The article argues that the central thesis of the Fregean project consists in creating a Begriffsschrift (concept-script) capable of rigorously expressing deductive chains in order to separate what is essential to conceptual thought from what is accidental. The text shows that, from Frege’s perspective, the fundamental task of logic is to represent clearly everything that is essential to inference and to distinguish it from what does not contribute to the expression of concepts. The concept-script thus appears as a “language of pure thought,” aimed at expressing and delimiting conceptual contents, not as a mechanical calculus. It functions as a tool that makes it possible to identify the internal structure of thoughts and the logical relations underlying arithmetic. The text therefore proposes that, on the basis of the Fregean project, it is possible to transform the current teaching of logic: moving from the mere learning of formal rules for calculation toward a logic whose aim is to clarify what is expressed through language.
The central objective of this research was to identify the uses that families give to international remittances for school and educational purposes. Therefore, this article analyzed the educational trajectories of a group of young university students from some of the rural areas of the state of Veracruz, who have a migratory family history in illegal status to sustain their school journeys. The study refers to a broad process in which international family migrations are connected in the Mexico-United States of America corridor, along with internal migratory movements for higher education. Through the analysis of a group of internal migrant students from the Universidad Veracruzana who have moved to the city of Xalapa to carry out their university studies, both migrations are connected. With a qualitative approach and the use of semi-structured interviews, it was identified that family projects towards higher education conceive of economic and sociocultural remittances as resources that take the place of schooling referents within families. Thus, the complementarity of international and internal migrations, and the strategic use of remittances within families were how young people accessed university higher education. This articulation was possible through an intergenerational migratory culture.
The main objective of this article was to analyze participatory management and educational quality in university institutions in the city of Barranquilla, based on the premise that participatory management seeks to actively involve all stakeholders in the university community in decision-making, thereby contributing to the improvement of educational processes. The research adopted a quantitative, descriptive, and non-experimental approach. The population consisted of six administrators and a sample of 52 faculty members from three university institutions, who were subjected to structured surveys for data collection. The results show strengths in areas such as leadership and goal setting, but also reveal weaknesses in institutional communication and the use of incentives to motivate faculty. It is concluded that emphasis should be placed on the principles and values that are essential for carrying out educational activities with community members, highlighting participation with transparency and accountability, and fostering innovation processes that promote educational quality.
