Revista historia de la educacion latinoamericana

On October 11, in my capacity as president of the State University System, I participated in the "XIII International Congress on the History of Latin American Education".XIII International Congress History of Latin American Education"; event organized by the Pedagogical and Technological University of Colombia in the conference of master Boaventura de Sousa Santos. One of the most important sociologists of our time; advisor to the truth commission, who spoke on "the decolonization of knowledge and reinvention of power in times of pandemic"; therefore, I will address one of the theses presented by Professor Boaventura about the weight of history, thus, contextualize it in the national reality. The weight of history is variable, there are periods in which history is heavy and in others light.

In this section you will find reviews of books and journals related to the history of education in Latin America.

In the Brazilian legal system, the term accreditation does not appear as a legal device. The terms used by the Brazilian legislation, whether for institutions, courses, programs, or academic degrees, are operation authorization, recognition, accreditation, recredentialing, and evaluation, carried out by the public power. The authorization verifies the suitability of an educational institution, public or private, to offer quality education. The recognition confirms (or not) this suitability. Accreditation verifies the institutional conditions of supply. The evaluation measures the adequacy of this set to the quality standard, a principle of education demanded by the Constitution. Accreditation is a non-statal process that, under the direction of private or governmental entities or Professional Councils, seeks quality control of professionals, of services rendered or products, under national or international technical standards (ISO, regulatory agencies, professional councils). In general, such entities evaluate quality by issuing a certification that verifies the quality of the service provided by professionals in practice, of services provided to users, or of products sold in the market. In this sense, accreditation is an ex-post academic-institutional certification that seeks to ensure the ability of these institutions to provide their graduates with quality standards.

Objective: This article aims to analyze the importance of university tutoring service for students at the Universidad Nacional del Altiplano de Puno (Peru), in the context of the global pandemic of covid-19. Originality/contribution: This documentation approach reveals the experience of the student tutoring service in a public university, after the implementation of the University Law No. 30220 five years ago and, for the first time, in a non-face-to-face education scenario, in addition, the socio-cultural relevance is analyzed. Method: Qualitative research was used in order to understand the perceptions, experiences and expectations of the students about the tutoring service. Strategies/information collection: Within the qualitative method, the semi-structured interview technique was applied to forty-four students from different professional training areas (engineering, biomedicine and social sciences). Conclusions: This study found that the university tutoring service is very important for students because it is a means through which they receive support, guidance, accompaniment, and orientation from their tutors. For many students, tutoring becomes a fundamental and transversal need in their professional training. However, they demand that tutors accompany them from the first to the last semester, that they be professionals with a counseling and psychological orientation profile who, based on the student's culture, create tutoring strategies that take into account their Andean cosmovision (agricultural production procedures, commerce; family and community coexistence, beliefs and values; respect and appreciation of their natural resources) and help them overcome various problems. Likewise, the use of Google Meet (group sessions) and Facebook, WhatsApp or telephone (individual sessions) should be prioritized as resources for the achievement of welfare states, in the current context of pandemic.

Since the world entered a pandemic with COVID-19 in 2019, our lives have been altered. This issue of RHELA journal focuses on the changes in the education system, on how the pandemic has affected our ways of teaching, of learning. The focus of the pandemic is made from the local or micro analysis in primary or university education to the approaches of international organizationssuch as the UNESCO, UNICEF or international databases such as the Web of Science orDialnet. Many teachers have thought it appropriate to share their ways of dealing with their day to day with an online teaching, which had been something punctual and becomes everyday. This issue also vindicates the ways of expressing themselves of the normalist teachers who, in a decolonial turn, express themselves in a beautiful way with respect to COVID. Among others, Pedro Mariscal wrote "Mis Decimas en Parodia" II Never wave hello, Neither of kiss, nor of embrace. You can be charged by the clown... Make it not in vain This human sacrifice. Past quarantine And with your health very full You come to see me at my house And you dance to me in the square In the light of the full moon!" Other voices depicted in this volume are those of families and their experiences of online teaching at home. The digital divide deepens the wounds of economic inequality between families and educational possibilities can be in danger for a large part of the student body, depending on the geographical location where we are. The needs of students are alsolistened to who demand tutors for all the time, professionals with a profile of tutoring and psychological orientation that from the culture of the student, understand their worldview and help them overcome various problems. In addition, they need to organize group sessions and networks for group work or smart phones for individual use. The teaching innovation that is developed throughout this monograph unites the whole society, not only families, students and teachers along with ethnoeducation and radio programs. Although many of the articles have a qualitative methodological approach to the novelty of the phenomenon and the need for a micro study to be able to delve into eachparticularmethodologicalexperience, the results could be extrapolated to most of the country where the research is carried out, exposing generational and conomic gaps. Also included are articles with a quantitative approach, bibliographic reviews, among other techniques. In addition, topics related to history, with the social and political struggles developed by the progressive and revolutionary movements of the last century, accompanied by relevant figures who dedicated their lives to an inclusive rural education, are exposed. A space has been left for the analysis of one of the scourges of all time: gender violence that, far from abating, has increased and worsened. We conclude by thanking the valuable contributions that RHELA journal has received in this issue 37. Part of its value lies in the epistemologies and methodologies that undoubtedly help us face our new normal.