Archives

  • Forms, representations and class models
    Vol. 2 No. 1 (2023)

    The LMS in the educational environment have become limited access tools for teaching practice despite representing an advance from the pedagogical. The application of various classroom methodologies has become invisible due to the amount of workload that teachers face, generating an absence of pedagogical and methodological innovations within a regular program (even with or without the use of of ICT). These "undevidenced" practices are those that seek to set aside traditional education in order to modify the imaginary that the student is an "empty box" that needs to be filled or fed with the knowledge imparted by the teacher — who is the one who possesses the absolute truth— and focuses on the possibility of creating and energizing classroom processes.

    The number presented includes these experiences, generally incorporated into academic reports and archived as part of compliance with academic rigor, detached from the criteria of sharing content that strengthens educational processes.

    Papers are presented that explore classroom methodologies, classroom practices, subject designs (units), gamifications, playful practices, instructional designs (for LMS) among others that illustrate not only teachers but also the community in general to understand the work. and the dynamization necessary for the development of a regular class.

     

    Zoila Palacios Cedeño Mgtr.
    Journal number cordinator
    C.E.I Augusta Ugalde, Portoviejo (Manabí) - Ministerio de Educación de Ecuador.

  • Gamification, AI and arts as teaching tools in the 21st century
    Vol. 3 No. 1 (2024)

    The role of the educator throughout history has been crucial for the development of great civilizations and societies. Throughout time, educators have had to adapt to different periods, playing multiple roles such as facilitators, mediators, moderators, conceptors and producers of learning material, amongst the most prominent ones. The 21st century challenges require educators to be resilient, responsive -innovative, communicative, inclusive, observant, empathetic, and caring- and promoters of inclusive innovation, by using all available resources in order to ensure sustainable learning.

    With the surge of technological innovations, which have become an integral part of the teaching-learning process, the challenge of adapting education to new generations of learners -who can be considered as tech savvy- and to those with special educational needs (SEN) arises. This has prompted educators to broaden their horizons and explore fields such as gamification, artificial intelligence, and art, integrating them as essential tools in their teaching practice. Russell and Norvig, in their influential e-book on Artificial intelligence, state: “Artificial intelligence is already part of the realm of scientific methods”. This statement highlights the importance of AI nowadays, not only as an emerging technology but as a fundamental component in research and science.

    In the educational context, the integration of AI should not be perceived as a substitution of educators, but as a powerful tool that enhances and transforms the learning process. The AI has the ability to analyze data, tailor learning experiences and provide immediate feedback, redefining the concept of the traditional classroom and paving the way for a more dynamic and learner-centered education. Russell and Norvig’s approach to AI underscores that it is not simply a complementary technology but an integral tool in scientific methods. In education, adopting this mindset means to recognize that AI can strengthen the role of educators, allowing them to focus on guiding, inspiring and facilitating the learning process, whilst technology handles more ordinary tasks.

    Considering AI as an essential tool in education, as well as gamification -a pioneering pedagogical approach-, means embracing innovation and fostering a learning environment adapted to the individual needs of each learner. Thus, AI becomes a key ally to transform the traditional teaching model into a more active, participatory and personalized one. On the other hand, the arts awaken the creativity and sensitivity, they encourage critical thinking and enrich the learning process in students, based on the multiple intelligences’ theory by Gardner (1995). Moreover, the arts are a reflective, inclusive, and adaptable resource to any area of knowledge, serving as a bridge between culture and learning.

    This issue proposes to broaden the analysis of the usefulness and effectiveness of these tools in 21st century teaching, based on insights of educators across various disciplines and the results obtained in their classrooms, both in higher and secondary education. The aim is to share innovative approaches and methodologies with the teaching community, adapted to the profile and experience of each educator, to ensure sustainable learning for students.

    We look forward to offering a platform for the submission of scientific articles that examine the relevance of incorporating innovative tools in teaching and learning. We are pleased to invite the teaching community to submit their reflections (essays), research results (formal articles) and narratives of pedagogical experiences (case studies, morphological analyses, creative products, etc.) on gamification, AI and art as educational tools in the XXI century.

    Ing. Monserratt Mogrovejo Rosero, Mgtr.
    Foreign language professor, translator and interpreter.
    Issue coordinator
    University of the Arts (Universidad de las Artes) – Ecuador

  • Innovations in Education, Inclusion, Diversities and Cultures
    Vol. 4 No. 1 (2024)

    In a world characterized by cultural diversity, inclusive dynamics, and the need to integrate new pedagogical perspectives, this special issue comprehensively addresses the experiences, methodologies, and strategies that promote innovation in the educational field. Through a carefully curated collection of articles, it presents interdisciplinary reflections that frame education as a vehicle for inclusion and social transformation.

    From creative approaches and pedagogical experiences that value cultural diversity to innovative methodological proposals in urban planning and market strategies, this volume examines how educational processes intertwine with creativity, culture, and equity. Among the highlighted topics are:

    • Cultural and educational experiences that advocate for the appreciation of diversity as a tool for social transformation.
    • Creative and pedagogical methodologies, aimed at inclusion and innovation in diverse educational contexts.
    • Urban planning and market strategies through education, exploring how economic and social dynamics can be integrated into educational processes to foster more participatory citizenship.

    Throughout this edition, the importance of adopting inclusive and multicultural approaches that respond to contemporary demands is explored in depth. This issue aims to provide a space for dialogue and reflection for researchers, educators, and decision-makers, highlighting the vast possibilities that arise when education, diversity, and culture converge.

    The Editorial Board proposes a set of articles presented as a testament to how education can be transformed into an inclusive, equitable, and creative tool to address the challenges of the 21st century.

    Editorial Board

  • Ecologies of Knowledge: Transdisciplinary Explorations on Situated Knowledges, Technology, Memory, and Educational Narratives
    Vol. 5 No. 1 (2025)

    Academic publications often restrict themselves to describing results, methodologies, and references cross-checked with already legitimized texts. However, there are times when writing seeks to be something else: a possibility for dialogue based on situated experience, affectivity, and pedagogical urgencies that do not fit into a rubric.

    This thematic issue emerges from that very need: to open a space for research that not only analyzes educational processes but also questions them from their margins, their fractures, and their transformative potential. The editorial coordination—composed of scholar-teachers from Ecuador, Cuba, and Colombia—has curated a body of work that is not organized as a mere sum of isolated articles, but rather as a web of shared questions.

    The contributions featured here share a common intention: to critically reflect on contemporary Latin American education from within its territories, actors, and the ethical-political possibilities of pedagogical innovation. These works explore the use of digital platforms through an inclusive lens, expose the inequalities in urban access to schools, examine whether schools reproduce or resist social injustices, delve into evaluation practices through students' own voices, and revisit theoretical frameworks to rethink teaching as a collaborative and emancipatory endeavor.

    Far from offering “educational recipes,” this issue proposes an open conversation among those who think, feel, and live education as an act of justice, creation, and daily resistance. Technologies are not treated here as gadgets but as tools for inclusion and recognition. Classrooms are not seen as neutral spaces but as political stages where memory, desire, and rights are negotiated.

    The gathered articles, while maintaining academic rigor, are also acts of committed writing, where data coexist with voice, statistics with testimony, and theory with experience. From this standpoint, this issue aligns itself with the horizon of ecologies of knowledge: a weave of knowledges, languages, and bodies that, rather than establishing hierarchies, intersect to open new ways of understanding and transforming education.

    To those reading this issue—teachers, students, scholars, policy-makers, and communities—it offers not just informative content, but a reflective experience. It invites the reader to challenge assumptions and imagine pedagogical futures where teaching, learning, and transforming are not isolated actions but deeply collective gestures.

  • Innovative methods and dynamics of teaching-learning in a globalized context
    Vol. 1 No. 2 (2023)

    ABSTRACT / TRACK*

    La presente convocatoria está pensada mayoritariamente para su publicación en idioma inglés.

    Cultural identity has turned dynamic within a world order that still struggles to overcome ethnocentrism. The ubiquitous effects of globalization in all continents, including virtuality, Diaspora, and multiculturalism, have transformed local and mono cultural life, causing displacement among communities, and making identity no longer fixed nor localized like before. Global capitalism has been reconfiguring ways of knowing and living, even in remote communities. Educational ecosystems within different types of schools, universities, and academic units face day to day alienation from their cultural roots (Diaz-Polanco, 1982), which are extrapolated by media technology (Appadurai, 1998). This current reality requires the strengthening of identity through intercultural approaches to formal and public education (Fielder, 2002: 164).

    Equally significant are the attempts to revitalize and protect cultural identity through language, as well as the innovative methods and dynamics of teaching - learning in this globalized context. Over the last decades, education research has helped institutions improve how to transmit these, socio-culturally developing the use of language among student populations, stimulating the psychological and cultural tools from their specific context and motivating new methodological and pedagogical approaches, strategies and materials to teach and learn more avidly across cultures (Verenikina, 2003). As Ableeva & Stranks (2013) state, second language acquisition is facilitated by materials that provide rich and meaningful exposure, affective and cognitive development, exposing students to exemplary use of language for real life.

    In this respect, the arts demonstrate outstanding potential to create meaningful cognitive, cultural and environmental exposure for generating learning. It would be an educational error to reduce the role of the arts merely to its aesthetic dimension; instead, societies must incorporate artistic elements to improve our education systems, whether it be a foreign language or any other subject at school, where changes in methodology and didactics are considered. The topic of this number addresses how language acquisition, second language acquisition, and kinds of learning and methodologies of education can be facilitated through artistic, pedagogical and ludic proposals, not only to strengthen a sense of community that generates learning, but also mindful local and foreign education programs that safeguard and promote identities while nurturing global subjectivities, replicating interdependence, interculturality, environmental awareness, and other important values in academic environments; and work towards sustainable prosperity among humankind in the 21st century state of affairs (Brown, 2001). Therefore, the questions that may arise are.

    Why should we teach foreign languages through local intercultural experiences and contexts that protect non ethnocentric subjectivities?

    What sense is there in using art forms to better convey knowledge and skills to children?

    How should we artistically handle the possibilities of designing educational programs that respond to digital demand and remote education?

    How can art provide more student-centered environments to facilitate second language acquisition in mono cultural and monolingual populations?

    This is a call to artists, scholars, professors and researchers to propose theoretical, performative and/or document-artistic presentations that address language and education through the arts within the socio environmental and socio-historical realities that have globalized our world.

     

    Fernando Intriago Cañizares M. Sc.
    Universidad de las Artes Ecuador - Centro de Escritura y Traducción Académica UArtes fernando.intriago@uartes.edu.ec 
    Journal number coordinator

  • Socio-emotional development and visions for the future of education and technologies

    Socio-emotional development and visions for the future of education and technologies
    Vol. 5 No. 3 (2025)

    Part 2: Educational research in Latin America is currently undergoing a moment of profound questioning. Traditional discourses, anchored in the mere description of methodologies and results, reveal their limits in the face of the cultural, social, and technological tensions shaping the present. Within this context, it becomes necessary to understand education not only as an object of study, but also as a field of cultural creation, political struggle, and human sensitivity.

    This special issue, coordinated by Dr. Erika Ochoa Rosas and Dr. Evelio Gerónimo Bautista from the National Pedagogical University, UPN 142 Tlaquepaque (Mexico), proposes a dialogue between science and culture, where educational practice is conceived as a situated phenomenon. Beyond its instrumental function, teaching and learning emerge as processes deeply shaped by historical memory, collective emotions, and technological transformations that are redefining what it means to be human in contemporary societies.

    The articles gathered here go beyond the mere reporting of experiences. The authors examine the ethical dimension of teaching, the relevance of socio-emotional training in a world marked by precarity and uncertainty, and the ways in which digital technologies can become tools of emancipation or exclusion. In doing so, research becomes intertwined with the living culture of specific territories, acknowledging existing inequalities while also highlighting the creative possibilities that emerge from the margins.

    The contents of this issue do not offer standardized solutions or empty recipes of innovation. Instead, they pose questions that invite us to rethink pedagogy as a social, political, and cultural practice. The contributions emphasize the urgency of recognizing classrooms as spaces of memory and resistance, teaching as an ethical and community-based endeavor, and technology as a cultural mediation that must serve social justice and the recognition of diversity.

    In this sense, the volume inscribes itself within the ecologies of knowledge, understood as networks where scientific knowledge, cultural traditions, and everyday experiences enter into dialogue. It is an editorial gesture that calls upon teachers, researchers, students, and communities to approach reading as a reflective and collective act, where science and culture interweave to imagine more humane, inclusive, and sustainable educational futures.

  • Education, education in the arts, cultures and cultural management
    Vol. 2 No. 2 (2023)

    Theoretical-practical approaches, research and teaching creation at different educational levels.

    The role of teachers, artist-teachers, researchers, creators, and managers; It has required a combination of practice (praxis) with teaching (even non-formal), highlighting actions both as creator(s) from the disciplinary, multidisciplinary and transdisciplinary perspectives. This approach integrates artistic production and teaching, which allows the artist to transmit his knowledge and experience directly to the students, encouraging their artistic and creative development, but at the same time, it has also allowed teachers who are not artists to be integrated into the dynamics of the creative formative.

    Nicolas Bourriaud puts forward in his book "Relational Aesthetics" (1998) the idea that contemporary art is based on interaction and social relations. In this context, I propose a dialogue between the different ways of doing education with an emphasis on the creative and where it has been mainly sought to highlight the work of the "teaching artist" and how this approach can be applied to create collaborative artistic projects, where students actively participate and relate to their environment, which gives guidelines to the possible new role of art in the community or in the context of community production (Linkage).  Paulo Freire also proposes that the teacher is also an artist who has adopted this perspective by encouraging critical reflection on himself and society, encouraging students to question and analyze their own creative practice.

    The present issue has received a series of diverse and insightful manuscripts, in which we have selected those that promote different practical reflections on the "art of teaching" and in which traditional ways of presenting information are questioned. This issue has also been curated to include the different morphologies in which the teaching artist can exercise his/her role in different contexts, such as art schools, universities, community workshops and educational programs. Its main objective is to provide quality art education, inspire students, promote the appreciation and understanding of the arts and why not, the generation of new audiences so lacking in our contemporaneity.

    It has been based on investigating the different possibilities of Mihaly Csikszentmihalyi's theory of flow in which the state of flow is described as an optimal experience of immersion and concentration in a creative activity where, for example, the teaching artist can use this theory for the design of activities and projects that allow students to experience flow in their creative process.  providing an environment conducive to artistic growth even with other branches of science, such as Project-Based Learning, as references that support the role of the educator. The issue collects different approaches and theories, according to their experience and knowledge, in order to foster the artistic growth of its students and promote the importance of the arts in society.

    The objective of this exercise is to facilitate this platform for the presentation of scientific articles that analyze educational reforms, research practices, management, production and creation from, for  and through the arts, with proposals for reflections (essay), results of processes (formal article), narration of pedagogical experiences (class models, logs, archives, portfolios, etc.),  morphologies and case studies whose results show theoretical-practical approaches, research and teaching creation at different educational levels.

     

    Joaquín Serrano Macías Mgtr.
    Artist, cultural manager, teacher and researcher in arts.
    Coordinator of the number
    Universidad de las Artes - Ecuador

  • AI in Multidisciplinary Education: Analysis, Applications, and Innovative Methodologies in Sciences, Law, and Markets
    Vol. 3 No. 2 (2024)

    From the early steps of Artificial Intelligence (AI) in 1999 to the development of trained algorithms that gave rise to tools like Netflix in 2007 and later Facebook, we have witnessed rapid progress in this field, characterized by so-called Artificial Narrow Intelligence (ANI). However, in recent years, with significant milestones such as the emergence of ChatGPT developed by OpenAI in 2018, AI has undergone a remarkable transformation. With the potential to personalize learning, optimize teaching, and expand access to education, AI is fundamentally changing the way we teach and learn. In this context, in the digital age we live in, it is necessary to closely examine how AI is influencing teaching and learning, as well as the training of educators, from a multidisciplinary perspective that integrates knowledge from Sciences, Law, and Markets.

    Since the resurgence of ChatGPT in June 2020 with the release of the GPT-3 version, driven by continued advancements in the field of machine learning and the growing demand for more powerful and versatile language models, we have witnessed a proliferation of applications of AI-based tools in the educational field, from intelligent tutoring systems to adaptive learning platforms. However, the effective integration of AI in education presents a series of technical, ethical, and pedagogical challenges that require careful reflection and a collaborative approach among experts from various disciplines.

    In this issue, we aim to gather a collection of articles that explore different aspects of the intersection between AI and education from the perspectives of Sciences, Law, and Markets. This includes the development of AI technologies specifically designed to improve educational processes, innovation in teaching and learning methodologies driven by AI, the analysis of educational data to provide useful insights, as well as reflection on ethical and social aspects of AI in education. Additionally, teacher training in AI will be addressed, and practical experiences and relevant case studies in the field will be presented. Highlighting the application of AI in the fields of sciences, law, and markets, the selected articles will contribute to promoting a more inclusive, equitable, and student-centered education while fostering digital literacy in these key areas of knowledge.

    It is important to adopt a multidisciplinary perspective when addressing the challenges and opportunities presented by the integration of AI in education. By combining the knowledge and skills of Sciences, Law, and Markets with pedagogical principles and ethical considerations, we can work together to build a more inclusive, equitable, and student-centered educational future.

  • Media Literacy in the Digital Age: Multidisciplinary Approaches in Education

    Media Literacy in the Digital Age: Multidisciplinary Approaches in Education
    Vol. 4 No. 2 (2025)

    In today’s digital era, media literacy has emerged as an essential skill for effective and critical participation in society. The convergence of traditional and digital media has transformed how information is produced, distributed, and consumed, creating the need for educational approaches that address these complex dynamics.

    Media literacy encompasses not only the ability to access information but also to analyze, evaluate, and create content critically and ethically. This process is fundamental to developing informed and engaged citizens capable of navigating a media environment saturated with information and misinformation.

    YUYAY, committed to disseminating multidisciplinary research in the educational field, acknowledges the importance of addressing media literacy in the digital age. This perspective is crucial for understanding how information and communication technologies are redefining educational processes and civic participation.

    Proposed Themes for the Issue

    1. Integrating Media Literacy into the Educational Curriculum:
    • Strategies for incorporating media education across various levels and subjects.
    • Developing critical competencies to engage with digital media.
    Impact of Social Media on Youth Development:
    • Analyzing the influence of digital platforms on identity and value formation.
    • The role of education in managing information and combating misinformation.
    Ethical Challenges in the Information Age:
    • Privacy, security, and ethical considerations in using digital media.
    • Responsibilities of educators and students in producing and consuming digital content.
    Digital Tools for Media Literacy:
    • Leveraging applications, video games, and interactive resources to teach media competencies.
    • Assessing the effectiveness of digital tools in learning processes.
    Teacher Training in Media Competencies:
    • Professional development programs for educators in the use and teaching of digital media.
    • Case studies and experiences in implementing media literacy programs.
    Multidisciplinary Perspectives on Media Literacy:
    • Contributions from social sciences, humanities, and arts to the understanding and teaching of media literacy.
    • Research addressing the intersection of media education with other disciplines.
    New Perspectives: Algorithmic Literacy and Gamification:
    • Understanding algorithms and their implications for information access.
    • Utilizing game mechanics to develop media competencies.
    Artificial Intelligence and Media Literacy:
    • The potential of AI tools in teaching critical competencies.
    • Examining the challenges posed by AI, including the creation of automated misinformation.

    Under this premise and as an exercise in consolidating the published works, the direction of YUYAY proposes an issue an academic dialogue that enriches the understanding and application of these competencies in educational and social contexts. This special issue will serve as a valuable resource for educators, researchers, and professionals interested in promoting critical and engaged citizenship in the digital age.

     

    Theoretical Framework and Recommendations for Authors

    Critical Media Education Theory: Douglas Kellner and Jeff Share emphasize analyzing the power structures influencing media systems. They argue that “critical media literacy is not an option but a necessity in the digital age” (Kellner & Share, 2007).

    Connectivism Theory: Proposed by George Siemens and Stephen Downes, this theory underscores the importance of creating and navigating networks of information. According to Siemens, “knowledge resides in networks” (Siemens, 2005).

    Digital Literacy Theory: Authors like Gilster (1997) have defined digital literacy as the ability to understand and use information in multiple formats from a wide range of sources when presented through computers. This theory emphasizes the importance of skills such as critical evaluation of information and understanding digital media as communication tools. Gilster argues that “digital literacy is about mastering ideas, not keystrokes.”

    Algorithmic Literacy: Noble (2018), in her work Algorithms of Oppression, analyzes algorithmic biases and their impact on information access, advocating for education about filter bubbles.

    Gamification in Media Education: McGonigal (2011) argues that video game mechanics can foster collaborative and creative learning in educational contexts.

    Media, Information, and Digital Literacy (MIDL): Hernández-Marín, Castro-Montoya, and Figueroa-Rodríguez (2024) examine evaluation tools for MIDL, highlighting the need to develop critical competencies for reflective interaction with media in the digital age.

    Media Literacy in Pandemic Educational Contexts: Corona (2021) revisits the core principles of media literacy and proposes theoretical and conceptual updates, emphasizing its importance in educational contexts during the COVID-19 pandemic.

    Evolution of the MIDL Concept: Hernández-Marín and Castro-Montoya (2020) explore the evolution of the concept of Media, Information, and Digital Literacy, emphasizing the need to foster critical abilities in consuming information from diverse media sources.

    Maricela Páez Gerardo Mgtra.
    Secretariat of Public Education: Mexico City, México.
    https://ror.org/02e1c4h55  
    https://orcid.org/0009-0003-8951-6758  

    Rodolfo Silva Jurado Mg.S.
    Universidad Tecnológica Ecotec: Samborondón, Ecuador
    https://ror.org/04pe1sa24  
    https://orcid.org/0000-0001-6488-8895

  • Vol 1 #1 Portada

    Innovation methodologies and practices from and for education
    Vol. 1 No. 1 (2022)

    An encounter with the digital: new ways of "learning to learn".


    The LMS in education have become a precise tool for pedagogical progress, these have included methodological models that seek to generate significant changes in the classroom. Traditional education is left aside in such a way that the thought that the student is an "empty box" that needs to be filled or fed with the knowledge imparted by the teacher, who is the one who possesses the absolute truth, is modified.

    Breaking with this traditional paradigm, this issue dialogues with the new methodological realities, but also with techniques and context to evaluate the preliminary proposal of guides, scripts, templates, models and accompanying plans that have considered criteria such as Learning Based on Projects, Inverted Classroom, Experiential Learning, Educommunication, Gamification, among others, complemented with the use of the open repository concept so that students can acquire the development of skills.

    It is then that the present issue takes into account all these methodological currents to consolidate in a refereed body, the experiences, ideas and innovations of professionals linked to the educational and experimental field, with the aim of supporting motivation facilitating agents, —understanding these as pillars of the general objective of the project - and connect them with new opportunities for the teaching-learning exercise in classrooms and, promote the practice of sharing knowledge based on knowledge, capacity and influence to use ICT and any of its resources to the development of workshops, tutorials and/or formal and non-formal training programs.

     


    Jefferson Cabrera Amaiquema Mgtr.

    Coordinator of the number.

  • Educational and training practices, teacher training, socio-emotional and visions for the future of education and technologies

    Educational and training practices, teacher training in the 21st century
    Vol. 5 No. 2 (2025)

    Part 1: Educational research in Latin America is currently undergoing a moment of profound questioning. Traditional discourses, anchored in the mere description of methodologies and results, reveal their limits in the face of the cultural, social, and technological tensions shaping the present. Within this context, it becomes necessary to understand education not only as an object of study, but also as a field of cultural creation, political struggle, and human sensitivity.

    This special issue, coordinated by Dr. Erika Ochoa Rosas and Dr. Evelio Gerónimo Bautista from the National Pedagogical University, UPN 142 Tlaquepaque (Mexico), proposes a dialogue between science and culture, where educational practice is conceived as a situated phenomenon. Beyond its instrumental function, teaching and learning emerge as processes deeply shaped by historical memory, collective emotions, and technological transformations that are redefining what it means to be human in contemporary societies.

    The articles gathered here go beyond the mere reporting of experiences. The authors examine the ethical dimension of teaching, the relevance of socio-emotional training in a world marked by precarity and uncertainty, and the ways in which digital technologies can become tools of emancipation or exclusion. In doing so, research becomes intertwined with the living culture of specific territories, acknowledging existing inequalities while also highlighting the creative possibilities that emerge from the margins.

    The contents of this issue do not offer standardized solutions or empty recipes of innovation. Instead, they pose questions that invite us to rethink pedagogy as a social, political, and cultural practice. The contributions emphasize the urgency of recognizing classrooms as spaces of memory and resistance, teaching as an ethical and community-based endeavor, and technology as a cultural mediation that must serve social justice and the recognition of diversity.

    In this sense, the volume inscribes itself within the ecologies of knowledge, understood as networks where scientific knowledge, cultural traditions, and everyday experiences enter into dialogue. It is an editorial gesture that calls upon teachers, researchers, students, and communities to approach reading as a reflective and collective act, where science and culture interweave to imagine more humane, inclusive, and sustainable educational futures.