In this paper I offer a comprehensive study of two stories told in Ovid’s Metamorphoses 3 and 4, each about the meeting between a boy (Narcissus/Hermaphroditus) and a nymph (Echo/Salmacis), consumed with desire at first glance. In both passages Ovid uses a narrative pattern recurring in many erotic tales of the Metamorphoses with male and female protagonists: the sudden sight of an erotically attractive young individual, followed by violent desire, declaration of love in vain, and attempted rape. Since the 1964 study of Hugh Parry,1 violence and rape2 in Ovid’s Metamorphoses have received serious scholarly attention. In the United States there is an ongoing debate on whether and how it is even possible to teach Ovid today, since his vivid depictions of rape and sexual assaults may be offensive for some students.3 Although I will not discuss this particular issue, it seems important to keep in mind that Ovid is the ancient author most interested in examining erotic feelings and sexual situations from a female perspective. In my opinion, the two passages I compare typify Ovid’s personal, authorial choice to empathize with women’s point of view and behavior by giving literary space to a female voice.4 I would argue that Ovid has derived the idea of constructing two parallel stories about erotically desirous nymphs, Echo and Salmacis, from Propertius 1.20. In this text Propertius provides the exemplum of mythical Hylas’s rape to support advice given to his friend, Gallus, about Gallus’s beloved, also named Hylas: huic . . . / nympharum semper cupidas defende rapinas (Ward off from him the ever lustful abductions by nymphs, 7.11). In both narratives, Ovid refers, through a wide range of textual echoes, to various passages from Propertius 1.20. Propertius is only interested in the masculine point of view. He describes in detail the sexual advances of Boreas’s sons, Hylas’s fascination for his own image seen in the water, and Hercules’ despair after Hylas’s abduction. Only at the end, and very briefly, does Propertius mention the kidnapping of the boy by the lustful 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 S39 R40
{"title":"Desire and Rape in the Feminine: The Tales of Echo and Salmacis: An Ovidian Answer to Propertius 1.20?","authors":"J. Fabre-Serris","doi":"10.1353/HEL.2018.0006","DOIUrl":"https://doi.org/10.1353/HEL.2018.0006","url":null,"abstract":"In this paper I offer a comprehensive study of two stories told in Ovid’s Metamorphoses 3 and 4, each about the meeting between a boy (Narcissus/Hermaphroditus) and a nymph (Echo/Salmacis), consumed with desire at first glance. In both passages Ovid uses a narrative pattern recurring in many erotic tales of the Metamorphoses with male and female protagonists: the sudden sight of an erotically attractive young individual, followed by violent desire, declaration of love in vain, and attempted rape. Since the 1964 study of Hugh Parry,1 violence and rape2 in Ovid’s Metamorphoses have received serious scholarly attention. In the United States there is an ongoing debate on whether and how it is even possible to teach Ovid today, since his vivid depictions of rape and sexual assaults may be offensive for some students.3 Although I will not discuss this particular issue, it seems important to keep in mind that Ovid is the ancient author most interested in examining erotic feelings and sexual situations from a female perspective. In my opinion, the two passages I compare typify Ovid’s personal, authorial choice to empathize with women’s point of view and behavior by giving literary space to a female voice.4 I would argue that Ovid has derived the idea of constructing two parallel stories about erotically desirous nymphs, Echo and Salmacis, from Propertius 1.20. In this text Propertius provides the exemplum of mythical Hylas’s rape to support advice given to his friend, Gallus, about Gallus’s beloved, also named Hylas: huic . . . / nympharum semper cupidas defende rapinas (Ward off from him the ever lustful abductions by nymphs, 7.11). In both narratives, Ovid refers, through a wide range of textual echoes, to various passages from Propertius 1.20. Propertius is only interested in the masculine point of view. He describes in detail the sexual advances of Boreas’s sons, Hylas’s fascination for his own image seen in the water, and Hercules’ despair after Hylas’s abduction. Only at the end, and very briefly, does Propertius mention the kidnapping of the boy by the lustful 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 S39 R40","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":"45 1","pages":"127 - 144"},"PeriodicalIF":0.2,"publicationDate":"2019-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/HEL.2018.0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41569739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The mythical figure of the Medusa has had a potent afterlife in twentieth-century critical theory from Freudian psychoanalysis to French feminism.1 In her classical literary reception, too, Roman authors struggle to come to terms with the power of her image. From Ovid in Metamorphoses 4, through Lucan in Bellum civile 9, to Statius in Thebaid 1, we can see the Latin epic poets treating Medusa’s gaze as a powerful image of the desiring female and wrestling with the threat it poses to masculine projects, both heroic and literary. In this study I argue that Ovid, Lucan, and Statius draw on a variety of androcentric rhetorical strategies to regain control of, and indeed annihilate, Medusa’s threatening power of commodification. Domestication of Medusa’s gaze in these poems is necessary, I suggest, to confirm both the epic hero’s martial valor and the epic poet’s literary authority. Ovid introduces Medusa in Metamorphoses 4 with the iconic image of her decapitated head (Met. 4.614–620):2
{"title":"Medusa's Gaze in Imperial Latin Epic: In memoriam R. Elaine Fantham (1933–2016)","authors":"A. Keith","doi":"10.1353/HEL.2018.0007","DOIUrl":"https://doi.org/10.1353/HEL.2018.0007","url":null,"abstract":"The mythical figure of the Medusa has had a potent afterlife in twentieth-century critical theory from Freudian psychoanalysis to French feminism.1 In her classical literary reception, too, Roman authors struggle to come to terms with the power of her image. From Ovid in Metamorphoses 4, through Lucan in Bellum civile 9, to Statius in Thebaid 1, we can see the Latin epic poets treating Medusa’s gaze as a powerful image of the desiring female and wrestling with the threat it poses to masculine projects, both heroic and literary. In this study I argue that Ovid, Lucan, and Statius draw on a variety of androcentric rhetorical strategies to regain control of, and indeed annihilate, Medusa’s threatening power of commodification. Domestication of Medusa’s gaze in these poems is necessary, I suggest, to confirm both the epic hero’s martial valor and the epic poet’s literary authority. Ovid introduces Medusa in Metamorphoses 4 with the iconic image of her decapitated head (Met. 4.614–620):2","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":"45 1","pages":"145 - 167"},"PeriodicalIF":0.2,"publicationDate":"2019-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/HEL.2018.0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
RESUMEN El presente estudio se realizo con el objetivo de analizar los niveles de las competencias personales y sociales de la inteligencia emocional de los docentes de educacion inicial en la I.E.P. Santa Rita– El Porvenir,2018. Es un estudio no experimental y transaccional, de enfoque cuantitativo, con diseno descriptivo; la muestra de estudio es no probabilistica y estuvo integrada por doce docentes del nivel inicial. Para el recojo de informacion, se utilizo como tecnica la encuesta y como instrumento de recoleccion de datos el cuestionario, organizado segun las dimensiones y sub dimensiones de la variable de estudio: inteligencia emocional, haciendo un total de cuarenticinco items con cuatro alternativas de respuestas: nunca, casi nunca, casi siempre y siempre. El instrumento fue validado a traves de juicio de expertos y la confiabilidad fue obtenida a traves de la formula alfa de Cronbach, que arrojo un indice de rtt= 0,92. Los resultados obtenidos demuestran que la inteligencia emocional de los docentes de educacion inicial de la I.E.P. Santa Rita - Porvenir, en forma muy significativa, es de un nivel adecuado tanto en las competencias personales como sociales; asi tenemos que el 7.1% presentaron una inteligencia emocional inadecuada y el 92.9% presentaron un nivel de inteligencia emocional adecuada. ABSTRACT The present study was carried out with the objective of analyzing the levels of personal and social competences of the Emotional Intelligence of the teachers of Initial Education in the I.E.P. Santa Rita -El Porvenir, 2018. It is a non-experimental and transactional study, with a quantitative approach, with adescriptive design; The study sample is non-probabilistic and was composed of 12 teachers of the initial level. For the collection of information, the survey was used as a technique and as a data collection instrument the questionnaire, organized according to the dimensions and sub dimensions of the study variable: emotional intelligence, making a total of 45 items with four alternative answers: never, almost never, almost always and always. The instrument was validated through expert judgment and the reliability was obtained through the Cronbach’s Alpha formula, which showed an index of rtt = 0.92.The results obtained show that the emotional intelligence of the initial education teachers of the I.E.P. Santa Rita – El Porvenir, in a very significant way, is of an ADEQUATE level in both personal and social competences; thus we have that 7.1% presented an Inadequate Emotional Intelligence and 92.9% presented a level of Emotional Intelligence Adequate. Keywords: Emotional intelligence, personal competences, social competences
摘要本研究的目的是分析2018年Santa Rita - El Porvenir I.E.P.小学教师的个人和社会能力水平的情商。这是一项非实验性和事务性研究，采用定量方法，采用描述性设计;本研究的目的是评估教师在课堂上的表现。对于收集信息,它作为调查技能和工具recoleccion组织调查问卷,根据数据维度和情感智力研究的变量维度:以南,共计cuarenticinco items四个选择答案:以往很少,几乎永远。该仪器通过专家判断进行验证，并通过Cronbach’s alpha公式获得可靠性，其rtt指数为0.92。结果表明，Santa Rita - Porvenir I.E.P.小学教师的情商在个人和社会能力方面都处于足够的水平;因此，7.1%的人情绪智力不足，92.9%的人情绪智力正常。本研究的目的是分析I.E.P. Santa Rita -El Porvenir, 2018年的初任教育教师情感智力的个人和社会能力水平。这是一项非实验性和事务性研究，采用定量方法，采用描述性设计;研究样本是非概率的，由12名初级教师组成。For the collection of information, the调查技术使用as a and as a data collection文书问卷,组织,根据维度and of the study变量维度以南:emotional intelligence, making共计45 items with four替代问答:从不是几乎从不是always and always。该仪器经专家判断验证，其可靠性是通过Cronbach的Alpha公式获得的，其rtt指数为0.92。所取得的结果表明，圣塔丽塔-埃尔波维耶教育学院初级教育教师的情绪智力在个人和社会能力方面都是相当重要的;因此，7.1%的人的情绪智力不足，92.9%的人的情绪智力不足。关键词:情绪智力，个人能力，社会能力
{"title":"La inteligencia emocional de los docentes de educación inicial de la I.E.P. Santa Rita El Porvenir, 2018","authors":"Milagros Charito Guarniz Villalobos, Yesenia Nataly Herrera Duran, Stefany Liseth Loyaga Mauricio, Ruth Sofía Torres Pereda","doi":"10.22497/HELIOS.V2I2.1034","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I2.1034","url":null,"abstract":"RESUMEN El presente estudio se realizo con el objetivo de analizar los niveles de las competencias personales y sociales de la inteligencia emocional de los docentes de educacion inicial en la I.E.P. Santa Rita– El Porvenir,2018. Es un estudio no experimental y transaccional, de enfoque cuantitativo, con diseno descriptivo; la muestra de estudio es no probabilistica y estuvo integrada por doce docentes del nivel inicial. Para el recojo de informacion, se utilizo como tecnica la encuesta y como instrumento de recoleccion de datos el cuestionario, organizado segun las dimensiones y sub dimensiones de la variable de estudio: inteligencia emocional, haciendo un total de cuarenticinco items con cuatro alternativas de respuestas: nunca, casi nunca, casi siempre y siempre. El instrumento fue validado a traves de juicio de expertos y la confiabilidad fue obtenida a traves de la formula alfa de Cronbach, que arrojo un indice de rtt= 0,92. Los resultados obtenidos demuestran que la inteligencia emocional de los docentes de educacion inicial de la I.E.P. Santa Rita - Porvenir, en forma muy significativa, es de un nivel adecuado tanto en las competencias personales como sociales; asi tenemos que el 7.1% presentaron una inteligencia emocional inadecuada y el 92.9% presentaron un nivel de inteligencia emocional adecuada. ABSTRACT The present study was carried out with the objective of analyzing the levels of personal and social competences of the Emotional Intelligence of the teachers of Initial Education in the I.E.P. Santa Rita -El Porvenir, 2018. It is a non-experimental and transactional study, with a quantitative approach, with adescriptive design; The study sample is non-probabilistic and was composed of 12 teachers of the initial level. For the collection of information, the survey was used as a technique and as a data collection instrument the questionnaire, organized according to the dimensions and sub dimensions of the study variable: emotional intelligence, making a total of 45 items with four alternative answers: never, almost never, almost always and always. The instrument was validated through expert judgment and the reliability was obtained through the Cronbach’s Alpha formula, which showed an index of rtt = 0.92.The results obtained show that the emotional intelligence of the initial education teachers of the I.E.P. Santa Rita – El Porvenir, in a very significant way, is of an ADEQUATE level in both personal and social competences; thus we have that 7.1% presented an Inadequate Emotional Intelligence and 92.9% presented a level of Emotional Intelligence Adequate. Keywords: Emotional intelligence, personal competences, social competences","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47340485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.22497/HELIOS.V2I2.1046
José Bruno Cépeda Ruiz, Sara Julissa Távara Huamán, Jorge Luis Valdez Zavaleta
{"title":"Análisis de la pertinencia y aplicación del PER en la UGEL N° 02, La Esperanza","authors":"José Bruno Cépeda Ruiz, Sara Julissa Távara Huamán, Jorge Luis Valdez Zavaleta","doi":"10.22497/HELIOS.V2I2.1046","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I2.1046","url":null,"abstract":"","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46867341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.22497/HELIOS.V2I2.1045
M. Hernández, Corona Emperatriz Gómez Armijo, Rodrigo Estalin Ramos Sánchez.
RESUMEN ?Que significa formar al ser humano? ?Que es un ser humano? ?Cuales son sus principales dimensiones??La educacion, en verdad, logra formar plenamente al ser humano? ?Es suficiente ser educado para lograr el pleno desarrollo del ser humano? Formar al ser humano es responder plenamente estas interrogantes.De otro modo, solo se tiene la aspiracion, pero no se encuentra el medio sistematico para lograr al hombre formado. Asi, historicamente, diversos modelos pedagogicos han buscado educar alguna dimension del ser humano. Hasta hace poco tiempo se hablaba de constructivismo y, entonces, se insistio en el desarrollo de la inteligencia; luego del enfoque por competencias y se insiste en la educacion de la productividad,de la aplicacion del saber en los procesos laborales; recientemente, se habla de la complejidad y seenfatiza en el desarrollo de la logica en el proceso formativo, aun cuando Edgard Morin si habla de un ser humano multidimensional e insiste en una educacion integral. Estas visiones parciales del ser humano han conducido a procesos siempre limitados y limitantes. La formacion integral es desarrollar educativamente al estudiante como un ser humano multidimensional, complejo y con voluntad para autodeterminarse, llevarlo de un nivel de desarrollo a otro en cada una de sus dimensiones: biologica, afectiva, cognitiva, sociocultural, espiritual. Centrarse en algunade estas dimensiones o desbalancear el desarrollo de unas sobre otras limita el desarrollo humano integral.Alrededor de estas dimensiones, han aparecido y desaparecido los paradigmas pedagogicos. Y, tambien,alrededor de estas dimensiones se han dado soluciones a ciertos problemas epistemologicos crucialesde la pedagogia: individuo – sociedad, teoria – practica, cultura – educacion, inteligencia – afectividad, local– universal, espiritu – cuerpo. El estudio epistemologico de estos problemas y la formacion integral del ser humano son considerados en este articulo. Palabras clave: el ser humano educado, la formacion integral del ser humano, dimensiones del ser humano ABSTRACT What does it mean to form to the human being? What is a human being? What are its main dimensions?Does education, in fact, manage to fully form the human being? Is it enough to be educated to achieve the full development of the human being? To form the human being is to fully answer these questions.Other wise, aspiration is the only thing available, but the systematic mean is not found to achieve to the formed human being. Thus, historically, various pedagogical models have sought to educate somepartial dimension of the human being. Until recently, constructivism has been spoken and, then, it hasinsisted on the development of intelligence; then, the focus on competencies and insists on the educationof productivity, the application of knowledge in labor processes; recently, complexity is spoken and emphasized the development of logic in the formative process, even though Edgard Morin does speak of a multidime
{"title":"¿Qué es el ser humano o la persona? La educación o la formación integral del ser humano","authors":"M. Hernández, Corona Emperatriz Gómez Armijo, Rodrigo Estalin Ramos Sánchez.","doi":"10.22497/HELIOS.V2I2.1045","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I2.1045","url":null,"abstract":"RESUMEN ?Que significa formar al ser humano? ?Que es un ser humano? ?Cuales son sus principales dimensiones??La educacion, en verdad, logra formar plenamente al ser humano? ?Es suficiente ser educado para lograr el pleno desarrollo del ser humano? Formar al ser humano es responder plenamente estas interrogantes.De otro modo, solo se tiene la aspiracion, pero no se encuentra el medio sistematico para lograr al hombre formado. Asi, historicamente, diversos modelos pedagogicos han buscado educar alguna dimension del ser humano. Hasta hace poco tiempo se hablaba de constructivismo y, entonces, se insistio en el desarrollo de la inteligencia; luego del enfoque por competencias y se insiste en la educacion de la productividad,de la aplicacion del saber en los procesos laborales; recientemente, se habla de la complejidad y seenfatiza en el desarrollo de la logica en el proceso formativo, aun cuando Edgard Morin si habla de un ser humano multidimensional e insiste en una educacion integral. Estas visiones parciales del ser humano han conducido a procesos siempre limitados y limitantes. La formacion integral es desarrollar educativamente al estudiante como un ser humano multidimensional, complejo y con voluntad para autodeterminarse, llevarlo de un nivel de desarrollo a otro en cada una de sus dimensiones: biologica, afectiva, cognitiva, sociocultural, espiritual. Centrarse en algunade estas dimensiones o desbalancear el desarrollo de unas sobre otras limita el desarrollo humano integral.Alrededor de estas dimensiones, han aparecido y desaparecido los paradigmas pedagogicos. Y, tambien,alrededor de estas dimensiones se han dado soluciones a ciertos problemas epistemologicos crucialesde la pedagogia: individuo – sociedad, teoria – practica, cultura – educacion, inteligencia – afectividad, local– universal, espiritu – cuerpo. El estudio epistemologico de estos problemas y la formacion integral del ser humano son considerados en este articulo. Palabras clave: el ser humano educado, la formacion integral del ser humano, dimensiones del ser humano ABSTRACT What does it mean to form to the human being? What is a human being? What are its main dimensions?Does education, in fact, manage to fully form the human being? Is it enough to be educated to achieve the full development of the human being? To form the human being is to fully answer these questions.Other wise, aspiration is the only thing available, but the systematic mean is not found to achieve to the formed human being. Thus, historically, various pedagogical models have sought to educate somepartial dimension of the human being. Until recently, constructivism has been spoken and, then, it hasinsisted on the development of intelligence; then, the focus on competencies and insists on the educationof productivity, the application of knowledge in labor processes; recently, complexity is spoken and emphasized the development of logic in the formative process, even though Edgard Morin does speak of a multidime","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49029119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.22497/HELIOS.V2I2.1032
José Edilberto Iglesias Plasencia
RESUMEN El proposito de la presente investigacion fue analizar y describir, con enfoque fenomenologico, la presencia de interferencias o ruidos psicologicos que afectan el ejercicio lector de estudiantes con bajo nivel de comprension de lectura. Los estudiantes participantes fueron catorce, los de mas bajo rendimiento decada una de las cinco secciones evaluadas pertenecientes a las escuelas profesionales de Administracion, Contabilidad, Economia, Ingenieria Industrial e Ingenieria Electronica – UPAO, primer y segundo ciclo, 2013-I. Los instrumentos empleados fueron: hoja de testimonio para los reportes fenomenologicos y pruebas objetivas para evaluar el nivel de comprension lectora. Las muestras testimoniales se recogieron en tres ambitos: en el aula, fuera del aula y en el domicilio. Leyeron cuatro textos. Para el analisis fenomenologico,se aplico una propuesta metodologica basada en el metodo de analisis fenomenologico de Apps y la perspectiva de Husserl. Se reporto presencia relevante de pensamientos, recuerdos y sentimientos que afectaron correlacionalmente el ejercicio lector de los estudiantes participantes en el estudio. Palabras claves: Comprension de lectura, ruido psicologico, ejercicio lector, testimonio, inconsciente. ABSTRACT Psychological noises that affect the student reading exercise with low levels of reading comprehensionThe purpose of the present investigation was to analyze and describe, with a phenomenological approach, the presence of interferences or psychological noises that affect the reading exercise of students with low level of reading comprehension. The participating students were fourteen, the lowest performing of each of the five sections evaluated belonging to the professional schools of Administration,Accounting, Economy, Industrial Engineering and Electronic Engineering - UPAO, first and second cycle,2013-I. The instruments used were: testimony sheet for the phenomenological reports and objective tests to assess the level of reading comprehension. The testimonial samples were collected in three areas: in the classroom, outside the classroom and at home. They read four texts.For the phenomenological analysis, a methodological proposal was applied based on the phenomeno logical analysis method of Apps and the Husserl perspective. There was a relevant presence of thoughts, memories and feelings that correspondionally affected the reading exercise of the students participating in the study. Keywords: Reading comprehension, psychological noise, reading exercise, testimony, un conscious.
{"title":"Ruidos psicológicos que afectan el ejercicio lector de estudiantes con bajos niveles de comprensión lectora","authors":"José Edilberto Iglesias Plasencia","doi":"10.22497/HELIOS.V2I2.1032","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I2.1032","url":null,"abstract":"RESUMEN El proposito de la presente investigacion fue analizar y describir, con enfoque fenomenologico, la presencia de interferencias o ruidos psicologicos que afectan el ejercicio lector de estudiantes con bajo nivel de comprension de lectura. Los estudiantes participantes fueron catorce, los de mas bajo rendimiento decada una de las cinco secciones evaluadas pertenecientes a las escuelas profesionales de Administracion, Contabilidad, Economia, Ingenieria Industrial e Ingenieria Electronica – UPAO, primer y segundo ciclo, 2013-I. Los instrumentos empleados fueron: hoja de testimonio para los reportes fenomenologicos y pruebas objetivas para evaluar el nivel de comprension lectora. Las muestras testimoniales se recogieron en tres ambitos: en el aula, fuera del aula y en el domicilio. Leyeron cuatro textos. Para el analisis fenomenologico,se aplico una propuesta metodologica basada en el metodo de analisis fenomenologico de Apps y la perspectiva de Husserl. Se reporto presencia relevante de pensamientos, recuerdos y sentimientos que afectaron correlacionalmente el ejercicio lector de los estudiantes participantes en el estudio. Palabras claves: Comprension de lectura, ruido psicologico, ejercicio lector, testimonio, inconsciente. ABSTRACT Psychological noises that affect the student reading exercise with low levels of reading comprehensionThe purpose of the present investigation was to analyze and describe, with a phenomenological approach, the presence of interferences or psychological noises that affect the reading exercise of students with low level of reading comprehension. The participating students were fourteen, the lowest performing of each of the five sections evaluated belonging to the professional schools of Administration,Accounting, Economy, Industrial Engineering and Electronic Engineering - UPAO, first and second cycle,2013-I. The instruments used were: testimony sheet for the phenomenological reports and objective tests to assess the level of reading comprehension. The testimonial samples were collected in three areas: in the classroom, outside the classroom and at home. They read four texts.For the phenomenological analysis, a methodological proposal was applied based on the phenomeno logical analysis method of Apps and the Husserl perspective. There was a relevant presence of thoughts, memories and feelings that correspondionally affected the reading exercise of the students participating in the study. Keywords: Reading comprehension, psychological noise, reading exercise, testimony, un conscious.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44994859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.22497/HELIOS.V2I2.1038
Sonia LLaquelín Quezada García
RESUMEN El presente estudio tiene por objetivo demostrar el nivel de eficacia de la aplicacion del “Programa basado en la estrategia de indagacion para desarrollar las capacidades de las alumnas del quinto grado de educacion secundaria en el area de Historia, Geografia y Economia, en la I.E.P. La Inmaculada –Trujillo, 2016”. Es un estudio aplicado, de enfoque cuantitativo, con diseno cuasi experimental; la muestra de estudio es no probabilistica y esta integrada por 28 alumnas. Para el recojo de informacion se utilizo como tecnica la observacion directa y como instrumento la guia de observacion, tanto en el pre como en el postest, el cual estuvo conformado por 55 items para manejo de informacion, 40 items para comprension espacio– tiempo, 26 items para juicio critico y 12 items para actitud critica, que responden a las dimensiones de estudio de la variable capacidades del area de Historia, Geografia y Economia. Los resultados obtenidos demuestran que el mencionado programa mejoro significativamente el desarrollo de capacidades de las alumnas de quinto grado de educacion secundaria en el area de Historia, Geografia y Economia, con un alto nivel de P=0.000 a diferencia del grupo control P= 0.340. Palabras clave: Programa didactico, estrategias de indagacion, capacidades del area de Historia,Geografia y Economia. ABSTRACT The present study aims to demonstrate the level of effectiveness of the application of the Program based on the strategy of inquiry to develop the abilities of the students of the fifth grade of secondary education in the area of History, Geography and Economics, in an IEP La Immaculate – Trujillo, 2017. It isan applied study, with a quantitative approach, with quasi-experimental design; The study sample is non probabilisticand consists of 28 students. For the collection of information, direct observation was use das a technique and as an instrument the observation guide, both in the pre and post test, which consistedof 55 items for information management, 40 items for space - time understanding, 26 items for critical judgment and 12 items for critical attitude, which respond to the study dimensions of the capacity variable in the area of History, Geography and Economics.The results obtained show that the Didactic Program “Investigating Together”, significantly improvedthe development of capacities of the fifth grade students of secondary education in the area of History,Geography and Economics, with a high level of significance P = 0.000 unlike the control group P = 0.340. Keywords: Didactic program, inquiry strategies, capabilities in the area of History, Geography andEconomics.
摘要本研究旨在证明“基于调查策略的方案在I.E.P.La Inmaculada-Trujillo，2016年”中应用的有效性水平，该方案旨在发展中学五年级女生在历史、地理和经济领域的能力。这是一项应用研究，采用定量方法，采用准实验设计；研究样本是非概率的，由28名女学生组成。在信息收集方面，直接观察被用作一种技术，在Pre和Postest中使用观察指南作为一种工具，该指南由55个信息处理项目、40个空间-时间理解项目、26个批判性判断项目和12个批判性态度项目组成，这些项目符合历史、地理和经济学领域能力变量的研究维度。结果表明，上述方案大大提高了中学五年级女生在历史、地理和经济领域的能力发展，与对照组P=0340相比，P=0000的水平很高。关键词：教学计划、研究策略、历史、地理和经济学领域的能力。摘要本研究的目的是根据《历史、地理和经济领域中学五年级学生发展能力的调查战略》，在IEP La Immaculate-Trujillo，2017年中，展示该方案应用的有效性水平。它是一项应用研究，采用定量方法，采用准实验设计；研究样本是非概率的，由28名学生组成。在信息收集方面，在试验前后都使用了直接观测作为一种技术和工具，观测指南由55个信息管理项目、40个时空理解项目、26个关键判断项目和12个关键态度项目组成，以应对历史、地理和经济领域能力变量的研究层面。结果表明，教学计划“共同研究”显著提高了历史、地理和经济领域五年级中学生的能力发展，与对照组P=0340不同，具有很高的意义P=0000。关键词：教学计划、调查策略、历史、地理和经济领域的能力。
{"title":"Programa basado en las estrategias de indagación para desarrollar las capacidades en estudiantes de educación secundaria en el área de Historia, Geografía y Economía","authors":"Sonia LLaquelín Quezada García","doi":"10.22497/HELIOS.V2I2.1038","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I2.1038","url":null,"abstract":"RESUMEN El presente estudio tiene por objetivo demostrar el nivel de eficacia de la aplicacion del “Programa basado en la estrategia de indagacion para desarrollar las capacidades de las alumnas del quinto grado de educacion secundaria en el area de Historia, Geografia y Economia, en la I.E.P. La Inmaculada –Trujillo, 2016”. Es un estudio aplicado, de enfoque cuantitativo, con diseno cuasi experimental; la muestra de estudio es no probabilistica y esta integrada por 28 alumnas. Para el recojo de informacion se utilizo como tecnica la observacion directa y como instrumento la guia de observacion, tanto en el pre como en el postest, el cual estuvo conformado por 55 items para manejo de informacion, 40 items para comprension espacio– tiempo, 26 items para juicio critico y 12 items para actitud critica, que responden a las dimensiones de estudio de la variable capacidades del area de Historia, Geografia y Economia. Los resultados obtenidos demuestran que el mencionado programa mejoro significativamente el desarrollo de capacidades de las alumnas de quinto grado de educacion secundaria en el area de Historia, Geografia y Economia, con un alto nivel de P=0.000 a diferencia del grupo control P= 0.340. Palabras clave: Programa didactico, estrategias de indagacion, capacidades del area de Historia,Geografia y Economia. ABSTRACT The present study aims to demonstrate the level of effectiveness of the application of the Program based on the strategy of inquiry to develop the abilities of the students of the fifth grade of secondary education in the area of History, Geography and Economics, in an IEP La Immaculate – Trujillo, 2017. It isan applied study, with a quantitative approach, with quasi-experimental design; The study sample is non probabilisticand consists of 28 students. For the collection of information, direct observation was use das a technique and as an instrument the observation guide, both in the pre and post test, which consistedof 55 items for information management, 40 items for space - time understanding, 26 items for critical judgment and 12 items for critical attitude, which respond to the study dimensions of the capacity variable in the area of History, Geography and Economics.The results obtained show that the Didactic Program “Investigating Together”, significantly improvedthe development of capacities of the fifth grade students of secondary education in the area of History,Geography and Economics, with a high level of significance P = 0.000 unlike the control group P = 0.340. Keywords: Didactic program, inquiry strategies, capabilities in the area of History, Geography andEconomics.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46920807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.22497/HELIOS.V2I2.1036
Clarice Maria Neves Panitz
RESUMEN Varios autores describen y analizan la obra literaria de Vallejo en cuanto a poetica, religion,politica, economia, aspecto social y otros. Por nuestra parte, intentamos en este articulo analizar la ecologia que existe en sus poemas, y demostrar como es posible utilizar la ecopoesia como una herramienta de educacion ambiental. Igualmente,en la prosa de Vallejo encontramos importantes elementos de indole educativa relacionada con la ecologia. Para cumplir este objetivo hemos leido muchos poemas, relatos, asi como otros textos,y abordaremos aca aquellos que consideramos contemplan el mayor numero de conceptos y principios de ecologia y etnoecologia, como los de:ambiente, ecosistema, habitat, biotopo, especies, genero, poblaciones, comunidades, biogeografia. Con la lectura la prosa de Vallejo, especialmente sus poemas y cuentos, tenemos la imagen perfecta del ambiente, conocemos el paisaje, las plantas, los animales, las montanas, el indigena y sus problemas. Palabras clave: ecologia, etnoecologia, poesia,cuentos, literatura, educacion. ABSTRACT Several authors describe and alalyse Vallejo’sliterary work in terms of poetics, religion, politics,economics, social aspects and others. For ourpart, we try in this article to analyse the ecology that exists in his poems, and to demonstrate how it is possible to use ecopoetry as na environment al education tool. Like wise in Vallejo’s prose we find importante elements of an educational nature related to ecology. To meet this goal we have read many poems, stories, as well as others texts,and we will address here those that we consider contemplate the greatest number of concepts and principles of ecology and etnoecology, such as:environment, ecosystem, habitat, biotype, species,gender, populations, communities, biogeography.With the Reading of Vallejo’s prose, especially his poems and tales, we have the perfect image of the environment, we know the land scape, the plants, the animals, the mountains, the indigenous and their problems. Key words: Ecology, etnoecology, poetry, tales,literature, education.
{"title":"La educación ambiental en la obra literaria de César Vallejo","authors":"Clarice Maria Neves Panitz","doi":"10.22497/HELIOS.V2I2.1036","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I2.1036","url":null,"abstract":"RESUMEN Varios autores describen y analizan la obra literaria de Vallejo en cuanto a poetica, religion,politica, economia, aspecto social y otros. Por nuestra parte, intentamos en este articulo analizar la ecologia que existe en sus poemas, y demostrar como es posible utilizar la ecopoesia como una herramienta de educacion ambiental. Igualmente,en la prosa de Vallejo encontramos importantes elementos de indole educativa relacionada con la ecologia. Para cumplir este objetivo hemos leido muchos poemas, relatos, asi como otros textos,y abordaremos aca aquellos que consideramos contemplan el mayor numero de conceptos y principios de ecologia y etnoecologia, como los de:ambiente, ecosistema, habitat, biotopo, especies, genero, poblaciones, comunidades, biogeografia. Con la lectura la prosa de Vallejo, especialmente sus poemas y cuentos, tenemos la imagen perfecta del ambiente, conocemos el paisaje, las plantas, los animales, las montanas, el indigena y sus problemas. Palabras clave: ecologia, etnoecologia, poesia,cuentos, literatura, educacion. ABSTRACT Several authors describe and alalyse Vallejo’sliterary work in terms of poetics, religion, politics,economics, social aspects and others. For ourpart, we try in this article to analyse the ecology that exists in his poems, and to demonstrate how it is possible to use ecopoetry as na environment al education tool. Like wise in Vallejo’s prose we find importante elements of an educational nature related to ecology. To meet this goal we have read many poems, stories, as well as others texts,and we will address here those that we consider contemplate the greatest number of concepts and principles of ecology and etnoecology, such as:environment, ecosystem, habitat, biotype, species,gender, populations, communities, biogeography.With the Reading of Vallejo’s prose, especially his poems and tales, we have the perfect image of the environment, we know the land scape, the plants, the animals, the mountains, the indigenous and their problems. Key words: Ecology, etnoecology, poetry, tales,literature, education.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46652125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.22497/helios.v2i2.1033
Karina Lizet Salinas Carranza
RESUMEN El presente estudio se realizo con el objetivo de aplicar los planteamientos hermeneuticos como metodo didactico para mejorar el nivel de pensamiento critico en las estudiantes de la asignatura de Filosofia de la Educacion del Programa de Estudios de Educacion Inicial de la Universidad Privada Antenor Orrego.La investigacion fue pre experimental aplicandose un pre y pos test, teniendo como poblacion y muestra a 41. Para medir el nivel de pensamiento critico se opto por elaborar una prueba escrita que estuvo conformado por 10 items y, para promover los niveles de pensamiento critico se aplico la hermeneutica como metodo didactico.De la muestra se obtuvo que los estudiantes despues de haber recibido la aplicacion de la hermeneutica como metodo didactico en la asignatura de Filosofia de la Educacion, mejoraron significativamente su nivel de pensamiento. Asi queda confirmado por los resultados obtenidos y llevados al procesamiento estadistico en donde existe una diferencia de 8.5 puntos entre los puntajes del pretest y postest; es decirse comprueba estadisticamente que esta diferencia es altamente significativa. Por lo tanto podemos afirmar que el programa de la hermeneutica como un metodo didactico mejora y/o influye de manera altamente significativa el nivel de pensamiento critico de las estudiantes de la asignatura de Filosofia de la Educacion del Programa de Estudios de Educacion Inicial de la Universidad Privada Antenor Orrego. Palabras claves: Metodo didactico, hermeneutica, pensamiento critico. ABSTRACT The present study was carried out with the objective of applying the hermeneutical approaches as adidactic method to improve the level of critical thinking in the students of the Philosophy of Education subject of the Initial Education Studies Program of the Antenor Orrego Private University.The research was preexperimental applying a pre and post test, having as a population and shows 41 students. To measure the level of critical thinking, it was decided to prepare a written test consisting of 10 items and, to promote levels of critical thinking, hermeneutics was applied as a didactic method.From the sample it was obtained that the students after having received the application of hermeneuticsas a didactic method in the subject of Philosophy of Education, significantly improved their level of thought,students object of investigation. Thus, this is confirmed by the results obtained and taken to the statistical processing where there is a difference of 8.5 points between the pretest and posttest scores, which is statistically verified that this difference is highly significant; the refore we can affirm that the program of hermeneutics as a didactic method improves and / or highly influences the level of critical thinking of the students of the subject of Philosophy of Education of the Initial Education Studies Program of the Private University Antenor Orrego. Keywords: Didactic method, hermeneutics, critical thinking.
最后，我们提出了一种新的方法，在这种方法中，我们使用了一种新的方法，在这种方法中，我们使用了一种新的方法，在这种方法中，我们使用了一种新的方法，在这种方法中，我们使用了一种新的方法，在这种方法中，我们使用了一种新的方法，在这种方法中，我们使用了一种新的方法，在这种方法中，我们使用了一种新的方法，在这种方法中，我们使用了一种新的方法。本研究采用实验前和实验后检验，以41人为样本。为了衡量批判性思维的水平，我们选择了一个由10个项目组成的书面测试，为了提高批判性思维的水平，解释学作为一种教学方法被应用。本研究的目的是评估在教育哲学课程中使用解释学作为教学方法的学生的思维水平。所获得的结果证实了这一点，并进行了统计处理，其中前测和后测得分之间有8.5分的差异;从统计上看，这种差异是非常显著的。因此可以说,一个项目hermeneutica作为一个方法didactico高度显著地改进和/或影响批评学生的思维水平课程的基本的教学大纲中的教育和私立大学Antenor Orrego初步教育。关键词:教学方法，解释学，批判性思维。本研究的目的是运用解释学方法作为一种敏锐的方法，以提高Antenor Orrego私立大学最初教育研究项目的教育学科哲学学生的批判性思维水平。事前和事后The research was preexperimental applying a test,已经作为人口节目41 students。为了衡量批判性思维的水平，决定准备一份由10个项目组成的书面测试，为了提高批判性思维的水平，解释学作为一种教学方法被应用。从样本中可以看出，学生在接受解释学教学方法在教育哲学学科中的应用后，显著提高了学生的思维水平，成为研究对象。因此，这一点得到了统计处理所取得的结果的证实，其中较前测分数和后测分数之间存在8.5分的差异，统计上证实这种差异非常显著;《改革》指出，解释学课程作为一种教学方法，提高了学生对教育哲学主题的批判性思维水平，并对私立大学Antenor Orrego的初级教育研究课程产生了重大影响。关键词:教学方法，解释学，批判性思维。
{"title":"La hermenéutica como método didáctico aplicado en el Programa de Estudios de Educación Inicial, UPAO – 2018","authors":"Karina Lizet Salinas Carranza","doi":"10.22497/helios.v2i2.1033","DOIUrl":"https://doi.org/10.22497/helios.v2i2.1033","url":null,"abstract":"RESUMEN El presente estudio se realizo con el objetivo de aplicar los planteamientos hermeneuticos como metodo didactico para mejorar el nivel de pensamiento critico en las estudiantes de la asignatura de Filosofia de la Educacion del Programa de Estudios de Educacion Inicial de la Universidad Privada Antenor Orrego.La investigacion fue pre experimental aplicandose un pre y pos test, teniendo como poblacion y muestra a 41. Para medir el nivel de pensamiento critico se opto por elaborar una prueba escrita que estuvo conformado por 10 items y, para promover los niveles de pensamiento critico se aplico la hermeneutica como metodo didactico.De la muestra se obtuvo que los estudiantes despues de haber recibido la aplicacion de la hermeneutica como metodo didactico en la asignatura de Filosofia de la Educacion, mejoraron significativamente su nivel de pensamiento. Asi queda confirmado por los resultados obtenidos y llevados al procesamiento estadistico en donde existe una diferencia de 8.5 puntos entre los puntajes del pretest y postest; es decirse comprueba estadisticamente que esta diferencia es altamente significativa. Por lo tanto podemos afirmar que el programa de la hermeneutica como un metodo didactico mejora y/o influye de manera altamente significativa el nivel de pensamiento critico de las estudiantes de la asignatura de Filosofia de la Educacion del Programa de Estudios de Educacion Inicial de la Universidad Privada Antenor Orrego. Palabras claves: Metodo didactico, hermeneutica, pensamiento critico. ABSTRACT The present study was carried out with the objective of applying the hermeneutical approaches as adidactic method to improve the level of critical thinking in the students of the Philosophy of Education subject of the Initial Education Studies Program of the Antenor Orrego Private University.The research was preexperimental applying a pre and post test, having as a population and shows 41 students. To measure the level of critical thinking, it was decided to prepare a written test consisting of 10 items and, to promote levels of critical thinking, hermeneutics was applied as a didactic method.From the sample it was obtained that the students after having received the application of hermeneuticsas a didactic method in the subject of Philosophy of Education, significantly improved their level of thought,students object of investigation. Thus, this is confirmed by the results obtained and taken to the statistical processing where there is a difference of 8.5 points between the pretest and posttest scores, which is statistically verified that this difference is highly significant; the refore we can affirm that the program of hermeneutics as a didactic method improves and / or highly influences the level of critical thinking of the students of the subject of Philosophy of Education of the Initial Education Studies Program of the Private University Antenor Orrego. Keywords: Didactic method, hermeneutics, critical thinking.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47528093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.22497/HELIOS.V2I2.1030
Segundo Castro Gonzáles, Zulma Medina Rivera
RESUMEN El objetivo de este estudio fue evaluar y categorizar las destrezas y habilidades que deberian tener los investigadores en esta era consolidada de la economia consolidada del conocimiento para tener niveles de produccion academica. Se formo una muestra de 319 participantes que se dedicaban al que hacer investigativo, de los cuales 245 fueron estudiantes graduados (maestria y doctorado) y 74 profesores universitarios, correspondientes a las universidades publicas y privadas de Puerto Rico. Mediante el uso del analisis inferencial multivariable, se aplicaron tecnicas sucesivas de analisis cluster, analisis factorial y Manova, para explorar y confirmar los principales factores que tuvieron relevancia cuando se refirieron a las destrezas y habilidades que los investigadores deberian poseer en este mundo globalizado. Esta investigacion encontro tres subgrupos con diferentes puntos de vista. De la muestra de estudiantes se identificaron dos subgrupos con diferencias marcadas en sus respuestas y categorizaban las habilidades indistintamente. El primer subgrupo de estudiantes considero como primera categoria importante, que los investigadores deben “ajustarse al cambio, adicionar valor a la Economia & Sociedad y poseer habilidades para conseguir fondos para solventar sus investigaciones”. Esta investigacion encontro aun segundo subgrupo de estudiantes que consideraron, como primera categoria, que los investigadores deben “ajustarse al cambio, adicionar valor a la Economia & Sociedad y convertirse, eventualmente,en empresarios. Finalmente, esta investigacion encontro que el grupo de los profesores considero como la categoria mas relevante el ser “multidisciplinarios & practicos, que sus resultados deben internacionalizarse y que anadan valor a la Economia & Sociedad con calidad de vida”. Estas categorias estan inmersas en la percepcion que deben tener los investigadores en esta era del conocimiento,para obtener buenos resultados que ayuden al crecimiento de una sociedad que deberia basarse en el conocimiento, como su principal ventaja competitiva de los paises. Palabras clave: Destrezas investigativas, economia del conocimiento, analisis multivariable, analisis cluster, analisis factorial, Manova. ABSTRACT The aim of this study was to assess and categorize the skills and abilities that should have the university researchers in this consolidated era of the knowledge economy, to have levels of academic production.The sample was formed with 319 participants who were engaged with investigative work, of which, 245were graduated students (master and doctorate) and 74 university professors, belonging to publics and privates universities of Puerto Rico. With multivariable inferential analysis, successive technics of cluster analysis, factorial analysis and Manova were applied to explore and confirm the main factors that had relevance when they referred to the skills and abilities that researchers should have in this globalized world. In this study, three
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