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Call of papers for regular issue 2026

Vol. 4 No. 1 (2024)
View Vol. 4 No. 1 (2024)
ISSN: 2452-5855

Vol. 4 No. 1 (2024)

Open Access

Peer reviewed

Artículos
Las escuelas franciscanas para hijos de caciques en el Siglo XVI. Una contribución desde la dinámica dialéctica entre resistir...
Rhonny Latorre
10.5354/2452-5855.2024.68933
Jun 2024
Artículos
The THE AREA OF ART EDUCATION IN THE SPECIAL EDUCATION SCHOOL.
Galvarino Daniel Tillería Pérez
10.5354/2452-5855.2024.70024
Oct 2024
How to teach and learn to schoolchildren with intellectual disabilities, from the artistic area and neuroeducation.
Artículos
A textual analysis of papers about virtualization of pedagogical experiences in Ecuadorian universities in the context of COV...
Rita Karina Illescas Correa, Alba Janeth Serrano Albuja, Sara María B...
10.5354/2452-5855.2024.70389
Jun 2024
A textual analysis is presented of a corpus of papers available in the document Proceedings of the Academia Online Meeting:
Artículos
La educación inclusiva: Aportes del educador diferencial en el contexto hospitalario
Sofía Marquart, Gisela Castillo, Luz Oporto, Carol Hewstone
10.5354/2452-5855.2024.71572
Jul 2024
Objetivo de esta investigación fue conocer la percepción docente sobre el rol del educador difere...
Artículos
Asesoría pedagógica universitaria e innovación: una experiencia colaborativa en redes de aprendizaje de la docencia
Cristina D´´ Avila
10.5354/2452-5855.2024.75403
Jul 2024
O artigo apresenta a Assessoria Pedagógica ao Docente UFBA (APDU) na Universidade Federal de Bahía
Ensayo
La ciudadanía en formación o de cómo educar para una ciudadanía virtuosa
Luciano Salvador Milillo
10.5354/2452-5855.2024.71537
Jul 2024
Defense of social intuitionism as a model for teaching ethics at the middle level.

The Chilean Journal of Pedagogy (2452-5855) is an annual publication pluralistic space for the dissemination and exchange of scientific knowledge, aimed at both the academic and professional fields of education. Its focus is on understanding pedagogical processes and the relationships and interactions among the subjects involved in them, with the purpose of contributing to the development of public education, culture, and society. It has a broad scope, welcoming contributions from diverse approaches and methodologies that meet scientific rigor criteria, prioritizing those that constitute a contribution to the development of the pedagogical field through research offering various angles of understanding and critical approaches. Contributions are accepted from national, Latin American, and international contexts, covering a wide range of themes, including research on teacher training at various levels and modalities, educational policy, didactics, curriculum, educational assessment, history and philosophy of education, theories of learning and education, and sociology of education, as well as contributions from other disciplines with transdisciplinary and intercultural perspectives, as long as they are framed within the understanding of pedagogy. The journal accepts original scientific contributions in Spanish, Portuguese, and English. Texts will undergo a double-blind peer review process.

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Editorial Team

Editor

Dra. Patricia Hermosilla Salazar

Universidad de Chile

Coeditor:

Dra. Lorena Berríos Barra

Universidad de Chile

 

Editorial Board

Dra (c) Estela Ayala Villegas, Universidad de Chile

Dra. Margarita Calderón López, Universidad de Chile

Dra. Johanna Camacho González, Universidad de Chile

Dra. Paulina Chávez Ibarra, Universidad de Chile

Dra. Edith Herrera San Martín, Universidad de Chile

Dr. Carlos Ossa Illanes, Universidad de Chile

Dr. Iván Salinas Barrios, Universidad de Chile

Dr. Gabriel Villalón Gálvez, Universidad de Chile

Scientific Comitee

Marco A. Alarcón Silva, Universidad Metropolitana de Ciencias de la Educación, Chile.

Rodolfo Bächler Silva, Universidad Mayor, Chile.

Graciela Badilla, Universidad Católica de la Santísima Concepción, Chile.

Donatila Ferrada, Universidad Católica del Maule, Chile.

María Amelia Franco, Universidad Católica de Santos, Brasil.

Eduardo Gomes Onofre, Universidade Estadual da Paraíba, Brasil.

Fernando Hernández Hernández, Universidad de Barcelona, España.

Silvia Lucchini, Universidad Católica de Lovaina, Bélgica.

Fabio Moraga Valle, Universidad Nacional Autónoma de México, México.

Grace Morales Ibarra, Pontificia Universidad Católica de Valparaíso, Chile.

Cristiane Maria Nepomuceno, Universidade Estadual da Paraíba, Brasil.

Aldo Olate, Universidad de La Frontera, Chile.

Alex Pavié Nova, Universidad de Los Lagos, Chile. Maria Lúcia Pessoa Sampaio, Universidade do Estado do Rio Grande do Norte, Brasil.

Selma G. Pimenta, Universidad de Sao Paulo, Brasil.

Marcelo Pustilnik de Almeida Vieira, Universidade Federal de Santa María, Brasil

Verónica Romo, Universidad Central de Chile, Chile.

Juana María Sancho Gil, Universidad de Barcelona, España.

Maria Lúcia Pessoa Sampaio, Universidade do Estado do Rio Grande do Norte, Brasil.

 

Editorial Assistance:

Juan Pablo Sutherland - Unidad de Revistas, Dirección de Investigación, Facultad de Filosofia y Humanidades. 

Text Edition

Elena Águila

Layout and Design

Marjorie Dotte.

 

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Revista Chilena de Pedagogía
Facultad de Filosofía y Humanidades
Universidad de Chile
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