Religación. Revista de Ciencias Sociales y Humanidades <p>RELIGACIÓN. Revista de Ciencias Sociales y Humanidades (ISSN 2477-9083), it is in charge of disseminating scientific research works produced by the different working groups, as well as works by external national and international researchers, under a double blind review system. Religación is a journal that publishes four regular issues (March, June, September and December) and &nbsp;sometimes special numbers depending on the thematic proposal.</p> <p>It is a journal based in Quito, Ecuador, manages areas that are related to Political Science, Education, Religion, Philosophy, Anthropology, Sociology, History and other related, with a global focus.</p> <p>It is aimed at professionals, researchers, teachers, and doctoral students from the various branches of the Social Sciences and Humanities.</p> <p>We have 5 sections: <strong>Dossier, General, Photoessay, South-South, and Reviews</strong></p> <p>Frequency: quarterly (March, June, September and December) and &nbsp;sometimes special numbers depending on the thematic proposal.</p> <div id="gtx-trans" style="position: absolute; left: 644px; top: 12px;"> <div class="gtx-trans-icon">&nbsp;</div> </div> CICSH-AL. RELIGACIÓN. CENTRO DE INVESTIGACIONES EN CIENCIAS SOCIALES Y HUMANIDADES DESDE AMÉRICA LATINA en-US Religación. Revista de Ciencias Sociales y Humanidades 2477-9083 Health and Safety Practitioner Competency Development Using Experiential Learning <p>During&nbsp;the construction of&nbsp;a copper mine in Kazakhstan, the contractor health and safety (H&amp;S) team had members who lacked necessary competency in hazard recognition and intervention skills to support the projects Zero Harm philosophy. An action research method&nbsp;was used&nbsp;in this study to create, assess, and improve an intervention strategy of developing the contractor H&amp;S team competencies using experiential learning at the work site. A training and development program that used classroom instruction, hazard control bulletins for specific site hazards, and experiential learning activities supported by task observation checklists to aid in hazard identification in the work area&nbsp;was developed&nbsp;and implemented. The experiential learning process used a four-step cyclic process of planning for task observation in the work area, observation, engagement, and reflection. Task observation checklists were developed and became an effective tool to support hazard recognition. The average number of at-risk deficiencies identified and corrected per observation was three. Critical reflection after the task observation and engagement experience was used by the H&amp;S practitioners to recognize what&nbsp;they&nbsp;learned, how the learning could be applied to future situations, and reflection allowed for the consideration of what knowledge and skills still required further development.&nbsp;This study found that the experiential learning approach&nbsp;implemented, supported by mentoring was effective to train health and safety practitioners in the evidence-based practice of hazard identification and risk management in their work areas.</p> Laurie Martin Southgate Copyright (c) 2019 2020-07-31 2020-07-31 5 24 285 292 The linkage of Institutions of Higher Education with the productive sector, a strategic factor for sustainable social development <p>The Institutions of Higher Education (IES) as trainers of knowledge, are immersed in the search and effective selection of information, which allows to transform it into knowledge for its most important client: the student, and in turn transcends to its productive environment. It is up to IES to prepare their graduates to assume, from the first years of their training, the responsibility of facing the labor market with the necessary and sufficient elements to join existing or preferred jobs, to venture into the creation of sources of employment. The challenges of globalization constitute for HEIs a great challenge for innovation and the generation of new knowledge for the benefit of society that allows us to respond to their social needs and requirements that are required for sustainable social development.</p> María Elena Calles Santoyo Juana Laura Martínez Conchos Alcides Ramos Sánchez Copyright (c) 2020 María Elena Calles Santoyo, Juana Laura Martínez Conchos, Alcides Ramos Sánchez 2020-06-30 2020-06-30 5 24 26 38 10.46652/rgn.v5i24.642 Education and teacher training for sustainable social development: a commentary from the socio-training <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Teacher training has an unprecedented importance in different educational systems, in this same line the care of the environment and sustainable social development require a place within the preparation that teachers must acquire. One of the objectives of this research is analyze the importance of teacher training and its role in the transformation of the great crisis ecological that the planet is going through. The methodology used was the documentary analysis, taking as a starting point two basic elements for the development of this article: teacher training and sustainable social development. The results were analyzed from four main themes: knowledge society, socioformation, sustainable social development and teacher training, without a doubt, a pending subject is still teacher training and its impact on sustainable social development. It is concluded that there is an urgency for teacher training institutions to link concrete actions within their curricular mesh that favor knowledge and mastery of sustainable social development.</p> Sergio Alejandro Arredondo Cortés Copyright (c) 2020 Sergio Alejandro Arredondo Cortés 2020-06-30 2020-06-30 5 24 39 48 10.46652/rgn.v5i24.638 [Dossier presentation]. Socioformation: a Latin American perspective for rethink the education and the social sustainable development <p>Dossier presentation: <strong>Socioformation: a Latin American perspective for rethink the education and the social sustainable development </strong></p> José Manuel Vázquez Antonio Sergio Tobón Copyright (c) 2020 José Manuel Vázquez Antonio, Sergio Tobón 2020-06-30 2020-06-30 5 24 9 11 10.46652/rgn.v5i24.639 Socioemotional skills contributions from Socioformation and Complex Thought <p>The purpose of this article is to identify the role that socioemotional aspects play in the educational process, mainly at the higher education level, and to account for the treatment of these components from the epistemological contributions of complex thinking and socioformation. It is a documentary analysis around several categories, the study constitutes an approach to the knowledge of concepts such as comprehensive education, socio-emotional skills, emotional intelligence, complex thinking, social training, shaping the state of the art around the subject. From this analysis, it is evident that it is still necessary to advance in methodologies and strategies tending to the socio-emotional development of the students; to guarantee, in this way, a comprehensive training for them, mainly at higher education level. However, there are interesting contributions to improve the exhaustiveness of their training, as well as the complex unity of the holistic approach to cognitive and affective aspects.</p> Miriam Carrillo Ruiz Copyright (c) 2020 Miriam Carrillo Ruiz 2020-06-30 2020-06-30 5 24 62 75 10.46652/rgn.v5i24.640