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

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

Articles

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

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

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

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

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

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

  • University teachers’ identity reconfiguration in the pandemic context

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

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

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

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

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

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

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

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

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

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

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

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

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

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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).