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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 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 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 Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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.)

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

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

Copyright of Saberes Plurais is the property of Saberes Plurais 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 Meta: Avaliação is the property of Revista Meta: Avaliacao 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas 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.)

Introducción. La UNESCO define la bioética como el estudio sistemático, pluralista e interdisciplinario, para resolver los problemas éticos planteados por la medicina, las ciencias sociales y de la vida, comprendiendo lo relativo a los adelantos científicos aplicados a seres humanos y su relación con la biósfera. La UNESCO, asistida por un comité internacional de expertos, presentó en el 2016 el plan de estudios básico de bioética “The Bioethics Core Curriculum”, orientado a fortalecer su enseñanza en ambientes universitarios. El objetivoprincipal de este manuscrito fue identificar los referentes conceptuales y los esfuerzos multilaterales para la inclusión de la bioética en los currículos, señalando su pertinencia para el mejoramiento continuo, el fortalecimiento de la enseñanza y la investigación en las ciencias biomédicas. Temas de reflexión. Referentes conceptuales vigentes, esfuerzos multilaterales en la enseñanza de la bioética, política nacional de ética de la investigación, bioética e integridad científica. Conclusiones. La bioética, como ciencia de la supervivencia, es un pilar fundamental para la práctica de las ciencias biomédicas. Es evidente la necesidad de formar y preparar de manera adecuada a los futuros profesionales, líderes de opinión, académicos, investigadores, políticos y tomadores de decisiones en aspectos bioéticos, con el propósito de mejorar y fortalecer la formulación de referentes bioéticos en la práctica biomédica y la investigación en ciencias de la salud. Introduction. UNESCO defines bioethics as the systematic, pluralist, and interdisciplinary study to resolve the ethical problems posed by medicine, social sciences, and life, understanding matters related to scientific progress applied to human beings and their relationship with the biosphere. In 2016, UNESCO, aided by an international committee of experts, presented “The Bioethics Core Curriculum”, aimed at strengthening its teaching in universities environment. The main objective of this manuscript was to identify the conceptual references and multilateral efforts for the inclusion of bioethics in curricula, indicating their relevance for continuous improvement, strengthening of teaching, and research in biomedical sciences. Topics of reflection. Current conceptual references, multilateral efforts in bioethics teaching, national research ethics, bioethics, and scientific integrity policy. Conclusions. Bioethics, as a survival science, is a fundamental pillar for the practice of biomedical sciences. The need to educate and adequately prepare future professionals, opinion leaders, academics, researchers, politicians, and decision makers in aspects of bioethics is obvious, in order to improve and strengthen the formulation of bioethical references in biomedical practice and research in healthcare sciences. Introdução. A UNESCO define bioética como o estudo sistemático, pluralista e interdisciplinar para resolver os problemas éticos colocados pela medicina, ciências sociais e da vida, incluindo questões relacionadas aos avanços científicos aplicados ao ser humano e sua relação com a biosfera. A UNESCO, auxiliada por um comitê internacional de especialistas, apresentou em 2016 o currículo básico de bioética “The Bioethics Core Curriculum”, visando fortalecer seu ensino em ambientes universitários. O objetivo principal deste manuscrito foi identificar as referências conceituais e os esforços multilaterais para a inclusão da bioética nos currículos, apontando sua relevância para a melhoria contínua, fortalecimento do ensino e da pesquisa em ciências biomédicas. Tópicos de reflexão. Referências conceituais atuais, esforços multilaterais no ensino de bioética, política nacional de ética em pesquisa, bioética e integridade científica. Conclusões. A bioética, como ciência da sobrevivência, é um pilar fundamental para a prática das ciências biomédicas. Fica evidente a necessidade de formar e preparar adequadamente futuros profissionais, formadores de opinião, acadêmicos, pesquisadores, políticos e tomadores de decisão em aspectos bioéticos, com o objetivo de melhorar e fortalecer a formulação de referências bioéticas na prática biomédica e na pesquisa em ciências da saúde.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 purpose of this article is to review and put into perspective certain anthropological foundations involved in educational work around the end of education, highlighting that teaching practice cannot avoid them. For the author, it is worth noting that the anthropological components and scope of the aims of education must constitute the center of all educational endeavors. Thus, from the perspective of the philosophy of education, this approach is in line with retaking concepts from the classical philosophy of realism with an Aristotelian basis, to renew the formative commitment that education implies today. Specifically, the author states that, returning to the classical conception of paideia, educating is mainly training. In conclusion, the author emphasizes that educational work, especially in the school environment, has the purpose of effectively helping students reach the fullness of their personal being, specifying five purposes in this process: to inspire students to be surprised about reality and also to awaken their interest in learning and training themselves; educate character around truth, goodness and beauty; develop virtues so that students live in coherence with their existential purposes; training supposes a process of personalization, of personal growth; and finally that education is oriented towards the profound growth of the interior life. [ABSTRACT FROM AUTHOR]

Governments and institutions such as UNESCO believe that Information and Communication Technologies (ICT) are required to achieve high-quality education. Many initiatives to create digital resources have arisen from Covid lockdowns and isolation periods to support the teaching and learning process. Some websites, most of them of low quality, allow students and teachers to share tools. Therefore, minimum quality standards must be established and assessment tools created, so teachers can make their own resources and evaluate those of third parties. The eDocente Innovation Laboratory of Arts and Humanities (LIDAH) research project aims to establish procedures to create and evaluate digital learning resources. The methodology is based on the evaluation of the educational tools through user experience (UX), checking whether the tools meet teachers' and students' needs and expectations as main users. Action guides and rubrics will then be established based on different evaluation techniques to generate and filter educationally efficient resources. [ABSTRACT FROM AUTHOR]

The article is the result of a survey carried out with teacherfs who, as Supervisors, participated in the Institutional Teaching Initiation Scholarship Program (Pibid), subproject “From Discipline to Teaching: the ‘beauty’ of being a teacher”, developed by the Course of Pedagogy at the State University of Rio Grande do Sul (UERGS), São Luiz Gonzaga/RS, from 2011 to 2014. The objective was to capture perspectives on Pibid from Within the schools, which is why we sought to listen to the perceptions of the supervisors. The approach was qualitative, using semi-structured interview to collect data. It was found that the Pibid will contribute positively to the academics training trajectorory, as well as to the school communities in which it is located, and that the project provides incentives for critical-reflective training [ABSTRACT FROM AUTHOR]

With one of the largest networks of Breast Milk Donation and Human Milk Banks in the world, the country still has low stocks, due to the lack of information and knowledge about its existence. In view of this, it becomes relevant to take a critical look at how the topic of Breast Milk Donation and Human Milk Banks has been approached in Science textbooks. The research is of a qualitative nature, of the documentary type, using the textbook as a strategic tool in the classroom, following the perspective of Lüdke M and André M (2013). The books (Teacher's Manual) were selected from the Science collections made available by the National Textbook Program PNLD 2020 -- for Elementary School, each collection has 4 four volumes (6th to 9th grade), available for analysis and choice of teachers in the country's public school system. The analysis criteria were based on articles by Schall (2010), France; Margonari; Schall, 2011 and Massara et al., 2016, established after carrying out a preliminary reading of the collections, using the following evaluation criteria: 1 -- Content, 2 -- Language, 3 -- Illustrations and 4 -- Activities. The researched collections did not specify a chapter on Breast Milk Donation, presented clear and understandable language and some collections presented advertisements from the Ministry of Health and there were no activities or campaigns about the donation of jars. The Mother Milk Donations is a reality, and it cannot be admitted that information is limited in the educational environment, it is essential that there is knowledge for a citizen and participatory formation that provides changes in habits and attitudes. [ABSTRACT FROM AUTHOR]

The article addresses the history of the Iranian Plateau and its people, including the Persians and their relations with the ancient Greeks at the beginning of what later became known as Western Civilization. The objective was to highlight that the teaching of ancient history in Brazil needs to be rethought to avoid frequent inaccuracies, generalizations and inconsistencies, among others, in much of the bibliography available on the subject. To achieve this, it was based on more recent archaeological and historical research, which are decisive theoretical contributions to understanding the people of the Iranian Plateau in their diversity and historicity. This is a basic, qualitative, exploratory, explanatory research that used bibliographic and documentary procedures. It was concluded that ancient people must be studied in a contextualized way. The people of the Iranian Plateau need to have their diversity understood and cannot be treated as if they were all the same. Thus, although the Persians are the best known and studied people on the plateau, they were not the only ones, neither the first nor the last in that region. Thus, the article discusses a topic on which there is little research in Brazil and seeks to collaborate with the task of teaching ancient history in the country, in this case about the people of the Iranian Plateau. Therefore, it deals with the role of the Persians in the origins of the West, but seeks not to limit itself to this issue. Finally, the relevance of the study of antiquity in Basic Education is highlighted and some notes are made to contribute to this important task. [ABSTRACT FROM AUTHOR]

Copyright of CEDOTIC Journal / Revista CEDOTIC is the property of CEDOTIC Journal 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 Pedagogía y Saberes is the property of Universidad Pedaggica Nacional 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 Movimento (0104754X) is the property of Movimento, da Escola de Educacao, Fisica, Fisioterapia e Danca 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 Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios 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 Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem 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 Ñawi: Arte, Diseño y Comunicación is the property of Escuela Superior Politecnica del Litoral 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 Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz 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 Imagens da Educação is the property of Universidade Estadual de Maringa 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.)

This essay aims to establish a dialogue between the pedagogical contributions of Paulo Freire, Frantz Fanon and Boaventura de Sousa Santos, with the purpose of claiming the collective construction of a pedagogical alternative that from the south provokes indignation, promotes ecological awareness and instills a social role. If the pedagogy that promotes modernity has as its main characteristic the dehumanization of the human being, the pedagogical alternative from the south will have its humanization as its goal. This is the power that counter-hegemonic education keeps within itself. Through the pedagogical postulates of these three intellectuals, the aim is to become aware of what modernity denied us for centuries: the possibility of creating anti-colonial, anti-capitalist and anti-patriarchal subjectivities. [ABSTRACT FROM AUTHOR]

The objective of this work is to present an analysis of two discourses that would build the curriculum issued by the Ministry of Education of the Nation during the government of Mauricio Macri, to uncover these hidden areas, those knowledges and relationships that provide their conditions of possibility and allow us understand why certain rules, concepts, practices and other modes of relationship among subject, education and teaching were established. It tries to ask us: what are the foundations of the new curriculum and what is left of it? What education and what teaching was designed and for which discipline? In other words, it is about understanding the discourses that establish or sense two curricular documents, or the place that the subject occupies, or teach and educação. [ABSTRACT FROM AUTHOR]

This article aims to present an integrative literature review that aims to analyze research on the chess game and its relationship with teaching and learning processes. Thus, this review used the ERIC databases; CAPES Portal; SciELO, Scopus Elzevier, Web of Science and the Brazilian Library of Theses and Dissertations for data collection. Articles and dissertations published between the years 2012 and 2021 were included in the sample. No doctoral theses on the topic were found in the period. After following the inclusion criteria, six articles and twenty-one dissertations that met the theme of this research were obtained: chess, teaching, and learning in formal environments. Although there are several studies that involve chess at school, research that proposes to build a pedagogical approach to chess is not common. This factor indicates the essentiality of analyzing that chess must be pedagogically planned, reflected, evaluated and systematized, bearing in mind the learning processes. [ABSTRACT FROM AUTHOR]

The present article investigates the question of the emergent condition of education in pandemic times, especially regarding the meaning of the (im)possibilities of subjective formation. Meanwhile, we outline some elements of the educational implications of the pandemic scenario of the new coronavirus. In this way, we outline a diagnosis of the social and educational transformations in the current context and discuss how this indicates something about the processes of subjective formation. The research is bibliographic, with aspects of integrative review. Thus, we bring to the text authors that we have already been studying, for an interlocution with new commentators, who bring elements of contextualization to form a panorama of the current educational scenario. In this way, we understand that the recrudescence of the educational situation is a sign of the advance of a more serious and severe situation globally established. A social and civilizing condition, greatly aggravated, by the social, ethical and economic-political model, which permeates all dimensions in our contemporary world (which, consequently, has strong impacts on the possibilities of subjective formation). [ABSTRACT FROM AUTHOR]

This reflection article has the purpose to analyze the possibilities of the desire in the school. Thus, a pedagogy of desire is presented, articulated to three educational and curricular principles of the 21st century, as a call to the endurance, to the solidarity and to the responsibility to overcome the hopelessness of the current crises. The text is structured in three parts. In the first, an approach to desire is made --bound to the Eros and to the literature- as a way to confront with financial capitalism. In the second, it deepens in three dimensions of the desiring spirit, under an idea of integration and simultaneity. Finally, the possibilities of the desire in the school educational experience are pointed out. From the above, it is concluded that if the school education aspires to transcend and face the current crises, it must take the desire -and therefore the endurance- as a founding principle of its interactions, where the desire for the other, for oneself and for the knowing is an opportunity that moves to action in search of a preferable common life. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias 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.)

Academic programs in Nutrition aim to produce general practitioners with both humanistic and critical vision, trained to work in all areas of the food and nutrition fields, which are fundamental to human health. This study details the experience of participating in the undergraduate Mandatory Curricular Internship in Food Sciences at the School of Pharmaceutical Sciences, Food and Nutrition (Faculdade de Ciências Farmacêuticas, Alimentos e Nutrição − FACFAN) of the Federal University of Mato Grosso do Sul (Universidade Federal de Mato Grosso do Sul − UFMS) and at the School of Health Sciences (Faculdade de Ciências da Saúde − FCS) of the Federal University of Grande Dourados (Universidade Federal da Grande Dourados − UFGD), MS, Brazil. This is a descriptive study, in the form of experience report. This experience report covers the organization, program description, and evaluation system of the internship at both academic institutions, followed by a reflection on the knowledge and expertise of the professors and supervisors who oversaw the interns. The objective of this internship is to provide students with a realistic experience of nutritionists’ work in the area of ​​Food Sciences. Considering the current roles of nutritionists and the future areas of action predicted by the Federal Council of Nutritionists (Conselho Federal de Nutricionistas − CFN), the inclusion of this internship as a mandatory component of the Pedagogical Projects of Nutrition courses in the area of Food Sciences will certainly have a favorable and innovative impact on the training of undergraduate students, and contribute positively to their professional careers. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa 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 concept of pedagogy, pedagogical subject and the pedagogy as a science, discipline, knowledge and reflection, have been studied by many authors on all continents. This approach include the traditions of Germany, France, United States and Latin America. The conceptions of pedagogy have been set up throughout the history of education differ in the various regions and countries. This is why a thorough, detailed and profound analysis of the notion of pedagogy epistemic configuration requires to take into account not only the own epistemic from the same dimension but also its geographical dimension. This article reflects on the components of the curriculum: training purposes and content of learning. It is assumed that training purposes must guide the actions of learning and that learning contents are not beautiful or ugly, easy or difficult. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)