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This article explores the significance of educational approaches in collaborative archaeology projects with traditional communities in the Brazilian Amazon. From 2017 to 2022, we worked with riverside populations in Sustainable Use Conservation Units along the mid-Solimões River in Amazonas. Through this collaboration, we identified a local system of mutual aid among families, which relates to the communities' pursuit of autonomy since the 1980s. The research was conducted through a technical-scientific cooperation agreement between the Museum of Archaeology and Ethnology at the University of São Paulo (MAE-USP) and the Mamirauá Institute for Sustainable Development (IDSM), with financial support from the Gordon and Betty Moore Foundation from 2017 to 2019. All work was approved by the IDSM Ethics and Research Committee. Our goal was to engage schools, teachers, and students with archaeology by developing educational activities. We used heritage education methodologies and active listening techniques, informed by archaeological ethnography and oral history, to incorporate local knowledge into our research. The study involved collaboration with community leaders, artisans, teachers, and elders. This context calls for collaborative archaeological practices that seek mutual benefits and deepen the understanding of material culture and historical timelines. Educational initiatives play a crucial role in scientific work, fostering balanced exchanges between archaeological and community perspectives, additionally contributing to the production of more differences based on the notion of kinship. [ABSTRACT FROM AUTHOR]

This research aims to centrally analyze the impact of state and federal public funding allocated to public state higher education institutions in Mexico on the performance of scientific research. Through the review of previous studies, international indicators, and government official data, a database of indicators was created for comparison and correlation. The findings presented highlight the importance of allocating adequate resources and contribute to the understanding of how funding can influence performance in scientific research, innovation, social impact, and, consequently, the continuous improvement of the quality of education in the universities under analysis. Finally, it provides recommendations to strengthen this link for the benefit of students and society. [ABSTRACT FROM AUTHOR]

Self-control, a pivotal determinant in the regulation of human behavior, has consistently demonstrated a strong association with a plethora of advantages, particularly notable in the context of academic accomplishments. This scholarly article presents a comprehensive literature review that delves deeply into the multifaceted construct of self-control, shedding light on its intricate psychological underpinnings. Furthermore, it offers an extensive descriptive study with the principal objective of scrutinizing the interrelationship between self-control and academic performance, as assessed by academic grades, within a carefully selected sample of 161 students pursuing degrees in business engineering. The evaluation hinges on the deployment of the Abbreviated Self-Control Scale. The research findings divulge a moderately robust and positively significant correlation between these key variables, characterized by a Spearman's rs coefficient of 0.317, signifying statistical significance at a 99% confidence level. These outcomes undeniably substantiate a meaningful connection between self-control and academic performance, thereby contributing to an enhanced understanding of the profound impact of self-control on academic success. This study constitutes a valuable addition to the existing body of knowledge and paves the way for future research endeavors within this domain. [ABSTRACT FROM AUTHOR]

Objective: This study explores the perceptions surrounding the work of typhlologists in Colombia. Methodology: The fieldwork was conducted with three population groups: professionals in typhlology, professional blind adults, and blind youth from district educational institutions in the city of Bogota, Colombia. Semi-structured interviews were used as the primary instrument for data collection. Results: It is evident that, although national regulations highlight the importance of typhlology in inclusive education, there is no official profile stablished by the Ministry of National Education in which the field of action, characteristics and specific functions are established. In other words, there is no professionalization of the typhlologist's work. This means that any professional with a minimum of experience in relation to the educational process can accompany the visually impaired population. This could affect the quality of support provided to people with this type of disability in the country. Conclusions: It is necessary to recognize the importance of typhlology as a profession that contributes to inclusive education, to the extent that it addresses all the dimensions of visual impairment. [ABSTRACT FROM AUTHOR]

The text discusses the scenario of knowledge production about internationalization, considering international student mobility. To this end, the productions were mapped in the Brazilian Digital Library of Theses and Dissertations (BDTD), in the publication period between the years 2017-2022, having as reference the concept of state of knowledge defined by Morosini (2014). The studies found deal with both the organization and systematization of Universities to meet the demand for these policies, as well as the impact of student mobility. It is possible to visualize important movements made by the institutions in the scope of internationalization, enabling different experiences with the approximation in different cultures with implications in the identity construction of students. [ABSTRACT FROM AUTHOR]

Values of the religious axiology of Catholicism and doctrines of Peronism permeated and mobilized the political action of vast sectors of women and men militants during the first presidencies of Juan Domingo Perón and Domingo Alfredo Mercante's governorship of the province of Buenos Aires. The tensions between Peronism and the catholic Church, existing from times before the break of the 1954 relationship, imposed definitions in personalities identified with both axiologies, about the priority of one or the other. By 1949 the catholic Church was consolidating its aspiration to make catholic education compulsory in the nation's public schools and in the constitutions of several provinces. In the province of Buenos Aires, the minister of Education (1949-1952) Julio César Avanza crowned the achievement of Catholicism. The object of analysis of this article is the recognition of the values that informed the discursive structure of Avanza from its beginnings in political militancy in 1944 until his death in 1958. The analytical question refers to how the ideological values of two axiological frameworks -- which initially shared affinities culminated in confrontation-- have interacted in the definitions of the acts of government of a political person. [ABSTRACT FROM AUTHOR]

The present article describes the main qualities and strategies of the school's Principal leadership in a school in the region of Ñuble, Chile. The analysis of the case study is carried out by using a qualitative methodology with an interpretative approach, by means of the conduction and analysis of 12 interviews and 1 focus group to different actors of the educational community. Based on the methodology proposed by the International Successful School Principalship Project (ISSPP), we address the challenges posed in the context of school management, the contributions of the school management team, the integration of students coming from different social and cultural backgrounds, and the raising of achievement levels in the school. The study concludes that the qualities and strategies that characterize the school leadership evidence a successful leadership, as demonstrated by the integration of the three types of leadership: transformational, distributed, and pedagogical. [ABSTRACT FROM AUTHOR]

The article conceptualizes the category 'botanical gestures' and develops arguments about the relevance of its incorporation in educational research. This foundation includes a vast bibliographical tour through theoretical and literary texts. He also proposes two intermezzos that incorporate references to the visual arts. Finally, it states a propositional agenda that constitutes an expansion of two agendas previously stated by the authors of the work. [ABSTRACT FROM AUTHOR]

Through the recognition of the qualities of plants that promote life, the study proposes these characteristics as necessary for the generation of living environments in education and research. Autopoietically, we identify relationships of sensitivity, collaboration, movement, travel, communication, memory and care. We value these qualities for the learning, change and transformation environments necessary in Education, which constitute dynamic, self-organized, changing and complex environments that are recognized as narrative environments. This work contributes to the understanding of life-research as an investigative and narrative experience, which from bioinspired research models, makes research possible as an experience of life itself that happens in its future. [ABSTRACT FROM AUTHOR]

This article consists of an analysis of the opening lectures delivered by two female educators at the First International Feminist Congress held in Buenos Aires in 1910. The first speech, of liberal character, was given by Argentine Ernestina López, and the second, with anarcho-socialist elements, by Chilean María Espíndola de Muñoz. With a gender-focused approach to the research of the history of education, a critical analysis of said speeches has been conducted from a Laclausian perspective, identifying topics in which the relevance of women's education on their emancipation prevails. Within this epochal mood, the emerging social movement sheds light internationally on criticism of the patriarchal model from a perspective of rights in which meanings of education in women's construction as social, political, and cultural beings are configured. Neither position is exclusionary of other expressions circulating the debates at the event. [ABSTRACT FROM AUTHOR]

This paper addresses Dadaism as an educational perspective in dialogue with literature, considering it as a potentiating mechanism for the development of creative writing and authorship of teachers and students. In this context, the objective is to relate the basic theoretical assumptions of the Dadaist literary movement with the pedagogical practice of authorship in the classroom. Therefore, under a qualitative methodological bias, in dialogue with the avant-garde movement, we analyzed a didactic planning carried out, in the second semester of 2023, with master's and doctoral students of a Post-Graduate ProgramGraduation in Education from a Brazilian public university. The proposal aimed to present a playful approach to the avant-garde that carried a deconstructive character of what until then was characterized by literature. Through creative writing, enhanced by the disruptive orientation of the Dadaist movement, we tread paths of authorship reverberating, in the findings and agglutinated letters, words, sounds, phrases, meanings produced about the daily life of each student and their different views on the world. Thus, we infer that Dadaist activities, in pedagogical practice, enhance the plurality of knowledge and doing in the field of language, literature and education, contributing to the critical and reflective training of students through authorship in the movement of creative writing. [ABSTRACT FROM AUTHOR]

This article aims to narrow down how literary reading can catalyze education through experience. To this end, it uses as a theoretical-methodological tool the problematization based on the studies of Michel Foucault (2006). Article writing is developed in three moments. In the first moment, based on the writings of Jorge Larrosa (2009, 2011, 2016), it approaches the concept of experience and pays attention to what can prevent it. In the second moment, it focuses on studies undertaken by Michel Foucault (2009, 2010, 2013) to tension the experience as that which can both constitute the subject and de-subjectivize it. Finally, a dialogue is established with works produced by the two philosophers mentioned, paying attention to the power that literary reading has to catalyze experiences in those who read. The exercise of thought that this article proposes is strengthened by the interlocutions that are established in it between philosophical references and literary works of different genres and times. It is hoped that the writing of this article will find other teachers and researchers in the educational field, provoking them to ally themselves with philosophy and literature in the invention of other ways of thinking and experiencing education that are not only scientific. [ABSTRACT FROM AUTHOR]

This article, paraphrasing the title of a beautiful novel by Pepetela, The savannah and the stepp?, addresses the literary work of this great Angolan writer, as well as that of two other novelists, also from Africa: Agualuza, from Angola, and Mia Couto, from Mozambique. The work establishes a deep connection between art and education, especially between literature and education, analyzing the contemporary novelistic production of African authors, highlighting those who, in one way or another, were influenced by great Brazilian writers. In this sense, knowledge of this literature contributes to compliance with Law No. 10.639/2003, which establishes the mandatory teaching of African culture and history in Brazilian Basic Education. [ABSTRACT FROM AUTHOR]

This work has got coloniality of knowledge and law number 10.639 of 2003, which included the theme Afro-Brazilian History and Culture in the school resumes of the education system, as a possibility for a liberator and post-abyssal education as main topic. The research problem is based on the following questions: Are school resumes territories colonized by eurocentric knowledge? Is it possible to think of Law 10.639/2003 as a possibility to decolonize education? The general objective is, therefore, to study law number 10.639/03 and to understand its importance for emancipatory resumes and multiple knowledge construction. Deductive reasoning is prevailing adopted as a methodology for this work, a predominantly analitical approch and, procedurally, the research is bibliographical. The theoretical foundation is centered on the studies of Boaventura de Sousa Santos, Aníbal Quijano and Ramón Grosfoguel. It is concluded that the colonizing ideals still prevails on education, turning knowledge, histories and cultures produced by global south people, the outskirts realm of abyssal line conceived by Boaventura de Sousa Santos, invisible. That is why is necessary to rethink the way knowledge is produced and (re)produced from a liberating education. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the impact of lockdown on education in the context of social acceleration. In this paper, we address the necessary (re)construction required to enhance the education of adolescents. From this perspective, it examines the potential of the adolescent brain, as advocated by Daniel Siegel. The present study employs a bibliographical research methodology to investigate the impact of social acceleration on education in the aftermath of the lockdown. We emphasize that the adolescent phase is crucial for the development of potentials in the educational context. In this vein, a philosophical analysis of the school is conducted, highlighting it as a space for (re)constructing practices that encourage adolescents to listen to the world around them. Therefore, the school must illuminate the potential of adolescence, such as creativity and openness to novelty, as a space for (re)creating subjects in times of acceleration. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) is creating both opportunities and challenges in higher education. This article explores perceptions, concerns, barriers, and facilitators for integrating AI into academic activities. It focuses on a public university in Northern Peru, examining faculty opinions through interviews and focus groups. The findings show that faculty find generating texts and organizing activities with AI advantageous; however, some have concerns about its use, doubting its accuracy and truthfulness. They agree on discussing these changes and integrating them into the curriculum, seeking to overcome barriers through training to improve the perception and use of AI. Despite the potential and strong support of AI in the university, it is necessary to implement institutional measures. [ABSTRACT FROM AUTHOR]

This reflection article is part of the theoretical advances of the Doctoral Thesis titled "Scientific Culture in Teacher Training in Sciences. Approach to Intersubjective Models" developed within the framework of the Doctorate in Human Sciences at the University of Talca (Chile). In this paper, epistemological and didactic features that could substantially contribute to scientific culture from the teacher's practice are characterized and analyzed. From a hermeneutical exercise, epistemological elements emerged that assign a transcendent role to the teacher and the educational practice: 1) recognize the latent: educating in sciences, with the purpose of building scientific culture implies overcoming the interactions and experiences that occur on the phenomenological experiential level, and giving greater importance to the deep structures that cultural models contain, interpretive patterns that support didactics; 2) promote Verstehen: the understanding of science and scientific knowledge must occur inductively, that is, starting from reality and not from theory; 3) complexifying and integrating disciplines: it implies overcoming the partial or segmented vision of reality, giving way to complex and interdisciplinary perspectives; 4) valuing uniqueness: it calls for considering the science that is taught as a cognitive component of culture permeated by context and history. These are features that strengthen the relevance of an education where the teacher is a public intellectual who uses dialogic competences, placing scientific knowledge in the framework of current challenges, among them, the construction of scientific culture. [ABSTRACT FROM AUTHOR]

Introduction: Inappropriate conduct in the academic field by both nursing professors and students can negatively impact the professional lives of graduates, patients, the profession, institutions, and society in general. Objective: To identify the research developed around the inappropriate conduct of both nursing professors and students in higher education institutions, the issues of interest on this matter, and the findings of these investigations. Methodology: Scoping review using the Prisma methodology. Results: This type of research is scarce, with a total of 16 studies; 3 of them explore inappropriate conduct in professors. The research mainly comes from the United States. Inappropriate conduct is studied in classroom research, clinical practice, and common scenarios. Questions are raised, among others, about types of behaviors, attitudes towards these behaviors, and their management. Conclusions: The review makes recommendations for monitoring these behaviors in universities, highlighting the importance of the role of professors as role models and the codes of ethics for the appropriation of ethical behaviors by students. [ABSTRACT FROM AUTHOR]

This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [ABSTRACT FROM AUTHOR]

The article deals with Antonio Gramsci's itinerary in the Italian and Latin American pedagogical field between 1968 and 1991, that is, between the protest movements of 1968 and the dissolution of the USSR. The most dynamic phase of the educational study of the Sardinian in the peninsula occurred between 1968 and 1976, while in Latin America it took place from the mid-1970s to 1991. As a hypothesis, it is suggested that the crisis of Marxism in the 1970s had disparate effects on the two regions and on the pedagogical study of the sardinian: in Italy it provoked a retraction, but in Latin America, intellectuals continued to reflect within the paradigm in crisis and resorted to Gramsci to renew educational research. The article concludes that the regime of Gramsci's pedagogical circulation between the two regions during the period was not exempt from a double condition: center-periphery dynamics and a patriarchal logic. [ABSTRACT FROM AUTHOR]

The new educational models require professionals who interact with digital technology, not only with familiarity, but with the ability to apply these resources strategically and proactively. Reality demands a constant redefinition of educational practices and the digital skills of the School Manager appear as fundamental for the innovation, promotion, and efficiency of educational actions. The aim of this study is to investigate the definitions, professional contexts, and perspectives of the School Manager's relationship with digital technology. We start with the following question: how do the professional practices of School Managers, and the challenges they face, reflect the need to develop digital skills? The study is justified by advancing the discussion on the specific professional needs and practice of School Managers. To this end, a systematic review of the literature was carried out through the planning, conduction, and description stages of the study. National and international databases, Scopus, B-on and Capes Repository, were used to search for studies related to the topic. In short, all the studies analyzed confirmed the need and relevance of School Manager Digital Skills in the current educational situation, however, a significant conceptual gap is identified, as the texts do not detail which specific actions make up this set of skills. Additionally, the study showed needs and challenges related to the acquisition and application of these skills, such as the lack of national pedagogical models based on digital practices. The lack of public investment policies in structure and training for innovative school management aligned with contemporary demands was also highlighted. [ABSTRACT FROM AUTHOR]

This study focuses on the critical role of grandparents in Spain's contemporary family structure, particularly in the Canary Islands, and their impact on grandchildren's education and development. Through a systematic literature review, including the analysis of 16 relevant articles, the multifaceted contributions of grandparents, from caregiving to education, are explored, highlighting the positive impact of intergenerational interactions on children's value and skill development. Moreover, the significance of intergenerational projects involving grandparents and grandchildren in educational and community activities is emphasized to enrich educational experiences and strengthen family bonds. Framed within the studies of the University Chair on Life Cycles and Elderly People at the University of La Laguna, this work underscores the need to recognize and support grandparents' role in educating future generations amidst a lack of previous research in the Spanish context and the constant evolution of family dynamics. [ABSTRACT FROM AUTHOR]

This theoretical review article describes the educational strategies for the prevention of femicide in indexed publications published between 1991 and 2022 on the prevention of femicide, prevention of intimate femicide, and prevention of intimate partner violence. The identified strategies are transdisciplinary, extending beyond the field of pedagogy and educational studies, and are grouped into three types: 1) educational strategies for femicide prevention in early childhood, primary, secondary and university education; 2) educational strategies for femicide prevention based on art and feminist activism; and 3) government-led educational strategies for femicide prevention developed within the framework of research. It was found that the disciplinary and professional fields of pedagogy are equated in the publications, and that educational strategies for the prevention of femicide result from the work of inter- and transdisciplinary teams from governmental, educational and civil organizations with expertise in femicide and its prevention, gender and intersectionality. It is also emphasized that educational strategies for the prevention of femicide should be formulated under a socio-ecological model. [ABSTRACT FROM AUTHOR]

Emotional competencies have become a powerful tool for use in counselling practice that pursues high quality standards. Thus, counselling professionals are increasingly aware that emotions play an essential role within their practice. For this reason, the present study strives to identify perspectives of school counsellors working in the autonomous community of Galicia regarding the utility of emotional competencies in their day-to-day practice. A descriptive, non-experimental and quantitative study was conducted. A Likert scale was used to gather information as this tool enables specific and clear data to be collected quickly in order to provide a more complete description of the state of the issue. The quantitative data gathered provides valuable information pertaining to the most effective and useful emotional competencies for use in counselling practice and, therefore, favours efficient assessment of wellbeing. [ABSTRACT FROM AUTHOR]

Identification of emotions in the educational environment is fundamental for the development of social competence. The present article presents work conducted with trainee teachers on emotions related with anger, sadness, fear, love and joy. The aim of this work was to examine whether teachers are able to recognise such emotions when exhibited through text and describe the way in which they experience such emotions when they are narrated. Through the use of different picture books illustrating the aforementioned emotions, interactions took place with trainee teachers in order to familiarise them with the texts. Study participants came from the Faculty of Education at the University of Murcia and were undertaking a Primary Education double honours degree. Participants were administered a simple instrument through which they stated whether emotions described in presented texts corroborated their perception of the same emotions and whether, in addition, texts provoked the same emotion in them. Unlike implicitly illustrated emotions, those that were explicitly illustrated in picture books were generally detected by participants. This, therefore, indicates that emotion identification concurs with social awareness of emotions. It appears likely that the critical approach when applied to communication, in this case literary, is not yet well developed. Thus, inclusion of initial teacher training that includes emotions as a component of the communicative competence into the development of teaching and learning processes in the education system presents a challenge. [ABSTRACT FROM AUTHOR]

This text presents an excerpt from a Master's degree research developed in Luanda (Angola), by the Postgraduate Program in Performing Arts at the Federal University of Rio Grande do Norte (Brazil), which investigates ethnotheatrological aspects of Angolan cultural manifestations. This is specifically about discussing the relevance and possibilities of understanding certain elements of Angolan rituals as teaching principles to be considered in basic education schools, especially through working with artistic languages that turn their attention to the cultural richness of different mother tongues and corporeities of Angola. The pedagogical practice with ritualistic elements of Angolan cultural manifestations is approached here as a way of expanding opportunities -- through working with artistic languages (dance, theater, music, etc.) that manifest typical ritual performances -- to understand, situate and reupdate the production of local knowledge. [ABSTRACT FROM AUTHOR]

It is a tendency in certain areas of educational research sectors, many of them progressive, to encourage new practices, to recognize diversity and cultural dynamics, to invest in change to solve the education crisis so that it is possible to finally build a school for the 21st century. When we read "Education 2021: for a history of the future", by Nóvoa (2009), do we not come across the same dream? It's striking that proposals for the future and a new tomorrow for the school must be constructed, but always mediated by the onirian liberal horizon. We wonder whether it is possible to organize these proposals in a form of capitalist social organization that is inherently concerned with forming subjects in the logic of the market. This text thus aims to dialogue with the educational tendencies and Nóvoa's proposals (2009), problematizing them and briefly comparing them with the events and results from the second decade of the 21st century on, from the author's perspective. [ABSTRACT FROM AUTHOR]

This article originated when I put forward the possibility of self-actualizing the gaze through the productive practice of the autobiographical audiovisual story from a situational point of view. However, the reflection now goes beyond to propose autopoiesis or the generation of reflective consciousness through various modes of automediality, expressed in multiple forms of subjectivity while producing the autobiographical audiovisual story. This process allows self-hacking the narcosis of the narcissistic look of which Mc-Luhan spoke in the last century, but in today's "media and digital caverns," to become conscious of oneself, self-alienation, and self-exploitation in the era of the normative individualism of the I-company, which emerged in the last century during the formation of the neoliberal subject and its most elaborate product: the prosumer. [ABSTRACT FROM AUTHOR]

The covid-19 pandemic has brought impacts of great magnitudes, including significant changes that needed to be made in the way Accounting Sciences courses are conducted, resulting in paradigms to be analyzed and the students' perspective on the remote teaching model that was employed. Therefore, this study aims to evaluate the students' perception regarding the shift from in-person to remote teaching in the Accounting Sciences course during this epidemic period. The research was conducted in 2020, applying a questionnaire with 16 questions to 50 students of the Accounting course. Through this research, it was possible to perceive the panorama of the transition from in-person to remote teaching for these students, which was a period that required a great need for reinvention by the students, despite challenges and specific aspects of dissatisfaction. [ABSTRACT FROM AUTHOR]

The fundamental aspect of this work highlights the importance of sensory disability, seeking to deepen the knowledge of disability, intervention in a general way in the development of children with sensory disabilities and their inclusion in the regular system. Identifying the characteristics of an inclusive school system that focuses on the development of the autonomy of the boy or girl with disabilities for correct development and a better quality of life. [ABSTRACT FROM AUTHOR]

The Nasa People in Colombia aim to contribute to territorial autonomy through educational autonomy, adapting teaching processes to their worldviews and original laws. In their ancestral territory, they struggle against education imposed by the official system, promoting an own education that preserves their knowledge. This ethnographic study in the Indigenous Reserve of Canoas, in Cauca, demonstrates the interconnection between Own Education and Territorial Autonomy, highlighting the importance of intercultural dialogue among different knowledge systems to strengthen indigenous identity. [ABSTRACT FROM AUTHOR]

The central theme of this text is the importance of situated education and how our sexual orientation impacts our geographical practice in the classroom. Denial, doubt and affirmation were three adverbial modes in the composition of the writing of us supported by the movement of the verb to be. The school finds itself at the cleavage of hospitality and hostility, corresponding to the ways in which we relate ourselves to it. The method adopted was Sartre's existential phenomenology based on the writing of the life geographies of a gay professor, which in this case, are written as constructions anchored in situationality. Listening to and reading the life geographies of gay teachers helps us realize that we are always in circularity and horizontality. The effort we make in this text is to situate the importance of the writing of and listening to others as corresponding to us. [ABSTRACT FROM AUTHOR]

Considering both cinema and sport as manifestations arising from Modernity, this text proposes to discuss the representation of sport in cinema from the modern context and to open a dialogue in contrast with contemporary pedagogical possibilities. The research is descriptive with a qualitative approach and is organized in two moments. In the first, he uses the sociology of sport and communication as a theoretical framework that guides the critical reading of the film Olympia (1938). The second narrates and discusses a pedagogical experience in high school. The reflections point to feedback from cinema and sport for the affirmation of values cultivated in modernity, such as speed and rationality, but also for the reconstruction of meanings, via student authorship, which is in line with the current educational policy. [ABSTRACT FROM AUTHOR]

This paper seeks to understand the extent to which the local curriculum impacts on the appreciation of cultural diversity, aiming to elucidate the relationship between the local curriculum and cultural diversity in the Mozambican school environment. Therefore, bibliographical research was carried out, highlighting Sengulane (2022), Nivagara (2018), Santos (2018), Zanin and Lemke (2017), Ibraimo and Cabral (2015), Santiago (2012), Dias (2010) and Capece (2005). A product of this research was the understanding that the teacher must be able to enhance, through the local curriculum, the cultural diversity of students, in favor of raising the quality of teaching and learning, and the need for educators to create, in fact, the practice of diversity in teaching and not contenting itself with valuing it discursively. [ABSTRACT FROM AUTHOR]

The article is the result of doctoral research which aims to understand, from the appeal to happiness, how animated films by Disney studios develop a language that sediments the assumptions of the hegemonic cultural industry. In dialogue with the critical theory of society by Theodor Adorno and Walter Benjamin, three animations are analyzed -- The Lion King (1994), Frozen (2013) and Zootopia (2016) -- and defends the thesis that happiness sold by Disney, in addition to blindfolding the spectators' senses, makes it difficult for the public to perceive the tricks of the cultural policy of domestication of memory, whose tendency is to anesthetize sensitivity and reproduce the sensation of a continuum of history linked to an attempt at social asepsis that impoverishes and empties the critical-emancipatory potential of cinematographic language. [ABSTRACT FROM AUTHOR]

With historical antecedents and a background that exceeds their direct validity, the adult literacy campaigns underway during the Portuguese Revolution of 1974-76 were structured around an axis of two opposing poles: that of "literacy", of a more centralised nature, and that of "popular power", which tended to be more fluid. The internal differences within this heteroclite "literacy camp" reflected the wider disputes in Portuguese society in the field of education. Adapting Paulo Freire's literacy method, these campaigns brought rural populations and intellectualised urban youth into contact, inexorably transforming educational practices in Portugal. [ABSTRACT FROM AUTHOR]

Almost fifty years after April 25th, several national and international events have occurred. Probably many of those who lived on April 25, 1974 would never have imagined the transformations and evolutions that occurred in these five decades, an evolution that also occurred in education. This finding makes more sense in São Tomé and Príncipe. In this article we intend to fundamentally analyze the Lembá Integrated Development Project and, when analyzing this project, understand the importance of Portuguese Cooperation and the Catholic Church in local development, in a particular way in education. [ABSTRACT FROM AUTHOR]

The article analyzes the legal debate surrounding the financing of basic education in the National Constituent Assembly of Brazil (1987-1988), focusing on the main dichotomy that guided the discussions, that is, the opposition between public and private education. The article addresses how the main entities were organized into three fronts of action: publicists, privatists, and confessionals, fighting battles over the direction of the public budget. In fact, contrary to popular participation in the initial phase, the alliance between privatists and confessionals imposed, in the final stage, a setback on the publicists through parliamentary maneuvers, which was decisive for the outcome of the constitutional text. [ABSTRACT FROM AUTHOR]

This article seeks to analyze the role assigned to education in the first moments of institutional construction of the Civil Military Dictatorship in Chile (1973-1975). Methodologically, a historical study was developed based on the analysis of different types of sources, such as laws, decrees, minutes and strategic documents, documents that communicate the main ideological guidelines of the regime. The conclusions indicate that education in these documents is located in a place of political restriction, neoliberal in economics and conservative in values. [ABSTRACT FROM AUTHOR]

This work aims to interpret the pedagogical and technological elements in the literature associated with using emerging technologies in the teaching process. For this reason, exploratory research was carried out with a qualitative approach, identifying through a search by categories and subcategories in bibliographic databases. In the same way, four research questions were used, which yielded 68 articles that contributed to the development of this. The pedagogical elements of the traditional classroom were found to be mantained over the years, and some technological elements have been incorporated. So, significant advances in the use of information and communication technologies are evident. Likewise, essential changes are reflected in society and the educational system without the fundamental transformations demanded by 21st-century education. In addition, events, limitations, barriers, changes, needs, system actors, progress, application areas, as well as positive aspects related to the application of these innovative tools (augmented reality, virtual reality, mixed reality, and 3D video games) that favor work in the classroom and the teaching process. Finally, the possibility of permanence in the future is also evident, given its captivating power with the younger population, destined to become a permissible alternative aimed at the educational scenario from the transformation of the traditional classroom to the digital, in an innovative way through new technologies. [ABSTRACT FROM AUTHOR]

The Republic of Angola's education system has gone through several periods, between different experiences, living and coexisting with its colonial past, civil war, monopartyism, multipartyism, and national reconciliation, between successes and failures typical of those on the journey. This study, therefore, aimed to analyze the evolution of the aims and structures of the Angolan education system from independence to the present day. To this end, we opted for a bibliographical review based on defined analysis criteria. Thus, the legal documents that established the education system were selected as sources of information. The analysis revealed that independence led to a process of deconstruction of the colonial education system, with the abolition of the indigenous statute and the realization of the first education reform. The education system became geared towards the interests of the young nation, focused on combating illiteracy and training the new man. Later, with the promulgation of Decree-Law 13 (2001), the second educational reform was introduced, aimed at training qualified labour for the labour market. Decree-Law 17 (2016) emphasizes the development of skills that boost human development and entrepreneurship. Finally, Decree-Law 32 (2020) brings some changes to the structure of the education system. The review revealed the need to analyze the education system to identify aspects to be improved in the light of the current international context of volatility, uncertainty, complexity, and ambiguity, considering that the education system shapes a vision of the learner (being), education (knowing) and power at each historical moment. [ABSTRACT FROM AUTHOR]

This article focuses on the concept of the Hidden Curriculum, based on Critical Theory and the Sociology of the Curriculum. This analysis is fundamental to the task of understanding the curriculum's mission in producing personalities. However, by attributing the center of this process to those experiences and objectives that are not explicit, the concept also contributes to absolving the formal curriculum of its responsibility in the formation of social subjects. It is therefore necessary to examine the minutiae of cultural and social reproduction, which is evident in the combination of one and the other (formal and hidden curriculum). The discussion is based on the works Documentos de Identidade: uma introdução às teorias curriculares, by Tomaz Tadeu da Silva (2016) and Sociologia e teoria crítica do currículo: uma introdução by Antônio Flávio Barbosa Moreira and Tomaz Tadeu da Silva (2001). The aim was to contribute to an understanding of curriculum organization and its links with broad economic and social formations, with the aim of understanding the role of schools in selecting, preserving, transmitting and distributing culture, governed by ideological norms and values. [ABSTRACT FROM AUTHOR]

The student's academic performance reflects the development of their training process; it's common to evaluate the performance of students in various types of assessments and reflecting them in a scoring scale known as grades. From the variables with highest level of association with academic performance, performance self-efficacy and cognitive strategies stand out. We aimed to verify the relationship between these variables with structural equation modeling analysis. From PISA 2018 in Mexico a subsample of 1,258 upper secondary participants were selected. There was a direct effect of Cognitive Strategies on Academic Performance, a direct effect of Self-Efficacy in Reading on Cognitive Strategies, no direct effect on Academic Performance, and an indirect effect of Self-Efficacy in Reading over Academic Performance through Cognitive Strategies. Each country has particular characteristics within its education system, differences in the contribution that each of the variables has in the Academic Performance is proof of this, although both variables are considered important by the evidence generated, it can be observed in this Mexican subsample that, Self-Efficacy in Reading is an element that serves as a predisposition for the proper use of Cognitive Strategies, this is how Self-Efficacy manages to have an effect on the Performance. [ABSTRACT FROM AUTHOR]

The present paper wants to share the project called "Participative Community methodologists in ludoteca felt and thought from education". It stared in 2022. The idea is part of a process in the subject Community and Institutional Psychology, that belongs to the career of University technicality in Social Education of the Faculty of Education of the National University of Cuyo. This process began 5 year ago and aims deepening and building bridges of knowledge and meanings between Social Education and Community Psychology. Furthermore, this experience is part of the Educational Social Practices Program (PSE) belonging to the Secretariat of Extension and Linkage of the UNCuyo. This project sought to ensure that students who were studying the university subjectof Community and Institutional Psychology, of the FED - UNCuyo, applied participatory community methodologies. They recived the tutoring of advanced students and graduates of the carrear and teachers. The project was carried out in a place called "ludoteca" in the "Nucleus of Innovation and Development of Opportunities" (NIDO). In addition, the specific objectives were: 1- Carry out methodologies that promote understanding of the socio-historical context; 2- Analyze current problems and needs that afflict the child population; 3- Understand the population dynamics involved and 4- Maintain, through play, a healthy space that favors the construction of strategies to address the problems of daily life. The starting point was theoretical references that put in a constant dialogue between community psychology and social education knowledges in latin America. [ABSTRACT FROM AUTHOR]

The essay intends to reflect on the need for the subject Philosophy to definitively form part of the High School curriculum. To this end, it is preceded by research into the academic production of philosophy teaching in high school. The next step, circumscribes the issue of humanities, since the resumption of studia humanitatis by Renaissance humanists. Then, as a result of an interview, it exposes the opinions of two high school students, from public and private schools. Afterwards, the considerations of a public school teacher, who analyzes the reasons for this need and its difficulties. Finally, it analyzes the effects of neo-fascism in the field of education, using a psychoanalytic approach. [ABSTRACT FROM AUTHOR]

The Latin American Integration Route (RILA) aims to connect the Pacific and Atlantic oceans, with the objective of creating a new path for exports, starting in Brazil from the municipality of Porto Murtinho, passing through Paraguayan and Argentinean territory until reaching the Chilean ports. This road infrastructure is expected to establish links between the regions and, above all, a look at social, economic, environmental, cultural and legal issues, meeting the aspects addressed by the 2030 Agenda. The systemic plan of action for people, for the planet and for prosperity proposed by the 2030 Agenda is aimed at tackling critical issues for the planet and humanity. In this context, the present study leans from the synergistic relationship between SDGs 4, 8 and 17, especially addressing education in the context of the Route, with the aim of presenting the specificities of each of the mentioned countries in the search for the current scenario of human capital, in view of the problems that are yet to come with the implementation of the Latin American Integration Route in the educational field. In this way, the present study is structured in five topics, of bibliographical research with recent data and documental analysis, aiming at the production of new knowledge, thus characterizing itself as a research of a basic nature with a quali-quantitative approach, due to the emphasis given to the qualitative data presented. As a result, it was verified that the member countries still need to undertake greater efforts and actions to guarantee a quality and inclusive education in their territories, mainly in view of the imminence of the implementation of the Bioceanic Corridor. [ABSTRACT FROM AUTHOR]

The impact of quality education and access to information on societies' sustainable development is undeniable. A strategy focused on improving the quality of education and the democratization of science could be dubbed social biohacking. This work proposes a schools of creation model that integrates social actors with new technologies to solve problems such as the one considered in this work: deficiencies in the lab infrastructure of primary and secondary schools in countries like Colombia. Free software and do-it-yourself initiatives provide sustainable and replicable alternatives to address problems such as the lack of laboratory equipment, with the aim to guarantee a quality education environment. Additionally, this work relates the experience obtained by intervening communities in the city of Medellín through spaces for scientific dissemination and literacy as mechanisms for the democratization of science. Interventions in different communities demonstrate the importance of bringing science closer to everyday life, as well as its relevance to promote the social appropriation of knowledge. [ABSTRACT FROM AUTHOR]

The main aim of the following article is to analyze the current paths taken by gender education in Brazil in the face of offensives mounted by conservative movements, which position themselves against such a debate in school institutions, as well as in light of the urgent need for government coordination to establish new guidelines for preventing such a problem, based on the new Law 14.164/21 which, by determining the inclusion in school curricula of subjects related to the prevention of violence against women, children, and teenagers, broke new ground by creating a systematized network of protection for vulnerable groups, refuting any kind of sociopolitical ideological argument that prevents the implementation of educational policies designed to overcome gender inequalities in the country. To this end, the article has been divided into two sections, in which the first seeks to identify the history of gender politics in Brazil’s education system, among disputes, resistance, and setbacks, while the second evaluates the need for school design with a gender-based perspective and under feminist educational practices. The research poses the question: Notwithstanding the rise in gender studies in Brazil, what are the key aspects of an educational structure featuring a gender-based perspective? The research here is qualitative, using the hypothetical-deductive method as well as bibliographic and exploratory research techniques. [ABSTRACT FROM AUTHOR]