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This selected bibliography covers the following categories: general reference works; history, both general and specialized; biographies and autobiographies; human sciences, including sociology and anthropology; politics and government; law; education and language; culture, including art, architecture, music, popular arts, cuisine, and traditions. (AMH)

This practice report focuses on the integration of virtual exchange (VE) with mobileassisted language learning (MALL), where learners act as ethnographers within the context of language education. This VE model harnesses mobile technology capabilities to exchange personal and immersive cultural insights through asynchronous video content using Flip.com. The model consists of three integrated sections: Preparation, Intercultural Exchange, and Reflection. This report covers a pilot implementation of the mobile-enhanced VE model to evaluate the outcomes on Intercultural Communicative Competence (ICC). The project lasted eight weeks, covering various topics, such as greetings, food, and education. Participants were L2 learners of Spanish in the United States and L1 Spanish speakers in Spain. Outcomes were evaluated through a survey where students in the United States self-assessed their perceived ICC gains. This survey, grounded in Byram’s (2009) ICC model, measured changes in students’ attitudes, knowledge, skills of interpreting and relating, skills of interaction, and critical cultural awareness. Students reported substantial improvements in all areas of ICC, highlighting enhanced engagement and understanding of the target culture facilitated by the mobileenhanced VE model. This report provides insights for the incorporation of mobile technology for VE projects in L2 settings, emphasizing its role in expanding global interconnectedness and deepening intercultural learning among learners by offering a more dynamic, authentic, and immersive learning experience.

This practice report investigates the role of humor in enhancing cross-cultural learning and group cohesion in virtual education settings. Most collaborative international learning training focuses on structuring content, co-teaching, and managing coursework for specific outcomes (Rubin & Guth, 2015). Beyond including time for icebreakers for students to become acclimated with each other, often much of the rest of the experience emphasizes task completion; this serious focus may contribute to discomfort and reduced engagement among diverse students. After witnessing this our first year working together in a collaborative online international learning experience connecting North American students with those from Muslim-majority countries, we explored how modeling and creating opportunities for shared laughter in synchronous group exercises might better promote a relaxed and engaging learning environment. Our findings, derived from qualitative feedback and quantitative surveys, demonstrate that humor enhances group cohesion and cultural exploration. Students reported increased comfort, enjoyment, and willingness to engage and humor-driven activities consistently rated as the most impactful and enjoyable aspects of the course.

This article is an instrument through which we discuss the importance of teacher training oriented towards quality education and sustainable agriculture, as necessary objectives for a societal process that values ​​human needs. We demonstrate the multidimensionality, procedural, ethical and scientific nature of sustainable development and explain the importance of green manure for the recovery of areas with degraded soils. Our objective is to explain green manure as a necessary study and practice in rural education. The methodology used is based on a bibliographic review and practical teaching in a degree course in rural education and agronomy. We conclude with the need to value research and teaching practices that defend sustainability, such as green manure, in all dimensions of teacher training.

A state-of-the-art is a way of situating oneself in a scientific field to delimit what has been researched on a subject matter, how this research has been carried out, and which disciplines have been used to achieve it. This research reports the state-of-the-art teaching practices in multigrade classrooms. The objectives are: a) to identify the contributions of the research analyzed on teaching practice in multigrade contexts and b) to recognize what remains to be researched in this area. As part of the literature review, 59 documents from Spanish-speaking countries also published in Spanish were selected, reviewed, and organized into categories and analysis areas. The former group works according to the methodology used to analyze the practice and the main areas are oriented by didactic aspects. The results show that the multigrade has gone from an administrative measure to expand the service and reduce the teaching staff to a learning space around teaching processes that show the importance of collaborative work among peers, the organization of teaching content, and group management.

The present research aimed to analyze the economic, ecological, and environmental perception of beekeepers from Madalena (CE) regarding bees. Seventeen beekeepers from different areas of the municipality were interviewed. Data was collected through semi-structured interviews comprising fourteen open-ended questions and ten multiple-choice questions. Data analysis involved transcribing the interviews and organizing quantitative data into graphs and tables. Results revealed that the interviewed beekeepers displayed knowledge about the ecological relevance of bees, understanding their crucial role in plant pollination and biodiversity maintenance. The activity also fostered environmental awareness, promoting sustainable practices and environmental preservation. The research highlights the importance of beekeeping as an economic, ecological, and environmental awareness activity, emphasizing the necessity to preserve bees for biodiversity maintenance and food security.

Rural education is a moving concept that emerges from social practices of collective rural subjects and seeks to produce an emancipatory praxis. In this article, we present some elements for discussion about the concepts of field education based on its foundations, such as the conceptual construction developed in recent decades, whose aim is to contribute to the strengthening and consolidation of this new paradigm, in addition to enabling a reflection on practices called Rural Education in Brazil. This is a bibliographical research with a qualitative approach, inspired by dialectical historical materialism. Discussions were constructed during the research by Amaral (2023), defended with the Postgraduate Program in Teaching, at the State University of Southwest Bahia (UESB). Results showed that the concept of field education is not a closed and fixed concept, but dynamic and in movement, which seeks to highlight a historical reality, still in the process of being constituted and is configured as a territory of dispute, marked by diverse and contradictory interests.

This article presents the main results of qualitative research conducted using an ethnocartographic methodology, combined with interviews and an online questionnaire directed at students of the Bachelor's Degree in Rural Education – Natural Sciences at the Federal University of Rio Grande do Sul. We provide data from interviews and questionnaires sent to students who left the course, seeking to understand their motivations, and to students who graduated by 2022, in order to map the conditions that supported their persistence in the program. The ethnocartographic method allowed us to revisit the student profile, present the main reasons for students leaving the course between 2015 and 2020, and link dropout rates to the university’s retention policies. We also mapped the profile of graduates. As a result, we highlight that a large number of students dropped out of the course because they could not benefit from these policies, either because they did not qualify for social or quota-based programs, or because they could not forgo work and its demands. The graduate profile showed that most students who entered through social or racial quotas were able to graduate and enter the job market, although many are not teaching in rural schools.

Teaching is considered an emotionally challenging profession that can lead to the emotional burnout of an employee. Factors that might be considered significant predictors of emotional burnout have been generalized. The following are suggested to be among the primary groups of symptoms of a teacher’s emotional burnout: physical, socio-psychological, emotional, behavioral, and intellectual. The purpose of the study was to determine the manifestation of emotional burnout among university educators in the post-pandemic era under martial law and to find out the cause-and-effect relationship. A voluntary survey of 177 educators at four universities located in the central part of Ukraine, at a distance of more than 200 km from the line of direct military operations, was carried out. Boyko’s “Diagnostics of the Level of Emotional Burnout” and the authors’ questionnaire have been implied. The study revealed that 13% of educators have developed the syndrome of emotional burnout, and the syndrome is in the creation stage in 34.46%. In the structure of the syndrome of emotional burnout, the dominant phase is resistance. The exhaustion and stress phases are less pronounced. Among the dominant symptoms of emotional burnout are inadequate selective emotional responsiveness and a reduction in professional duties.

The starting point in this paper is the view that the actualisation of teachers‘ beliefs about teaching, in other words, what teachers actually do in practice, is influenced by, among other things,the factors such as teachers‘ perception of autonomy in their work and self-efficacy in different areas of activity. Therefore, the goal of our research was to examine the connection between teachers‘perspectives on teaching, their experience of autonomy, and their experience of self-efficacy at work.The research sample consisted of 123 subject teachers from primary and secondary schools in Serbia. The Teaching Perspectives Inventory (TPI), Teacher Self-Efficacy Scale (TSES) and Teacher Autonomy Scale (TAS) were used to collect data. Descriptive statistics techniques and Pearson‘s correlation coefficient were used for data processing. Our findings show that teachers who feel more autonomous in their work also feel more efficient in various aspects of their teaching practice. When it comes to teaching perspectives, teachers with a more pronounced transmissive view of teaching feel a higher level of self-efficacy in the domain of classroom management. At the same time, these teachers have a lower score on the autonomy subscale in relation to the programme. In addition, it was determined that the teachers’ focus on the comprehensive development of students and on students’ different needs is accompanied by the feeling that they know how to include and motivate different students in class, as well as the feeling that their teaching and learning programmes are not limiting in this respect. Our conclusion is that teachers‘ views on teaching and their experiences of autonomy and self-efficacy in teaching practice are interconnected phenomena, which indicates not only the importance of raising awareness and transforming teachers‘ perspectives on teaching, but also the need to provide conditions that would facilitate these processes, which imply a greater autonomy of teachers in various aspects of their activities.

Numerous studies point to the presence of a specific dichotomy in contemporary circumstances. On the one hand, it is emphasized that the knowledge of natural sciences is necessary for the progress of society. On the other hand, there are clear indicators of a decline in students’ interest in mathematics, physics, biology, and chemistry. In this context, analysing the continuity of students’ interest in teaching subjects is raised as relevant. Previous research on students’ perceptions of different school subjects did not specifically take into account the students’ majors and their attitudes towards the subjects. This study aims to investigate the high school students’ perceptions of their educational experience in primary school, comparing the responses of the students enrolled in science-intensive programs to those of other students. We researched a sample of 1045 students from four high schools in Kragujevac and Novi Sad. Using an online questionnaire, we examined the following: the overall students’ achievement in primary school in terms of final grades, their favourite subject in primary school, and their perceptions of the difficulty, usefulness, and interest of the subjects in primary school. The results show that students enrolling in natural sciences and specialized programs in mathematics, computer science, physics, biology, and chemistry have better overall academic performance than other students. Moreover, they significantly prefer mathematics, computer science, and physics. Additionally, these students perceive mathematics, computer science, physics, and chemistry, but not biology, as considerably less difficult and rate them as more interesting and useful compared to other students.

Research of cooperative learning is deeply rooted in the framework of the social interdependence theory which postulates that groups are formed in such a way as to ensure positive internal interdependence that enables students to accomplish tasks successfully. The paper elaborates on the need for the development of a comprehensive instrument which will measure, in a valid and reliable way, the representation of the bacic components of cooperative learning in primary schools. The design procedure and results of the validation of the scale for measuring the representation of the Basic Components of the Structure of Cooperative Learning (acronym BCS-SCL) are presented in the paper. The research was conducted on a sample of 516 primary school pupils in Serbia, from Rasina and Pomoravlje districts. In line with the presented theoretical framework, the results of the analysis of the main components showed that the BCS-SCL scale consists of five dimensions: (1) practicing social skills, (2) group processing, (3) face-to-face promotive interaction, (4) positive interdependence and (5) establishment of individual accountability. The results of the analyses show that BCS-SCL scale has a high internal consistency, which makes it a reliable instrument for measuring the representation of the basic components of the structure of cooperative learning in the classroom. The instrument is economical (53 items), relatively easy to use, and intended for investigating primary school pupils’ attitudes.

The goal of the research was to get an insight into teachers’ perceptions of the social status of students with developmental difficulties in the classroom, as well as their views on the factors influencing that status. The sample consisted of 50 teachers teaching different school subjects in seven vocational schools in Serbia. These vocational schools specialise in different fields. A questionnaire with open-ended questions was used in the research, and the teachers were asked to describe the social status of the students with developmental difficulties, as well as to name the key factors influencing that status. A qualitative interpretative phenomenological analysis was used for data processing. The key findings indicate that the social status of the students with developmental difficulties is less favourable than the status of other students, and that different factors have an impact on such status: students’ individual characteristics, unreasonably high or low parents’ expectations, the indifference of other peer students towards the students with developmental difficulties, the lack of support, negative attitudes and stereotypes in both school and social contexts. The teachers are particularly aware of their own role and responsibility in improving the social status of the students with developmental difficulties. It is necessary, at school and educational levels, to pay more attention to the training of teachers for implementing inclusive education and using a differentiated approach. It is important to raise the general level of competence of the students with developmental difficulties, improve the social skills of other students in the class, and implement the programmes for parental capacity encouragement.

The goal of the research is to determine the basic characteristics of the connection between students’ school achievement in mathematics and the Serbian Language and their parents’ education and family structure. A total of 600 seventh-grade students participated in the research. A descriptive method was used, and the data was collected using a survey technique. Based on the analysis of the results, it can be concluded that the level of education of both mother and father is equally important for students’ achievement at school. Life in a complete family impacts student achievement in mathematics and the Serbian language. The mentioned factors have the same importance of influence, in the same order, both in teaching mathematics and in teaching the Serbian language. However, it is evident that the structure of the family, as a predictor of achievement, has a very small influence in terms of percentage relative to the educational level of the parents.

The use of more than one language is characteristic of the majority of global population, including children with articulation disorders. Although in the field of bilingualism and learning a new language there is a large number of studies dealing with the influence of one language onanother, including children with dyslexia and developmental coordination disorder, to this day there has been a lack of research examining whether and to what extent the impaired articulation in the mother tongue affects the formation of the articulation base of the new language. The aim of the research was to determine the articulation patterns of the preschool children in their mother tongues, Serbian and French, and the connection between these patterns and articulation deviations in the foreign language they learn, namely, English. The research included 33 children of preschool age with articulation disorders from Belgrade who attended a preschool programme in English, and whose mother tongues are Serbian and French. To determine articulation deviations, diagnostic tests were used to assess articulation in all three languages. The obtained results indicate that there is a significant connection between articulation deviations in both native languages and articulation deviations in English. The research results confirmed theoretical implications of the impact of the transfer and interference of the mother tongue on the language being learned, in this case through changed articulation schemes and patterns of the phonemic-phonetic space of the new language. The importance of transferring articulation patterns from different mother tongues to the formation of the articulation base of a new language opens up space for further research, given that adequately constructed phonemic-phonetic patterns of the sounds of the language being learned influence an easier processing of the phonologically complex words, morphosyntactic markers that are spoken, but also a number of discourse functions and a successful oral communication, which is not the case in children with articulation deviations.

This paper explores the application of the flipped classroom model within a Content and Language Integrated Learning (CLIL) geology course at a university level. The study examines the possibility of changing language-learning habits for students with mixed language abilities. It examines the learning outcomes and test performance of students using the flipped classroom model, comparing these results with those from traditional lecture-based instruction and a combined approach. The paper is structured as follows: The introduction is followed by a section defining the flipped learning model and providing a theoretical background. Next, it discusses both the potential benefits and drawbacks of the flipped model. Subsequently, the paper details its implementation in a specific geology classroom setting. The final section outlines the research methodology, objectives, and findings. The results show that the flipped classroom model holds valid potential for successful implementation if proper preparations are completed. Finally, given the complexity of both the flipped method and CLIL, the application of the flipped method is best initiated with first-year students. Our findings confirm that the flipped model can be successfully applied in the primary stages of university education.

The paper looks at the leadership skills of the future pedagogues as a prerequisite for their success and coping in a professional environment. In addition, the goal is to examine the metric characteristics of an adapted version of the Inventory of Student Leadership Outcomes. Leadership skills are operationalised in terms of eight variables related to: organisation and planning, awareness of diversity, self-management, self-confidence, use of technologies, cognitive development and critical analysis, interpersonal communication, problem solving and decision-making. The research was conducted on a sample of 194 respondents who are studying pedagogy at the Faculty of Philosophy of the University of Novi Sad. The results indicate that the original eight-factor structure of the instrument has been confirmed, and that the Inventory of Student Leadership Outcomes, even in its shorter form, is a reliable and valid instrument suitable for application in various educational contexts. It was determined that the students of pedagogy, viewed as a whole, possess leadership potential, which is reflected in above-average developed leadership skills. According to the respondents’ self-assessment, the awareness of diversity is most emphasised among the examined variables, while interpersonal communication skills are the weakest, although still above average. The results are satisfactory, but they leave room for action in terms of improving the professional training of the future pedagogues, which would entail nurturing and developing the skills and personality traits necessary for establishing, building, and improving relationships with other participants in the educational process.

Student population is a vulnerable group of young people for involvement in gambling activities and the development of pathological gambling. The aim of this paper is to examine the nature of the motivation for gambling among students of the University of Belgrade relative to the risk of developing gambling problems. Using self-determination theory as a conceptual framework, this research investigated the motives for gambling of 158 college students, 58% female and 42% male. The socio-demographic characteristics and gambling activities of the students were additionally investigated. Data were collected using the Socio-demographic Characteristics Questionnaire, The South Oaks Gambling Screen, and The Gambling Motivation Scale. The results indicate that, out of the total number of the respondents, 10.6% of students met the criterion of being pathological gamblers, 6.96% of students are potential pathological gamblers, and 82.28% of students do not have a problem with gambling. A difference was observed in the motives for gambling. Regarding intrinsic motives, students who are pathological gamblers state the achievement of stimulation, and the extrinsic motive of coping. As for the favourite gambling activities, the following stood out: sports betting, casino, and gambling on slot machines. Students whose gambling progressed to pathological stated that they started gambling in high school and have a positive family history of gambling. The obtained results indicate the need for further research and the development of preventive programmes.

The paper deals with an innovative methodological approach in learning a second foreign language, in this case the German language. The approach has been developed on the basis of the similarity of the system of rules in grammar with mathematical patterns and it is supported by the principles of the theory of Generative Grammar. The goal of the paper is to show the application of mathematical rules in the German language learning, as a way of how these rules can improve the teaching and learning of German as a foreign language. Mathematics as a universal language is related to and corresponds to the definition of language, as mathematics and language require abstract thinking, use logical patterns, and have defined rules. Accordingly, certain similar or the same mathematical rules and patterns were registered in different segments of the language: in vocabulary, semantics, grammar, syntax, and discourse. The established models of patterns significantly contribute to the improvement of teaching and learning German as a foreign language by presenting the ways by which not only the semantic rules of the sentences, but also other grammar rules in a foreign language can be adopted, as well as logical and learning strategies and techniques.

This paper reports on the implementation of intergenerational service-learning (SL) through virtual exchange (VE) across a German as a foreign language program at a private research institution on the East Coast in the U.S. The S-L integration started during the pandemic in intermediate courses as an outreach effort to Germanspeaking older adults in Germany and in the U.S. and has become a cornerstone of the German Program. Participants include intermediate and advanced German learners, two non-profit volunteer organizations in Germany that focus on improving the living conditions of older adults in society, one local U.S. community partner, and German heritage speakers in the U.S. Since Spring 2021, students have engaged with older adults in different formats (tandem, whole-group, a mix of both) via technology tools (landlines, Zoom, WhatsApp, Facetime). The Program is rooted in three experiential pedagogical approaches and frameworks, namely VE, S-L, and Intercultural Citizenship Education, which are driven by principles of reciprocity and reflection. The overall programmatic objective is to contribute to Diversity, Equity, Inclusion, and Belonging (DEIB) goals (community engagement, partnership formation) set forth in the institution’s strategic plan. Course learning outcomes include fostering intergenerational, intercultural, and language learning and raising students’ awareness towards challenges older adults may face. On the level of language program development, the Program provides opportunities for instructor-instructor collaborations, instructor-student collaborations, and communityengaged research.

This study explores the perspectives and experiences of Canadian secondary school teachers around violent extremism through semi-structured interviews and focus group discussions with 30 (n=30) teachers from Montreal, Toronto, Calgary, and Vancouver. The findings reveal unanimous eagerness among participants to engage with controversial subjects, yet almost all of them exhibit discomfort in addressing violent extremism, primarily due to perceived deficiencies in their expertise and training in this area. Some teachers show reluctance to address these topics to avoid excluding or marginalizing specific student groups, notably Muslims. Interestingly, a minority of teachers suggest that white students are immune to radicalization. They also expose unconscious biases concerning radicalization among religious minority students, especially Muslims, reflecting dominant discourses around radicalization and Islam. Moreover, there exists dissent regarding the necessity of addressing radicalization in schools that seemingly lack youth radicalization, mirroring a reactive discourse in preventing/countering violent extremism (P/CVE). Alarmingly, some participants report Islamophobia among their colleagues, highlighting an urgent issue that needs attention. Drawing from these insights, the study advocates for comprehensive teacher training on violent extremism and emphasizes the importance of collaboration between schools, parents, and local education ministries. It also criticizes Canada’s National Strategy on Countering Radicalization to Violence for its shortcomings and calls for a more robust and inclusive approach to P/CVE. Ultimately, the study underscores the need to integrate an ethic of care into educational practices, fostering an inclusive environment where all students feel valued and supported.

Rural Education is a modality provided for in the Federal Law of Guidelines and Bases No. 9394 of 1996, with the Degree in Agricultural/Agrarian Sciences being one of the graduations that qualifies educators to work in this modality. In the curriculum of the Degree in Agricultural/Agrarian Sciences, the supervised internship constitutes a space for the relationship between theory and practice, being a teaching and learning instrument for teacher training and performance in Rural Education. The general objective of this text is to present, based on a reflective descriptive analysis, the pedagogical experience of an internship program, in the Degree course in Agricultural/Agrarian Sciences, in times of pandemic, and how it can contribute to the development of knowledge necessary for teaching practice. From the reflective descriptive analysis, it was possible to infer that the intern was faced with a new universe in times of a pandemic, with the need to build technological knowledge to enable his pedagogical intervention via digital devices. This experience is understood as a step towards teaching, in an unprecedented way, overcoming educational paradigms, in the face of the Coronavirus (Covid-19) epidemic. This pedagogical knowledge acquired in the course and experienced in the supervised internship can contribute to the formation of teachers, aware of the teaching and learning relationships with the historical context experienced, especially in Rural Education.

The teaching of Physics aims to contribute to the formative process of students, enabling the resolution of problems and challenges in daily life. In the context of country school, the approach of concrete and contextualized situations assists in the student's scientific learning process. This paper presents an experience report that seeks to discuss the potential of problem-solving and inquiry in Physics Education, using the methodology of Project Based Learning. The experience was developed with a 2nd grade class of High School in a country school. The data were analyzed qualitatively, comparing the progress achieved by students in pre and post-tests applied to the class. The results obtained showed that the approach of active methodology combined with the students' context favors the appropriation of content, enhances the meaningful learning of physical phenomena and makes the classes more dynamic.

The objective of paper: implement actions that imply different social actors and socioeconomic entities to update an educational strategy focus in dissemination and application of measures to protect water and its sustainable use. The research is mixed based in learning-learning strategy contextualized to environmental education. The strategy was implemented as results were trained and awareness 354 participants in sustainable use of water and the qualitative impacts were confirmed. As conclusion the implementation of educational environmental strategies, constantly updated and developed, stimulate the introduction of practices in accordance with the sociocultural characteristics and the local context, within the framework of the sustainable development agenda until 2030, according to objective six.

This study aims to register part of the collection of body culture in the city of Tocantinópolis, Tocantins, located in the North of Brazil, based on the play reported by the older adult participants in the Health and Cognition Project for Seniors at the FUNT (Federal University of Northeast of Tocantins). Thus, we carried out exploratory fieldwork and qualitative analysis. The field information was gathered through semi-structured interviews with 42 (forty-two) participants. The script of the interviews encompassed their favourite places to play, partnerships, toys, and general characteristics. The analysis of the interviews indicated 64 (sixty-four) manifestations, divided into 8 (eight) categories, according to their particularities. The reports also revealed some portraits of a childhood suffering from poverty and early employment. Furthermore, the rural environment was the setting of some records, using toys manufactured with natural resources.

O artigo analisa o processo que leva Kharkiv/Ucrânia a protagonizar o cenário de emergência e consolidação da psicologia pedagógica materialista histórico-dialética, estruturada nos anos de 1920 na ex-União Soviética. O estudo teórico demonstra as contribuições acadêmico-científicas da cidade ucraniana em dois períodos: de 1930 a 1936, com a criação da Escola de Psicologia de Kharviv; e de 1963 a 2024, com a fundação do Grupo de Kharkiv. Os resultados demonstram que no primeiro período são elaboradas as bases da Teoria Psicológica da Atividade e, no segundo, desenvolve-se a Teoria Pedagógica da Atividade de Estudo. Ambos se fundamentam e investigam a relação atividade-desenvolvimento; se baseiam nos aportes teóricos da atividade; são influenciados por P.Ya. Galperin e P.I. Zinchenko; contam com a participação direta de P.I. Zinchenko e estão associados às suas ideias. Conclui-se que a atividade científica de Kharkiv tem papel importante na estruturação da psicologia histórico-cultural e da teoria da aprendizagem desenvolvimental.

Os jogos estão inseridos em nossa cultura em diferentes formatos, tanto físicos quanto digitais. Além de auxiliar na relação ensino-aprendizagem eles proporcionam aos estudantes a oportunidade de trabalhar em equipe, solucionar problemas e desenvolver estratégias para resolvê-los. O objetivo deste trabalho é investigar como os jogos têm sido utilizados nos contextos educacionais. Realizou-se uma revisão sistemática de literatura com base no protocolo PRISMA. Foram selecionados para análise os artigos que abordavam o uso de jogos em sala de aula, excluindo aqueles que não se enquadravam nessa temática. A busca na base de dados Thesaurus retornou 12 artigos, os quais foram divididos em duas categorias: jogos de tabuleiro e jogos eletrônicos. A análise do material selecionado indicou que a educação utiliza os jogos de várias maneiras, como introdução e reforço de conteúdos, resolução de problemas estruturais que impedem atividades práticas, observação do potencial pedagógico desses jogos e produção de recursos didáticos. Além das diferentes finalidades para as quais um jogo pode ser utilizado em sala de aula, a revisão de literatura evidenciou que um planejamento cuidadoso por parte do professor é fundamental para o melhor aproveitamento desse recurso pedagógico.

The article explores rural education in the context of the Ukrainian war from 2014 to 2024, drawing insights from scientific research and media publications. It delves into how military aggression has impacted the distinctive features, challenges, and risks encountered by individuals involved in the educational process in rural schools. Moreover, it highlights the significance of creating a secure educational environment in these institutions as a crucial step in ensuring the safety and well-being of the younger generation during wartime. This includes providing adequate shelter for all educational process participants. The impact of demographic, socio-economic, and educational factors on the learning development of rural students has been identified. The article presents several aspects of the work of a rural school’s principal and teaching staff with internally displaced students (war refugees); activities aimed at adapting the educational setting to continue education in crises and providing psychological assistance to children who have experienced war trauma. The study highlights the importance of guaranteeing access to rural education, providing sufficient funding, infrastructure, and technical equipment for distance (blended) learning in crises, etc. The results of the empirical study involving 50 rural principals and 202 educators from the western regions of Ukraine have identified the most common challenges in professional activity and the challenges of Ukrainian school-aged war refugee children. The tasks and prospects of rural education during wartime have been determined. It has been shown that education during war requires coordination and cooperation between state establishments, international communities, local organizations, social workers, educational managers, and independent experts to ensure maximum educational opportunities and protection of children in learning environments.

The success of scientific communication depends, to a large extent, on the production of an efficient scientific-academic discourse; hence the importance of its treatment in the teaching-learning process of pedagogical careers. This topic constituted the starting point of the doctoral research of the main author of this article, which aims to propose a methodology that enables the improvement of the scientific-academic discourse in the teaching-learning process of the subjects of Exact Sciences and Natural. Theoretical, empirical and statistical-mathematical methods were used, which allowed the systematization of the theoretical references, the identification of the initial diagnosis, the development of the methodology and its validation by the criteria of specialists or experts and users. This methodology consists of objective, premises, foundations, stages and actions to be carried out by teachers and students as appropriate. The results achieved, from the validation carried out and the multidimensional correlation coefficient rpj with the application of the Cohaerentîa processing software, point to a fairly coherent criterion of the theoretical and methodological dimensions and coherent in the practical dimension. In the case of users, the criterion is coherent in the theoretical and practical dimensions and quite coherent in the methodological dimension, which gives internal consistency to the proposal made. With the use of the methodology aimed at the treatment of scientific-academic discourse, the development of the language and its functional components is favored.

The pedagogical system of alternating cycle, as understood and applied in the CEFFA (Family Educational Centers for Alternating Cycle Training), emerged as a response to the lack of relevance of rural education at the end of the first third of the twentieth century. Since then, more than a thousand CEFFAs have appeared in more than 30 countries around the world and relevant scientific research has been carried out on them. This article aims to reflect on alternating cycle considered as complex pedagogy based on a previous bibliographic review. Starting from some distorted forms of alternating cycle, in the case of the CEFFA it is framed as one of its pillars and its relationship with the components that make it a system is framed. Finally, the aspects that allow us to classify the alternating cycle system as complex are highlighted.

In light of uncertainties regarding the availability of resources provided by the Brazilian energy matrix, energy self-sufficiency presents itself as an advantageous perspective to ensure the sustainability of rural properties. The objective was to explore the implementation of renewable energy in rural properties located in the city of Paty do Alferes – RJ, Brazil. In this sense, the aim was to understand the reality of family farmers regarding their knowledge and use of renewable energy through technical visits accompanied by interviews. Based on data collection and context analysis, the study proposed disseminating the technology, recommending the most suitable type of renewable energy for each property based on technical-scientific knowledge. It was found that the property owners are not familiar with the knowledge and use of renewable energy. The amount paid for consumed energy proved to be significant in the family budget. Therefore, the adoption of renewable energy can positively impact the socioeconomic conditions of rural farmers. For electricity generation, a photovoltaic solar system was proposed for Sites A and B, while for Site C an Indian-type anaerobic biodigester was recommended, and for Site D, the installation of a wind turbine for water pumping.

Based on research in the "Rincón de Santa Lucía" Park in Canelones, Uruguay, a strategy is presented for the production of knowledge that seeks to empower local communities in the appropriation and control of the natural commons. It proposes the generation of a set of environmental cartographies at a local scale, with the territorial agents of the area, which integrates the social appropriation of nature and contributes to the sustainable environmental management of the park's natural commons. For this purpose, different cartographic construction strategies were used: technical, perceptive and participatory maps. From the integration of the information generated, a local-scale Geographic Information System was built. The cartographies made it possible to evaluate variables, constructing an indicator that zoned the environmental vulnerability of the area, as a high potential tool for decision-making. The participatory knowledge production processes showed that it is possible to produce cartographies with high academic value, while recognizing and reinforcing identity territorialities. The integration of environmental education strategies with participatory mapping in public policies will make it possible to assist these processes from the pedagogy of Alternance and the epistemology of praxis.

The aim of this research is to analyse children's inter-age relationships in rural schools, given that the low number of pupils can limit the possibilities of socialising with children of the same age, encouraging relationships with older or younger classmates, both in the classroom and in the playgrounds. The research carried out was a mixed research, using a questionnaire sent to rural schools all over the country, and ethnographic fieldwork during four months in a rural school. The results show the good inter-age relationships that are generated in these environments and the good influence that multi-grade education has on the education and integral development of children. The study concludes by highlighting the value of children's inter-age relationships in rural schools and calling for further studies to increase knowledge on the subject.

The C’hole cultural knowledge of postgraduate students in Education and Cultural Diversity of Unit 071 of the National Pedagogical University (UPN) of Chiapas, Mexico is analyzed. The results support our analysis obtained through qualitative ethnographic research and semi – structures interviews. A significant potential is recognized in indigenous knowledge, related to: the cornfield and the cycle of the moon. Indigenous knowledge and its incorporation into the etymological bases of formal education as factors of change and socio – environmental cohesion are discussed.

This study's central theme is the schooling of residents of the Bom Lugar I Settlement, Upanema – RN. It started with the following research problem: what is the education level of the residents of Settlement Bom Lugar I, Upanema-RN? It highlights, as a general objective, to investigate, based on a field survey, the schooling of residents of the Bom Lugar I Settlement, Upanema – RN. The research was characterized as a quantitative study, of the field research type. The technique used to produce the data refers to the questionnaire composed of 11 closed and open questions. Fifty residents of Assentamento Bom Lugar I, Upanema – RN participated in the study. As main conclusions, the following stand out: among the factors that contribute to non-schooling in the researched context, emphasis is placed on the lack of school transport, the quality of teaching (decontextualized) at school in the countryside, financial issues, violence in the countryside, the distance from homes to schools and the lack of teachers, many coming from urban spaces.

The article presents the results of a meta-analysis conducted to understand if and to what extent there is evidence that shows whether catastrophic events have an influence on school dropout rates or student dropout rates. Research highlights that destructive events such as earthquakes, hurricanes, floods, etc., can lead to disruptions in the learning environment, increasing stress levels and the risk of dropping out among students residing in affected and low-income areas. School closures due to disasters have been shown to have a detrimental effect on academic performance and dropout, in those previously at risk and in those pre-disaster populations that are already vulnerable, which would cause students to be more likely to drop out of school. However, different types of disasters, such as geological and climatic events, can have different impacts on dropout, with climate disasters such as drought hindering, in some cases, significantly the attainment of education by more than 40% and increasing early school leaving, especially among young women and students who are weaker or at risk. These findings underscore the need for tailored interventions and support systems to mitigate the negative effects of natural disasters on students' education.

This article provides a comparative analysis of the schools or “peasant universities” of the Latin American Coordination of Rural Organizations (CLOC) and La Via Campesina (LVC) in Latin America and the Caribbean, and of the Peasant Movement of Papaye (MPP) in Haiti, with emphasis on the Latin American Agroecological Institutes (IALA), which exist to offer agroecological, political and organizational training especially to peasant, indigenous and Afro-descendant youth in the region. The objective is to systematize and compare the training programs of the CLOC/VC schools and the MPP school, to extract useful lessons that can support the advancement of both, as well as provide important elements for the promotion of agroecology and social transformation in the region, in order to better understand the educational practices and pedagogical approaches used in different contexts. And also, to explore in depth, the structure, functioning, impact and current challenges of the CLOC/VC schools in the region. It highlights the importance of these institutions in the training of women, men and young peasant leaders, and in the promotion of agroecology and food sovereignty in the region. The study includes a literature review, a detailed analysis of the schools in different countries, with interviews with members of the coordinations, and focuses on the organizational structure, educational programs and social impact. Differences in infrastructure and resources, and similarities in pedagogical approaches are revealed. The discussion focuses on the implications of these findings for strengthening peasant education and the massification and territorialization of peasant agroecology, and strategies are proposed to improve the quality and sustainability of the schools. The importance of supporting CLOC/VC and MPP schools to ensure their impact on rural communities in the region is emphasized.

The article addresses the challenges faced in conducting network research, considering the constraints imposed by the pandemic condition and the predominant individualistic and meritocratic context in Brazilian universities. The focus is on the research Education and Rural Schools in times of the Covid-19 pandemic" conducted from May 2020 to December 2023 by five groups of the Latin American Network of Marxist Studies and Research in Rural Education/Educação do Campo. Over the three years of research, 91 activities were carried out, involving participating groups and covering all stages of the process, from conception to methodological analysis, collectively and interinstitutionally. The text highlights the influence of virtual tools in research due to social isolation, pointing out limitations. On the other hand, it emphasizes collective and cooperative work as a positive response, reaffirming the principles and materiality of Rural Education Educação do Campo.

The text discusses part of the results of the research "Education and Rural Schooling in the times of the Covid-19 pandemic" conducted by groups from the Rede Latino-Americana de escudos e pesquisas em Educação do Campo. Our objective is to analyze the working conditions of teachers in rural schools during the Covid-19 pandemic. We started with data resulting from interviews conducted with questionnaires and answered virtually. Out of the 645 responses we obtained, we selected 18 teachers who work in rural schools in the years 2020 and 2021. We begin the text by discussing labor and the worker, drawing on Marx, in the context of a society guided by the development model of capital. In the second part of the text, we specifically address the working conditions of teachers in rural schools during the Covid-19 pandemic; the analysis is based on the statements of the interviewees, engaging with the elements they brought forward. The precarization of work and the exhaustion of teachers during this period became evident. Finally, we present some considerations about the experiences lived by teachers during the pandemic.

Esse Dossiê apresenta resultados da pesquisa “Educação e Escolas do Campo em tempos de pandemia da Covid-19” que foi realizada de forma coletiva e articulada por cinco instituições da Rede Latino-americana de Estudos e Pesquisas Marxistas em Educação do Campo, as quais se propuseram a analisar as condições objetivas da educação e das escolas nas comunidades do campo, das águas e das florestas e suas consequências em tempos de pandemia da Covid-19.

This article investigated the difficulties faced by rural, water and forest schools, in different regions of the country, to guarantee access to basic education during the Covid-19 pandemic, as well as analyzing the pedagogical strategies used during emergency remote teaching, with emphasis on the use of social networks. The data were obtained through interinstitutional research entitled Education and rural schools in times of the Covid-19 pandemic, developed between the years 2020-2023. National data were collected through an online questionnaire and interviews via video call. The subjects interviewed were workers from rural schools in 2020. The article uses quantitative data from questionnaires to profile the interviewees and qualitative data from interviews to highlight difficulties and strategies in school practice. Several difficulties in remote teaching were identified, with emphasis on the lack of internet and adequate equipment, compromising access to digital platforms. Other difficulties highlighted are related to the use of the printed materials strategy and the compromising of the teaching and learning process due to the need to carry out remote teaching. Notably, the social networks were used as a support strategy to facilitate “teaching” and learning.