Search

This study delves into the potential of educational games as a tool for cultivating social and cultural values within the Ecuadorian educational context. By conducting a comprehensive review of relevant studies and scientific articles, we explore the benefits of educational games, the methodologies for their implementation, the obstacles and challenges to overcome, and the opportunities for future research and practices. The findings reveal that educational games represent a valuable tool for the holistic development of students, promoting the acquisition of social and cultural values essential for their personal growth and active participation in society. Their effective implementation in the educational context necessitates a comprehensive approach that considers planning, appropriate game selection, teacher training, impact evaluation, and collaboration among various stakeholders. To strengthen teacher training in the use of educational games, we recommend promoting a paradigm shift towards playful teaching methodologies, allocating sufficient resources for the implementation of educational games, aligning game objectives with the educational curriculum, developing appropriate instruments and methods for evaluating the impact of games, considering the socioeconomic conditions of students, fostering institutional support for the implementation of educational games, and raising awareness within the educational community about the value of games for learning. Educational games are not merely a playful tool for learning but a powerful instrument for transforming education and shaping ethical, responsible, and committed citizens dedicated to the social and cultural development of their community. By embracing the transformative power of play, we can construct a more just, equitable, and humane society., El siguiente estudio analiza el potencial de los juegos didácticos como herramienta para la formación de valores sociales y culturales en el contexto educativo ecuatoriano. A través de una revisión exhaustiva de estudios y artículos científicos, se exploran los beneficios de los juegos didácticos, las metodologías para su implementación, los obstáculos y desafíos a superar, y las oportunidades para futuras investigaciones y prácticas. Los hallazgos revelan que los juegos didácticos representan una herramienta valiosa para la formación integral de los estudiantes, promoviendo el desarrollo de valores sociales y culturales esenciales para su crecimiento personal y su participación activa en la sociedad. Su implementación efectiva en el contexto educativo requiere de un enfoque integral que considere la planificación, la selección adecuada de los juegos, la capacitación docente, la evaluación del impacto y la colaboración entre diferentes actores involucrados. Para fortalecer la formación docente en el uso de juegos didácticos, se recomienda promover el cambio de paradigma hacia metodologías lúdicas de enseñanza, asignar recursos suficientes para la implementación de juegos didácticos, alinear los objetivos de los juegos con el currículo educativo, desarrollar instrumentos y métodos adecuados para la evaluación del impacto de los juegos, considerar las condiciones socioeconómicas de los estudiantes, fomentar el apoyo institucional para la implementación de juegos didácticos, y sensibilizar a la comunidad educativa sobre el valor de los juegos para el aprendizaje.

Chlorpromazine (CPZ) is an anti-psychotic drug widely used to treat disorders such as schizophrenia or manic-depression. Unfortunately, CPZ exhibits undesirable side effects such as phototoxic and photoallergic reactions in humans. In general, the influence of drug metabolism on this type of reactions has not been previously considered in photosafety testing. Thus, the present work aims to investigate the possible photo(geno)toxic potential of drug metabolites, using CPZ as an established reference compound. In this case, the metabolites selected for the study are demethylchlorpromazine (DMCPZ), didemethylchlorpromazine (DDMCPZ) and chlorpromazine sulfoxide (CPZSO). The demethylated CPZ metabolites DMCPZ and DDMCPZ maintain identical chromophore to the parent drug. In this work, it has been found that the nature of the aminoalkyl side chain modulates the hydrophobicity and the photochemical properties (for instance, the excited state lifetimes), but it does not change the photoreactivity pattern, which is characterized by reductive photodehalogenation, triggered by homolytic carbon-chlorine bond cleavage with formation of highly reactive aryl radical intermediates. Accordingly, these metabolites are phototoxic to cells, as revealed by the 3T3 NRU assay; their photo-irritation factors are even higher than that of CPZ. The same trend is observed in photogenotoxicity studies, both with isolated and with cellular DNA, where DMCPZ and DDMCPZ are more active than CPZ itself. In summary, side-chain demethylation of CPZ, as a consequence of Phase I biotransformation, does not result a photodetoxification. Instead, it leads to metabolites that exhibit in an even enhanced photo(geno)toxicity.