https://revistaidiem.uchile.cl/index.php/RSED/issue/feed 2025-02-03T00:00:00+00:00 Luis Felipe de la Vega sabereseducativos@uchile.cl Open Journal Systems <p><em>Saberes Educativos is an open access scientific journal, focused on the dissemination of knowledge related to the training of teachers and other educational actors. It is published biannually by Centro Saberes Docentes (former Programa de Educación Continua para el Magisterio, PEC), of the Faculty of Philosophy and Humanities, Universidad de Chile.</em></p> https://revistaidiem.uchile.cl/index.php/RSED/article/view/77618 2025-01-27T01:14:16+00:00 Franklin Castillo-Retamal fcastillo@ucm.cl Catalina Albornoz-Pavez catalina.albornoz.02@alu.ucm.cl Diego González-Arellano diego.gonzalez@alu.ucm.cl Camila Flores-Cáceres camila.flores.02@alu.ucm.cl Katalina Beccera-Castro katalina.becerra@alu.ucm.cl Jorge Becerra-Castro jorge.becerra@alu.ucm.cl

The objective of this research was to learn about the strategies implemented by public schools regarding the inclusion of students with special educational needs (SEN) during recess, as well as to show how three public schools in south-central of Chile guide and support students with disabilities in this space within the school. The research is qualitative, interpretative and phenomenological. The analysis of the results was through a three-level categorized systematization matrix, supported by the literature research related to the objective of the study. As mentioned, it was concluded that the School Integration Program presents a good initiative allowing inclusive work within schools, despite this, it does not provide the necessary tools when facing school recess, leaving in evidence the shortage in the infrastructure of the establishments and the lack of capital.

2025-02-03T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/77607 2025-01-26T16:13:17+00:00 David Álvarez-Maldonado david.alvarez@utem.cl Nicolas Barrientos Oradini nbarriento@uahurtado.cl Carlos Aparicio Puentes carlos.aparicio@profe.umc.cl Mauricio Araneda Araneda Reyes maraneda@uahurtado.cl

This article presents the findings of a qualitative study that explores the mental processes involved in students' decisions regarding the search for and participation in postgraduate programs. Through a detailed analysis of the discourse of focus group participants, cognitive consensus underlying participants' mental models is identified, and how the need to improve their personal resources drives the search for job opportunities typically associated with obtaining postgraduate degrees is explored. The results show that decision-making in this area is influenced by various contextual factors, such as family dynamics and economic and time constraints, which can represent significant barriers to participation in postgraduate programs. The contribution of this research is to provide information for the formulation of policies and the development of programs that encourage participation in higher education

2025-02-03T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/77603 2025-01-25T19:49:46+00:00 Paulina Cecilia Cáceres Pino paulina.caceres@udd.cl

This article reports a systematic mapping of the literature on the relationship between teachers and AI in the educational context. The objective of this mapping is to explore the digital competences of teachers, the difficulties they face in using AI, and some of its practical applications in the classroom. For this purpose, an exhaustive search was carried out in an academic database, selecting studies published between 2020 and 2024. The results highlight the need to digitally educate teachers in order to achieve the digital competences that allow them to effectively incorporate AI in the classroom. Based on the literature reviewed, a proposal of strategies for the pedagogical incorporation of AI resources in the classroom for different school levels is also attached.

2025-02-03T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/77615 2025-01-26T21:23:49+00:00 Ann Ishimaru aishi@uw.edu Anthony B. Craig acraig@uw.edu Constance E. Daw cdaw@tacoma.k12.wa.us William Jackson aishi@uw.edu

The global pandemic opened a portal for a different paradigm of educational leadership to emerge. Reaching beyond critique of the conventional, color-evasive leadership research and practice, we share how our leadership of a systems-focused preparation program turned to ancestral knowledges, relationality, and cultural practices embedded in Indigenous, Black and other communities of color to lead possible transformative futures with the youth and families owed a profound educational debt. The program shift enabled the practitioner leadership students to take up their leadership as a humanizing, liberatory practice that works toward familial relations with their students and families. We frame this journey “through the portal” and share excerpts from the public pedagogy of two students as they build from their own experiences as Black leaders who do not simply resist or fight unjust systems, but who also dream and live justice with young people and their families through education

2025-02-03T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/77666 2025-01-30T01:06:08+00:00 Lucia Fernández-Terol Lfernandez@ugr.es Jesús Domingo Segovia jdomingo@ugr.es Miguel Ángel Díaz Delgado interleaderdiaz@gmail.com Marta Olmo Extremera Martamaria.olomo@unir.net

In response to the challenges posed by the pandemic of COVID 19, this article reports on a study carried out on a school that managed to maintain school success and reinvent itself in the post-pandemic period. In this study a qualitative methodology was employed, using a case study with eleven participants in a school operating as a Professional Learning Community. Findings highlighted resilience and emotional well-being as a key component of care and learner engagement and a driver for preventing dropout. Professional reflection at critical moments provided new perspectives for addressing and transforming reality, alongside distributed leadership. The findings have significant implications for the design of school strategies that promote resilience, emotional well-being, student engagement and leadership offering valuable guidance for other educational institutions seeking to adapt and transform effectively in times of crisis.

2025-02-03T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/77614 2025-01-26T18:52:53+00:00 Satya Rosabal Vitoria saty.rosabal.vitoria@una.cr Virginia Cerdas Montano norma.cerdas.montano@una.cr

The current Costa Rican Educational Policy includes the paradigm of complexity in its philosophical framework, which poses a challenge for the people who execute these policies in educational centers. This article presents a study that addresses the role of the director, the diverse contexts where his actions are carried out, his management practices, the challenges he/she faces, the leadership styles he/she exercises and the knowledge he/she requires to be consistent with the current paradigmatic vision. This study is qualitative in nature and is developed from an exploratory-descriptive perspective. An investigation is proposed through an interview and two focus groups based on a guide of open questions, designed and contextualized for each of the participating populations, made up of twenty-seven people immersed in various areas of the educational system. Among the main conclusions, the following stand out: the figure of the director in his role as pedagogical leader is a key element in the processes of organizational change and transformation and the challenges in the management of educational organizations are multifactorial in nature and demand knowledge to manage uncertainty, promote dialogue, energize disruptive, dynamic, flexible and contextualized processes to redefine educational leadership from the paradigm of complexity.

2025-02-03T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/77654 2025-01-28T23:29:25+00:00 Corina Silva Lusquiños clusquinos@ubp.edu.ar

Principal leadership has an indirect influence on student learning through its direct effect on teacher performance and organizational working conditions. And although it is sensitive to the increasing complexity of organizational dynamics and decisions, it is recognized as having a certain catalytic effect on the deployment of skills, results achieved, and improvements made. This makes it a strategic issue in education. The subject has been studied, theorized and shared internationally for more than fifty years, which this article proposes to systematize and review in a synthetic way, considering the relevant authors. It is proposed to consider the evolution of the conceptualizations on the principal's leadership, its scope, contributions and meanings that have led to the main current assumptions. As well as mentioning the limitations and gaps of the last ones, which still lead to raise key questions. It is necessary to review this baggage of conceptualizations, which, even with some differences in their basic definitions, have evolved, gaining in importance and empirical reference, in order to analyze the path taken, to make progress in clarification and to renew assumptions. In this way, it is hoped to make a small contribution to the orientation of the research agenda and, perhaps, to the professional development offers for school principals.

2025-02-03T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://revistaidiem.uchile.cl/index.php/RSED/article/view/77619 2025-01-27T02:42:19+00:00 Octavio Poblete-Christie octavio.poblete@upla.cl Claudia Concha Erices claudia.concha@upla.cl Ándres Jil-Gálvez andres.jil@upla.cl Gabriel Salinas San Martín gabrielantropo@gmail.com Patricio Ibáñez León patricio.ibáñez@upla.cl Auristela Hormazábal Soto auristela.hormazabal@upla.cl

During the last decades, the management of emotions has begun to be considered as a central aspect of managerial management. This situation has become more evident in pandemic contexts. This article reports on a research whose objective was to explore and describe the emotional experience of school principal of Chilean public educational centers. For this purpose, a qualitative study with a phenomenological approach and a design based on emotional episodes, that is, on specific situations in which an emotion has been felt during managerial work was carried out. 10 directors of schools that receive state subsidies participated, 6 women and 4 men. The study was carried out during the social and health crisis caused by the spread of Covid-19. As a data construction technique, a semi-structured interview based on episodic interview was used. A qualitative content analysis was carried out. The results allowed us to construct the following categories: emotional experience, regularity and emotional change, assessment of emotional support, and assessment of joint work. These categories enrich the understanding of the emotional dimension of managerial leadership, integrating eminently subjective aspects with others of a relational or intersubjective nature.

2025-02-03T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos