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Journal articles on the topic 'CEIBAL'

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Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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1

Sharpe, Ashley E. "THE ANCIENT SHELL COLLECTORS: TWO MILLENNIA OF MARINE SHELL EXCHANGE AT CEIBAL, GUATEMALA." Ancient Mesoamerica 30, no. 3 (2019): 493–516. http://dx.doi.org/10.1017/s0956536118000366.

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AbstractThis study examines 2,000 years of marine trade to the ancient Maya site of Ceibal, Guatemala. Located almost 150 kilometers from the nearest coast in Belize, Ceibal was a large community spanning the Middle Preclassic through early Postclassic periods (1000b.c.–a.d.1200). It therefore provides an excellent opportunity to assess the marine resources imported through the southern Maya lowlands over many centuries, offering insight into trade networks, uses of shell ornaments, religious beliefs and rituals, and other activities involving marine species. The study compares marine invertebrate data from Ceibal to a neighboring subordinate community, Caobal, as well as data previously reported from sites in the southern Mesoamerican lowlands, in order to understand regional sociocultural and trade connections over time. The majority of Ceibal's marine taxa are Atlantic species and reflect shell trends observed elsewhere in Guatemala and Belize, suggesting strong ties to trade networks eastward to the coast that lasted many centuries.
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2

Aoyama, Kazuo. "ANCIENT MAYA ECONOMY: LITHIC PRODUCTION AND EXCHANGE AROUND CEIBAL, GUATEMALA." Ancient Mesoamerica 28, no. 1 (2017): 279–303. http://dx.doi.org/10.1017/s0956536116000183.

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AbstractThis article discusses the results of my diachronic analysis of lithic artifacts collected around Ceibal, Guatemala, in order to elucidate one aspect of long-term changing patterns in the pre-Columbian Maya economic systems and warfare. The importation of large polyhedral obsidian cores and local production of prismatic blades began as the result of sociopolitical development in Ceibal during the early Middle Preclassic Real-Xe phase. El Chayal obsidian was heavily used during the early Middle Preclassic period, while San Martín Jilotepeque was the principal source in the late Middle Preclassic, Late Preclassic, and Terminal Preclassic periods, and El Chayal once more became the major source in Ceibal during the Classic period. There is increasing evidence of the production and use of chert and obsidian points in the central part of Ceibal during the Late and Terminal Classic periods, indicating elites' direct involvement in warfare. Although the spear or dart points were predominant weapons in Classic Maya warfare, the increase in both chert small unifacial points and obsidian prismatic blade points in Ceibal points to bow-and-arrow technology by the Terminal Classic period.
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3

Inomata, Takeshi, Daniela Triadan, and Kazuo Aoyama. "AFTER 40 YEARS: REVISITING CEIBAL TO INVESTIGATE THE ORIGINS OF LOWLAND MAYA CIVILIZATION." Ancient Mesoamerica 28, no. 1 (2017): 187–201. http://dx.doi.org/10.1017/s0956536117000037.

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AbstractThe Ceibal-Petexbatun Archaeological Project has been conducting field investigations at the lowland Maya site of Ceibal since 2005. Previous research at this site by Harvard University allowed us to develop detailed research designs geared toward specific research questions. A particularly important focus was the question of how lowland Maya civilization emerged and developed. Comparison with contemporaneous sites in central Chiapas led us to hypothesize that the residents of Ceibal established a formal spatial pattern similar to those of the Chiapas centers during the Middle Preclassic period (1000–350b.c.). Through excavations of important elements of this spatial pattern, including a probable E-Group assemblage and large platforms, we examined how the Ceibal residents participated in interregional interactions with Chiapas, the Gulf Coast, and other areas, and how construction activities and architecture shaped the course of social change.
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MacLellan, Jessica. "Preclassic Maya Houses and Rituals: Excavations at the Karinel Group, Ceibal." Latin American Antiquity 30, no. 2 (April 8, 2019): 415–21. http://dx.doi.org/10.1017/laq.2019.15.

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The site of Ceibal was founded around the beginning of sedentary life in the Maya lowlands. Excavations at the Karinel Group within the site reveal domestic structures and ritual deposits dating to the Middle Preclassic, Late Preclassic, and Terminal Preclassic periods (c. 1000 BC–AD 300). The results complement data from Ceibal's Central Plaza and publications on early households in other regions of the lowlands, inviting future investigations of temporal and geographic variation in Preclassic Maya domestic rituals.
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5

Inomata, Takeshi, Daniela Triadan, Jessica MacLellan, Melissa Burham, Kazuo Aoyama, Juan Manuel Palomo, Hitoshi Yonenobu, Flory Pinzón, and Hiroo Nasu. "High-precision radiocarbon dating of political collapse and dynastic origins at the Maya site of Ceibal, Guatemala." Proceedings of the National Academy of Sciences 114, no. 6 (January 23, 2017): 1293–98. http://dx.doi.org/10.1073/pnas.1618022114.

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The lowland Maya site of Ceibal, Guatemala, had a long history of occupation, spanning from the Middle Preclassic Period through the Terminal Classic (1000 BC to AD 950). The Ceibal-Petexbatun Archaeological Project has been conducting archaeological investigations at this site since 2005 and has obtained 154 radiocarbon dates, which represent the largest collection of radiocarbon assays from a single Maya site. The Bayesian analysis of these dates, combined with a detailed study of ceramics, allowed us to develop a high-precision chronology for Ceibal. Through this chronology, we traced the trajectories of the Preclassic collapse around AD 150–300 and the Classic collapse around AD 800–950, revealing similar patterns in the two cases. Social instability started with the intensification of warfare around 75 BC and AD 735, respectively, followed by the fall of multiple centers across the Maya lowlands around AD 150 and 810. The population of Ceibal persisted for some time in both cases, but the center eventually experienced major decline around AD 300 and 900. Despite these similarities in their diachronic trajectories, the outcomes of these collapses were different, with the former associated with the development of dynasties centered on divine rulership and the latter leading to their downfalls. The Ceibal dynasty emerged during the period of low population after the Preclassic collapse, suggesting that this dynasty was placed under the influence from, or by the direct intervention of, an external power.
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Palomo, Juan Manuel, Takeshi Inomata, and Daniela Triadan. "MORTUARY RITUALS AND CRANIAL MODIFICATIONS AT CEIBAL: FROM THE EARLY MIDDLE PRECLASSIC TO THE TERMINAL CLASSIC PERIOD." Ancient Mesoamerica 28, no. 1 (2017): 305–27. http://dx.doi.org/10.1017/s0956536117000062.

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AbstractSkeletal remains excavated from the lowland Maya site of Ceibal, representing approximately 117 individuals, provide significant data for the study of changes in bodily treatments and mortuary practices from 1000b.c.toa.d.900. The early Middle Preclassic residents of Ceibal apparently did not bury their dead inside residential structures, which represents a burial practice different from those found at contemporaneous Belizean sites. During this time, tabular erect cranial deformations were found among possible local residents. Sacrificial burials were present by the end of this period, but skeletal remains of violent rituals deposited in public spaces increased from the Middle Preclassic to the Late Preclassic. During the Late Preclassic, tabular erect cranial deformations coexisted with tabular oblique shapes. The Classic period witnessed a prevalence of tabular oblique forms, which were probably tied to local residents. The common placement of the dead under house floors and the preference of ceramic vessels as burial goods also indicate Ceibal's strong affinities with other parts of the Maya lowlands during the Late Classic period. During the Terminal Classic period, there was a resurgence in the placement of sacrificial burials in public spaces and tabular erect cranial deformations were found in possible non-local individuals.
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Inomata, Takeshi, Flory Pinzón, Juan Manuel Palomo, Ashley Sharpe, Raúl Ortíz, María Belén Méndez, and Otto Román. "PUBLIC RITUAL AND INTERREGIONAL INTERACTIONS: EXCAVATIONS OF THE CENTRAL PLAZA OF GROUP A, CEIBAL." Ancient Mesoamerica 28, no. 1 (2017): 203–32. http://dx.doi.org/10.1017/s0956536117000025.

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AbstractThe probable E-Group assemblage was a primary focus of our investigation at the lowland Maya center of Ceibal. Tunnel excavation into Structure A-20 (the western structure of this complex) demonstrated that the Ceibal residents built the earliest version (Structure Ajaw) by carving natural marl around 950b.c.The earliest version of the eastern platform (Structure Xa'an) was also made at the same time out of the natural marl layer. Through a series of renovations, the western structure grew into a pyramidal shape, and later versions of the eastern platform were moved further to the east. In addition, excavations revealed numerous caches, many with greenstone axes, along the center line of the E-Group assemblage. These results show that a formal ceremonial complex was established at the beginning of occupation at Ceibal, and its construction and public events held there played an important role in the creation of a new community.
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8

Delgado Lasa, Jorge. "Plano Ceibal e a educação virtual formal no Uruguai." Veras 9, no. 1 (October 15, 2019): 26–34. http://dx.doi.org/10.14212/veras.vol9.n1.ano2019.art347.

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As primeiras expressões da educação virtual para professoresdo ensino infantil e primário no Uruguai, na esfera formal,datam de 2001. Alguns anos depois, com a implementaçãodo Plano Ceibal (Conectividade Educativa e InformáticaBásica para a Aprendizagem on-line) e a criação doDepartamento de Tecnologia Educacional e Ceibal, iniciaseum processo no qual se diversificam as propostas deformação nessa modalidade e sua abrangência entre osdocentes é ampliada. Esse processo foi favorecido porqueo plano previu a entrega de um laptop gratuito para todosos professores do Conselho de Educação Infantil e Primária,além de garantir acesso à internet nas instituições onde elesexercem suas funções.
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Ceretta, María Gladys, and Paola Picco. "La necesidad de definir un modelo de alfabetización en información para el Plan Ceibal." Transinformação 25, no. 2 (August 2013): 127–33. http://dx.doi.org/10.1590/s0103-37862013000200003.

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En este trabajo presentan los resultados preliminares de una investigación en curso que se viene realizando en el marco del Programa de Desarrollo Académico de la Información y la Comunicación de la Universidad de la República. La misma toma como objeto de estudio el Plan Ceibal, política pública de inclusión digital que está implementando el gobierno uruguayo. Dicho Plan ha otorgado un computador personal a cada niño de Escuelas Públicas a nivel nacional. La investigación pretende contribuir con dicho Plan, a través de la formulación de pautas para un Modelo de Alfabetización en Información que permita a los niños obtener las competencias necesarias para ser usuarios de la información críticos y responsables. Se mencionan las técnicas metodológicas utilizadas y se brinda la interpretación de los primeros resultados obtenidos. Se concluye que el Plan Ceibal no ha contemplado un modelo de alfabetización en información. Se reafirma la necesidad de contar con dicho modelo y se hace referencia a los componentes que deberían ser considerados por el mismo. Se aspira a generar un modelo integral de alfabetización en información para el Plan Ceibal que pueda ser extrapolado a otras áreas educativas del País.
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MacLellan, Jessica, Melissa Burham, and María Belén Méndez Bauer. "Community Engagement around the Maya Archaeological Site of Ceibal, Guatemala." Heritage 3, no. 3 (July 1, 2020): 637–48. http://dx.doi.org/10.3390/heritage3030036.

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The Ceibal-Petexbatún Archaeological Project has built long-standing relationships in the area around Ceibal, Guatemala, particularly in the Q’eqchi’ Maya village of Las Pozas. Both Q’eqchi’ and ladino (non-indigenous) people in the region face serious, systemic problems, including a loss of access to land and an absence of economic opportunities. The ancient Maya sites in the area have been damaged by deforestation and looting. Project archaeologists seek to improve economic conditions in local communities while encouraging the preservation of cultural heritage. Here, we describe past microfinance and classroom outreach projects conducted in Las Pozas and discuss future initiatives that could make archaeological heritage more beneficial to multiple communities.
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11

Sharpe, Ashley E., Kitty F. Emery, Takeshi Inomata, Daniela Triadan, George D. Kamenov, and John Krigbaum. "Earliest isotopic evidence in the Maya region for animal management and long-distance trade at the site of Ceibal, Guatemala." Proceedings of the National Academy of Sciences 115, no. 14 (March 19, 2018): 3605–10. http://dx.doi.org/10.1073/pnas.1713880115.

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This study uses a multiisotope (carbon, nitrogen, oxygen, and strontium) approach to examine early animal management in the Maya region. An analysis of faunal specimens across almost 2,000 years (1000 BC to AD 950) at the site of Ceibal, Guatemala, reveals the earliest evidence for live-traded dogs and possible captive-reared taxa in the Americas. These animals may have been procured for ceremonial functions based on their location in the monumental site core, suggesting that animal management and trade began in the Maya area to promote special events, activities that were critical in the development of state society. Isotopic evidence for animal captivity at Ceibal reveals that animal management played a greater role in Maya communities than previously believed.
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Osimani, Felipe, Bruno Stecanella, Germán Capdehourat, Lorena Etcheverry, and Eduardo Grampín. "Managing Devices of a One-to-One Computing Educational Program Using an IoT Infrastructure." Sensors 19, no. 1 (December 25, 2018): 70. http://dx.doi.org/10.3390/s19010070.

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Plan Ceibal is the name coined in Uruguay for the local implementation of the One Laptop Per Child (OLPC) initiative. Plan Ceibal distributes laptops and tablets to students and teachers, and also deploys a nationwide wireless network to provide Internet access to these devices, provides video conference facilities, and develops educational applications. Given the scale of the program, management in general, and specifically device management, is a very challenging task. Device maintenance and replacement is a particularly important process; users trigger such kind of replacement processes and usually imply several days without the device. Early detection of fault conditions in the most stressed hardware parts (e.g., batteries) would permit to prompt defensive replacement, contributing to reduce downtime, and improving the user experience. Seeking for better, preventive and scalable device management, in this paper we present a prototype of a Mobile Device Management (MDM) module for Plan Ceibal, developed over an IoT infrastructure, showing the results of a controlled experiment over a sample of the devices. The prototype is deployed over a public IoT infrastructure to speed up the development process, avoiding, in this phase, the need for local infrastructure and maintenance, while enforcing scalability and security requirements. The presented data analysis was implemented off-line and represents a sample of possible metrics which could be used to implement preventive management in a real deployment.
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Cardellino, Paula, and Roine Leiringer. "Facilitating change in primary education: the role of existing school facilities in ICT initiatives." Facilities 32, no. 13/14 (September 30, 2014): 845–55. http://dx.doi.org/10.1108/f-04-2013-0026.

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Purpose – The aim of this paper is to illuminate the impact that the implementation of the Plan Ceibal imposes on the existing school infrastructure and how the use and upkeep of available facilities might need to be altered and changed to accommodate the new technology. Uruguay is, through the Plan Ceibal, the first country to provide every public primary school child with a laptop free of charge. The Plan represents a major investment to promote digital literacy and improve the quality of education. Design/methodology/approach – Empirical data are drawn from a multiple case study of five public primary schools. Particular attention is given to how school facilities and their immediate surroundings mediate the successful introduction and adoption of individual laptops. Findings – Plan Ceibal has the potential to change traditional teaching methods and behavioural patterns, which will in turn have an impact on how facilities and spaces are used. Questions are raised regarding the ultimate effectiveness of the initiative and if the aspired to improvements might be curtailed by a lack of investment in other areas, such as the school infrastructure. We argue for a context-sensitive view on research that not only considers the technology and potential changes in pedagogical approaches but also the physical environment in which these changes are to take place. Originality/value – Research into facilities and asset management has an important role to play in the achievement of effective learning environments and the successful uptake of information communication technology (ICT) initiatives.
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Inomata, Takeshi, Jessica MacLellan, Daniela Triadan, Jessica Munson, Melissa Burham, Kazuo Aoyama, Hiroo Nasu, Flory Pinzón, and Hitoshi Yonenobu. "Development of sedentary communities in the Maya lowlands: Coexisting mobile groups and public ceremonies at Ceibal, Guatemala." Proceedings of the National Academy of Sciences 112, no. 14 (March 23, 2015): 4268–73. http://dx.doi.org/10.1073/pnas.1501212112.

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Our archaeological investigations at Ceibal, a lowland Maya site located in the Pasión region, documented that a formal ceremonial complex was built around 950 B.C. at the onset of the Middle Preclassic period, when ceramics began to be used in the Maya lowlands. Our refined chronology allowed us to trace the subsequent social changes in a resolution that had not been possible before. Many residents of Ceibal appear to have remained relatively mobile during the following centuries, living in ephemeral post-in-ground structures and frequently changing their residential localities. In other parts of the Pasión region, there may have existed more mobile populations who maintained the traditional lifestyle of the preceramic period. Although the emerging elite of Ceibal began to live in a substantial residential complex by 700 B.C., advanced sedentism with durable residences rebuilt in the same locations and burials placed under house floors was not adopted in most residential areas until 500 B.C., and did not become common until 300 B.C. or the Late Preclassic period. During the Middle Preclassic period, substantial formal ceremonial complexes appear to have been built only at a small number of important communities in the Maya lowlands, and groups with different levels of sedentism probably gathered for their constructions and for public rituals held in them. These collaborative activities likely played a central role in socially integrating diverse groups with different lifestyles and, eventually, in developing fully established sedentary communities.
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Triadan, Daniela, Victor Castillo, Takeshi Inomata, Juan Manuel Palomo, María Belén Méndez, Mónica Cortave, Jessica MacLellan, Melissa Burham, and Erick Ponciano. "SOCIAL TRANSFORMATIONS IN A MIDDLE PRECLASSIC COMMUNITY: ELITE RESIDENTIAL COMPLEXES AT CEIBAL." Ancient Mesoamerica 28, no. 1 (2017): 233–64. http://dx.doi.org/10.1017/s0956536117000074.

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AbstractExcavations in large platforms in the center of Ceibal revealed extensive early Middle Preclassic constructions. They consisted of extensive clay platforms that supported low basal structural platforms. Although the function of the earliest platform, Sulul, during the Real-Xe 1 and 2 phases (950–775b.c.) is not clear, the one built during the Real-Xe 3 phase (775–700b.c.) likely supported multiple residential buildings. The emphasis on elevating this domestic space above the natural land surface and the communal labor involved in these constructions indicate that they were most likely inhabited by an emergent elite. These places were continuously remodeled and used until the end of the Middle Preclassic. This new data from Ceibal contributes significantly to our understanding of the processes involved in the transition to a sedentary lifestyle and the development of social and political differentiation in the Maya lowlands.
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De Melo, Gioia, Alina Machado, and Alfonso Miranda. "El impacto en el aprendizaje del programa Una Laptop por Niño. La evidencia de Uruguay." El Trimestre Económico 84, no. 334 (March 24, 2017): 383. http://dx.doi.org/10.20430/ete.v84i334.305.

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Antecedentes: En los últimos años muchos países han realizado inversiones sustanciales en los programas Una Laptop por Niño (OLPC, por sus siglas en inglés), en tanto que otros están por implementar este tipo de intervenciones. Este artículo contribuye al estudio del efecto que tienen los programas OLPC en el desempeño de los estudiantes en lectura y matemáticas y, para ello, utiliza un diseño cuasi experimental basado en datos de Uruguay, el primer país en implementar un programa OLPC a escala nacional: el Plan CEIBAL. Métodos: Empleamos una estrategia de diferencias en diferencias (DiD) para estimar el impacto del Plan CEIBAL en el desempeño educativo. El análisis explota especialmente el hecho de que el despliegue del programa se basó en criterios geográficos y no en el rendimiento escolar de los estudiantes. Se cuenta con la fecha exacta en que se le entregó la laptop a cada estudiante de la muestra. Ello nos permite hacer una medición continua y sin margen de error del tratamiento con base en el número de días en que cada estudiante ha estado expuesto al Plan CEIBAL al llegar la fecha de seguimiento (normalizado a años). Se controla por las diferencias sistemáticas que se dan potencialmente a lo largo del tiempo respecto a un mejor aprovechamiento escolar entre las escuelas en la capital, Montevideo, y el resto de Uruguay. Resultados: Nuestros resultados sugieren que el programa no tuvo impacto en las calificaciones en lectura y matemáticas. Tampoco encontramos efectos heterogéneos entre alumnos cuyas madres poseen distintos niveles de educación. Al analizar la evidencia descriptiva sobre la frecuencia de uso de la laptop en clase, observamos que su uso diario no está generalizado en todas las escuelas públicas. Además, su principal uso en clase consiste en la búsqueda de información en internet y no en la capacitación mediante ejercicios o prácticas de repetición. Una característica particularmente importante del programa es que la capacitación a los docentes ha sido opcional hasta el momento. Conclusiones: Nuestros resultados sugieren que, en los primeros dos años de su implementación, el Plan CEIBAL no tuvo efecto en los puntajes de matemáticas y lectura.
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Aoyama, Kazuo. "PRECLASSIC AND CLASSIC MAYA INTERREGIONAL AND LONG-DISTANCE EXCHANGE: A DIACHRONIC ANALYSIS OF OBSIDIAN ARTIFACTS FROM CEIBAL, GUATEMALA." Latin American Antiquity 28, no. 2 (April 20, 2017): 213–31. http://dx.doi.org/10.1017/laq.2017.2.

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Diachronic analysis of obsidian artifacts collected from Ceibal, Guatemala, can illuminate long-term patterns and changes in the Preclassic and Classic Maya interregional and long-distance exchange systems. For this analysis sources of all obsidian artifacts were identified by a combination of pXRF of a sample of 5,375 obsidian artifacts and visual examination of 7,073 artifacts. The interregional exchange of large polyhedral cores of obsidian from the Maya highlands and local production of pressure blades began after the rise of political complexity at Ceibal, by the early Middle Preclassic Real 3 phase (775–700 B.C.). El Chayal obsidian was heavily used during the early Middle Preclassic period, but San Martín Jilotepeque was the principal source of obsidian in the late Middle Preclassic, Late Preclassic, and Terminal Preclassic periods. Procurement of large polyhedral cores of obsidian from the Maya highlands increased over the same period. Obsidian was also imported in the form of nodules for the production of percussion flakes during the Preclassic period. Throughout the Classic period obsidian was imported mainly in the form of more prepared polyhedral cores that were reduced into pressure blades at Ceibal, and El Chayal resumed its place as the principal source of obsidian. This period also saw long-distance exchange of finished obsidian artifacts from highland Mexico. Interregional exchange of obsidian from the Maya highlands was of great economic significance for the inhabitants of the community and was more crucial for the development of lowland Maya civilization than was long-distance exchange.
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Silva Moreira, Eliane, Erika de Oliveira Lima, and Renato de Oliveira Brito. "ESTUDO COMPARADO DAS POLÍTICAS PÚBLICAS EDUCACIONAIS DE INCLUSÃO DIGITAL: BRASIL E URUGUAI." Revista da Faculdade de Educação 32, no. 2 (December 28, 2019): 17–41. http://dx.doi.org/10.30681/21787476.2019.32.1741.

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O objetivo deste artigo é realizar uma análise comparativa das políticas públicas brasileiras e uruguaias de inclusão digital. Realizou-se o histórico das políticas públicas de inclusão digital no Brasil, com ênfase no Programa de Inovação Educação Conectada e no Uruguai e no plano “Conectividad Educativa de Informática Básica para el Aprendizaje em Línea” (CEIBAL). Para tal, a produção deste artigo foi sustentada pelo método comparativo nas perspectivas da pesquisa bibliográfica e documental. Constatou-se que, embora o Brasil e Uruguai tenham dispositivos legais semelhantes para difundir propostas de inclusão digital educacional, as realidades brasileira e uruguaia diferem-se no ciclo de vida de suas políticas, principalmente em sua prossecução. O Uruguai, com o plano CEIBAL atingiu a meta de 100% de conectividade à internet na educação pré-primária, primária e secundária no país e, no Brasil, observou-se pontos críticos de implantação de políticas públicas de inclusão digital, devido a descontinuidade da sistematização de projetos que exigem sustentabilidade e prazos longos para a sua consolidação.
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Inomata, Takeshi. "THE EMERGENCE OF STANDARDIZED SPATIAL PLANS IN SOUTHERN MESOAMERICA: CHRONOLOGY AND INTERREGIONAL INTERACTIONS VIEWED FROM CEIBAL, GUATEMALA." Ancient Mesoamerica 28, no. 1 (2017): 329–55. http://dx.doi.org/10.1017/s0956536117000049.

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AbstractOur investigations at the lowland Maya center of Ceibal have demonstrated that a formal spatial pattern consisting of an E-Group assemblage and large platforms started around 1000b.c.and gradually expanded over the next several centuries. A re-evaluation of ceramic and radiocarbon data from other lowland Maya sites suggests that the beginning of sedentary life and ceramic use in various parts of the Maya lowlands started roughly simultaneously around 1000b.c., which may have been triggered by a change in maize productivity. The standardized spatial pattern including the E-Group assemblage probably developed in the Isthmian Interaction Sphere, encompassing the southern Gulf Coast, central Chiapas, the Chiapas-Guatemalan Pacific Coast, and Ceibal, during the transitional period between the decline of San Lorenzo and the rise of La Venta as a major center (1200–800b.c.). Most of the lowland Maya communities adopted the E-Group assemblage after 800b.c., but not other elements of the standardized spatial pattern.
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Kachinovsky Melgar, Alicia María, Joaquín Paredes-Labra, and Michel Dibarboure Reynes. "Acontecimientos del Plan Ceibal. Una compleja trama de mediaciones soportando la apuesta inclusiva." Revista Iberoamericana de Educación 79, no. 1 (March 15, 2019): 155–74. http://dx.doi.org/10.35362/rie7913336.

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En el marco de un proyecto sobre el impacto del Plan CEIBAL en los procesos de inclusión social de familias beneficiadas por el modelo 1 a 1 de integración de tecnología, se procura ilustrar la multicausalidad del fenómeno estudiado. Para ello se detallan algunas vicisitudes de la relación con el saber de una escolar con la que se trabajó. En ella se pone de manifiesto la pluralidad de determinantes de las modificaciones operadas en su subjetividad y posicionamiento frente a lo escolar. La potencia de la dimensión subjetiva para producir cambios educativos se articula con el deseo de saber y éste con el deseo de saber del otro significativo.Se trata de un estudio de casos de tipo instrumental, de una investigación cualitativa afiliada al enfoque clínico de investigación en ciencias humanas, que privilegia como instrumentos de indagación los dispositivos conversacionales. El análisis del material discursivo recogido pone de relieve el impacto del Plan CEIBAL en la vida escolar del caso en cuestión y el conjunto de condicionantes personales e institucionales que lo han hecho posible. Entre los hallazgos se destaca la detección de una cadena de mediadores humanos, solidarios entre sí, que hacen posible la accesibilidad a la tecnología.
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Bhargava, S., and M. B. Shah. "Evaluation of Hypoglycemic activity of different extracts ofBombax ceibaL. leaves." Research Journal of Pharmacy and Technology 9, no. 3 (2016): 205. http://dx.doi.org/10.5958/0974-360x.2016.00036.6.

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Rodríguez Zidán, Eduardo, and Fabián Alejandro Téliz. "El Plan CEIBAL, los profesores de matemática y sus prácticas con TIC. Revisión de antecedentes de investigación, políticas de mejora y desafíos pendientes." Cuadernos de Investigación Educativa 4, no. 19 (October 15, 2015): 13–36. http://dx.doi.org/10.18861/cied.2013.4.19.24.

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En el presente artículo realizamos una revisión comparada de los principales antecedentes de investigación, estudios de monitoreo y evaluaciones de impacto socioeducativo del Plan CEIBAL en Uruguay, en diferentes dimensiones relacionadas con el desarrollo de la tecnología uno a uno y sus efectos en la equidad social, desarrollo de oportunidades, inclusión digital y mejora en la calidad de la enseñanza.Si bien la mayoría de los documentos e informes analizados se refieren a Educación Primaria, el trabajo revisa y compara los primeros antecedentes de estudios de impacto de las TIC en Educación Secundaria, especialmente describiendo las prácticas de enseñanza, usos de la tecnología y expectativas de cambio de los profesores de Matemática.Las preguntas que orientan nuestra reflexión son las siguientes: ¿Qué sabemos sobre el impacto y la implementación del Plan CEIBAL en educación básica? ¿Qué perfil de uso y desarrollo de TIC aplicadas al cambio de las prácticas tienen los profesores de Matemática en Educación Secundaria? ¿Cuáles son los principales desafíos emergentes que debemos encarar con el objetivo de profundizar el cambio en las prácticas de enseñanza y la mejora en Educación Secundaria?Se examinaron diversas fuentes de datos e informes estadísticos, reportes oficiales de investigación y monitoreo, investigaciones académicas e informes de prensa. El artículo discute y analiza los resultados con el propósito de pensar nuevas propuestas y alternativas de cambio a ser consideradas en el debate y el diseño de políticas de mejora.
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Rodríguez Zidán, Eduardo, and Fabián Alejandro Teliz. "La larga marcha hacia la revolución digital en las escuelas. Análisis de la implementación de políticas TIC en educación a partir de la experiencia del Plan Ceibal y el modelo uno a uno en Uruguay." Revista Iberoamericana de Educación 58, no. 1 (October 19, 2010): 1–16. http://dx.doi.org/10.35362/rie5811463.

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La implementación de políticas para incorporar las Tecnologías de la Información y Comunicación (TIC) a los sistemas educativos de nuestras sociedades latinoamericanas es uno de los hechos más significativos de los últimos 20 años. Sin embargo, todavía no existen investigaciones concluyentes sobre el cambio de paradigmas en los modelos de enseñanza, el impacto específico de las nuevas prácticas de e-learnig en los aprendizajes en educación básica, ni la forma en que las innovaciones son gestionadas por parte de la administración, los ministerios y los organismos de conducción. En la misma medida, con base en el análisis de antecedentes nacionales, estudios comparados a nivel internacional y aportes de la teoría sobre el cambio educativo, sostenemos que el debate sobre el impacto de la revolución tecnológica y las implicancias de las políticas TIC en las escuelas sigue abierto. En este ensayo, nuestro propósito es realizar un análisis del Plan Ceibal Uruguay, desde tres perspectivas. En primer lugar presentamos un estudio descriptivo de las principales investigaciones realizadas hasta el momento sobre los primeros resultados derivados de la implementación del Plan Ceibal en la educación primaria pública. Posteriormente, a partir de revisar los aportes teóricos y los resultados de investigaciones en la región, examinamos la relación entre las políticas TIC y los sistemas educativos. Finalmente, se discuten diversas estrategias y alternativas para la mejora en los aprendizajes, la enseñanza y la inclusión social a partir de la introducción de las computadoras personales XO en la educación pública uruguaya.
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González López Ledesma, Alejo, Luicina Ferrante, and Serrana Muniz. "The First EdTech Winter School: Methodological Contributions for Digital Inclusion with Ascending Pedagogical Sense." Páginas de Educación 11, no. 1 (April 4, 2018): 83. http://dx.doi.org/10.22235/pe.v11i1.1555.

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This review presents the First EdTech Winter School: “Emerging trends and new horizons in the study of education and technology”, organized by Fundación Ceibal in 2017, and its contributions to the conceptualization of teacher training in Argentina and Uruguay. In this three-dimensional approach, the characteristics of teacher education in these countries are first described. Next, the provocation methodology, presented at the event by one of the invited researchers, is discussed and explained in detail. Finally, the possibilities and challenges that this methodology offers for the regional projects of educational technology inclusion are outlined.
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Aoyama, Kazuo, Takeshi Inomata, Flory Pinzón, and Juan Manuel Palomo. "Polished greenstone celt caches from Ceibal: the development of Maya public rituals." Antiquity 91, no. 357 (June 2017): 701–17. http://dx.doi.org/10.15184/aqy.2017.44.

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Godínez Garza, Frida Anais. "Comunicación, hermenéutica y estética de la recepción a la sombra del CEIBAL." Anagramas - Rumbos y sentidos de la comunicación 12, no. 23 (June 2013): 105–30. http://dx.doi.org/10.22395/angr.v12n23a6.

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Vaillant, Denise, Mariela Questa-Torterolo, and Maria Azpiroz. "Re-considering Teacher Professional Development in the Pandemic Era: The Uruguayan Case." International Journal for Research in Education 46, no. 2 (February 21, 2022): 167–201. http://dx.doi.org/10.36771/ijre.46.2.22-pp167-201.

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Abstract For more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting strategies that presented significant challenges, and which will make a lasting impact on teacher training and professional development. This article examines Uruguayan standards for the professional development of teachers, with a focus on digital teaching skills for online instruction. Practical examples of Ceibal initiatives are provided to promote the pedagogical use of technologies by teachers. We argue that the emergency that Latin America and Uruguay faced in 2020 led to a fundamental rethink and redesign of teacher professional development courses and institutional support. The COVID-19 crisis has presented an enormous shock to the traditional model of education delivery, and to teacher training programs. Digital technologies are not merely devices for conveying educational content, but rather should be seen as tools for maximizing meaningful learning for students. For this purpose, adequate training and support are essential for teachers to be prepared for future scenarios of even greater uncertainty. Keywords: Teacher Professional Development, Uruguay, Emergency Remote Teaching; Educational Technology; Technology Uses in Education; Compulsory Education; Educational Practices.
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Inomata, T., D. Triadan, K. Aoyama, V. Castillo, and H. Yonenobu. "Early Ceremonial Constructions at Ceibal, Guatemala, and the Origins of Lowland Maya Civilization." Science 340, no. 6131 (April 25, 2013): 467–71. http://dx.doi.org/10.1126/science.1234493.

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Sharpe, Ashley E., Takeshi Inomata, Daniela Triadan, Melissa Burham, Jessica MacLellan, Jessica Munson, and Flory Pinzón. "The Maya Preclassic to Classic transition observed through faunal trends from Ceibal, Guatemala." PLOS ONE 15, no. 4 (April 7, 2020): e0230892. http://dx.doi.org/10.1371/journal.pone.0230892.

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Zidán, Eduardo Rodríguez, Carmen Yot, Claudia Cabrera, Juan Pablo Zorrilla Salgador, and Javier Grilli Silva. "CHALLENGES FOR THE DESIGN OF NEW PEDAGOGIES BASED ON MOBILE TECHNOLOGIES." Cadernos de Pesquisa 49, no. 172 (June 2019): 236–59. http://dx.doi.org/10.1590/198053145513.

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Abstract Despite the fact that investment in technology has increased in Latin America, little is yet known about the integration of mobile devices in educational practices. The objective of this article is to analyse the access, perception of usefulness and frequency of use of the laptops provided free of charge by Plan Ceibal from Uruguay in the pre-professional practices of student teachers. A mixed method was used for the investigation, which includes a survey to 385 students and 15 in-depth interviews. Results show a limited pedagogical use of mobile devices as well as important challenges for emergent pedagogies. Most of the participants incorporate the mobile devices in traditional teaching approaches.
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Burham, Melissa. "Sacred Sites for Suburbanites: Organic Urban Growth and Neighborhood Formation at Preclassic Ceibal, Guatemala." Journal of Field Archaeology 47, no. 4 (March 28, 2022): 262–83. http://dx.doi.org/10.1080/00934690.2022.2052583.

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MacLellan, Jessica. "Preclassic Maya caches in residential contexts: variation and transformation in deposition practices at Ceibal." Antiquity 93, no. 371 (September 18, 2019): 1249–65. http://dx.doi.org/10.15184/aqy.2019.129.

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Inomata, Takeshi, Daniela Triadan, Flory Pinzón, and Kazuo Aoyama. "Artificial plateau construction during the Preclassic period at the Maya site of Ceibal, Guatemala." PLOS ONE 14, no. 8 (August 30, 2019): e0221943. http://dx.doi.org/10.1371/journal.pone.0221943.

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34

PONSSA, MARÍA LAURA, and J. SEBASTIÁN BARRIONUEVO. "Foam-generating behaviour in tadpoles of Leptodactylus latinasus (Amphibia, Leptodactylidae): significance in systematics." Zootaxa 1884, no. 1 (September 24, 2008): 51. http://dx.doi.org/10.11646/zootaxa.1884.1.3.

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This work reports the capability of Leptodactylus latinasus tadpoles to generate foam. During numerous visits to El Ceibal, Tucumán, Argentina, we noticed that adults of L. latinasus were calling in choruses on humid and cleared ground. Five subterranean chambers with foam nests were excavated and transferred to the laboratory. In three nests, aquatic coleopteran larvae were found inside the foam after predating on the eggs. Tadpoles from the two other nests were placed in an artificial incubation chamber. Twenty hours later, a substantial amount of foam was observed. This character was analyzed in a phylogenetic analysis that showed that tadpole foam-making behaviour is a feature that corroborates a close phylogenetic relationship between Leptodactylus of the subgenus Lithodytes and of the fuscus and pentadactylus groups.
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35

Da Silva, Mónica. "Plan Ceibal, colaboración y TIC: Aproximación a la implementación de una propuesta situada en Uruguay." Revista Iberoamericana de Psicología 11, no. 3 (January 24, 2019): 49–60. http://dx.doi.org/10.33881/2027-1786.rip.11304.

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Se presentan resultados de una investigación que diseñó e implementó el Modelo QuintaDimensión con los niños y niñas de una comunidad en Uruguay. Dicho Modelo se constituyó en una herramienta de trabajo colaborativo, basado en la generación de una comunidad de práctica en la que se utilizó de forma creativa las Tecnologías de la Información y Comunicación, y en la cual los niñas y niños vivieron una experiencia de aprendizaje con desafíos progresivos. La perspectiva teórica del estudio integró aportes de la Psicología Histórico-Cultural, la Psicología Social Comunitaria y una perspectiva crítica de uso de las TIC. La metodología cualitativa del estudio se sustentó en la estrategia de la investigación-acción colaborativa, utilizando entrevistas, registros etnográficos y recursos tecnológicos para el trabajo con los niños y niñas. Los resultados alcanzados abordan las características del diseño del Modelo, la creación de una narrativa colaborativa como hilo conductor de la propuesta y el papel mediador de las TIC proporcionadas por el Plan Ceibal. Las conclusiones del estudio se enfocan en el papel de la construcción de propuestas situadas, basadas en las necesidades locales, en la promoción de pertenencia, vivencias significativas y en la importancia de colaboración en el uso de TIC en función de metas
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Da Silva Ramos, Mónica Elena, and Laura López Gallego. "Thinking the "Plan Ceibal" from the perspective of public action and the Actor-Network Theory." Athenea Digital. Revista de pensamiento e investigación social 14, no. 1 (February 17, 2014): 49. http://dx.doi.org/10.5565/rev/athenead/v14n1.939.

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Díaz, Carlos, Matías Dodel, and Pablo Menese. "Can one laptop per child reduce digital inequalities? ICT household access patterns under Plan Ceibal." Telecommunications Policy 46, no. 9 (October 2022): 102406. http://dx.doi.org/10.1016/j.telpol.2022.102406.

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Zhou, Zhili, Huancheng Ma, Kevin Lin, Youjie Zhao, Yuan Chen, Zhi Xiong, Liuyang Wang, and Bin Tian. "RNA-seq Reveals Complicated Transcriptomic Responses to Drought Stress in a Nonmodel Tropic Plant,Bombax ceibaL." Evolutionary Bioinformatics 11s1 (January 2015): EBO.S20620. http://dx.doi.org/10.4137/ebo.s20620.

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Martínez Barcellos, Rosana. "La enseñanza de la Geografía mediada por tecnologías en tercer nivel de Educación Primaria en el marco del Plan Ceibal." Cuadernos de Investigación Educativa 3, no. 18 (February 28, 2018): 33–53. http://dx.doi.org/10.18861/cied.2012.3.18.2707.

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Este trabajo se basa en una investigación realizada entre 2009 y 2010 en la que se abordan temas que hacen a la agenda didáctica de los maestros de Escuelas Públicas uruguayos. Aportes recientes sobre el uso de las TIC en la enseñanza, así como los de la didáctica de la Geografía son el sustento teórico que enmarca nuestra investigación. La enseñanza de la Geografía, su abordaje a partir del ingreso del Plan Ceibal a las aulas y el análisis de dichas prácticas, fueron parte de la construcción de una mirada sobre las estrategias de enseñanza que diseñan los docentes en Escuelas Primarias de nuestro país. Algunas conclusiones obtenidas dan cuenta de una situación variopinta en las aulas. Las decisiones metodológicas que toman los docentes, referente a la dupla, TIC – Geografía, están estrechamente relacionadas a su formación y al deseo. Oportunidades y obstáculos se generan en dichos escenarios.
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Bachand, Bruce R. "ONSET OF THE EARLY CLASSIC PERIOD IN THE SOUTHERN MAYA LOWLANDS: NEW EVIDENCE FROM PUNTA DE CHIMINO, GUATEMALA." Ancient Mesoamerica 21, no. 1 (2010): 21–44. http://dx.doi.org/10.1017/s0956536110000106.

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AbstractDesecration of Punta de Chimino's ceremonial precinct around a.d. 430 was associated with the appearance of green Pachuca obsidian, pyrite mirror fragments, dart points, a Tikal-style vessel cache, and a peculiar grave with Mexican semblances. A structurally housed Protoclassic stela was removed in an apparent fire ritual and monumental masks adorning the E-Group range building were effaced in a termination rite involving large quantities of refuse. Disuse of the E-Group range building and unfinished refurbishment of the observatory pyramid suggest the site was promptly deserted. The forsaking of this time-honored ceremonial place coincided with reduced settlement in the Petexbatun region and abandonment of the nearby Pasión centers of Ceibal, Itzan, and Chaak Ak'al. Punta de Chimino's findings shed further light on these abandonments, suggesting that they were triggered by amplified central lowland involvement in Pasión River affairs by the end of the fourth century a.d.
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Inomata, Takeshi, Daniela Triadan, Flory Pinzón, Melissa Burham, José Luis Ranchos, Kazuo Aoyama, and Tsuyoshi Haraguchi. "Archaeological application of airborne LiDAR to examine social changes in the Ceibal region of the Maya lowlands." PLOS ONE 13, no. 2 (February 21, 2018): e0191619. http://dx.doi.org/10.1371/journal.pone.0191619.

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Aoyama, Kazuo, Takeshi Inomata, Daniela Triadan, Flory Pinzón, Juan Manuel Palomo, Jessica MacLellan, and Ashley Sharpe. "Early Maya Ritual Practices and Craft Production: Late Middle Preclassic Ritual Deposits Containing Obsidian Artifacts at Ceibal, Guatemala." Journal of Field Archaeology 42, no. 5 (August 25, 2017): 408–22. http://dx.doi.org/10.1080/00934690.2017.1355769.

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43

Munson, Jessica, and Flory Pinzón. "BUILDING AN EARLY MAYA COMMUNITY: ARCHAEOLOGICAL INVESTIGATIONS AT CAOBAL, GUATEMALA." Ancient Mesoamerica 28, no. 1 (2017): 265–78. http://dx.doi.org/10.1017/s0956536117000050.

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AbstractArchaeological investigations at the minor center of Caobal provide clues about local traditions of civic-ceremonial architecture as well as the relationship between these buildings and broader social and political transformations during the Preclassic period. The remains of pre-Hispanic Maya architecture represent a series of actions, decisions, and repeated practices, which contribute to long sequences of construction observed in the archaeological record. In particular, these data shed light on two major building campaigns that took place within Caobal's central precinct from about 850b.c.–a.d.250. By examining the materiality and temporality of minor temple architecture beyond primary centers of power, we examine how these buildings were constructed and, in turn, how these structures may have transformed the daily practices, identity politics, and religious values of pre-Hispanic Maya communities. Repeated construction of buildings in the temple precinct of Caobal provides a long and detailed archaeological record that allows us to reconstruct the history of material and social practices that shaped this local community beyond the Ceibal center.
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Inomata, Takeshi. "Fire Intensity Assessment through the Analysis of Artifacts and Building Materials." Advances in Archaeological Practice 2, no. 1 (February 2014): 50–63. http://dx.doi.org/10.7183/2326-3768.2.1.50.

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AbstractDifferent types of artifacts and building materials react in varying manners to heat exposure, and the analysis of their degrees and patterns of thermal alterations provide important clues to the intensity of fire to which they were subjected. Such data allow researchers to examine the presence or absence of a building fire, the quantity of fuel, and the intentional or accidental nature of the fire. This approach is particularly important in the tropical lowlands, where evidence of fire in the forms of charcoal and ash may not be well preserved. At the rapidly abandoned site of Aguateca, Guatemala, the amount of charcoal and ash was small, but the examination of numerous artifacts left in situ and of building materials identified clear evidence that many buildings were burned at the time of abandonment. Similar lines of evidence were also found in artifact-poor, gradually abandoned structures at Ceibal, Guatemala. These results suggest the possibility that the burning of structures at the time of abandonment may have been more common in the Maya Lowlands than generally thought.
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Gallardo, Maricel Andrea, Héctor José Milisich, Silvina Rosa Drago, and Rolando José González. "Effect of Cultivars and Planting Date on Yield, Oil Content, and Fatty Acid Profile of Flax Varieties (Linum usitatissimumL.)." International Journal of Agronomy 2014 (2014): 1–7. http://dx.doi.org/10.1155/2014/150570.

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In order to determine the effect of cultivars and planting date on flax fatty acid profile, seed yield, and oil content, an assay with seven cultivars (Baikal, Prointa Lucero, Prointa Ceibal, Panambí INTA, Curundú INTA, Carapé INTA, and Tape INTA) was carried out at Parana Agricultural Experimental Station, Argentina. Significant differences among cultivars were found for content of palmitic (5–7 g/100 g), stearic (5–8 g/100 g), linoleic (13–19 g/100 g), saturated (11–15 g/100 g), and unsaturated acids (92–96 g/100 g) within the seven cultivars. The best seed yields were observed in Prointa Lucero and Carapé INTA varieties (2091.50 kg·ha−1and 2183.34 kg·ha−1, respectively) in the first planting date and in Carapé INTA and Prointa Lucero (1667 kg·ha−1and 1886 kg·ha−1, respectively) in the second planting date. A delayed planting date had a negative effect on seed yield (1950 kg·ha−1and 1516 kg·ha−1) and oil content (845 kg·ha−1and 644 kg·ha−1) but did not affect oil composition.
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Bentancor-Biagas, Gustavo, Denise Vaillant, and Eduardo Rodríguez Zidán. "Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 12 (November 3, 2021): em2037. http://dx.doi.org/10.29333/ejmste/11307.

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47

Bazy, Damien, and Takeshi Inomata. "Multiple Waves of Political Disintegration in the Classic Maya Collapse: New Insights from the Excavation of Group D, Ceibal, Guatemala." Journal of Field Archaeology 42, no. 2 (March 4, 2017): 82–96. http://dx.doi.org/10.1080/00934690.2017.1286928.

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48

Wang, Fei, Jindi Shi, Yaojian Huang, Yingying Wu, and Xianming Deng. "Nonomuraea ceibae sp. nov., an actinobacterium isolated from Ceiba speciosa rhizosphere." International Journal of Systematic and Evolutionary Microbiology 67, no. 5 (May 1, 2017): 1158–62. http://dx.doi.org/10.1099/ijsem.0.001782.

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Gallegos García, Yazmín, and Ma Teresa García Ramírez. "Educational digital inclusion: a conceptual mapping." Apertura 14, no. 1 (March 31, 2022): 132–47. http://dx.doi.org/10.32870/ap.v14n1.2118.

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The objective of this documentary review was to analyze the notion of educational digital inclusión and establish the boundaries of the concept in relation to other terms. The conceptual mapping method was chosen (Tobón, 2004), wich consists of four phases: 1) search for documents relevant to the research problem, 2) definition of inclusion and exclusion criteria, 3) data analysis based on eight axes, and 4) interpretation of the results. A total of 40 documents were reviewed from the databases Dialnet and SciELO, as well as from the Fundación Ceibal repository. The results obtained make it possible to establish that it is often difficult to relate the term with educational inclusion (higher category) given that the latter is oriented towards equalize the conditions. In this sense, the link between both concepts has permeated a vision focused on the implementation of actions and strategies that, for the most part, do not consider the particularities of the institutions to which they are directed. Likewise, its association with the term innovation has weighed on the figure of the teacher, since it is assumed that the insertion of technological artifacts is enough to achieve innovative uses, without considering that the inclusion of these tools must be accompanied by the corresponding literacy processes.
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Vaillant, Denise. "Presentación." Cuadernos de Investigación Educativa 4, no. 19 (October 15, 2015): 9–10. http://dx.doi.org/10.18861/cied.2013.4.19.23.

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Este nuevo número de Cuadernos de Investigación Educativa agrupa las colaboraciones en dos secciones. La primera se titula “Reflexiones compartidas” y busca contribuir a la formación de estudiantes de posgrados académicos mediante artículos en co-autoría con investigadores experimentados. Hemos elegido para el presente número, el artículo del joven investigador Fabián Alejandro Téliz y del consagrado cientista social Eduardo Rodríguez Zidán. Se trata de un meta análisis de los principales estudios realizados sobre el Plan CEIBAL en el Uruguay. Los autores examinan en profundidad la incorporación de las TIC a las prácticas de enseñanza de los docentes de matemática en Educación Secundaria. El artículo constituye una reflexión compartida con aportes de alto interés para re-pensar las TIC y su inclusión en los centros educativos.La segunda sección titulada “Temas de investigación” recoge artículos de investigadores uruguayos y latinoamericanos seleccionados por su rigor científico mediante un proceso de evaluación de pares. Los artículos buscan generar reflexión a partir de los problemas que se suscitan en las aulas contemporáneas y refieren a muy diversos contextos y niveles educativos. Todos tienen como común denominador la profunda preocupación por estudiar, analizar y mejorar la gestión de centros educativos, los procesos de aprendizaje y los procesos de enseñanza, la profesión docente, la incorporación de tecnologías y las políticas educativas.
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