Revista Digital de Investigación y Postgrado, 5(9), 2024

Electronic ISSN: 2665-038X

IN RESEARCH AND POSTGRADUATE STUDIES

Institute of Higher Studies in Research and

Postgraduate Studies

© 2024, Instituto de Estudios Superiores de Investigación y Postgrado, Venezuela

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Electronic ISSN: 2665-038X

Electronic ISSN: 2665-038X

CEO

Dra. Danny Soledad Méndez Márquez

Email: danny.mendez@iesip.edu.ve

Marco José Roa Méndez

Email: danny.mendez@iesip.edu.ve

Electronic ISSN: 2665-038X

tión del Conocimiento Corpcigec, Quito-Ecuador. Email: ronald.cigec@gmail.com

Abierta y a Distancia. Barranquilla – Colombia. E-mail: wittjayvanegas001@gmail.com

y Postgrado, San Cristóbal-Venezuela. E-mail: dagercol@gmail.com

Jonathan de Jesús Pernía Pérez. Dr. Ciencias Sociales. Universidad Nacional Experimental Simón Rodríguez,

Venezuela, La Grita – Venezuela. E-mail: perniaperezjonathanjesus@gamil.com

Dilka Consuelo Chacón Hernández. Dra. en Ciencias de la Educación. Instituto de Estudios Superiores de

Investigación y Postgrado, San Cristóbal-Venezuela. E-mail: chacondilka113@gmail. com

bertador, Rubio -Venezuela. E-mail:iraimaperez@hotmail.com

Occidentales Ezequiel Zamora. Santa Bárbara, Barinas - Venezuela. E-mail: lesbiaferrer68@gmail.com

decuesta - Colombia. E-mail: grupo.investigacion.cavirey@gmail.com

Damian Islas Mondragón. Dr. en Filosofía de la Ciencia. Instituto de Ciencias Sociales – Universidad Juárez

del Estado de Durango. México. Email: damianislas@ujed.mx

Diego Fernando Coral Coral.

payan, Cauca, Colombia. E-mail: dfcoral@unicauca.edu.co

Fermín Aceves de la Cruz. Dr. en Ciencias en Físicas. Universidad de Guadalajara: Guadalajara, México. E-

mail: fermin.adelacruz@academicos.udg.mx

Mauricio Gerardo Duque Villalba.

Dr. en Ciencias de la Educación. Institución Educativa Distrital Nicolás

Buenaventura. Santa Marta, Colombia: E-mail: mageduvi@hotmail.com

Cristóbal E. Vega G. Dr. en Estadística e Investigación de Operaciones. Universidad de Carabobo: Valencia,

Carabobo - Venezuela: E-mail: cvega@uc.edu.ve

- Perú. E-mail: gmarquez@@utp.edu.pe

E-mail: jrpp@ula.ve

Autónoma del Estado de Hidalgo: Pachuca de Soto, Hidalgo, México. E-mail: acevedo@uaeh.edu.mx

Electronic ISSN: 2665-038X

Juan José Milón Guzman.

Dr. en Ingeniería Mecánica. Universidad Tecnológica del Perú: Arequipa, Perú. E-

mail: jmilon@utp.edu.pe>

E-mail: jesus.tanori@itson.edu.mx

Publisher Institutional Unity IESIP (Consejo editorial institucional IESIP)

Oscar Enrique Cárdenas Duarte.

y Postgrado, Venezuela. E-mail: mendezmarcosjose@gmail.com

Postgrado, Venezuela. E-mail: lyrasoledad@gmail.com

Translator (Traductor)

del Conocimiento Corpcigec, Quito-Ecuador. Email: ronald.cigec@gmail.com

Revista Digital de Investigación y Postgrado 5(9), 17-20

Electronic ISSN: 2665-038X

fuerzos.

la comunidad científica global.

números de REDIP.

de desarrollar el proceso educativo. Este trabajo ofrece a los lectores un entramado de conceptos y elementos

de interés, listos para ser explorados y revisados según la conveniencia del lector.

que pueden servir como referencia teórica para trabajos en desarrollo en la actualidad. Un investigador siem-

pre sigue las huellas que dejan otros colegas con sus contribuciones, y este trabajo de Savier se presenta

como una valiosa contribución al campo, proporcionando insights que pueden enriquecer y orientar inves-

que influyen en su éxito, así como su impacto en el rendimiento escolar.

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mador del liderazgo.

Esperamos los trabajos que conforman el presente número sean del agrado de todos nuestros lectores

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Editorial Board / Comité editorial...........................................................................................................................................9-11

Indexing / Indexaciones...........................................................................................................................................................12-16

Editorial / Editorial......................................................................................................................................................................17-20

Virtual postgraduate on research paradigms: a cuban experience in times of pandemic..........25-41

The emotional intelligence of teachers for the learning of biology in university students...................43-60

Doctoral research: narrative, an intellectual elaboration nuanced by interdisciplinarity and

complexity..................................................................................................................................................................63-85

the early education level.........................................................................................................................................87-98

Empowering Secondary and High School Basic Education: Emotional Intelligence Development Strategies

in the Classroom.......................................................................................................................................................................99-113

The Legal Framework of the educational system: Foundations and Hierarchy.....................................143-150

Educational praxis from pedagogy and critical didactics............................................................................151-157

Magazine Editorial Policy…..................................................................................................................................181-182

Procedure Followed in the Reception, Selection, and Evaluation of Originals…...................................183-184

Revista Digital de Investigación y Postgrado 5(9), 23-58

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validity of the experience allows its continuity and improvement.

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Medical Sciences of Havana (UCMH), in its Faculty of Health Technology (FATESA).

systems, among others).

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on the Moodle platform. The contingency arising from the epidemiological situation allowed

its expansion and encouraged its use not only for postgraduate activities but also for under-

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culate paradigm shifts, as confluences and disagreements.

Also, the possibility of learning about mixed methodological designs was highly valued, and in-

cond edition of the postgraduate course.

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https://www.scielo.br/pdf/csc/v25n9/1413-8123-c sc-25-09-3557.pdf

Basile, G. & Feo, O. (2021). Las tres “D” de las vacunas del Sars-Cov-2 en América Latina y el Ca-

encia-y-descoordinacion/

net.unirioja.es/servlet/articulo?codigo=4054232

com/cgi-bin/new/resumen.cgi?IDARTICULO=9861

Kuhn, T. S. (1971). La estructura de las revoluciones científicas. Fondo de Cultura Económica

Lage, A. (2018). La Osadía de la ciencia. La Habana: Editorial Academia

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vistasaludpublica.uchile.cl/index.php/RCSP/article/view/28632

20180419015342/Condenados_a_la_reflexividad.pdf

C3%ADos+postpandemia+para+la+educaci%C3%B3n+en+am%C3%A9rica

Ramonet, I. (2020). Ante lo desconocido. La pandemia y el sistema-mundo. Cubadebate.

script=sci_arttext&pid=S0257-43142015000300010

y la tecnología. Rev del Instituto de Bioética Juan Pablo II (mayo-agosto), 25-32.

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The emotional intelligence of teachers

for the learning of biology

How to quote: Acosta, F. S. F. (2024). The emotional intelligence of teachers for the learning of bio-

logy in university students. Revista Digital de Investigación y Postgrado, 5(9), 43-60.

https://doi.org/10.59654/yebqpn54

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for educators since they strengthen interactions with students.

dology but also leads them to consider the emotional needs of their students. This, in turn, gui-

benefiting their own growth.

motes student integration. Additionally, it reinforces personal and social skills and values such

as self-esteem, autonomy, communication, empathy, and self-control.

milation: suggests that emotions and thoughts can be integrated. If one understands how to

work clearly requires an increase in emotional intelligence, which enables them to be resilient,

adapt to situations, and fully cope with the daily occurring changes.

of students, both cognitively and emotionally. To achieve this, educators must possess robust

For the "self-regulation" indicator, 47.4% of students expressed that teachers are almost always

capable of controlling and regulating emotions and reactions; placing these results in the cate-

gory of low efficiency. In the case of teachers, 60% stated that they almost always regulate emo-

placing themselves in the category of low efficiency.

In the "motivation" indicator, students, at 36.9%, state that teachers almost always, despite the

placing these results in the category of low efficiency. On the other hand, teachers, at 40%, ex-

sional lives; placing these results in the category of low efficiency.

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hand, biology teachers, at 40%, indicate that almost always students receive accurate informa-

tion and seek solutions to the situations they encounter; placing these results in the category

of low efficiency.

these results in the category of low efficiency. Teachers, at 60%, agree with the students that

they almost always seek to solve difficulties, are creative, and innovative; placing these results

in the option of low efficiency.

have the capacity for abstract knowledge and excel in research; placing these results in the ef-

40%, indicate that almost always students have the ability to communicate easily with their

peers; placing these results in the option of low efficiency.

Now, in studying certain indicators of emotional intelligence, which include self-awareness, self-

regulation, motivation, empathy, and social skills (these being the components of emotional in-

telligence),

which should manifest through the skills they demonstrate in interacting with students and se-

garding strategies and resources implementation.

Regarding the indicator of self-regulation among teachers, the results differ from

prove their performance, seeking feedback and support, and adjusting their practices accor-

dingly.

study.

According to the results, the empathy indicator exhibited weakness. This contrasts with

ning. It implies that teachers should put themselves in students' shoes to understand their fee-

empathy is essential for helping students integrate with peers and understand their needs.

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how students acquire that knowledge, teachers should serve as role models. Students spend a

significant amount of time in class, making it essential to channel feelings and emotions through

guide.

Similarly,

with parents should be conducted, enabling them to be models for their children at home.

mation concretely and can find practical solutions. It centers on acquiring cross-cutting com-

petencies and encourages student participation in their own learning. It seeks to integrate

skills, fostering inquiry, ingenuity, and generating multiple solutions instead of seeking a correct

world challenges.

to quickly adapt to new situations and make rapid decisions based on practical experience. Es-

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https://doi.org/10.53595/eip.006.2022.ch.1

dana. Revista Honoris Causa, 14(2), 7–27. https://revista.uny.edu.ve/ojs/index.php/ho-

noris-causa/article/view/156

ción. Episteme.

Editorial Sirio SA.

visión libros.

Maracaibo-Venezuela. Revista San Gregorio, (11), 48-57. https://dialnet.unirioja.es/serv-

let/articulo?codigo=5585731

Edición. McGraw-Hill Interamericana.

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sos: estudio de casos. Revista Perspectivas, 6(21), 25-40. https://revistas.uniminuto.edu/

index.php/Pers/article/view/2456

PEL).

Olvera., Y. Domínguez., B, y Cruz., A. (2000). Inteligencia emocional. Plaza y Valdes.

Editorial de la Universidad Pedagógica Experimental Libertador (FEDUPEL)

cientifica.v3i1.22

démica del estudiante universitario. Revista Digital de Investigación en Docencia Uni-

versitaria, 14(1).http://dx.doi.org/10.19083/ridu.2020.887

http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S0025-76802015000200010

económica.

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In this context, doctoral research and the narrative that must unfold should be grounded in va-

cognizant subjects, as researchers, as knowledge builders, will reflect that complexity rather

An assumption that the researcher, positioned as a creator of novel and unprecedented know-

tidisciplinarity, and, why not, an exploration of criteria for transdisciplinarity. These guiding

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a new way of communicating knowledge.

For this reason, the researcher must be creative, a dreamer, to challenge preconceived frame-

works. With this argumentative foundation, the need to modify the anchors and schemes that

ceived schemes.

According to

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In this regard, Balza (2020: 68) argues that:

It is a formidable challenge for the academic and scientific community dedicated to building know-

ledge to transcend the archetypes and prevailing criteria of paradigms governed by simplicity and

or learn, the more we realize how little we know in the universe of science and how much we

are ignorant of many, many things. Therefore,

noospheric, or hologogic, through transtextuality, transdisciplinarity, and resemantization in the

subject: the researcher.

It is imperative - as a digression - to clarify the term 'hologogic'; its semiotic ascription is found

in hologogy. According to

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Having described the disciplinary and multidisciplinary aspects within the framework of com-

priate to delve into another element that must be part of the doctoral discourse in the realization

of the investigative report. These are multiperspectivity and multicontextuality.

area of knowledge, to embrace the commitment and awareness of a plural, extensive knowledge

achieved through the skilled study of interdisciplinarity. Otherwise, if the elaborative processes

of knowledge construction are not reversed through doctoral research, we will continue to be

have elaborated, leaving prevailing epistemologies untouched.

In the present times, the term “la multiperspectividad, como una forma de reconocimiento de

constructed about the object of study, as manifested in the investigative report.

must grasp, stemming from a reflection on the investigated phenomenon.

plicity, undoubtedly, the counterpart of multiperspectivity must be kept in mind: multicontextuality.