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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 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 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 Revista Estudos Feministas is the property of Revista Estudos Feministas 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 Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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 de Arqueologia is the property of Revista de Arqueologia 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 Journal of the Argentine Society of Dermatology/Revista de la Journal Sociedad Argentina de Dermatología is the property of Editorial Biotecnologica S.R.L 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.)

This scientific review article is focused on the qualitative analysis of various works focused on the development that the term education has presented and the various theories through which it has been constructed throughout history, as well as the contribution of neurosciences to the field of education giving rise to neuropsychology, neuroeducation and neuropsychopedagogy which have made valuable contributions to the educational area. This knowledge in different areas has allowed us to strengthen learning methods, which provides a different vision in the way in which learning is conceived and applied. Knowledge about brain functioning, cognitive processes, behavior and the impact they have on education facilitates the improvement of the teaching-learning process; Neuropsychopedagogy and its collaboration with other areas of knowledge generate various tools that allow the detection and coping with various challenges present in the classroom, facilitating timely and effective detection, delving into the neurobiological bases of certain conditions, which allows properly guiding students. teachers so that they adapt the pedagogical processes according to the needs of each learner. [ABSTRACT FROM AUTHOR]

This article discusses whether it is possible to use technology to train democratic values. The response presented is developed through a story detailing institutional experiences in educational innovation. After a literature review on the subject, to identify proposals within various instructional design models, a suitable model was selected and the elements within it that facilitate the design of an educational platform aimed at training children in the values of democracy, participation and peaceful coexistence were identified. It concludes with the adoption of Jonassen's model, which proposes a critical use of technology in educational tasks. Finally, a reflection on the relationship between education, technology and society is offered. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration. [ABSTRACT FROM AUTHOR]

The objective of this research was to analyze the most frequent causes of work-related stress among teachers of the Julio Moreno Espinosa and Bethel Educational Units in Santo Domingo, Ecuador. We opted for a quantitative approach with a non-experimental cross-sectional design and descriptive scope. The entire population, composed of 66 teachers from both institutions, participated in the study. The methodology included the use of surveys and a questionnaire validated by the Spanish Institute for Safety and Hygiene at Work (INSHT) with 56 items. Data analysis was carried out using descriptive statistics and SPSS, revealing that teachers could present acute episodic and chronic stress, mainly originated by the stressors: activities related to students, adaptation to changes, valuation of external people and needs for improvement within the context of their practice. These results underscore the importance of promptly addressing certain challenges perceived by teachers, providing a starting point to improve their professional performance and promote the overall development and well-being of the educational community. [ABSTRACT FROM AUTHOR]

This paper addresses Dadaism as an educational perspective in dialogue with literature, considering it as a potentiating mechanism for the development of creative writing and authorship of teachers and students. In this context, the objective is to relate the basic theoretical assumptions of the Dadaist literary movement with the pedagogical practice of authorship in the classroom. Therefore, under a qualitative methodological bias, in dialogue with the avant-garde movement, we analyzed a didactic planning carried out, in the second semester of 2023, with master's and doctoral students of a Post-Graduate ProgramGraduation in Education from a Brazilian public university. The proposal aimed to present a playful approach to the avant-garde that carried a deconstructive character of what until then was characterized by literature. Through creative writing, enhanced by the disruptive orientation of the Dadaist movement, we tread paths of authorship reverberating, in the findings and agglutinated letters, words, sounds, phrases, meanings produced about the daily life of each student and their different views on the world. Thus, we infer that Dadaist activities, in pedagogical practice, enhance the plurality of knowledge and doing in the field of language, literature and education, contributing to the critical and reflective training of students through authorship in the movement of creative writing. [ABSTRACT FROM AUTHOR]

This article aims to narrow down how literary reading can catalyze education through experience. To this end, it uses as a theoretical-methodological tool the problematization based on the studies of Michel Foucault (2006). Article writing is developed in three moments. In the first moment, based on the writings of Jorge Larrosa (2009, 2011, 2016), it approaches the concept of experience and pays attention to what can prevent it. In the second moment, it focuses on studies undertaken by Michel Foucault (2009, 2010, 2013) to tension the experience as that which can both constitute the subject and de-subjectivize it. Finally, a dialogue is established with works produced by the two philosophers mentioned, paying attention to the power that literary reading has to catalyze experiences in those who read. The exercise of thought that this article proposes is strengthened by the interlocutions that are established in it between philosophical references and literary works of different genres and times. It is hoped that the writing of this article will find other teachers and researchers in the educational field, provoking them to ally themselves with philosophy and literature in the invention of other ways of thinking and experiencing education that are not only scientific. [ABSTRACT FROM AUTHOR]

This article, paraphrasing the title of a beautiful novel by Pepetela, The savannah and the stepp?, addresses the literary work of this great Angolan writer, as well as that of two other novelists, also from Africa: Agualuza, from Angola, and Mia Couto, from Mozambique. The work establishes a deep connection between art and education, especially between literature and education, analyzing the contemporary novelistic production of African authors, highlighting those who, in one way or another, were influenced by great Brazilian writers. In this sense, knowledge of this literature contributes to compliance with Law No. 10.639/2003, which establishes the mandatory teaching of African culture and history in Brazilian Basic Education. [ABSTRACT FROM AUTHOR]

This work has got coloniality of knowledge and law number 10.639 of 2003, which included the theme Afro-Brazilian History and Culture in the school resumes of the education system, as a possibility for a liberator and post-abyssal education as main topic. The research problem is based on the following questions: Are school resumes territories colonized by eurocentric knowledge? Is it possible to think of Law 10.639/2003 as a possibility to decolonize education? The general objective is, therefore, to study law number 10.639/03 and to understand its importance for emancipatory resumes and multiple knowledge construction. Deductive reasoning is prevailing adopted as a methodology for this work, a predominantly analitical approch and, procedurally, the research is bibliographical. The theoretical foundation is centered on the studies of Boaventura de Sousa Santos, Aníbal Quijano and Ramón Grosfoguel. It is concluded that the colonizing ideals still prevails on education, turning knowledge, histories and cultures produced by global south people, the outskirts realm of abyssal line conceived by Boaventura de Sousa Santos, invisible. That is why is necessary to rethink the way knowledge is produced and (re)produced from a liberating education. [ABSTRACT FROM AUTHOR]

El objeto de este artículo es comprender el perfil de clase, raza y género de las personas que se verían más afectadas si el Estado brasileño dejara de prestar servicios de salud y educación. Se analizan las desigualdades de clase, raza y género en el Brasil y se examina el papel del Estado en ese sentido. Asimismo, se presenta un análisis del gasto público en educación y salud a través de una discusión de los perfiles de clase, raza y género de los usuarios y una simulación de la eliminación de dicho gasto público. Los resultados indican que la eliminación de los servicios públicos sumiría a las personas más pobres, a la población negra2 y a las mujeres (categorías que a menudo se superponen) en graves dificultades financieras y perjudicaría su bienestar, lo que podría profundizar la pobreza o llevar a la extrema pobreza. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) 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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