This article presents the results of a pedagogical research, which objective was to find out through a documentary-bibliographic study how education for peace in Latin American research space is currently conceptualized. The authors found that there exist two main lines in the approach to peace education: realist-pragmatic-positivist and idealist-critical. The representatives of the first line (Vera-Poseck, Carbelo-Baquero, Vecina-Jiménez, 2006; Landazábal-Cuervo, Cardona, Ruiz-Manzanares, 2009; Cajigal-Molina, 2017; Caldera-Montes, Aceves, Reynoso-González, 2016, among others) choose to promote the peace culture through different academic and cultural events (courses, workshops, forums, conferences, colloquiums, seminars, festivals, exhibitions, cultural weeks, talks, etc.), which purpose is basically to explain to the population the negative effects of conflict, violence and the benefits of “living in peace and harmony”. They conceptualize peace education from the positivist position, pragmatic pedagogy, educational technology, resilience pedagogy, among others. Educational researchers who are supporters of the second line (Freire, 2012, Jares, 2001, Pérez-Viramontes, 2018, Quiroga-Trigo, 2012, Savater, 1997, among others) operate from the categories of dialectical philosophy and neo-Marxism, the historical-cultural approach, the critical theory, the radical or critical pedagogy and theories of cultural reproduction, the resistance pedagogy, the pedagogy of the oppressed, the border pedagogy, the complex thinking and pedagogy in complexities, the intercultural pedagogy and cultural relativism. They seek for man to build his own systems of ideas, knowledge, theories, to be a subject from his real perspective, a concrete and contextualized ecosocial minimum (microsystem) related to the whole through intercultural communication and logical pluralism. They consider that the conflict is natural, it is not negative in itself and it has an enormous possibility for development; that violence is not an evil phenomenon but an element of the human condition that needs to be reasonably attenuated by the use of no less natural impulses of cooperation, harmony and peaceful order; that insubordination is a sign of vitality and intelligence, which should be channeled towards social creativity and not towards violence.

This paper presents the results of a scientific pedagogical research, which goal was to reveal,how the using of the concept maps made with CmapTools, helps in the teaching of classical mechanics inMexican professional education. In particular, the results obtained from the study carried out in NationalPolytechnic Institute of Mexico, are presented. Authors found, that metallurgical engineering students moresuccessful learn the basic concepts of classical mechanics by creating conceptual maps with CMapTools.The way in which such conceptual maps must be carried out, implies preparation by the teacher of goodcontent quality evaluated with a semantic evaluation rubric. According to the study carried out, thisinnovative teaching technology improved understanding of classical mechanics, affects positively thesignificant learning of the basic concepts of classical mechanics and increased students ́ motivation to studythese aspects of mechanics.

This paper presents the results of a theoretic-pedagogical research, which objective was to analyze the peace education from complex thinking and the cultural-linguistic relativism approach through a documentary-bibliographic study. Authors found, that the cultural-linguistic relativism approach must be considered as the epistemological basis of peace education. Its main postulate regarding the equitable articulation of different without a hegemonic center (or universality point); the recognition of the difference and the fairness of the differences; the admission as valid of any practice by the mere fact of being the production of a social group, modulates the pedagogical actions aimed at the development of student´s logical pluralism and interculturality, consequently, of the peace culture. Since logical pluralism is achieved from the encounter of diverse visions and social, economic, political and cultural practices, the indispensable condition for this process to occur is interculturality. The cultural-linguistic relativism intones the correct understanding of each other by interpreting cultural manifestations according to their own cultural criteria, trying to understand the symbolic complexity of cultural practices, trying to moderate an inevitable ethnocentrism that leads to interpreting the cultural practices of others from of the interpreter´s culture criteria; helps to achieve internal and external peace: participation, dialogue and cooperation, changing patterns of behavior in conflicts; supports respect for the life and dignity of each person, without discrimination or prejudice; effective equality of rights and obligations (ethnic, class, regional, gender, sexual, economic, etc.); it allows the acquisition of unusual ways of acting, making decisions (logical pluralism).

Problem formulation. The teaching of science, in particular physics, has established itself as an obligatory point of reference, especially among Ibero-American professionals. Hence, it is necessary to delve into the theoretical basis of the studies and research, promote well-founded reflections in relation to the state and perspectives of the different priority lines of research at present, and promote interpretative work that allows us to advance in the understanding of significant problems related to science learning. Materials and Methods. The research was carried out following the documentary-bibliographic method, which consisted of the collection and subsequent selection of pertinent information on the subject of the study; analytical and comprehensive reading of texts; extraction of the analysis units from the documentary material, the pertinent data, and its submission to a process of review, examination, description, analysis. Thus, the articles of the following high-impact journals were selected: Latin American Journal of Physics Education, The Physics Teacher, Journal of Research in Education, American Journal of Physics, British Journal of Educational Technology, Revista Enseñanza de las ciencias, Revista de Enseñanza de la Física, Acimed, Revista Científica, Revista Mexicana de Física, Revista Academia, Enseñanza de las Ciencias, Revista Española de Física, Revista Cubana de Química, Educación Médica Superior, Revista Estilos de Aprendizaje, Revista electrónica Actualidades Investigativas en Educación, Revista Colombiana de Psiquiatría, ALTERIDAD Revista de Educación, Revista mexicana de investigación educativa, Didasc@lia: Didáctica y Educación, Multiciencias, Escenarios, Comunicar, Revista Academia y Virtualidad, Tarbiya, among others. Results. This paper presents the results of scientific-pedagogical research, which goal was to establish by studying the works of Ibero-American researchers who address the problem of basic sciences´ teaching, in particular, physics, at a higher level, how the use of didactic strategies mediated by Information and Communication Technologies applied to physics courses, is visualized; what results has it given and if it helped to improve the students learning results in engineering bachelor’s degree programs. Conclusions. The authors found that scholars conceive the use of ICT as favorable since they outline new educational dynamics that allow extending and enriching traditional pedagogy with new learning resources; they foster alternative forms of communication; they solve the problem of physical space; they attenuate the autonomy of the student; they favor the collaborative mode of learning; enhance motivation and improve student learning. However, in this process the prior training of the teacher in the use of ICT becomes important.

ORCID ID: 0000-0001-7186-332X FROM "PRESENTIAL" TEACHER TO "ONLINE" TEACHER: TEACHERS' IMENTAL HEALTH I N TIMES OF COVID-19. MEXICAN EXPERIENCEIn this paper, the results of a pedagogical investigation have been presented, the objective of which was to identify the causes of teachers' stress in the times of COVID-19 due to the need to teach their classes with the support of digital media and the ways to reduce this agitation studying the Mexican experience. The carried-out study showed that teachers who work in the classroom mode are not prepared to work as online moderators. Precisely this fact generates the emotional state of stress and anguish in the teachers. Taking into account the main features of the teaching work activities that imply a high concentration and tension, as well as the concern for the health of their relatives and their own in times of the COVID-19 pandemic, the concern about the need to teach their classes using mediation technologies, it becomes that "drop that spills the water": the teacher's mental health is shaken, his/her nervousness causes physical discomfort of different kinds. This emotional state of stress and anguish in teachers is aggravated by the COVID-19 pandemic. This stress can be reduced if the teacher internalizes the basic precepts of e-moderating and if, while training them in the use of ICT, teaching is organized in a way that complies with andragogic precepts and foresees the collateral risks implied by technological academic "literacy" of the teacher of face-to-face system. On the other hand, the authors establish that it is vital to foresee the collateral risks implied by the academic and technological "literacy" of the classroom teacher: the possible waste of their very inestimable "traditional" skills: reading, handwritten notes and the written expression of their position before what is read, confidence in confiscated sources, capacity for critical analysis, reflection, imagination, creativity, among many others.