<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Holguin-Alvarez, J.</style></author><author><style face="normal" font="default" size="100%">Ledesma-Perez, F.</style></author><author><style face="normal" font="default" size="100%">Montañez-Huancaya, A.</style></author><author><style face="normal" font="default" size="100%">Cruz-Montero, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AGGRESSIVE SCHOOL COMMUNITIES: TRANSFORMATION OF COEXISTENCE THROUGH ARTIVIST EDUCATION METHODS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Artivism</style></keyword><keyword><style  face="normal" font="default" size="100%">artivist education</style></keyword><keyword><style  face="normal" font="default" size="100%">democratic coexistence</style></keyword><keyword><style  face="normal" font="default" size="100%">direct coexistence</style></keyword><keyword><style  face="normal" font="default" size="100%">school communities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1596902536.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The coexistence allows the adaptation of the aggressors and assaulted in school communities through artistic interaction techniques. Due to its transformational value, artivist education allows students to be involved in raising awareness of their environment as well as themselves. For this reason, the interest of the research was to determine the benefits of artivism in school coexistence. Three studies based on sustainability, school exchange and meaning analysis were carried out in 80 fifth and sixth grade primary students. Measurement scales and the log of experiences were used, from whose data it was obtained that there was greater sustainability of direct and democratic coexistence from the fourth month of experimentation with activities based on artivist education (Experiment 1), as well as effects on school exchange with greater emphasis on the democratic component (Experiment 2). The conclusions of the research invited to deduce that artivist education allowed coexistence to be made more sustainable through the strategies that subjects adopted from their peers, in turn, direct interaction allowed to propose a formative process of adaptation between assaulted and aggressors. As a contribution, the research highlights the adoption of new forms of student interaction with power groups to the extent of how and how they establish acceptability behaviors in the shared context. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">553-575</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ledesma-Perez, F.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROBLEMS SOLVING USING DIFFERENT REGISTERS OF REPRESENTATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">representations</style></keyword><keyword><style  face="normal" font="default" size="100%">solving problem</style></keyword><keyword><style  face="normal" font="default" size="100%">verifying conjectures</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408434901.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">36</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this paper are showed on the results of research whose aim was to document and analyze the manner in which students relate different representations when solving problems. A total of 20 students took part in the study, students attending their first year of university studies. In order to design the problem, the underlying information in each representation was deemed to be the starting point of different inferences and of different cognitive processes. The findings obtained make it possible to assert that the underlying information in each representation is not visible to all students and that a problem can foster handling of different representations, the making and verifying of various conjectures and the transfer of knowledge acquired in previous courses.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">17-27</style></section></record></records></xml>