Experiencias educativas con la tutoría par en el bachillerato: reflexiones sobre la contingencia sanitaria COVID-19 / Educational Experiences with Peer Tutoring in High School: Reflections on the COVID-19 Health Contingency

A continuación, se presenta una indagación sobre la puesta en marcha de la tutoría entre pares en el Colegio de Bachilleres del Estado de Sinaloa a lo largo del ciclo escolar 2019-2020, con el objeto de describir su impacto en la Educación Media Superior. No obstante, además de explorar este fenómeno dentro de la modalidad presencial, se hacen algunas reflexiones respecto a su influencia en contextos adversos y emergentes como lo fue la pandemia del COVID-19. Esta investigación tuvo como objetivo general valorar el impacto del programa institucional Tutoría Par en la experiencia educativa de los educandos en contextos de educación formal e informal como la cuarentena provocada por la contingencia sanitaria del coronavirus. Los participantes del estudio fueron estudiantes de primer y segundo grado de bachillerato y docentes adscritos al plantel que lleva de nombre COBAES 60 “Profra. Jesusita Neda”. Se siguió un enfoque de investigación cualitativa bajo el método de la fenomenología; en este respecto, se aplicaron tres cuestionarios en línea y se realizaron registros de observación participante a lo largo del ciclo escolar. Los resultados arrojaron que la estrategia de aprendizaje conocida como tutoría par impacta positivamente en la experiencia, aprovechamiento académico, aprendizaje, e inclusión en la mayoría de los alumnos de nivel medio superior; sin embargo, se necesitan mejorar tanto los procesos para el funcionamiento del programa como el compromiso y comunicación entre los actores principales de la acción tutorial. Entre las conclusiones, se destaca que la mejora de habilidades pedagógicas, de acompañamiento, y el fomento de la confianza son factores sustanciales que optimizan la experiencia educativa de los educandos en la actividad tutorial.(AU)

Next, an inquiry is presented about the implementation of peer tutoring in the Colegio de Bachilleres del Estado de Sinaloa throughout the 2019-2020 school year, in order to describe its impact on High School Education. However, in addition to exploring this phenomenon within the face-to-face modality, some reflections are made regarding its influence in adverse and emerging contexts such as the COVID-19 pandemic. The main objective of this research was to value the impact of the Peer Tutoring institutional program on the educational experience of learners in contexts of formal and informal education such as the quarantine caused by the coronavirus health contingency. The study participants were first, and second grade students and teachers from the high school with the name of COBAES 60 “Profra. Jesusita Neda”. A qualitative research approach was followed under the method of phenomenology; in this regard, three online questionnaires were applied, and participant observation records were made throughout the school year. The results showed that the learning strategy known as peer tutoring has a positive impact on the experience, academic achievement, learning, and inclusion in the majority of high school students; nevertheless, both the processes for the operation of the program and the commitment and communication between the main actors of the tutorial action need to be improved. Among the conclusions, it is highlighted that the improvement of pedagogical skills, support, and the promotion of confidence are substantial factors that optimize the educational experience of the learners in the tutorial activity.(AU)

Evaluation of Glycosyl-Hydrolases, Phosphatases, Esterases and Proteases as Potential Biomarker for NaCl-Stress Tolerance in Solanum lycopersicum L. Varieties.

Salinity stress limited the production in over 30% of irrigated crops and 7% of dryland agriculture worldwide. The objective was to evaluate the effects of NaCl-stress on the enzymatic activity in tomato. Two experiments were carried out in germination and early vegetative growth stages. The activity of proline and peroxidase of eight varieties (Missouri, Yaqui, Vita, Feroz, Rio Grande, Tropic, Ace, and Floradade) submitted to NaCl concentrations (0, 50, 100, 150 and 200 mM de NaCl) and the semi-quantitative activity of 19 enzymes APY ZYM® were measured under a completely randomized design with four replications. Data were analyzed using univariate-multivariate analysis of variance, Tukey's HSD (p = 0.05), canonical discriminant and cluster analysis. The results showed significant differences between varieties and NaCl in proline content. Proline increased as the NaCl concentration increased. Peroxidase did no show significant differences. Eight enzymes were included within the model to properly classify the varieties and NaCl. In shoots, varieties and NaCl showed that enzymatic activity was higher in the order of alkaline-phosphatase > leucine arylamidase > acid phosphatase > naphthol-AS-BI-phosphohydrolase > n-acetyl-ß-glucosaminidase > ß-galactosidase, while in roots was higher in the order of alkaline-phosphatase > naphthol-AS-BI-phosphohydrolase > acid phosphatase > n-acetyl-ß-glucosaminidase. Acid and alkali phosphatase, lipase, esterase, ß-galactosidase, and trypsin can be a potential biomarker for NaCl-stress tolerance in tomato.