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Trazos de memoria: Cortometraje de Londres 38 발행 연도: 2012 단체 저자: Londres 38 Este cortometraje está basado en seis historias vinculadas a Londres 38, un inmueble utilizado como lugar de detención y tortura de opositores a la dictadura de Augusto Pinochet. Las voces de los protagonistas fueron entregados a dibujantes e ilustradores jívenes, para la realización de esta película. 
Traces of Memory 2: Short Film 발행 연도: 2017 단체 저자: Londres 38 Second part of the short film based on stories related to London 38, a house used as a place of detention and torture of opponents of the Augusto Pinochet dictatorship. The voices of the protagonists were given to young cartoonists and illustrators for the making of this film. Trazos de memoria 2: Cortometraje 발행 연도: 2017 단체 저자: Londres 38 Segunda parte del cortometraje basado en historias vinculadas a Londres 38, un inmueble utilizado como lugar de detención y tortura de opositores a la dictadura de Augusto Pinochet. Las voces de los protagonistas fueron entregados a dibujantes e ilustradores jívenes, para la realización de esta película. 
My Migrant Object 단체 저자: Museo de la Memoria y los Derechos Humanos Educational material developed by the Museum of Memory and Human Rights from objects associated with stories of exile during the dictatorship of Augusto Pinochet in Chile. 
El Bullying Homofóbico y Transfóbico en los Centros Educativos: Taller de Sensibilización Para Su Prevención; Guía de Facilitación 발행 연도: 2015 단체 저자: UNESCO Esta publicación formula estrategias de apoyo a los docentes y las autoridades educativas con el objetivo de abordar la violencia homofóbica y transfóbica desde un enfoque de Derechos Humanos. A través de lecciones que incorporan conceptos, actividades y reflexiones, subraya la importancia del respeto a la diversidad sexual mediante la adquisición de conocimientos, y el fortalecimiento de competencias docentes para superar estigmas y prejuicios. 
Education in the Time of COVID-19 (COVID-19 Report; ECLAC-UNESCO) 발행 연도: 2020 단체 저자: Economic Commission for Latin America and the Caribbean (ECLAC) | UNESCO Santiago The coronavirus disease (COVID-19) pandemic has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. The Economic Commission for Latin America and the Caribbean (ECLAC) has argued that even before the pandemic hit, the social situation in the region was deteriorating, owing to rising rates of poverty and extreme poverty, the persistence of inequalities and growing social discontent. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty. Meanwhile, UNESCO has identified major gaps in educational outcomes, which are related to the unequal distribution of teachers in general, and of the best qualified teachers in particular, to the detriment of lower-income countries and regions and of rural areas, where indigenous and migrant populations tend to be concentrated.In the sphere of education, many of the measures that the region’s countries have adopted in response to the crisis are related to the suspension of face-to-face classes at all levels, which has given rise to three main areas of action: the deployment of distance learning modalities through a variety of formats and platforms (with or without the use of technology); the support and mobilization of education personnel and communities; and concern for the health and overall well-being of students.The aim of this document is to shed light on various consequences that these measures will have on educational communities in the short and medium term, and to offer key recommendations on how to manage those consequences in the best possible manner, drawing attention to opportunities for learning and innovation in the post-pandemic education system. La educación en tiempos de la pandemia de COVID-19 (Inform COVID-19; CEPAL-UNESCO) 발행 연도: 2020 단체 저자: Economic Commission for Latin America and the Caribbean (ECLAC) | UNESCO Santiago La pandemia de enfermedad por coronavirus (COVID-19) ha provocado una crisis sin precedentes en todos los ámbitos. En la esfera de la educación, esta emergencia ha dado lugar al cierre masivo de las actividades presenciales de instituciones educativas en más de 190 países con el fin de evitar la propagación del virus y mitigar su impacto.La Comisión Económica para América Latina y el Caribe (CEPAL) ha planteado que, incluso antes de enfrentar la pandemia, la situación social en la región se estaba deteriorando, debido al aumento de los índices de pobreza y de pobreza extrema, la persistencia de las desigualdades y un creciente descontento social. En este contexto, la crisis tendrá importantes efectos negativos en los distintos sectores sociales, incluidos particularmente la salud y la educación, así como en el empleo y la evolución de la pobreza. Por su parte, la UNESCO ha identificado grandes brechas en los resultados educativos, que se relacionan con una desigual distribución de los docentes, en general, y de los docentes mejor calificados, en particular, en desmedro de países y regiones con menores ingresos y de zonas rurales, las que suelen concentrar además a población indígena y migrante.En el ámbito educativo, gran parte de las medidas que los países de la región han adoptado ante la crisis se relacionan con la suspensión de las clases presenciales en todos los niveles, lo que ha dado origen a tres campos de acción principales: el despliegue de modalidades de aprendizaje a distancia, mediante la utilización de una diversidad de formatos y plataformas (con o sin uso de tecnología); el apoyo y la movilización del personal y las comunidades educativas, y la atención a la salud y el bienestar integral de las y los estudiantes.El objetivo de este documento es visibilizar la diversidad de consecuencias que estas medidas tendrán sobre las comunidades educativas a corto y mediano plazo, así como plantear las principales recomendaciones para sobrellevar el impacto de la mejor manera posible, proyectando oportunidades para el aprendizaje y la innovación en la educación posterior a la pandemia. 
National curricular guidelines and citizenship education in schools in Latin American countries 발행 연도: 2013 저자: Martín Bascopé | Macarena Bonhomme | Cristián Cox | Juan Carlos Castillo | Daniel Miranda 단체 저자: Centro de Estudios de Políticas y Prácticas en Educación (CEPPE) The aim of this study is to contrast two different sources of information regarding citizenship education in Latin America: curricular guidelines, and students’ civic attitudes and practices. When analyzing curricular guidelines, we consider the official national documents of the respective Ministries of Education, whereas regarding civic practices and attitudes, we analyze the results of the 2009 ICCS study. By using quantitative methods, we contrast the curricular emphasis and students’ results for each of the six countries considered. Our findings show that several curricular absences are associated with students’ low achievement in civic and citizenship knowledge and attitudes. Therefore, these results provide some guidelines for improving the official curricular documents and developing more empirical research on less-covered civic topics. Finally we encourage further research on classroom practices, especially on the topics highlighted in this research, such as authoritarianism, peaceful coexistence, national and regional identity, and accountability. Inside classroom research is very important to have a complete view of civic/citizenship curricular guidelines and practices, considering the limitations implied by looking at the intended curriculum (official documents) rather than the one implemented. 
Indigenous Knowledge and practices in Education in Latin America: Exploratory Analysis of How Indigenous Cultural Worldviews and Concepts Influence Regional Educational Policy 발행 연도: 2017 단체 저자: UNESCO Santiago This study presents a preliminary exploration of the approaches, processes and tools through which indigenous worldviews and concepts of knowledge and well-being can and have influenced education policies in Latin America. First, it addresses the principal theoretical approaches used in the area of indigenous knowledge and education policies, taking into account the persistence of an “epistemic otherness” and the need for a dialogue between the predominant approaches. Second, it addresses the normative framework and intercultural educational policies, emphasizing how and to what extent the countries in the region take indigenous knowledge into consideration and include it in their education policies and practices. Third, it presents a number of “relevant practices” in terms of dialogue with indigenous knowledge in education policies, taking into account the factors that favour the relevance of education to indigenous views and cultural practices, facilitating their replicability and sustainability. Furthermore, these practices respond to key criteria like recognizing learners as ‘carriers’ and producers of culture, valuing the use of schools as centres of social and cultural activities and favouring the inclusive learning of indigenous and non-indigenous students. Finally, the study unveils challenges for the advancement of the dialogue between indigenous knowledge and education policies, at the same time proposing key concepts to be approached in depth. Conocimiento Indígena y Políticas Educativas en América Latina: Análisis exploratorio de cómo las cosmovisiones y conceptos culturales indígenas de conocimiento inciden, y pueden incidir, en la política educativa en la región 발행 연도: 2017 단체 저자: UNESCO Santiago El presente estudio explora la idea de una ‘alternativa epistémica’, construyendo desde el conocimiento y los valores que sustentan las prácticas sociales y educacionales indígenas de la región. En particular, explora cómo estos valores y formas de conocimiento han sido adoptados en las políticas educacionales de tres países de la región andina: Bolivia, Ecuador y Perú, que hace poco atravesaron reformas políticas y constitucionales con el fin de reconocer la composición de sus poblaciones multiculturales, multiétnicas y multilingüísticas. Esta publicación es una invitación a considerar el conocimiento indígena como una fuente legítima de inspiración para las políticas educacionales que puedan contribuir al bienestar de todos y a la sostenibilidad del planeta.