El abuso sexual a niñas, niños y adolescentes: un secreto familiar, un problema familiar, un problema social

This investigation has the purpose of identifying how to prevent through educational processes, and then eradicate, the sexual abuse against children and adolescents in rural communities from Salvador, Guatemala, Honduras and Nicaragua. The premise is that sexual abuse cannot be approached in an isolated way; it requires integral and committed actions of the institutions in charge of children and adolescents’ integral protection and development. This implies considering: the legal framework, the response offered by government and private organizations towards the prevention and attention of rights as well as their actions to penalize and restore the violated rights; the role of families as main responsible of the well being of their children and the role of children and adolescents.

El apoyo familiar en el proceso de integración educativa de estudiantes con necesidades educativas en condición de discapacidad

In the process of socialization, the family has a fundamental role in the care and raising of the children, but principally, in the transmission of knowledge, values and customs that allow them to adapt to the society as active and productive individuals. In the last years, the Costa Rican educational system has experienced significant changes, due to the processes of students’ school integration, who present educational needs, because they need specialized supports and different resources for their formation and integral development. Thus, a concern was generated so that the familiar support is investigating in the process of students’ school integration, who are the ones who receive significant curricular adaptations in the public schools, and for instance, it was necessary to determine the kind of supports that are provided to the members of the family, as well as, the ways in which these supports can benefit the process of school integration.

La población estudiantil en el sétimo año de la educación pública costarricense

Seventh grade students share personal characteristics that are analyzed in this paper based on the teachers´ performance of the proper mediation for the students´ learning. The results of an investigation done with the model of teachers´ profiles at this level will be the basis for this paper (Alfaro et al, 2008a). We conclude that the biopsychosocial development and maturational stage of the transit-preteen-teen children must be the domain of faculty at this level, as well as, the socioeconomic context of family and social contexts of their students.

Espacios vitales de aprendizaje: su ecología en el sétimo año de la educación pública costarricense

The present article is the result of an investigation between CIDE-UNA to build a desirable profile for teachers that might teach seventh grade in Costa Rican public education schools. This article evidences transparency in the ecology of learning spaces, known as the environment, the actors involved and their complex interrelations. There is also a description of these spaces and their incidence in the permanence and promotion of the students population, in the singular moment in which the educational system imposes them the first and rough institutional changes coinciding with physical transformations and social and familiar relationships.