Libros y Capítulos de libros

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http://repositorio.unasa.edu.sv/handle/123456789/132

Aquí se alberga la producción bibliográfica institucional en formato de libro y capítulo de libro. Su finalidad es recopilar, preservar y difundir en acceso abierto dicha producción.

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Mostrando 1 - 9 de 9

La simulación clínica como herramienta educativa en tiempos de pandemia
(Red Académica Internacional de Investigación (RIIA), 2025) Evelyn Carballo de Gómez, Carmen Herrera, Roxana Valladares
For many years, clinical simulation has been a significant tool in various areas of higher education training. Afanador (2010) notes that clinical simulation has become highly useful for student training through realistic practice, as it incorporates situations likely to be encountered in actual clinical settings. Consequently, this tool has traditionally been viewed as key to strengthening specific student skills by serving as a precursor to real-world experience; however, this perception shifted radically during the 2020 COVID-19 pandemic. Restrictions on conducting practical training in real-world settings meant that simulation could no longer be viewed merely as a supplement, as opportunities for the hands-on instruction of future health science specialists were significantly reduced. According to Poblete (2021), the commencement of clinical rotations is a pivotal milestone for students in health science disciplines. This is particularly true for nursing, a field that demands comprehensive training based on two core curricular pillars: theory and practice. Together, these components equip students with the knowledge and technical skills necessary to perform effectively and meet the professional demands of the specialty. Furthermore, this type of training fosters the development of soft skills—such as critical thinking and conflict resolution—that are currently in high demand among professionals. Faced with the urgent need to continue their educational programs, many universities chose to implement simulators as tools to ensure the continuity of student training. This was the case for the Universidad Iberoamericana in Costa Rica and the Universidad Autónoma de Santa Ana in El Salvador. This chapter presents the findings of a study conducted at both institutions, involving nursing students who—after gaining experience in real clinical settings—were compelled to transition to clinical simulation environments to continue their training due to the pandemic. The study primarily highlights the students' experiences while underscoring the value of simulation as an effective and efficient strategy for clinical nursing practice. It addresses the new educational realities imposed by the extreme circumstances of the pandemic, prompting educational institutions to innovate by creating remote scenarios that replicate real-world clinical environments.
Repensando la arquitectura desde lo femenino: hacia un enfoque inclusivo en la educación y la práctica
(Red Académica Internacional de Investigación (RIIA), 2025) Estefanía Nieto Montes, Josefina Cuevas Rodríguez, Ce Tochtli Méndez Ramírez
Feminism, as a comprehensive movement spanning the political, social, academic, economic, and cultural spheres, aims to raise awareness and establish the conditions necessary to transform social relations, promote equality among all people, and eradicate all forms of discrimination or violence against women (Varela, 2021). Its global origins date back to the late 18th century, although its most notable public presence emerged toward the end of the 19th century. Throughout its history, feminism has adopted multiple approaches, demonstrating the existence of diverse feminisms rather than a single, monolithic perspective. These currents include liberal, radical, and socialist feminism, ecofeminism, cultural feminism, difference feminism, equality feminism, community feminism, and feminisms rooted in the experiences of people of African descent, among others (Varela, 2021). Drawing on the study by Flora Oswald and Reginald Adams (2021), adopting a feminist perspective to analyze society and power relations is fundamental because it questions and challenges the patriarchal structures that have historically dominated social, political, and economic dynamics. This critical lens enables the dismantling of power systems that perpetuate gender inequality and oppression, fostering a transformation that benefits not only women but all marginalized individuals. A feminist approach emphasizes making visible the experiences, voices, and realities of those who have been systematically excluded or silenced—with a particular focus, in this instance, on women. In this way, it not only denounces discrimination, violence, and inequity but also offers alternatives for building a more just and inclusive society, where power relations are equitable and respect diversity. This analysis broadens the understanding of oppression by recognizing how gender interacts and intertwines with various factors—such as race, class, ethnicity, and sexual orientation—to create complex forms of marginalization.
Apropiación del Espacio Público en la Educación de Arquitectura y Urbanismo
(Red Académica Internacional de Investigación (RIIA), 2025) Sarai Montiel Escandón, Aurora Fernández Mayo
This chapter is based on the hypothesis that integrating the concept of "appropriation of public space" into architecture and urban planning education can enhance the quality of learning and foster the creation of public spaces that are not only functional but also socially conscious. It explores the relevance of spatial appropriation in the training of future architects, addressing the fact that many curricula focus primarily on functional, technical, and aesthetic aspects while overlooking the social interactions that define public space. The study draws on a literature review that—while extending beyond the fields of architecture and urban planning—prioritizes the impacts of spatial appropriation and the ways inhabitants interact within public spaces. Key authors include Gehl (2014), who discusses public space interactions and human-scale urban life, and Pallasmaa (2006, 2018), who contributes insights into the sensory experiences of inhabitants. The chapter also considers Lynch (1976), who explains the collective imagination and its significance, describing city symbols as essential for creating meaningful spaces. Furthermore, authors such as Lefebvre (1976) and Koolhaas (2014) address the relationship between public space and the ways inhabitants make it their own, highlighting the importance of urban identity and the social relationships that emerge from interaction within these spaces. Similarly, Alexander (1976) advocates for citizen participation as a design process to improve the user experience of space. By comparing and synthesizing these theories, the chapter aims to identify the best ways to integrate the concept of appropriation into the student learning process. These diverse perspectives offer a basis for proposing teaching methods and recommendations that incorporate inhabitant participation and ensure that design remains grounded in the reality of the surrounding environment. This approach raises questions that guide the chapter's discussion: How does empathy impact the understanding of architectural design and thereby foster public spaces that meet the community's needs? In what ways can the inhabitants' appropriation of public space reshape how architects conceive urban design? What teaching strategies could be implemented in architectural training to help students identify the symbols and meanings that inhabitants attribute to public spaces? These questions go beyond merely challenging the pedagogical aspects of architecture; they also point toward improvements in the training of architecture students—particularly regarding design processes—aimed at creating public spaces that are participatory, inclusive, and responsive to the needs of the inhabitants.
Ecoaldea, una alternativa para la arquitectura sostenible en Guatemala
(Red Académica Internacional de Investigación, 2025) René Oswaldo Gómez
Ecovillages represent a viable alternative for sustainable architecture in Guatemala. This model not only addresses environmental issues but also fosters social equity and economic self-sufficiency. With appropriate support and the integration of ancestral Mayan wisdom, ecovillages can become a driving force for change toward development that is fairer and more respectful of Mother Earth. Architecture plays a fundamental role in an ecovillage. It is not merely about constructing homes but about designing an environment that respects the local ecosystem and improves quality of life; to this end, sustainable design can incorporate natural and recycled materials—such as adobe, bamboo, and local stone—and employ passive design strategies to optimize natural lighting and ventilation, alongside eco-friendly technologies like rainwater harvesting systems, dry toilets, and solar panels. Integrating permaculture is a viable option, as it provides a framework for designing ecovillages that not only minimize environmental impact but also regenerate the surrounding environment. In Guatemala, this philosophy can be complemented by ancestral Mayan knowledge and their worldview regarding the individual's relationship with nature, land management, and biodiversity. Although the potential is immense, the implementation of ecovillages in Guatemala faces significant challenges, such as the lack of specific regulations for sustainable construction and a scarcity of tax incentives for green architecture projects. There are also social and cultural barriers, including resistance to change due to a lack of familiarity with the model and the high initial costs of implementing sustainable technologies. Proposed solutions to overcome these challenges include environmental education; the promotion of community programs to raise awareness about the benefits of ecovillages; government and private sector support through grants and financing for pilot projects; and interdisciplinary collaboration involving architects, engineers, agronomists, environmentalists, elders, and community leaders in the design and implementation processes. Guatemala possesses the natural and cultural resources to lead the way in creating sustainable communities in Latin America. It is time to join forces and take the first step toward a future in harmony with nature.
Desarrollo sostenible: tendencia ambiental e incidencia en la arquitectura y el urbanismo
(Red Académica Internacional de Investigación (RIIA), 2025) Carlos Urcino Pérez Montuy
Environmental degradation in the modern era has prompted a shift in understanding regarding sustainable development principles within the professional training of architects and urban planners—training that underpins environmental education. This shift is linked to built-environment design proposals that aim for ecological balance in line with current challenges. However, these challenges require acknowledging the complexity of environmental issues in professional practice, particularly where architectural design projects are disconnected from sustainable development principles, thereby hindering the realization of a sustainable habitat. Consequently, the overexploitation of natural resources and environmental pollution in recent decades have driven ecosystem degradation, constituting a major issue of the 21st century; this situation compels a rethinking of human impact on nature, given the environmental imbalances affecting people's lives. Although the precise epicenter of the environmental crisis remains unknown, events of the modern era—marked by scientific and technological advancement—marked a turning point in the rapid transformation of the environment (Salas-Canales, 2020). The consequences became evident through population migration to urban areas, product industrialization, and the creation of new materials. The industrialization process drove the shift of populations from rural to urban settings, a trend that depleted the natural environment as nature was exploited to construct habitable spaces (Sun et al., 2018). Thus, the educational setting serves as a crucial venue for raising awareness about the contemporary issues straining global environmental balance. It focuses on human development and fostering new approaches to how future professionals operate—moving away from a reductionist view of the environment that treats natural resources merely as commodities for irrational consumption at society's disposal.
Arquitectura social enseñanza y aplicación para los arquitectos en formación
(Red Académica Internacional de Investigación (RIIA), 2025) Mariajose Aguilar Díaz, Josefina Cuevas Rodríguez
In recent years, the architecture degree programs at private—and occasionally public—universities in Tuxtla Gutiérrez, Chiapas, have focused on training architects primarily for the production of residential, commercial, and government buildings, often lacking a social dimension. Consequently, between 2015 and 2020, project-based collaboration was integrated into the curriculum to assist vulnerable communities on the city's outskirts and in nearby rural areas. Under the guidance of faculty members specializing in the relevant subjects, these initiatives reinforced students' skills in design, sustainability, and structural judgment, ultimately fostering a paradigm shift toward alternative approaches to architectural practice. This new perspective on the architect's professional role encourages students to explore diverse ways of using their skills to support society—such as performing community service with civil society organizations or engaging in projects that innovate to improve living environments. Broadening horizons into these areas—which are often largely unexplored during standard academic training—strengthens students' professional ethics and their commitment to society, the environment, and cultural contexts. As educators and mentors, it is crucial to create environments that foster creative student participation and—as discussed in Chapter 2, "Social Architecture: Teaching and Application for Architects in Training" (pp. 35–50) by Mariajose Aguilar Díaz and Josefina Cuevas Rodríguez—instill in young people the desire to become agents of change; the goal is for them not merely to judge the realities of their society, but to become active participants in improving those realities. The advisory process for these socially impactful architectural projects was led by three faculty members from the Universidad Valle de México (Tuxtla Campus) and the Universidad Autónoma de Chiapas. The approach was grounded in the theoretical foundations of courses such as sustainable architecture, architectural design, construction processes, and a zero-impact materials workshop; however, since no specific course addressing this aspect existed in the curriculum, a program was created to incorporate it through vertical workshops comprising students from various year levels. The "learning-by-doing" methodology was employed; a key benefit of this approach is that it exposes students to real-world societal conditions, allowing them to apply the skills they have acquired to seek optimal solutions rather than simply working with hypothetical scenarios provided by their professors. Through this method, students develop leadership, empathy, responsibility, commitment, social awareness, and resilience, while using their knowledge to assist families and organized community groups in need. Work was carried out in the "Los Yukis" settlement on the outskirts of Tuxtla Gutiérrez, as well as in the municipalities of Chiapa de Corzo, Berriozábal, Jiquipilas, Zinacantán, and Amatenango del Valle, all within the state of Chiapas. Consequently, the objective of this research is to demonstrate the existence of learning methods beyond the traditional classroom and to highlight their impact on the development of architectural practice. It does so by analyzing, adapting, and reinterpreting the actions taken, while also recognizing alternative ways to practice architecture.
Cultivo Concertado vs. Crecimiento Natural Nuevas narrativas en Educación Superior Caso de estudio Centro Universitario de Sur Oriente -CUNSURORI-USAC
(Red Académica Internacional de Investigación (RIIA), 2025) Olga Edith Ruiz
Addressing the issue of inequality within higher education is complex, as it involves—among other things—predictors of academic success and failure (such as socioeconomic status, gender, and ethnicity). When viewed through an intersectional lens, these factors foster and exacerbate social exclusion in impoverished countries. Consequently, the concepts developed by Annette Lareau—"concerted cultivation" versus "natural growth," as used in her 2001 study *Unequal Childhoods: Class, Race, and Family Life*—can be applied to a society like Guatemala’s, which is characterized by profound inequalities, exclusion, discrimination, and violence in all its forms. According to Lareau (2001), "concerted cultivation" refers to families where parents possess a middle-to-high socioeconomic status and a high level of education; they provide their children with favorable conditions for schooling and social interaction across various spheres (school, religion, sports, politics, social clubs, etc.). This allows children and young people to absorb their surroundings and apply these experiences to their daily lives, giving them a significant advantage over peers whose parents have low socioeconomic status and less education—a pattern Lareau (2001) terms "natural growth." This latter pattern acts as a negative factor in the development of children and young people, as they lack the resources to expand their social circles or access experiences that foster broad personal growth and the full development needed to succeed in the school system (Ferrada, 2018). These conditions are referred to as "new narratives." A comparison will be drawn between students in the Social Work program (at both the Technical and Licentiate levels) and university students in the Agricultural Production Technician and Agronomic Engineering programs at the Southeastern University Center (CUNSURORI) in Jalapa—part of the University of San Carlos of Guatemala (USAC)—drawing on a prior study of the University Center students' socioeconomic profiles conducted between June and November 2023. Lareau’s theory allows for a deeper understanding of the challenges faced by young people from disadvantaged socioeconomic backgrounds and facilitates the development of proposals to improve their educational outcomes within the framework of these new narratives. educational narratives.
Perspectivas contemporáneas de Educación Superior: una mirada crítica
(Red Académica Internacional de Investigación (RIIA), 2025) Olga Edith Ruíz, Josefina Cuevas Rodríguez, Ana Aurora Fernández Mayo, Evelyn Carballo de Gómez
This book aims to reflect upon, analyze, and propose ideas through eleven chapters written by distinguished specialists from public and private higher education institutions in North and Central America. The various topics covered in this work—titled *Contemporary Perspectives on Higher Education: A Critical Look from the University*—seek to reach the academic community and the diverse sectors involved in the education system. Over the past five years, this system has undergone curricular transformations that have driven changes in content, teaching methods, approaches, pedagogical models, and assessment processes. Consequently, a group of professionals (educators and researchers)—who began organizing in 2016 and have since established the International Academic Research Network (RIIA)—came together to produce this volume. The network comprises the Faculty of Civil Engineering and the "Philosophy and Education in Architecture and Construction" Academic Body (UVCA-363) at the Universidad Veracruzana (UV) in Mexico; the Research Department (DI) of the Academic Development Division (DDA) under the General Directorate of Teaching (DIGED) at the Universidad de San Carlos de Guatemala (USAC); and the Universidad Autónoma de Santa Ana (UNASA) in El Salvador.
Libro de Experiencias COIL y Clases Espejo. Tomo 1
(UNASA, 2026) Universidad Autónoma de Santa Ana
This book compiles teaching experiences in implementing COIL (Collaborative Online International Learning) and Mirror Classes methodologies at the Universidad Autónoma de Santa Ana (UNASA). Through the collaborative authorship of faculty members from the Schools of physiotherapy, Nursing, dentistry, and medicine, the first volume of this work examines the impact of curriculum internationalization on higher education in El Salvador. The document offers innovative pedagogical strategies, critical reflections, and practical tools for designing shared virtual learning environments. The experiences presented demonstrate how international academic cooperation breaks geographical barriers, promoting the development of intercultural and technological skills in both students and faculty, thereby consolidating institutional educational innovation.

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