The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.

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We have written this commentary on the work “Meritocratic Exceptionality and Affirmative Action Policy in Higher Education in Chile” with the aim of complementing it with the background and points of view of people who have been rowing against the tide for 30 years, in favor of access for students who, during their secondary education, took full advantage of the opportunities they found in their socio-educational contexts, but whose doors are closed to them by the walls of “selective” universities. We hope, with hope, that the points of view of the authors of the work plus ours will be a contribution to the dismantling of the current social segregation of our country, which generates so much structural violence.

Durante 1980 al 2000 la República del Perú vivió años de violencia política interna dejando profundas heridas en su población. Luego de realizar un trabajo de campo recopilando narraciones acerca del período en comunidades amazónicas de la etnia asháninka del río Tambo en la región de Ucayali, este artículo busca comprender el o los modos de elaboración del recuerdo respecto de lo vivido por las comunidades. A partir de los dos tipos de narraciones registrados:el testimonio y el mito, nos interrogamos acerca de la relación entre memoria e identidad, acerca de la importancia de la forma o género que adquieren los relatos y de la función que tiene cada una de ellas para las comunidades.