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This issue of Estudios is a tribute to the memory of Reynaldo Sordo Cedeño, who was a professor in the Department of General Studies for over thirty years and passed away almost two years ago. The legacy he left at ITAM, both in the creation and design of courses, as well as in his teaching and deep friendships with colleagues, is a testament to his personality. This issue includes biographical sketches of Sordo, academic papers written by colleagues in his honor, and three previously published writings by Sordo in the journal. [Extracted from the article]

This paper shows the results of a research carried out in the Sociology Department at Universidad de las Villas, in accordance with the guidelines of the Network Design and Attention to Gender Opportunities in Higher Education for the year 2020. On the basis of five dimensions, the Study Plan of the Sociology career was analyzed in order to arrive at proposals for the transversality of the gender perspective. It was found that, given the flexibility of the new Study Plan, it was possible to endorse in the contents of 13 subjects of the career, concrete elements of gender ideology, in addition to making proposals from research, postgraduate and extracurricular activities. [ABSTRACT FROM AUTHOR]

The objective of this paper is to establish the links of General Chemistry with the rest of the subjects and the improvement of the system of evaluation. The paper includes a system of actions through a unit of the syllabus, establishing the link between the subject and the rest, also integrating exercises are proposed with a greater interest and preparation of the students for the subject General Chemistry. Were applied a previous diagnosis to students to verify interest and knowledge of the importance of Chemistry for the race and were compared the teaching results during two continuous courses for each partial test and finalizing the semester in both. [ABSTRACT FROM AUTHOR]

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

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This paper deals with the experience in teaching the course in Agricultural Production, Part I, as part of the Agronomy major at the University of Matanzas, gained by its academics during the academic year 2017-2018 when the new «E» curriculum was adopted. A sample of freshmen taking the course for two semesters was surveyed. The course syllabus was prepared; a methodology for the practical training was created; a notebook was used; topics covered in the course were determined; and students and agricultural workers' satisfaction was measured. The results show that the syllabus was adequately prepared; the practical training was very useful for students, so they were very satisfied; and agricultural workers considered the job performed by students to be good. [ABSTRACT FROM AUTHOR]

This paper is the result of a research carried out under the umbrella of the "UNESCO UniTWIN Network on Media, Gender, and ICTs" Project, and it tries to determine the presence of subjects with a specific focus on gender in the current Communication Degrees offered at Spanish universities. The inclusion of subjects about gender equality in relation to media follows the suggestions of the IV World Conference on Women in Beijing (1995). The main objective of this research will be to investigate the presence of these subjects in Communication Degrees, identifying the elements that define them at a thematic, methodological and relevant levels within the curriculum. A mixed methodological design is proposed based on ex-post-facto research, with a descriptive orientation and the search for improvement, a qualitative analysis of study plans using ATLAS.ti and a panel of experts. The results reveal a scarce presence of this type of subjects, with a higher percentage in public universities than in private ones, and also a minimal relevance as compulsory subjects. This research study reveals the current formal training in gender studies of future generations of media professionals and serves as an endorsement for forthcoming changes of curricula in the European Higher Education Area context. [ABSTRACT FROM AUTHOR]

Gender and women's studies have become more visible in recent years. A tangible advance not only in academic terms, but also at a social and educational level. Although these issues have gained notoriety in our country, we note that this does not affect the same intensity in the educational field. At secondary level, these issues enter preferably from the hand of the Comprehensive Sexual Education Law (Law No. 26,150) although this does not happen systematically. We ask ourselves then about the History that is taught not only in high school, but also at University. Within this framework, we promptly inquire into the entry of these issues within the History Teachers Program at the National University of La Plata. In sum, this is a paper that tries to question which historical subjects regain voice in the teaching of university History and at the same time it presents the curriculum as a cultural, historical and gendered device. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the reflections on the conceptions of human rights from which we intervene in our practice in public universities. The look we propose an anchor in the perspective of peoples' rights and their dialogues with Latin American critical pedagogy. The work investigates the integrality of the practices and emphasizes the curricularization of the university extension from the perspective of peoples' rights. It also raises the need to assume the intersectional perspective in human rights pedagogy. [ABSTRACT FROM AUTHOR]

This paper analyzes the curricular transformations of the Adult Secondary Education (ASE) in Argentina, from 1968 to the present. A documentary analysis of (N = 32) official texts provided by the Ministry of Education and an inductive characterization is carried out, allowing the identification and description of four stages characterized by strong political, social and economic changes. Each stage describes the ESA's institutional objectives, the target population, the social and economic context, and its differences with other stages. The results indicate that at the beginning (stage 1), ASE was proposed to develop comprehensive adult education, based on the analysis of the adult students' needs. Curricular transformations, as a result of laws such as state reform and the transfer of education services to jurisdictions and the National Education Law, led the ASE to assume new responsibilities away from the purposes which it was created for. [ABSTRACT FROM AUTHOR]

This paper studies the presence of contents related to early infant feeding (API), breastfeeding (LM), in Primary Education textbooks. Our hypothesis is that we would find limited contents and misconceptions. The aim is i) to establish the presence or absence of contents related to health and mammals, included in the school curriculum: Health and living beings; ii) detect contents promoting or reinforcing misconceptions about API. Our purpose is to contribute with this research to a field that has been little explored in Science Education, despite its relevance. Actually, we have found a limited presence of proper school contents and, furthermore, a large amount of images containing misconceptions. So we have concluded that this analysed textbooks could promote the absence of learning and the misconceptions related to the early infant feeding. [ABSTRACT FROM AUTHOR]

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The research project PICT 2014-0898: Primary/secondary and secondary/higher educational transitions: students' trajectories and learning assessment (directed by Flavia Terigi at the National University of General Sarmiento) aims to analyze variations in criteria and practices of assessment, marking and grading, and promotion to the next academic year across the different educational levels. One of the principal objectives of the research project is to hypothesize about how these aspects can affect students' trajectories in transitions between educational levels. This paper focuses on part of the field work carried out in the first year of secondary school with regards to the subject Language Practice. It addresses professors' views about assessment, certification, scoring and grading through the analysis of the pedagogical and evaluation proposal of each professor, their scoring strategies and correction criteria, and the way in which they build the quarterly grade of each student. [ABSTRACT FROM AUTHOR]

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This article shows the results of a qualitative/documentary study on intercultural education carried out in the mountain region of Guerrero, Mexico. The paper analyzes in particular the Universidad Intercultural de los Pueblos del Sur, which has been able to develop a project in intercultural education and even expand it to five municipalities in the state of Guerrero. The university represents a space of informal education for indigenous youth, using an educational model oriented to the rural perspective and encouraging abilities in communities and families through technical assistance by transferring technology and specialized knowledge in agricultural activities. The paper concludes by making recommendations that orient intercultural educational practice, taking into account the evidence contributed by research. [ABSTRACT FROM AUTHOR]

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