la formación y desarrollo de habilidades en los estudiantes además de promover el uso estratégico de las mismas. A través de las habilidades el estudiante se apropia de nuevos conocimientos con el fin de aplicarlas en su práctica profesional. Al llegar a la universidad el estudiante debe haber formado y desarrollado esas habilidades para la actividad de estudio, pues al igual que los conocimientos deben formarse mediante la acción coordinada y sistematizada de todas las asignaturas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="67f37eefbedba0b65401421176cfaa9c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123874,"asset_id":30682930,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123874/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682930"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682930"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682930; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682929"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682929/ASIMETR%C3%8DAS_DE_G%C3%89NERO_EN_REVISTAS_MEXICANAS_DE_PSICOLOG%C3%8DA"><img alt="Research paper thumbnail of ASIMETRÍAS DE GÉNERO EN REVISTAS MEXICANAS DE PSICOLOGÍA" class="work-thumbnail" src="https://attachments.academia-assets.com/51123872/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682929/ASIMETR%C3%8DAS_DE_G%C3%89NERO_EN_REVISTAS_MEXICANAS_DE_PSICOLOG%C3%8DA">ASIMETRÍAS DE GÉNERO EN REVISTAS MEXICANAS DE PSICOLOGÍA</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Con el propósito de identificar si existen asimetrías de género en la organización y cont...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Con el propósito de identificar si existen asimetrías de género en la organización y contenido de las revistas mexicanas de psicología, se realizó un análisis de contenido a cinco revistas diferentes un número de cada una y un artículo específico de cada volumen publicadas entre 2010 y 2011. Los resultados mostraron: una escasa presencia de mujeres editoras; nula visibilidad de género en la bibliografía y un continuado sexismo en el lenguaje, tanto en artículos escritos por mujeres como por varones. Se propone incorporar los aportes de la teoría feminista a la psicología con el fin de eliminar estos sesgos y desarrollar una psicología incluyente. Palabras clave: género, asimetrías, psicología, revistas mexicanas Summary In order to identify whether there are gender disparities in the Organization and content of the Mexican psychology journals, a content analysis was conducted on five different magazines a number of each one and a specific item of each volume published between 2010 and 2011. The results showed a limited number of women involved in the editing process; null visibility of gender in the bibliography and a continued sexism in articles written by men and women. It is proposed to incorporate the contributions of feminist theory to psychology in order to eliminate these biases and develop an inclusive psychology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d96ca398911988611e2a9d310d63bc2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123872,"asset_id":30682929,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123872/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682929"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682929"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682929; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30682761"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30682761/TRANVERSALIDAD_FORMATIVA_Y_PROFESIONALIZANTE_EN_LA_EDUCACI%C3%93N_B%C3%81SICA_DEL_SISTEMA_EDUCATIVO_MEXICANO_FORMATIVE_AND_PROFESSIONALIZING_TRANSVERSALITY_IN_THE_BASIC_EDUCATION_IN_MEXICAN_EDUCATION_SYSTEM"><img alt="Research paper thumbnail of TRANVERSALIDAD FORMATIVA Y PROFESIONALIZANTE EN LA EDUCACIÓN BÁSICA DEL SISTEMA EDUCATIVO MEXICANO FORMATIVE AND PROFESSIONALIZING TRANSVERSALITY IN THE BASIC EDUCATION IN MEXICAN EDUCATION SYSTEM" class="work-thumbnail" src="https://attachments.academia-assets.com/51123712/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30682761/TRANVERSALIDAD_FORMATIVA_Y_PROFESIONALIZANTE_EN_LA_EDUCACI%C3%93N_B%C3%81SICA_DEL_SISTEMA_EDUCATIVO_MEXICANO_FORMATIVE_AND_PROFESSIONALIZING_TRANSVERSALITY_IN_THE_BASIC_EDUCATION_IN_MEXICAN_EDUCATION_SYSTEM">TRANVERSALIDAD FORMATIVA Y PROFESIONALIZANTE EN LA EDUCACIÓN BÁSICA DEL SISTEMA EDUCATIVO MEXICANO FORMATIVE AND PROFESSIONALIZING TRANSVERSALITY IN THE BASIC EDUCATION IN MEXICAN EDUCATION SYSTEM</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Este trabajo busca dar otra mirada y profundidad al debate instaurado en torno a las situ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Este trabajo busca dar otra mirada y profundidad al debate instaurado en torno a las situaciones complejas que comporta el sistema educativo nacional mexicano sobre todo en educación básica, sus actores centrales, las perspectivas que se pueden esbozar a partir del fortalecimiento del perfil epistémico y liderazgo pedagógico de los directores de centros educativos, y que estas reconceptualizaciones promuevan y posibiliten la asunción de una responsabilidad histórica por parte de los profesores y las instituciones a efecto de que la educación pública siga siendo el camino por excelencia para la movilidad y la permeabilidad social. Palabras Clave: Educación, liderazgo pedagógico, transversalidad, epistemología, profesionalización. Abstract Servidores Informáticos PowerEdge T630 Potente, Eficiente y Versátil c/ Intel Xeon Compre Ahora Ir a dell.com/MX/Servidores</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c968e009a7254450fab1c6e8d4a55712" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51123712,"asset_id":30682761,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51123712/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30682761"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30682761"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30682761; 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