El acceso a los programas de inglés presenta marcadas desigualdades, pues mientras en instituciones privadas se garantiza mayor cobertura, calidad y recursos, en el sector público persisten limitaciones estructurales que restringen las oportunidades de aprendizaje. El objetivo de esta investigación fue analizar las desigualdades en el acceso a programas de enseñanza del inglés entre instituciones educativas públicas y privadas. La investigación se desarrolló bajo un enfoque cualitativo y un diseño descriptivo-comparativo de carácter documental, basado en la revisión, análisis e interpretación de estudios académicos recientes publicados en bases de datos confiables. Los programas públicos de inglés en México, Colombia, Ecuador y Chile buscan ampliar la cobertura y mejorar la formación docente, pero enfrentan limitaciones en zonas rurales, en la capacitación y en los recursos disponibles. En contraste, los programas privados como Cambridge English con exámenes CAE, FCE y PET, los cuales no tienen fecha de caducidad en comparación con los exámenes del TOEFL & IELTS que solo tienen una duración de 2 años, Berlitz y Wall Street English ofrecen certificaciones internacionales, metodologías estandarizadas y recursos especializados, lo que garantiza un aprendizaje más consistente y reconocido globalmente. Se concluye que las desigualdades entre los programas públicos y privados refuerzan brechas educativas y socioeconómicas, limitando la equidad y reduciendo las oportunidades de movilidad social y profesional de los estudiantes del sector público.
En contextos educativos heterogéneos y con recursos limitados, la inteligencia artificial se perfila como un medio idóneo para fortalecer la tutoría y personalizar el acompañamiento académico. A partir de una revisión cualitativa de literatura reciente, se examinan tres líneas de aplicación: sistemas tutores inteligentes, chatbots educativos y analítica del aprendizaje. La evidencia converge en mejoras en personalización, retroalimentación oportuna y seguimiento continuo cuando la integración se alinea con el currículo, se dosifica con criterio y permanece bajo supervisión docente. El impacto depende menos de la sofisticación algorítmica que de la validez instruccional del contenido, la calidad de la retroalimentación y la orquestación pedagógica dentro de ciclos de instrucción explícita y evaluación formativa. La perspectiva de diseño universal para el aprendizaje aparece como condición para evitar segmentaciones y ampliar el acceso y la participación mediante apoyos multimodales, andamiajes metacognitivos y regulación de la carga cognitiva, articulados con planes individualizados y adaptaciones curriculares. La gobernanza ética se establece como prerrequisito para la transferibilidad, con atención a la finalidad legítima del tratamiento de datos, la minimización y seguridad de la información, la replicabilidad y trazabilidad de las recomendaciones, y auditorías de equidad por subgrupos. En el plano operativo, se respaldan esquemas de respuesta a la intervención con tamizajes universales, medidas breves sensibles al cambio y ajustes frecuentes, viables en formatos individual, grupal y entre pares. La inteligencia artificial complementa, sin sustituir, la mediación humana, contribuye a trayectorias de aprendizaje más justas y sostenibles cuando se inserta en diseños didácticos claros con salvaguardas robustas.
Domestic violence and gender-based violence are being reported in increasing numbers throughout the world. The statistics, as well as the headlines, are brutal and heart-breaking but little is being done to address the issues in a rigorous and decisive way. This shows not only that our societies are still a long way from accomplishing gender equality, but that the increasing polarization in attitudes and information exchange, possibly contribute to the decrease in humanism and care. In Portugal for instance, most homeless women have previously been the victims of domestic violence. Which makes this vulnerable group even more excluded and marginalized. As part of a practice-based research for the PhD, I started a collaboration with a Lisbon based organization that advocates housing first strategies in dealing with the problem of homelessness in general, but the project is focused on women particularly. Throughout 2022 we have been building foundations for a women’s association run and organized by the women who are or have been homeless, and whose main goal is to approach and care for Lisbon’s homeless women based on peer support. A collaborative interactive documentary is an important part of this process. Its production is being used as both a tool for empowerment, and at the same time, as a part of an outreach strategy aimed at the wider Lisbon public and their cognizance about women’s homelessness, drawing attention to a series of specific problems that homeless women face. The baseline question is if and how the interactive documentary can contribute and serve for the voices of these women to enter the debate, to show various points of view and sensibilize the community for their issues, as well as to display the lack of policies and propose the bottom-up approaches and joint strategies, offer feasible solutions and build collective action to seriously address women’s homelessness. Theoretically and methodologically, the constructs of polyphony and co-creation are very important factors here. This approach helps in building trust among different actors, where the authorial role vanishes, and the narrative is controlled and shaped by several participants. Our hypothesis is that it could also help in producing affect and care, firstly among peers, which is already being observed, and then among the documentary’s audience. The promise for social change often gets intertwined with documentary filmmaking, and the discussions around impact and change did grow in the last couple of decades, in industry, in marketing, at festivals and around funding opportunities, and coming from different filmmakers, activists, NGOs and other stakeholders. It is often talked and written about, but rarely proved. This paper does not aim at establishing the proof of the direct link between impact and documentary, but it will, through one case study, explore the affordances of collaborative interactive documentary in raising awareness, building hope, fortifying personal relationships, and fostering affect and care.
The multidisciplinary nature of quality of life calls for appropriate definitions of the concept. Although it is specific to the field of sociology, it appears more and more often in ecology, economy, health, climatology, etc. The phenomenon of metamorphosis thus involves the different fields with activities that produce natural and technical changes. The modification of natural systems and their transformation due to natural-technical causes, characteristic of post-industrial mining areas, brings the new fields of research closer to the geographical environment. The analysis of the quality of life of the communities in these areas involves a transdisciplinary approach (between and within various disciplines as well as beyond any of them) to understand the physiognomy and health of landscapes, respectively the ecology of landscapes loaded with life resources. Through the lens of geotectonic movements in the last period of time, in addition to safe underground mining, ensuring security and health in public and private above-ground spaces requires the need to analyze the real situation, primarily in public institutions, in the public and private health system (hospitals, ambulatories). This paper briefly reviews the geoecology of quality of life, focusing on the most important definitions of the concept and highlighting the elements applicable to post-industrial mining areas.
