En esta investigación se analizaron -desde el marco de la educación inclusiva- las prácticas co-docentes de una dupla del Programa de Integración Escolar, PIE (educadora diferencial y profesora regular) en una escuela municipal de la V región, Chile. Se realizó un estudio de caso a partir de la revisión de documentos de trabajo de la dupla, observación directa en aula y entrevistas reflexivas sobre la práctica. El estudio se desarrolló utilizando análisis de contenido a través del método de comparación constante. Se identificaron 7 categorías que fueron organizadas en tres dimensiones de análisis (práctica, política, cultura) las cuales facilitaron la comprensión de esta experiencia de trabajo co-docente. Los resultados permiten identificar la modalidad de apoyo como el enfoque de práctica predominante de la dupla y deducir, desde un marco inclusivo, barreras y facilitadores para el desarrollo de un trabajo colaborativo en las escuelas.

Addressing climate change requires innovative, collective action and robust international collaboration. Through joint efforts, nations can significantly reduce greenhouse gas emissions, pioneer sustainable technologies, and implement effective adaptation measures. Science diplomacy and knowledge sharing hold the potential to bolster global stability and peace by directly confronting climate change challenges. Therefore, it becomes imperative to evaluate a country’s alignment of its scientific knowledge system (SKS) with international guidelines. This study delineates the global scientific discourse on climate change and juxtaposes the alignment between an individual nation’s research endeavors and United Nations resolutions concerning climate change and sustainable development. Our methodology integrates data extraction from scientific research databases with advanced textual analysis tools, highlighting this study’s unique focus on the intersection of climate change and UN resolutions. To deliver an empirical analysis, we leveraged complex network theory and advanced text-processing techniques. Our findings demonstrate the trajectory of global scientific output related to these themes, segmented by countries and coupled with CO₂ emissions data, key disciplines, and collaboration networks. These insights are instrumental for leaders, policymakers, and stakeholders, highlighting areas of convergence and divergence in national research initiatives essential for achieving global climate goals. Such knowledge is strategically useful for crafting purpose-driven public policies and honoring enduring multilateral pledges to address the climate crisis proactively.

The construct of convivencia escolar (CE) has multiple meanings, some reduce it to school life without conflict and a punitive management of indiscipline. The purpose of this mixed-methods study was to describe, understand and compare the meanings of CE and the procedures involved in school norms used to regulate students’ behaviours in Chilean schools with high and low levels of punitive exclusionary practices (PEP). Schools with higher levels of PEP were mostly low-SES/municipal schools, with low academic achievement and school climate. Qualitative content analysis of schools’ norms showed that schools with high levels of punitive practices constructed a sense of schooling as a way out of poverty through high discipline and values of respect and responsibility. Schools with low punitive practices pursued community values but had previous selection processes. We argue that in both cases, educational inclusion/exclusion is construed by reproducing social class segregation.

This study analyzes the alignment between (1) the scientific publications generated within a nation-state, and (2) the United Nations resolutions on climate change research and sustainable development guidelines to which that nation-state is a signatory. Starting with a characterization of Chile’s modern scientific journal output using extensive scientometrics databases, this work contrasts the resulting Chilean analysis with United Nations (UN) resolutions generated at the fifth UN Environment Assembly held in Nairobi in March of 2022. Chile is an interesting choice because the most recent political election installed an environmentally progressive president who has described his administration as the “first ecological government in the history of Chile”. Chile also held a constitutional referendum shortly after the presidential election that would have replaced the existing constitution from 1980 with a more progressive constitution designed to shift the country towards expanded social and environmental rights. The study covers different dimensions and scales, from the interaction of authors, institutions, and disciplines, to the current conditions regarding authors’ gender and the co-author inertia existing in every niche of scientific publication in Chile. The results and recommendations presented in this paper are intended to assist in developing policies for improved scientific–technical knowledge management at the national level.

Social systems are always exposed to critical processes in which their organization, or part of it, is questioned by the society that demands solutions through different critical saliences. The traditional approach to such social crises has mainly focused on their anticipation and management, implying that the focus is on trying to deal with crises once they occur, rather than delving in their essential characteristics that seemingly depend on the adaptive nature of the system and the increase in its internal complexity. To address this issue, we propose a dual approach that utilizes both qualitative (documentary analysis) and quantitative methods (online social network analysis) in order to delve into the relationship between the complexity of the social system, its adaptation, and critical episodes. Our analysis shows how an explosive economic growth affects a social system, increasing its complexity. This complexity produces different demands from the system itself. These demands manifest signatures of complexity such as a heterogeneous and rich social structure, which emerges during moments when the society acts strongly.

El Encargado de Convivencia Escolar en Chile: Hacia la comprensión de su identidad laboral