REVISTA HISTORIA DE LA EDUCACIÓN LATINOAMERICANA
The Journal History of Latin American Education (Rhela) is a diamond open access publication, (no costs for authors), peer-reviewed with two monographic issues (January and July) in each of its volumes.Rhela accepts research articles resulting from theoretical and empirical methodologies, as well as reviews on the history of education with an emphasis on Latin America, written in Spanish, Portuguese and English. Rhela’s scientific target community: researchers, graduate students, professionals in history, heritage and cultural affairs, mainly.
Rhela also welcomes comparative or research works from other regions and continents dealing with history of education, in contexts with problems similar to those of Latin America.
- The Latin American and Caribbean university
- Latin American educators, their formation and leadership
- Education in rural, indigenous and Afro-descendant communities
- Normal schools
- Pedagogies, peace and resilient populations
- Education based on new technologies
- University and university movements
- History of comparative education
Since its creation in 1998, Rhela has been funded by the Faculty of Educational Sciences of the Universidad Pedagógica y Tecnológica de Colombia (Uptc) and the Society for the History of Latin American Education (SHELA).
- Educación y Pandemia Covid-19: implicaciones para las prácticas e identidades docentes en una Escuela Normalpor William Orozco Gómez el junio 6, 2022 a las 5:00 am
This research intended to recognize implications of covid-19 pandemic in teachers identities and practices in a Colombian Normal Higher School during the period March 2020 - March 2021, its original interest is to understand a global phenomenon that particularly affects teachers due to home schooling. The hermeneutical paradigm and a mixed approach are part of methodology that operates from grounded theory method, which for this case collected data from strategies such as surveys, focus group, and semi-structured interviews. This information was analyzed to open, axial, and selective coding until theoretical saturation of emerging categories and developing of substantive theory. Regarding conclusions, it was possible to notice the recognition of four great tensions that teachers have experienced during the pandemic and that have fissures in their ways of being, doing and thinking. Similarly, other avatars were observed in teachers’ responses to challenges and finally it was perceived a metamorphosis process of practices and identities, which act interdependently.