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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The social, political and educational reality in Brazil, in recent years, has demanded new positions from the field that articulates Psychoanalysis and Education in the country. This article seeks ways for Psychoanalysis, as a critical theory, in dialogue with the field of education and politics, to contribute to a better understanding of the social symptoms that appear in educational issues and, in particular, in the wave of violence that currently plagues educational institutions. We understand that the recent attacks on schools have to be seen in the context of several other attacks, from the historical lack of investment in education in the country, to the spectre of death that surrounds everyday school life, with the high rates of homicides and suicides in adolescents - expressions and consequences of necropolitics and the suicidal state that is installed in Brazilian society. When discussing educational aspects, we necessarily need to articulate issues of science, nature, economics and politics. By way of conclusion, this paper provokes the need to transmit to young people the desire to imagine other worlds and dream other dreams. [ABSTRACT FROM AUTHOR]

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

The research carried out as part of the postdoctoral internship at PPGMPE-UFES objectively mapped the possibilities for expanding education in networks of know-how mediated by communication technologies. It uses the everyday method in the perspectives of Certeau, Ferraço and Alves in consonance with Morin's complexity hermeneutics, in order to experiment with technologies in networks, as ways to promote education in networks, as well as to bring back the learning created in this texture to a classroom. We conclude that mediation spaces such as the podcast, Tiktok, Youtube, Instagram, Linkedin, Pinterest infographics, Whatsapp, as well as the printed book and academic events are some, among many, technologies capable of attracting attention and people's hearts for education, while re-signifying everyday practices, providing differences over repetitions, often (un) learned in pedagogical routines. [ABSTRACT FROM AUTHOR]

This text proposes to examine the invention of schizoanalysis, by Gilles Deleuze and Felix Guattari and some contributions to Education. To this end, discusses the concepts of desiring machines and Body Without Organs, present in the book The Anti Oedipus. The concept of machine is used to evidence the machinery and does not refer to the non-human, technological, but to the production, to the gears that sustain reality. Desiring machines are associated with the concept of Body without Organs, corporeality that does not belong to a subject, but is crossed by an intensive and connective vitality. This thought sustains the complexity and processuality of reality moving from the domain of representation to the domain of experimentation. It also changes the way of approaching subjectivity, not in its interiority, but from the relationships that are established and their effects. At the end of the article, a discussion is developed regarding Education and how schizoanalysis can be a way of thinking about invention and resistance in different learning processes. [ABSTRACT FROM AUTHOR]

The Tutorial Education Program (PET) emerges in higher education as an important tool for implementing the teaching-research-extension pillars to encourage the academic, professional, and human development of students, employees and other beneficiaries of the initiative. The objective of this work was to analyze the contributions of PET Integration linked to a public university located in northeastern Brazil with a focus on extensionist practice in a pandemic situation and in the face of the new social reality. Bibliographic research with a qualitative-descriptive approach was used to provoke reflections on how the program can act in exceptional emergency situations. Faced with the cancellation of face-to-face activities, there was a need for adaptation. Despite the challenges presented, it was possible to maintain quality, enable an integrated view of the social context, expand the frontiers of knowledge, enable the dissemination and socialization of scientific knowledge produced beyond academic spaces, providing the group with the development of protagonism and feeling of excellence. [ABSTRACT FROM AUTHOR]

This article studies the experiences of schooling during the pandemic in Argentina and identifies the relationship between digital technologies and inequalities. We present quantitative and qualitative results of two research projects that inquired about the daily life of families in Argentina based on the analysis of access to technological devices and the forms of pedagogical accompaniment and the development - or not - of the necessary skills. Among the most relevant results we find that the socioeconomic level and the social, cultural and educational trajectories of the adults in charge were crucial factors when evaluating the ways in which the period without face-to-face classes was traversed. Added to this, the conditions of access to digital technologies, the virtual education dynamics proposed by the institutions, and the digital skills that mothers and fathers possessed, or were able to develop, resulted in different and unequal schooling experiences during the pandemic. [ABSTRACT FROM AUTHOR]

This article had as its goal to revisit, through a narrative literature review, different historical moments, from the 15th to the 21st centuries, in which the emergence of new technologies and/or social changes led to new ways of understanding, conceptualizing, and practicing education, until finally reaching the new questions that c/taíóoíssuch as ChatGPT raise, the main one being: to what extent Artificial Intelligence can replace human teachers? It was concluded that, as a tool, ChatGPT and other similar models represent a considerable potential when it comes to being applied as part of educational practices conducted in school environments. It was also concluded that, instead of replacing the teacher, such tools will most likely require a new displacement of their function, in which competence and creativity to formulate complex questions should be highly valued. [ABSTRACT FROM AUTHOR]

The article aims to analyze the perception of teachers in the city of Ascurra/SC on the use of textbooks on local history, technologies, transmedia storytelling, and their applicability in teaching the history of Italian colonization in the municipality. Through an action-research, educational training was carried out about technologies and the use of a textbook for 29 teachers, who answered a form with three dimensions: "educator profile", "perception about the textbook" and "technological perceptions and transmedia". Among the main results, it was possible to verify that teachers feel the need to better use technology in education and are interested in deepening their knowledge regarding local history and the use of accessible technologies. [ABSTRACT FROM AUTHOR]

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

The use of social networks by high school students from National Police schools in Bogotá includes the identification of possible gaps in cybersecurity issues, despite programmes and strategies related to responsible use when browsing cyberspace. This research is based on the comprehensive-interpretive (sociological) paradigm with a mixed approach of qualitative predominance. A documentary review, a student survey and an in-depth interview with parents and speakers were carried out. The findings were grouped into two categories; cybersecurity and education. The results of the survey showed hyper-connectivity on the part of the students; the interaction carried out through social networks, especially through the exchange of photos, videos, sharing statuses and making video calls. The findings of the interview express that, although each educational establishment is autonomous, among parents, caregivers and teachers an expressly defined route is not clear to follow when evidencing emerging dangers to the use evidenced in social networks. There is also a lack of greater co-responsibility when identifying certain types of behaviour that threaten students, given that some parents consider that it is an issue that the school should take care of, while teachers believe that it is the parents' responsibility. In conclusion, the need to assess the degree of acceptance, the effectiveness and the scope of strategies developed by schools and private or government entities, with respect to raising awareness on cybersecurity issues and responsible use when browsing the Internet, is revealed. [ABSTRACT FROM AUTHOR]

This article presents the emerging findings of a doctoral research, in a specific aspect of it, focused on identifying the perceptions some university students, enrolled in the BA in Foreign Languages of a public university in Medellín (Antioquia), have about citizenship training. A total of 23-third semester students of the degree program, with prior informed consent, answered an open-ended question questionnaire applied in the classroom based on qualitative research procedures. The findings allow us to identify that regarding the participating students' perception, citizenship education is structured along the following thematic lines: 1) it is assumed as fundamental knowledge and as education in society; 2) it has an emphasis on teaching and learning; 3) it is supported by community and values in favor of peaceful coexistence; 4) it is favored thanks to pedagogical and didactic aspects - content and interactive strategies- and by the relationship with a foreign language, culture, daily life, and coexistence. [ABSTRACT FROM AUTHOR]

The research aims to recognize the incidence of human development as a pedagogical strategy to strengthen the academic processes of educational institutions. The paradigm is interpretive, from the qualitative approach; the strategy is documentary. The findings showed that the human development of the teachers participating in the study is a determining factor in helping to improve the academic pedagogical processes of the institution, since this endows them with the competencies so that the students perceive in them an example, a support and a person they can trust. As a conclusion of evidence, personal satisfaction is a relevant component of human development, since it leads teachers to feel happy, I adjust in their work what is observed in a more open, conciliatory, responsible, ethical and creative attitude of teachers, turning their own being into a motivating pedagogical strategy that facilitates the learning process of students. [ABSTRACT FROM AUTHOR]

In the late 20th century, Colombian economists identified a strong link between education and poverty reduction. However, despite a significant expansion of educational coverage, poverty levels have not declined as predicted. This problem extends beyond Colombia and has prompted the development of economic theories, focusing on factors such as early school dropout, market imperfections, increased uncertainty, and the costs of education, all of which contribute to the enigma of poverty traps. Methods: Using a quantitative approach, the research analyzes the relationship between educational attainment, employment opportunities, and socioeconomic background of the younger population. In addition, it explores the drivers of labor market inequality, with particular emphasis on social class divisions and the role of social networks in shaping access to employment. Results: Preliminary results highlight a persistent disconnect between increased education and labor market integration among Colombia's poorest youth. The study identifies a clear association between social class segregation and differential access to employment, accentuating the influential role of social connections in obtaining job opportunities. Conclusions: This research unveils the complexities surrounding poverty traps in Colombia, elucidating why improved education has not translated into the expected reduction of impoverished. It underscores the imperative need to take an in-depth look at the policy challenges facing the country. By addressing the barriers to labor market access for the most vulnerable, this study contributes significantly to the broader discourse on the intricate relationship between education and poverty reduction in Colombia. The findings are also relevant for other countries facing similar challenges and offer valuable insights for policymakers and researchers alike. [ABSTRACT FROM AUTHOR]

This article aims to understand strategies used by teachers for literacy training among immigrant children, in the city of Videira, SC. The research was built based on the discussions presented in the report of the Observatory of International Migrations (OBMIGRA, 2021), Municipal Law No. 4,063/22, which establishes the municipal policy for the immigrant population. A qualitative approach is presented, based on interviews carried out with teachers and observation in their respective classes. Results demonstrate a disarticulation of educational policies, which affects the performance of teachers, who often seek alternative means of literacy for immigrant children, showing that the literacy of these students is a project that aims only at the acquisition of the Portuguese language as a means of learning, silencing their mother tongue and culture. [ABSTRACT FROM AUTHOR]

This is a bibliographical and documentary analysis research, seeking, in references, the authors' perspectives on teaching to read and write and literacy, especially in the early years of Elementary School. This article aims to analyze the concepts of teaching to read and write and literacy present in works by renowned authors in brazilian academic production about national literacy and to identify in which methodological sphere each author is found, in addition to analyzing documents such as the National Common Curricular Base (BNCC, in portuguese) and the National Literacy Policy (PNA, in portuguese), in order to observe what they name as literacy methodology. During the analysis, it was possible to perceive that they do not refer to methodologies to become literate, they only guide, in some aspects, literacy. It was possible to perceive that the authors selected as a research source consider different methodologies, however most of them are preferable to the analytical method. [ABSTRACT FROM AUTHOR]

This article is the result of studies carried out in the elective course entitled Historical-Dialectic Materialism: for a methodological understanding, carried out in the Graduate Program in Education (PPGE) of the Federal University of Amazonas (UFAM), in the line of research Education, State and Society in the Amazon. The study aims to present considerations about the Historical-Dialectic Materialism method and its contributions to the realization of scientific research in the field of education. Methodologically, it is a theoretical-bibliographical study based on works by authors such as Gatti (1999, 2012); Marx and Engels (1999); Oliveira (1998); Netto (2011); Groppo (2019); Almeida e Costa (2021); Silva and Hermida (2021), among others. These authors present a critical perspective on the conception of the world, society, and education, making it possible to think about the construction of scientific research guided by a method that also defines a political choice. In this sense, the act of researching constitutes a challenging process faced by many researchers, mainly due to the understanding of the object of study and the definition of the investigation method, therefore, it is concluded that Historical-Dialectic Materialism makes it possible to think about the construction of scientific research in education based on a critical perspective, constituting it as a political act. [ABSTRACT FROM AUTHOR]

In this work we make an approximation to Modernity or Enlightenment. We maintain that the enlightened project is a value that must be claimed and promoted through education. Similarly, we present some of its most characteristic features: centrality of reason, anthropocentrism, science and technology and emphasis on democracy and universal ethics. Finally, we make a critical assessment of Modernity. We highlight the elements that need to be promoted through university education and those that need to be toned down. [ABSTRACT FROM AUTHOR]

Reflective practice is considered an element that underlies the design and implementation of the different courses for learning to teach a discipline, which coherently configure teacher education programs. This manuscript attempts to document the main elements that structure reflexivity as a socio-cognitive tool, whose progressive appropriation stresses and helps to develop the system of knowledge, beliefs, and values about the teaching-learning of a discipline, aspects with which teachers arrive at the training and professional development programs. In these programs, education is considered as a practical discipline that allows teachers to face uncertain and complex problems during planning and teaching, for which there is no pre-designed solution. The construction of this is mediated by the deliberate process of reflection for, in and on the action. These kinds of reflexivity can begin to be appropriated by the teacher along a continuum that begins with technical reflection, moves through the practice, and ends with critique, in order to identify and develop the knowledge bases for teaching a discipline within the framework of educational, ethical and social issues. [ABSTRACT FROM AUTHOR]

The following article presents the construction of knowledge and agroecological understandings as an innovation for business models in the communities of Silvia (Cauca, Colombia). Thisexercise was generated from the use of the tool of a business model puzzle. As a result of this dialogical process, business models such as Agrotourism; Dairy Transformation; Educating seeds for life; Namuy Urekmeran Kusrenep Srenaway Asi Isua; and Own Gastronomy, Nachak, were obtained. In addition, it is recognized by the participants that the technological tool is useful for planning a community economy; however, the term business model is not used in the territory, but rather as a marketing process or community economy, aimed at strengthening food sovereignty in the territory. In this way, it allowed to agree on the community economy processes that would make the by-products useful and incorporate them into new processes, in order to improve living conditions, keeping in mind the common vision and interest of building a society in harmony with the nature. [ABSTRACT FROM AUTHOR]

The school period is fundamental in the process of personal formation. The objective was to evaluate the sociodemographic, social and oral factors associated with self-confidence among high school students. This is a cross-sectional and analytical study carried out with 385 adolescents, between 14 and 18 years old, from eight state schools in the municipality of Piracicaba, São Paulo, Brazil. The dependent variable was self-confidence (high or low) and the independent variables included sociodemographic, social and oral factors. To assess the association between the variables, simple and multiple logistic regression was performed, with variables with p=0.05 remaining in the final model after adjusting for the other variables. In the final model, it was found that low self-confidence was associated with students who did not live with their biological parents (2.73; 95% CI: 1.58-4.72), who have already missed school because of bullying (2, 38; 95% CI: 1.25-4.52), who have already been bullied for their weight (2.14; 95% CI: 1.21-3.77), who have already been bullied due to their teeth, chin or lips (3.76; 95% CI: 2.07-6.81) and who rated their oral health as fair or poor (2.03; 95% CI: 1.03-4.00). It is concluded that the sociodemographic, social and oral factors related to bullying were associated with low self-confidence in high school students. It highlights the importance of determinants related to oral health in the self-confidence of adolescents, in an educational context, a fact that can influence the entire life of the individual. [ABSTRACT FROM AUTHOR]

This article raises the value and relevance of the poetic work of Elena Martín Vivaldi in relation to her worldview of nature. It explores through the studies of Literary Education and Ecocriticism to deepen in the proposal of didactic intervention in the classroom. The active and participative methodology starts by reading texts individually and leads to group discussion and literary creation tasks. The aim is to motivate students to consider literary reading and to develop their ecocritical awareness. This work is a proposal of didactic application in the secondary education classroom, which is important for the increasing of reading competence and the education of both personal and shared responsibility for conserving earth. [ABSTRACT FROM AUTHOR]

This report describes the 7th European Judo Science & Research Symposium & 6th Scientific and Professional Conference - "Applicable research in judo" held in Poreč, Croatia on June 19-20, 2023. The two-day conference included three keynote speakers on the first day and 20 oral presentations divided into two sections. The second day included four practical sessions, which closed the program. The conference proceedings book was published, which includes 24 papers. The conference was again impeccably organised and had an outstanding return after the Covid-19 interruption, with many exciting topics presented by researchers and judo practitioners. Additionally, slightly more judo coaches and ex-athletes joined the conference, bringing us one step closer to tightening the gap between judo science and coaching. [ABSTRACT FROM AUTHOR]

This short report describes the combat sports-related research presented at the 27th Annual Congress of the European College of Sport Science (ECSS), as well as the special session about this topic at the event. The Annual Congress of the ECSS is one of the most important events in the field of Sport Sciences worldwide, bringing together some of the leading researchers in this area. In 2022, it was held in Seville, Spain, from August 30 to September 2. Although combat sports and martial arts have their own specific events and journals, it is important that research conducted on these topics be presented to a broader audience. This presentation can increase awareness among other scientists regarding the relevance of these topics which, in turn, may have a positive impact on obtaining grant for research and positions in universities. Therefore, this report provides a brief overview of the martial arts and combat sports-related investigations presented at this event, along with some strategies to increase their visibility. [ABSTRACT FROM AUTHOR]

This study was aimed at assessing the economic literacy in Colombian sixth-grade students. To do so, a quantitative-descriptive-type of research with convenience sampling, both for the two participating institutions and the children, was conducted. The Child Economic Literacy Scale was administered to fifty-five students via virtual means. The results indicate that the participants mostly achieved a medium level of this attribute, with a complete absence of high-performance levels; no significant differences were found regarding gender. Similarly, participants from the private educational institution mostly scored at a low level of economic literacy, while those from the public institution scored at a medium level. It can be concluded that there is limited knowledge regarding the economic world among students, highlighting the need for economic education within school contexts. [ABSTRACT FROM AUTHOR]

The OECD's PISA tests currently represent a point of reference when it comes to evaluating education systems. This international test arouses great interest and debate not only in public opinion, but also in the academic field, from where research is published in various areas of study. For this reason, the purpose of this article is to analyze the trends in the literature on the PISA tests to determine how it has been approached in the last 21 years in research journal articles. The method used consisted of a bibliographic review from the Scopus database, which is complemented by an analysis of bibliometric networks where the co-occurrence of words, the journals with the greatest impact, and a study of the most cited authors and documents are analyzed. The result of this text is that, on the one hand, the articles are framed mainly in methodological aspects, the impact and the results of the tests, and on the other, that the articles on PISA deal mostly with studies and research from European countries, with low incidence in investigations of Latin American countries. [ABSTRACT FROM AUTHOR]

This text aims to identify and analyze the challenges in higher education to meet social needs in Colombia. Qualitative research methodology was employed for this purpose. Semi-structured interviews were used as the technique for data collection, and questionnaires were used as instruments. Atlas.ti software and the website nubedepalabras. es were utilized for information analysis. In conclusion, it is determined that higher education faces internal challenges associated with structural factors in the educational process and external challenges linked to the economic system and living conditions of the Colombian population. [ABSTRACT FROM AUTHOR]

This article aims to reflect on the existing correspondence between education and democracy based on the theoretical, political, and philosophical proposals elaborated by Dewey and Freire, who acknowledge that the school is a construct of citizenship. The methodology used in this research was qualitative with a hermeneutic-interpretative approach. The applied technique involved analytical review of documentary records, allowing for direct and synthetic analysis of various online documents, supporting the reflection in a pragmatic, transformative, and sociopedagogical dialogue. The results show that democratic participation and the construction of citizenship entail an ethical identity in the realm of diversity. Moreover, educating for democracy faces modern challenges oriented toward the development of democratic values, habits, and attitudes. It is concluded that education requires shaping practices involving inclusivity, dialogue, autonomy, critical thinking, otherness, diversity, participation, representation, and deliberation, but above all, education in politics. [ABSTRACT FROM AUTHOR]

Introduction: Cardiovascular diseases represent the leading cause of death worldwide, and education interventions are an effective measure to control modifiable risk factors in patients undergoing cardiac rehabilitation; therefore, studying this phenomenon allows expanding the tools to face this situation. Objective: To determine the impact of educational interventions to foster health in patients undergoing cardiac rehabilitation. Materials and methods: A scientific literature review was conducted in the PubMed, SciELO, LILACS, EBSCO, MEDES, CUIDEN, Dialnet, ScienceDirect and CUIDATGE databases, based on the PRISMA statement proposal for systematic reviews, registered in the Prospero database (CRD42023398444). The Jadad scale was used for the methodological assessment, according to the peer approach. Results: The initial search yielded 14,849 publications, with 10 of them meeting the inclusion criteria. The mean age of the sample population was 63 years old, male gender. Telemedicine and education software design were resources to implement the interventions, finding a reduction in hospitalizations for cardiac reasons. Regarding mental health, long-term reductions in anxiety and depression were found. Conclusions: The time until the first cardiovascular hospitalization was 502 (469-535) days in the Intervention Group, against 445 (400-491) days in the Control Group. When evaluating medication adherence, it was evidenced that 94 % of the participants had improvements. Regarding cardiovascular risk stratification, both the intervention (26 %) and the control (6 %) groups shifted to the lower-risk class. [ABSTRACT FROM AUTHOR]

This article discusses cartography and geographical education, considering cartography as one of the languages of Geography, particularly in school contexts. It explores initial understandings of this relationship based on the premises of geographical education. The paper presents a school atlas of the municipality of Ijuí-RS, designed for elementary school students, and shares results from interviews with teachers highlighting their memories and current teaching approaches. The data reflects the reality of school education, which is traditionally characterized by cartography as a visual element with practices such as coloring maps and compass roses, and drawing outlines, serving as an aid in various disciplinary contents with an interdisciplinary character; and more recently, as an instrumental and technological tool in the context of active methodologies, and as a language of geography for conducting geographical analyses. The conclusion is that in school cartography, it is important to nurture the idea of cartographic literacy, reinforcing the habit of spatial awareness, thereby constructing spatial thinking that integrates information with a critical attitude, producing knowledge guided by geographical thought. [ABSTRACT FROM AUTHOR]

We belong to a time when everything is questionable, and the truth seems threatened. Gramsci's admonition is fulfilled: "The old is dying and the new cannot be born; in this interregnum a great variety of morbid symptoms appear." The pragmatism of our time prefers useful lies to the moral value of truth, manipulating emotions that the public is not capable of detecting or does not have the time to value. "We live in a world in which the highest function of a character is to allow the reality to disappear, and at the same time, to mask the disappearance at that." To define this type of "farce," the term post-truth is used, which is presented as an interpretable truth that is not due to demonstrable facts, and as just another consumer product, an apparent truth to the liking of postmodern man. In the post-truth era, schools must help students discern the information they receive from the media and learn to look for evidence of the truth. Given the broad access to digital media available to students, these assessment skills are more necessary today than ever. If children are the future, the future could be poorly informed, but can we do something? [ABSTRACT FROM AUTHOR]