Current Issue

No. 44 (2024): No. 44, September-December (2024): Pedagogies for educational inclusion and social justice from a sociocultural perspective.
Portada CS 44
Published: 2024-10-30

Editorial

  • Pedagogies for educational inclusion and social justice from a sociocultural perspective

    DOI: https://doi.org/10.18046/recs.i44.14
    Moisés Esteban-Guitart, José Luis Lalueza, José Eduardo Sánchez
    a14

Articles

  • Socio-educational trajectories of students with disabilities as a strategy for inclusion in Higher Education

    DOI: https://doi.org/10.18046/recs.i44.09
    Herwin Eduardo Cardona-Quitián
    a09

  • Scaffolding — Contributions for Building and Sustaining Life Projects of Young People in a Peripheral Context

    DOI: https://doi.org/10.18046/recs.i44.05
    Ayla Arapiraca-Galvão, Giuseppina Marsico
    a05

  • Teaching practices in communicative competence that facilitate the inclusion of children in vulnerable situations

    DOI: https://doi.org/10.18046/recs.i44.08
    Pamela Soledad Castillo-Mardones, Katherine Villalobos-Muñoz, Marta Gràcia-Garcia
    a08

  • University teachers’ identity reconfiguration in the pandemic context

    DOI: https://doi.org/10.18046/recs.i44.06
    Etna Ximena Vélez-Guerra, Mónica Roncancio-Moreno
    a06

  • The development of inclusive voice during participation in a professional learning community

    DOI: https://doi.org/10.18046/recs.i44.07
    Carla Meneses-Pinto, Eva Liesa
    a07

  • “I Come Here, and I don't Feel Like I'm an Inmate.” Possible Socio-educational Inclusion Pedagogical Projects in Prison Education Contexts

    DOI: https://doi.org/10.18046/recs.i44.03
    Carolina Emilia Di Próspero
    a03

  • Between Hospital and School: Children, Caregivers and Teachers perceptions of the Pilot Phase of a Hospital Classroom in Colombia

    DOI: https://doi.org/10.18046/recs.i44.01
    Stefany Bastidas-Rivera
    a01

  • Designing educational projects in community contexts. A case study in Celrà (Catalonia, Spain)

    DOI: https://doi.org/10.18046/recs.i44.13
    Paula Boned, Elisabet Gubern, Elisenda Quintana, Moisès Esteban-Guitart
    a13

  • Zotea: performed knowledge, Afro territories, and ontological-aesthetic experiences at schools

    DOI: https://doi.org/10.18046/recs.i44.12
    Edison Rafael Castro-Hernández, David Santiago Moreno-Castañeda, Mayeli Enríquez-Muñoz, David Alba-Sedano
    a12

  • Passaport Edunauta: A tool for equity, connectedness, and creation of learning opportunities. An analysis in the light of Connected Learning

    DOI: https://doi.org/10.18046/recs.i44.11
    Antonia Sierralta-Covarrubias
    a11

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The Revista CS. Social studies on Latin America has as its main objective the dissemination of social sciences research on contemporary and historical problems in Latin America. Latin America includes the Latin American population that has migrated to other countries for different reasons, and whose study is relevant to understanding Latin American problems.

The journal publishes research and review articles, case reports, and book reviews in the fields of sociology, political science, anthropology, social psychology, education, history, and cultural and gender studies.

It is addressed to researchers, students and others interested in studies on Latin America. Its contents are intended to contribute to the construction of new knowledge on social and cultural problems in Latin America, and encourage debate on them. The journal publishes articles in Spanish, English, and Portuguese.

The Rev.CS is an open-access two blind peer-reviewed publication. It is published every four months with a continuous publication model. It was created in 2007 and it is funded by the School of Human Sciences of Icesi University (Cali, Colombia).