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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present work aims to present considerations about the education of deaf people in the education of young people and adults - EJA. We consider it important to carry out a bibliographical survey using thesis and dissertations from the Capes Portal. This collection of information gave us the opportunity to reflect on what research has been like in Brazil on the descriptors "education of the deaf" and "education of young people and adults". Regarding the methodological proposal for data generation, we opted for a qualitative approach with bibliographic-analytical procedures. One of the initial results shows a marked lack of work regarding the inclusion of deaf people in EJA, mainly in the Northern region of Brazil, demonstrating the need for work in this EJA context. [ABSTRACT FROM AUTHOR]

Copyright of Anuario Electrónico de Estudios en Comunicación Social 'Disertaciones' is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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.

The text addresses part of the results of the research Education and Rural Schooling in the time of the Covid-19 pandemic conducted by groups of the Latin American Network of Studies and Research in Rural Education. Our objective is to analyze the diversity and inequalities in continuing education in the context of the Covid-19 pandemic in rural schools, including those in water and forest areas, in dialectical relation to the totality. To achieve this, we utilized data from 645 respondents from a virtual questionnaire conducted by the research, as well as excerpts from interviews with 19 educators who worked in schools in the years 2020 and/or 2021. We discuss the diversity of human experience, encompassing elements of culture, lifestyle, and the political and social organization of communities. We reflect on the challenges posed by the pandemic in the context of a society organized under the aegis of financial and neoliberal capital, impacting the ongoing training of teachers. Finally, we highlight the diversity of territories, how life is organized, the understanding of education and schools, and, at the same time, the unity imposed by the social form of capital, with neoliberal policies and the commodification of education.

This work was developed with the purpose of highlighting the multifunctionality involved in teaching rural educators during the Emergency Remote Teaching period and the return to face-to-face activities during the Covid 19 pandemic to guarantee students access to the right to education. The general objective is to identify the difficulties and strategies used by teachers during this period in a Basic Education School in Campo de Santa Catarina. The methodological path consisted of field research and interviews with teachers and school managers. During the Covid-19 pandemic, the public authorities' disregard for Rural Schools and their specificities became evident. The engagement and commitment of teachers became essential for rural students to access their right to education.

Presents and analyzes data collected in the network research called "Education and Rural Schools in times of Covid-19 pandemic." It takes as analytical cut the 113 online questionnaires answered, between June and July 2020, by the students of the Bachelor of Rural Education course - Agrarian Sciences of the Federal University of the Recôncavo of Bahia. The objective is to discuss possibilities/impossibilities in the construction of the alternation regime as curricular organization of the Higher Education of the working peoples of the Rural Area, of the waters and of the forests in the pandemic period, giving voice to the students. As results we have the detailed profile of the respondents of the questionnaire and their indications about the teaching of the University in that period, problematizing possibilities and impossibilities of the curriculum alternating in Higher Education of the Rural area during the pandemic of the Covid-19.

This article aims to organize some thoughts on the materiality of water courses and forests for rural individuals in different Brazilian territories and the relationship between rural schools and Agroecology during the COVID-19 pandemic. The analysis, based on data from 2020 and 2021, investigates how schools and their embeddedness contributed or could contribute to the construction of another agri-food system based on the principles of Agroecology. The methodological framework centered on surveying methods, literature review, and interviews with teachers from rural schools. The data point to the importance of schools in guaranteeing the food security of many families, in collective solidarity actions development, and in the production of pedagogical alternatives based on the critical understanding of the students' reality, which also are central elements for Agroecology practices.

This article is the result of an interinstitutional research entitled “Education and Rural Schools in times of the COVID-19 pandemic” that began during 2020. We performed the research through a quantitative approach, with the application of questionnaires with students and former students from the courses of Rural Education, Pedagogy of Land and Indigenous Pedagogy. After this first moment, we developed online qualitative interviews. We seek to present an analytical outline based on the data collected, especially at the intersections between class, women, race, work and rural education. Although it was not the centrality of the investigation, it pointed out a series of data that came from the concrete lives of these women and required a more systematic analysis. To present this debate, the article emphasized three major themes, namely: Women, Class, Race and Ethnicity through the profile of the women who participated in the research; Work, Gender and Race in Rural Education during the pandemic; and the impacts of the pandemic on women in Rural Education. Among the main results, there is a greater presence of women and black people engaged in Rural Education, most of whom are mothers. Among the main impacts that these women suffered in their lives, the increase in work, decreased income and dedication to their studies and their children during the pandemic stand out, which was precarious for most of them.

This article deals with the deepening of educational inequalities in rural schools after the Covid-19 pandemic, resulting in the closure of schools, downgrading of curricula and teacher training, reforms in educational policies and legislation that adjust the formation of the working class to business capitalist logic. The objective of this work is to analyze the contradictions faced by rural schools within the scope of the organization of pedagogical work, based on the attacks derived and/or deepened by the pandemic. It presents overcoming foundations based on historical-critical pedagogy and cultural-historical psychology regarding the lack of training for rural workers and confronting educational inequalities exacerbated by the pandemic. It also points out that the pandemic deepened and highlighted the roots of this process of lowering school education, especially in public schools in/from the countryside.

Given the context of the pandemic that has ravaged the world, the text's object is the relationship between Peasant Education and Popular Health Education in the face of resistance practices in confronting Covid-19, considering the denialist and negligent stance of Brazilian State government officials, especially in the most serious moments of the disease. In this sense, the central objective of the study was to reflect on the consequences of the pandemic on Peasant Education, as well as Water and Forest Education, and on coping actions based on Popular Health Education. Methodologically, the article is based on bibliographic and documentary studies, in addition to a brief statement from an indigenous leader. The analyses indicate that the State has failed to implement public policies and that there are still limits in the implementation of the National Policy for Comprehensive Health of Populations in the Countryside, Forests and Waters; there is also a need to expand scientific production on Peasant Education and Popular Education in Health. In conclusion, we observe the importance of the resistance of Countryside, Waters and Forests people and the recognition of popular knowledge in dialogue with scientific knowledge.

The article presents some analyzes of children's psychological development in the pandemic period in the context of Cuban society from a historical-cultural approach. From the methodology of clinical case studies that offers the possibility of a content analysis, the following results could be reached. The theoretical and methodological assumptions of a cultural-historical approach give us the possibility of scrutinizing objective and subjective conditions, surpassing empirical generalizations. The pandemic situation, causing a radical change in the way of relating, requires the organization of compensation mechanisms that allow promoting children's psychological development until after the confinement period has ended. The learnings extracted from these analyzes can help predict the future, shaped by interpersonal relationships in the digital environment, as occurred during the COVID-19 confinement.

This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.

This article aims to reflect on the following problematizing questions: 1) What is popular education, what is its origin and what teachings does it provide us? 2) Why, after so many historical centuries of resistance and production of orders other than the hegemonic, does part of the critical field maintain the deviation regarding the content of popular education in its real emancipatory intention? To begin the reflective trajectory, we start with a Mexican mural-image by Alba Calderón, entitled Os desocupados. In the theoretical framework of Paulo Freire, José de Souza Martins, Claudia Korol, Oscar Jara, and the sociologist-muralist Eduardo Kingman, the reflection intends to address the questions above, to, in the end, make considerations about the centrality of popular education in the light of experience of rural social movements.

The emergence of digital Game-Based Learning (GBL) has sparked interest in assessing its efficacy. This assessment needs to consider the complex mix of narrative and interactivity typical of video games, which makes it difficult to evaluate to what extent a video game achieves its stated learning objectives. This challenge is exponentially increased when gaming sessions happen spontaneously in informal contexts, without any supervision by educators or the option to assess the players’ prior knowledge and skills. This work presents a methodology for analyzing GBL experiences based on data science and the data collection functionalities offered by current game development platforms. This strategy is applied to the analysis of a social media simulator designed to promote information literacy within the video game Julia: A Science Journey. The system collected data on 436 sessions from 112 unique players over six months. The records included information on replayability, identification of fake news, and reaction times. The results suggest that players become more adept and swifter at identifying fake news through repeated games. Success in identifying misinformation is also related to the topic, with hoaxes related to scientific content being more easily recognized than those associated with political controversies.

The advancement of technology enables new resources for education. The convergence of accessibility, usability, serious games (SG), and user-centered design (UCD) enables the development of inclusive resources to meet the needs of people with disabilities. This work aims to analyze and synthesize the developments of digital educational games, focusing on technical aspects to facilitate their implementation in the classroom. The criteria and recommendations of the PRISMA protocol (2020) were applied to conduct the search. Keywords were used to explore the Web of Science, Scopus, PubMed databases, and 21 journals, covering the period from 2018 to 2023. Initially, 799 articles were identified, and after the refinement process, 24 publications were analyzed. The results indicate a growing and ongoing interest in the topic. Current trends in the design and use of accessible video games for individuals with intellectual disabilities were identified, along with their impact on learning and educational inclusion.