http://www.rperspectivasinvestigativas.org/index.php/multidiscipinaria/issue/feed 2025-08-06T09:37:51-04:00 Luis Andrés, Crespo Berti PhD. director@rperspectivasinvestigativas.org Open Journal Systems <p><strong>Definition of the journal: The multidisciplinary journal Perspectivas Investigativas (RMPI), is a bilingual (Spanish - English) scientific multidisciplinary journal, belonging to the Instituto de Investigación Multidisciplinaria Perspectivas Globales (IIMPG), of international character with headquarters in Portoviejo - Ecuador</strong>, of quarterly periodicity (January - March), (April - June), (July - September), (October - December), publishing within the indicated lapse. <strong>Its objective is to disseminate</strong> open science through the publication of refereed articles of high scientific and methodological value. <strong>Having as thematic</strong> coverage the areas of: Education, economic and social sciences, tourism, management, migration, agricultural sciences, public health, engineering, informatics, arts, humanities, literature, sociology and politics, law, complexity, environment, ecology, epistemology. Aimed at an audience of academic-scientific researchers, undergraduate and graduate students, inventors and popular technologists.</p> <p> </p> <p><strong>It is a peer-reviewed scientific journal which publishes original research articles in Spanish and English</strong> which must have been carried out with the strictest epistemological and methodological rigor for contributing to scientific growth. <strong>It is governed by the publication standards of the APA (Manual of the American Psychological Association, 7th edition, 2019). Signed with the ISSN 2773-7411</strong></p> <p><strong>The Multidisciplinary Journal Perspectivas Investigativas adheres to open access policies, following the guidelines of the following declarations: Budapest (BOAI, 2002), Berlin (2003) and Bethesda (2003).</strong></p> <p><strong>Does not charge for processing or publication of articles</strong></p> <p><strong>No APC charges</strong></p> http://www.rperspectivasinvestigativas.org/index.php/multidiscipinaria/article/view/396 2025-07-10T09:25:13-04:00 Julio Juvenal Aldana-Zavala ur.julioaz41@uniandes.edu.ec

<p>The objective of this research was to analyse the psychological and legal aspects related to the violation of children's rights in contexts of domestic violence in Ecuador. A hermeneutic methodology was used to analyse 58 bibliographic references from the period 2008-2024 through systematic interpretation of specialised literature in psychology, law, and social sciences. The study identified five fundamental interpretative categories: i) psychological dimensions of childhood trauma, ii) regulatory frameworks for protection, iii) parental responsibility and transgressions, iv) therapeutic approaches, and v) gender perspectives. It reveals that domestic violence generates ‘developmental trauma’ that alters fundamental neurobiological processes, compromising the formation of secure emotional bonds. The Ecuadorian legal framework, based on the principle of the best interests of the child, presents gaps between normative aspirations and institutional realities. There is a clear need for interdisciplinary approaches that combine psychological and legal knowledge to develop effective child protection responses.</p>

2025-07-01T00:00:00-04:00 Copyright (c) 2025 Julio Juvenal Aldana-Zavala http://www.rperspectivasinvestigativas.org/index.php/multidiscipinaria/article/view/406 2025-08-06T09:37:51-04:00 Claudia Patricia Ruiz-Merlano Ruizc470@gmail.com

<p>Digital transformation has deeply permeated contemporary educational spaces. Thus, the research objective is to analyse the perceptions of school community actors on digital narratives in the educational context. Qualitative research with an interpretive phenomenological approach analysed the perceptions of school community actors on digital narratives in the educational context. It was carried out in two educational institutions in Montería, Córdoba, Colombia. Teachers reported gaps between conceptual knowledge and practical application; students showed high technical familiarity but limited understanding of the pedagogical potential; parents expressed ambivalence between educational recognition and technological concerns; and administrators had a decisive influence on the configuration of institutional environments. Perceptions are mediated by digital skills, previous experiences, pedagogical beliefs, and contextual factors. The results suggest a need for specialised teacher training, critical digital literacy for students, and differentiated strategies for the effective implementation of digital narratives.</p>

2025-07-01T00:00:00-04:00 Copyright (c) 2025 Claudia Patricia Ruiz-Merlano