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For educational research and practice, it is vital to identify how much teachers believe they know about formative assessment, as well as their ideas of the concept. However, there has been little research in this area. Therefore, this research aims to: (1) analyse teachers’ perceived level of knowledge of the concept formative assessment, establishing whether there are statistically significant differences according to the educational level at which they teach, the training in assessment they have received, the number of training activities on assessment they have completed, and their years of teaching experience; and (2) to analyse teachers’ theoretical conception of formative assessment. A mixed design was used with 713 teachers from primary education (39.1%) and secondary education (60.9%). The #EvalFormEPESO questionnaire was used to collect information. Specifically, the item about the level of knowledge of the concept formative assessment and an open-ended question requesting its definition. The results show statistically significant differences in the level of knowledge of the concept formative assessment depending on the variables studied. Moreover, the definitions teachers provided show incomplete or erroneous conceptions. [ABSTRACT FROM AUTHOR]

This study presents research on the experiences of novice Basic Education teachers to analyze the process of professional insertion before and after the implementation of support policies in Mexico, which materialized in a mentoring program initiated in 2013. The program aimed to address the challenges that novice teachers face during this phase. However, as will be observed from the perspective of teaching experience, this is not the case, as the policy has significant discrepancies with the realities experienced by individuals. The research was conducted using a biographical narrative method, drawing from two types of biographical sources. On one hand, written narratives from teachers who began their careers during the last three decades of the 20th century and the first decade of the 21st century were analyzed. On the other hand, oral narratives from teachers who were in their first year of professional integration between 2018 and 2022 were examined. The findings reveal significant similarities in the experiences of both groups, marked by the characteristic reality shock of this stage. This raises questions about the ability of support policies to effect structural changes that would help to position professional insertion as a crucial part of the teacher's professional development trajectory. [ABSTRACT FROM AUTHOR]

Copyright of Saúde Coletiva is the property of MPM Comunicacao 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 Saúde Coletiva is the property of MPM Comunicacao 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

This article aims to discuss pedagogical mediation using Digital Information and Communication Technologies (DICT) in Basic Education. The text presents a segment of research work carried out during a Master's in Education, which employed a systematic literature review. Studies analyzed in the dissertation reveal that pedagogical mediation supported by DICT can foster a more collaborative, interactive, and personalized learning environment, expand access to knowledge, encourage student autonomy, creativity, and motivation, promote active learning, and enhance interaction among participants. However, challenges and limitations persist in this field, such as weaknesses in teacher training, exacerbated by existing technological barriers in schools. Collaborative efforts are recommended to enhance the use of DICT in classrooms, involving student engagement, teacher training, resource utilization, and school management. [ABSTRACT FROM AUTHOR]

This article aims to discuss the theoretical-methodological concepts that permeate the discourse of teaching professionals (teachers and school managers) who have been working on the Bilingual Education Implementation Project in the Municipal Public Education Network of Blumenau, which has been developed since 2019. This is a qualitative approach, using semistructured online questionnaires as instruments and a survey activity proposed to these professionals during a training course. The results obtained indicate a process of construction of relevant concepts with regard to Bilingual Education of Choice from an integrated perspective, and reveal doubts regarding the space of languages in the curriculum, in the daily classroom and within the scope of each interaction specific. It is therefore considered that education is only bilingual when all the subjects that make up the school community understand the importance of adopting this educational policy and are integrated into it. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management 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.)

La construcción de una ciudadanía que tome decisiones de forma crítica y basadas en el pensamiento científico es uno de los mayores retos de nuestros tiempos. La divulgación de la ciencia se posiciona como un valioso recurso para alcanzar este propósito, al comunicar el conocimiento científico de una forma asequible a un público no especializado. Sin embargo, las actividades de divulgación son escasas, especialmente en niños y niñas, haciendo complicado el fomento a las vocaciones científicas. Por lo tanto, el objetivo de esta investigación se enfocó en presentar el programa Sembrando por la Investigación, el cual tiene como propósito promover el interés por la divulgación de la ciencia entre niñas y niños de educación básica, a través de la línea de investigación estrategias y tecnologías para el aprendizaje, así como describir los resultados preliminares de la primera generación de niñas divulgadoras. El enfoque de investigación fue cualitativo, a través de la fenomenología, y se llevaron a cabo grupos de discusión con las niñas divulgadoras, sus madres y tres colaboradores del programa. Entre los resultados principales tenemos que divulgadoras durante su participación en el programa, las niñas desarrollaron habilidades que no se reconocen como comunes entre los niños y las niñas de su edad, por lo que fueron figuras a seguir entre sus pares y personas de admiración entre estudiantes de niveles más avanzados y adultos. Se concluye que un programa de divulgación científica en educación básica es un recurso relevante complementario a la educación formal, para fomentar vocaciones científicas tempranas, así como para aumentar las posibilidades de movilidad social de los participantes, sobre todo en niñas y niños provenientes de lugares con alto grado de marginación.

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.)

The objective of this article was to demonstrate that the third-grade elementary school mobile application for mathematics, Matercergrado, enhanced collaborative problem-solving. The instructional design of the application followed the ADDIE methodology, and its creation employed the Mobile-D methodology. The research approach was mixed and descriptive, with a convenience sample of 18 participants from an elementary school in the municipality of Nezahualcóyotl, State of Mexico. These participants completed a Likert-type survey, validated using the Delphi method and Cronbach's Alpha, which evaluated usability, interface design, functionality, thematic content, and comprehension of exercises and components. The results indicated that students highly appreciated Matercergrado, and teachers validated its thematic content and explanatory procedures for teaching mathematics. In addition, students reported collaborative and union sentiments while solving problems and doing exercises. Overall, Matercergrado achieved excellent results during the study, showing the potential to enhance students' understanding and academic performance. [ABSTRACT FROM AUTHOR]

The article addresses the need to improve students' conscious involvement in their evaluation process. The identified issues include difficulties in planning, monitoring, controlling, and applying learning, which limits the academic performance of fifth-year students at the José Peralta Educational Unit. The research aims to develop techniques that enhance metacognitive evaluation in the natural sciences, thereby improving students' performance in school tasks. To achieve this, a mixed research approach was employed, combining qualitative and quantitative data. The methodology included interviews with teachers, pedagogical tests, and class observations, using theoretical methods (analysis and synthesis, modeling), empirical methods (interviews, pedagogical tests, observations), and statistical-mathematical methods (percentage and variance analysis). The main results show that the applied techniques, such as selfassessment rubrics, the metacognition ladder, and learning portfolios, were effective in promoting reflection and self-assessment. Self-assessment rubrics improved the accuracy of selfassessments by 60%, and 70% of the students correctly identified their strengths and areas for improvement. The metacognition ladder helped 65% of the students improve in the evaluation and monitoring of their learning, although only 40% managed to plan and regulate their learning process adequately. Learning portfolios allowed students to see their progress and reflect on their academic and personal development, with 75% of the students organizing their portfolios coherently and improving the quality of their reflections by 50% after feedback. [ABSTRACT FROM AUTHOR]

In the present text, we will address some conceptions of Environmental Education and their contributions within the school context, in dialogue with documents and curriculum guidelines. Additionally, we will also seek to propose a reflection on the importance of Public Policies for Environmental Education, as a contribution to the formal education. To this end, scientific productions were identified in databases and search engines such as Google Scholar and Scielo, highlighting texts linked to the study's theme. The results show a devaluation of Environmental Education in various documents governing the curricular organization in schools, especially in the National Common Curricular Base, revealing the presence of a conservative education with interests focused on market issues and, therefore, not encompassing previously achieved Environmental Education policies. Therefore, it is considered relevant to revisit environmental educational concepts, with an emphasis on critical approaches in pedagogical action as a social practice. [ABSTRACT FROM AUTHOR]

The 1988 Federal Constitution recognized education as a fundamental human right, to be guaranteed by the State. Since then, several public policies have been implemented to expand and improve the Brazilian educational system, with emphasis on the National Education Plan (PNE), established by Law No. 13,005/2014. The PNE established 20 goals and 254 strategies to be met by 2024, requiring states and municipalities to develop their own educational plans. Thus, the state of Amazonas created its State Education Plan (PEE) through Law No. 4,183/2015, aligning its goals and strategies with national guidelines. Goal 16 of the PEE/AM focuses on the qualification of education professionals and has two objectives: to train 60% of basic education teachers at postgraduate level and to guarantee the continued training of all basic education professionals. This study is dedicated to analyzing the second objective of the Goal, seeking to evaluate the percentage of teachers who participated in continuing education courses between 2014 and 2023 in Amazonas. The research, of a documentary nature and qualitative approach, has as its main source data from the School Census. The results indicate the need for an increase in investments in continuing training for teachers in the region. [ABSTRACT FROM AUTHOR]

In this paper, the results of a state of the art on the topic of pedagogical innovation are presented. Such searches were carried out in the context of a study on innovative pedagogical practices from the perspective of different school roles. As a basis, Capes Theses and Dissertations Bank and the IBICT Digital Library were used, in the period between 2017 and 2020. The selected descriptors - educational innovation, curricular innovation, innovation in Basic Education, and innovation and pedagogical practices - were supported by the conceptual bases on the contemporary context, curriculum and pedagogical practices, actors and management, structure, tools, and training, which support the proposed reflections. As a result of the searches and refinements carried out, seven groups were categorized that highlighted the most common approaches to the topic. Finally, ten productions were selected, which were placed in a more direct dialogue with the conceptual base, reinforced the importance of a curricular position on pedagogical innovation, the resistance and slowness of institutions in taking a critical position on the intentionality of their projects. In the same way, to advance in its implementation, the emphasis on collective and institutional construction and the realization of a necessary relationship of interdependence between management, teacher training and innovative practices. [ABSTRACT FROM AUTHOR]

The use of new technologies in the educational sphere leads to rethink paradigms that promote the development of learning with the teachers participation with digital skills to take on new challenges. However, it is necessary to encourage and align these skills with pedagogical techniques and content. In Ecuador, elementary basic education covers the levels from second to fourth grade, where basic disciplines are introduced to develop logical thinking by expanding, consolidating and deepening new knowledge. Therefore, the objective of the research is to evaluate the behavior of digital competences in elementary basic education teachers of the San Vicente Ferrer Educational Unit, Puyo, Pastaza. The study includes a mixed descriptive and transversal non-experimental approach. An initial diagnosis was made with a questionnaire applied to assess the state of digital teachers’ competences. Although the values are concentrated in high scores, there is evidence of a lack of didactic-methodological digital competencies, which are fundamental for the application of technologies in the teaching context. These results constitute the basis for the proposed actions, which are aimed at solving or minimizing the identified limitations. [ABSTRACT FROM AUTHOR]

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 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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management 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.)

This study aimed to analyze the logics and private actors acting in teaching materials and teaching systems in the public education networks of Rio Grande do Sul (RS). The data derives from a larger study that aimed to analyze the privatization processes in RS, using network ethnography, a technique that uses virtual data. Data collection was carried out from online information, between 2017 and 2020, on the websites of the municipalities. The results showed 29 actions promoted by 13 private actors, covering 24 municipalities in the state, and from the analytical treatment, five categories were constructed about the logics of such actions. The analysis indicates that the insertion of the private sector in this educational field goes beyond providing teaching materials, focusing on pedagogical practice and the student training project. [ABSTRACT FROM AUTHOR]

This article characterizes meanings aof peace constructed by boys and girls based on the development of a educational process focused on reading, writing and dialogue for peaceful transformation of conflicts at school. An educational action research design was conducted, supported by social project methodologies and workshops. 12 mediators, 6 teachers and 126 basic education students in Cali-Colombia participated. Transformations of the meanings of peace were identified, particularly those related to the recognition of differences, basic needs and specific routes for the peaceful processing of conflicts. It was concluded that the critical reading of children's literature texts, the promotion of dialogue and written expression, represent strategies of great potential for building peace in school contexts, although training processes of greater scope and articulation to the curriculum are required. [ABSTRACT FROM AUTHOR]

The aim of this paperis to propose a theoretical discussionon the principles of justice underlying educational policies and school practices. The reflections proposed were base dont he understanding of education as a subjective public right, with the principle of difference as a conceptual reference - a term established by John Rawls for the management of in equalities in liberal political systems and which underpins the formulation and implementation of compensatory public policies (affirmative action). The study argues that justice in education is achieved through policies that articulate the concepts of equity and equality, which are not independent and muchless exclusive, as they have na intrinsic relationship. It is understood that actions base dont he concept of equity are the means to achieve full equality. [ABSTRACT FROM AUTHOR]

The aim of this article is to understand the role of municipalities, given the current public education financing model in force in the country, and the context of municipalities in relation to the funding of basic education in Brazil. Using a qualitative approach, the work presents an integrative review of articles published in journals, from 2002 to 2022, selected by inclusion methods regarding thematic relevance. They were divided into three categories of analysis: financing policy, model and sources of resources. As a result, there is a need to expand scientific discussions regarding the financing of basic education, mainly to improve current public financing policies, promoting equitable participation of federative entities in financial contributions destined for public basic education. [ABSTRACT FROM AUTHOR]

This article aims to describe role plays as a strategy for the acquisition of English as a foreign language in high school students in the municipality of Puerto Colombia, Atlántico. Methodologically, it was a qualitative, ethnographic and action research investigation. Sociocultural aspects of the students' reality were taken into account for the design of roleplaying games adjusted to the new approaches in teaching foreign languages, in which interculturality is appealed as a resource to acquire a new language. In data collection, an interview was implemented with the teachers to investigate the methodology used in teaching English, the difficulties in appropriating this language and the viability of the proposal that complemented this research. The proposal based on role plays for the appropriation of English as a foreign language was applied with the students. The results showed significant improvements in orality and fluency of this language, which were recorded in a video published on the social network YouTube. It was demonstrated that role plays constitute an ideal strategy for the appropriation of English due to its practical nature that favors communicative competence. [ABSTRACT FROM AUTHOR]

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.)

En el ciclo escolar 2022-2023 el Consejo Técnico Escolar fue el dispositivo de formación seleccionado por la Secretaría de Educación Pública para la actualización docente en el nuevo Plan de Estudio para la educación preescolar, primaria y secundaria de 2022. El objetivo de este estudio fue documentar las condiciones que posibilitaron la actualización de los docentes en el nuevo Plan, así como aquellas que lo obstaculizaron. Se observaron reuniones de Consejo Técnico Escolar en once escuelas de educación básica en Baja California, a lo largo del ciclo escolar 2022-2023. Se hizo un análisis cualitativo de contenido de 193 registros de observación. Los resultados demuestran que el Consejo Técnico Escolar es un espacio flexible y de intercambio, pero también presenta limitaciones significativas como dispositivo de formación para el diseño curricular, contenido en el que el profesorado no ha sido originalmente formado. The School Technical Council as a formative device: the experience of the 2022-2023 school year Abstract In the 2022-2023 school year, the School Technical Council was the training device selected by the Ministry of Public Education for teacher updating in the new Study Plan for preschool, primary and secondary education, 2022. The objective of this study was to document the conditions that made it possible for teachers to update this new Plan, as well as those that hindered it. School Technical Council meetings were observed in eleven basic education schools in Baja California throughout the 2022-2023 school year. A qualitative content analysis was carried out on 193 observation records. The results demonstrate that the School Technical Council is a flexible and exchange space, but it also presents significant limitations as a training device for curricular design, content in which teachers have not originally been trained.

El artículo tiene el objetivo de explorar los posicionamientos del profesorado, las acciones de mediación y las condiciones para la apropiación del Plan de Estudio para la Educación Básica 2022 en una escuela secundaria. Es un estudio cualitativo de corte interpretativo llevado a cabo mediante entrevistas semi-estructuradas y un grupo focal. A través de un análisis narrativo, los hallazgos dan cuenta de valoraciones heterogéneas con respecto a diferentes elementos de la propuesta curricular y algunas resonancias de planes anteriores en los imaginarios y las acciones de los sujetos, así como formas de acompañamiento poco cercanas a los intereses y necesidades del profesorado. Se concluye que la apropiación se da en distintos momentos donde las condiciones y los diferentes posicionamientos influyen sobre los discursos y las acciones llevadas a cabo durante el proceso. Appropriation of the Study Plan for Basic Education 2022: a case study Abstract The article aims to explore the positions of teachers, mediation actions and the conditions for the appropriation of the 2022 Study Plan in a secondary school. It`s a qualitative, interpretive study carried out through semi-structured interviews and a focus group. Through a narrative analysis, the findings reveal situated and heterogeneous evaluations with respect to different elements of the curricular proposal and some resonances of previous plans in the discourse and actions of the subjects, as well as accompanying actions that are not close to the interests and needs of the teaching staff. It is concluded that appropriation occurs in stages where the different positioning influences the discourses and actions carried out during the process.

En este artículo, se examinaron los estereotipos de género en la adolescencia, su influencia en la formación de identidades y la internalización de roles. Además, se contextualizó la problemática y analizó su impacto en la vida de los adolescentes. El objetivo del estudio se enfocó en identificar y analizar los estereotipos de género internalizados por una muestra de adolescentes, así como explorar los factores relacionados con su formación y manifestación. Se empleó un enfoque cuantitativo con una muestra de 236 estudiantes, quienes oscilaban entre los 11 y 16 años de edad. Se utilizó la escala de estereotipos de género para recopilar datos sobre las creencias y percepciones de género. Los resultados revelaron una alta interiorización de estereotipos de género en las dimensiones de expresión afectiva y comportamiento social, y una baja interiorización en aspectos relacionados con el cuerpo y la responsabilidad social. También, se observaron diferencias significativas entre hombres y mujeres, con una mayor tendencia en los hombres a reproducir creencias estereotipadas en la mayoría de las dimensiones analizadas. Estos hallazgos subrayan la necesidad de intervenciones educativas que promuevan la igualdad de género y reduzcan los estereotipos. Estos resultados pueden guiar el diseño de programas y políticas dirigidas a disminuir los estereotipos de género y fomentar la igualdad de género en la adolescencia.

El contexto de la pandemia generada por la Covid 19, conllevó al uso intensivo de las TIC, siendo un escenario de riesgo para el profesorado. En este estudio, se analizaron los factores que generaron tecnoestrés en profesores de educación básica, considerando variables como el sexo, la edad, el estado civil, el nivel educativo en el que laboran y su condición laboral (contratado o nombrado). Participaron en el estudio 371 profesores de educación básica de diferentes provincias de la región Junín, Perú. El instrumento recogió información sobre los creadores de tecnoestrés: tecnosobrecarga, tecnoinvasión, tecnocomplejidad, tecnoinseguridad y tecnoincertidumbre. Los resultados mostraron que el profesorado presenta tecnoestrés, siendo mayor en mujeres, asimismo en los mayores de 50 años de edad. Además, la tecnoinvasión y la tecnosobrecarga son los factores más frecuentes. Por otro lado, de todos los factores de tecnoestrés analizados, la tecnoinvasión y la tecnocomplejidad están presentes cuando se compara el sexo, afectando más a las mujeres; la tecnocomplejidad afecta más al profesorado de mayor edad; la tecnosobrecarga, tecnocomplejidad y tecnoinseguridad están presentes cuando se compara el estado civil; y cuando se analiza los factores según el nivel educativo en el que trabajan y la condición laboral no se evidencia diferencias. En conclusión, el uso de las TIC ha generado tecnoestrés en el profesorado siendo los factores estudiados los que influyeron en diferentes frecuencias; además, de todas las variables estudiadas, el nivel educativo en el que labora el profesorado y la condición laboral se presentan sin diferencia significativa, es decir, no son factores determinantes para padecer tecnoestrés.

La falta de empatía no solo es signo de desinterés o indiferencia, sino que, de igual forma, suele ocasionar violencia hacia los demás agentes sociales, promoviendo el acoso escolar (bullying), llegando incluso a ocasionar estrés o depresión, en el «mejor de los casos», o, lo que es peor, el suicidio de la víctima. Ante tal problemática, el objetivo de esta investigación fue sensibilizar a los agentes sociales, principalmente a aquellos que se encuentran en la etapa de la adolescencia, respecto a la importancia de la empatía en su entorno social, familiar y escolar mediante el desarrollo de una producción audiovisual que focalizó tanto la empatía como la inteligencia emocional en su producción. Para lograr tal cometido, se desarrolló una investigación cuasiexperimental mediante el diseño, la validación de contenido y la medición de la confiabilidad de un instrumento de medición que permitiera valorar las percepciones de estudiantes de nivel básico (secundaria) antes y después de la proyección de un cortometraje como variable interviniente. Los principales hallazgos evidencian cambios en las percepciones de los estudiantes referentes a la empatía y a su implementación en su entorno. De igual manera se identificó un posicionamiento más asertivo ante hechos presentados a través del cortometraje y también se estableció la relación que guarda la práctica de la empatía en diferentes espacios y cómo puede incidir en su concreción en los estudiantes. Como conclusión se resalta la importancia que reviste la producción de contenidos audiovisuales en la apropiación de conceptos como la «empatía» en estudiantes.

Introducción: La educación es uno de los pilares fundamentales para el desarrollo y debe ser fortalecida y retroalimentada de manera constante en razón a que desempeña un rol muy importante en el fortalecimiento y mejora del desarrollo socioeconómico en el ámbito local, regional y nacional. Objetivo: Proponer un método de enseñanza centrado en la utilización de redes de apoyo entre estudiantes, mediante el trabajo colaborativo para mejorar la efectividad escolar afectada por la pandemia COVID-19. Metodología: Se fundamenta con un enfoque de investigación-acción con datos de fuentes primarias, tomando como estudio de caso el Colegio de Estudios Científicos y Tecnológicos del Estado de Oaxaca CECYTEO plantel 03 Ixtlán ubicado en la región de la Sierra Norte del estado de Oaxaca. Resultados: Se analizaron indicadores de reprobación, eficiencia terminal y abandono escolar en cuatro ciclos escolares, del periodo 2018-2019 al 2021-2022. Se identificó que el contexto fue el factor principal que afectó el ámbito educativo durante y después de la pandemia. Conclusión: Se concluye que el método de enseñanza propuesto puede influir en la mejora de la efectividad escolar y favorecer un ambiente de trabajo colaborativo institucional en la Educación Media Superior.

La planeación didáctica es una actividad esencial para el docente en formación porque forma parte del trabajo que desarrollará durante todo su ejercicio profesional. La generación 2019-2023 de estudiantes normalistas tiene la cualidad de haber transitado por una formación inicial dual, es decir, la mitad de la carrera la cursó en línea por la pandemia causada por el SARS-CoV-2 y la otra la hizo en la modalidad presencial. Este estudio, de tipo cualitativo y con un marco fenomenológico, aspira a identificar los saberes que construyen los docentes en formación acerca de la planeación didáctica; para ello se realizaron entrevistas a estudiantes normalistas del cuarto grado de la Licenciatura en Educación Primaria, que son considerados sujetos de primer orden. Se presentan los primeros resultados después de un ejercicio de categorización, relativos a los cambios en la planeación al regresar a la presencialidad y los vacíos formativos para llevarla a cabo. Se concluye que el impacto de la planeación didáctica que se hacía en línea y la que se hizo de manera presencial no solo se relaciona con la disposición de los docentes en formación, sino que tiene que ver con las condiciones institucionales y el apoyo de los demás actores educativos.

La etapa escolar juega un papel fundamental en el desarrollo integral del niño, donde las relaciones sociales que va adquiriendo a través de la práctica y contacto con otras personas van madurando y tendrán una transferencia directa en su vida cotidiana. Con este estudio se buscó analizar la interacción que se produce entre el alumnado y el adulto (funcionario/docente) durante el período de recreo en el primer ciclo de escuelas de enseñanza básica en la ciudad de Braga (Portugal). En un estudio mixto cualitativo-cuantitativo con un enfoque transversal y descriptivo, en el que participan 317 alumnos (167 niños y 150 niñas) y en el que se emplea el cuestionario como herramienta principal para la obtención de datos, se constató una baja interacción del alumnado con el adulto durante el recreo. Cuando esta se produce, surge en torno a motivos de seguridad, vigilancia y protección del alumnado, implicándose poco en sus juegos y actividades, hecho que debiera mejorarse si queremos ofrecer al alumnado un tiempo de receso de calidad. Palabras clave: Educación básica, juego, patio de juego, recreo, relaciones personales. Abstract. The school stage plays a fundamental role in the integral development of the child, where social relationships that are acquired through practice and contact with other people are maturing and will have a direct transfer in their daily lives. With this study we sought to analyze the interaction of the relations between the students and adults (official/teacher) during the recess period in the first cycle of elementary schools in the city of Braga (Portugal). In a qualitative-quantitative mixed study with a transversal and descriptive approach, in which 317 students (167 boys and 150 girls) participate and used a questionnaire as the main tool for obtaining data, a low interaction of the students with the adult in the recess was observed. And then, it appears for reasons of security, vigilante and protection of the students, with little involvement in their games and activities, a fact that should be improved if we want to offer a quality recess time to the students. Keywords: Basic education, game, playground, playtime, personal relationships.

El artículo tiene el objetivo de abordar la efectividad del aprendizaje basado en proyectos (ABP) en estudiantes de educación básica. La metodología se basa en una revisión sistemática siguiendo el sistema GRADE y la declaración PRISMA. La búsqueda se lleva a cabo en bases de datos como PubMed, EBSCO, Scielo y Scopus, incluyendo estudios que abordan el ABP con resultados medibles y excluyendo aquellos que no cumplen con estándares metodológicos adecuados. Se estudiaron un total de 60 artículos de Estados Unidos, China, Indonesia, Ecuador y Turquía y se incluyeron siete. Se concluye que el ABP es efectivo para resolver problemas, promover el pensamiento crítico, motivar a los estudiantes, mejorar las experiencias de aprendizaje, así como el rendimiento académico. Asimismo, se resalta que el ABP fomenta la interacción social, el desarrollo de habilidades de investigación, el aprendizaje científico, la creatividad y las habilidades comunicativas en los estudiantes de educación básica.

La implementación de las tecnologías de información y comunicación (TIC) en la educación se ha convertido en un recurso crucial para los estudiantes, permitiendo una constante transformación del proceso educativo. El objetivo de la presente investigación es analizar la producción científica sobre el software multimedia en el aprendizaje de los estudiantes de educación básica, tomando como referencia los artículos publicados en las bases de datos Scopus, WOS y PubMed en una década (2013-2023). La investigación fue desarrollada bajo un enfoque cuantitativo, con un diseño longitudinal retrospectivo y un alcance descriptivo. Como resultado, se obtuvo una muestra de 26 artículos relevantes, distribuidos en Scopus, Web of Science y PubMed. El análisis destacó a Axelsson y Andersson como los autores más prolíficos, con 18 citaciones globales cada uno. Las revistas destacadas son Computers y Education, Journal of Computer Assisted Learning y Journal of Educational Psychology. El análisis bibliométrico reveló una tendencia positiva en la producción científica sobre software multimedia educativo para la educación básica, con un período de alta actividad investigadora entre 2019 y 2022, y una posible disminución en 2023.

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Emotional development in the educational context is crucial not only for students' psychological well-being, but also for their ability to learn and succeed academically. This study focused on the emotional challenges of fourth grade students at the ‘Mariscal Sucre’ School in Cantón Isidro Ayora, highlighting a significant gap between the emotional skills expected by teachers and the students' actual skills, characterised by a lack of ethical values and anxiety. The objective was to design a neurodidactic strategy to strengthen these emotional skills and address the difficulties observed. A pre-experimental design was used, with measurements before and after the intervention. The sample included 35 students previously identified as having emotional difficulties. Socio-familial data were collected through surveys and structured interviews. Emotional dimensions assessed included participation in group activities, expression of gratitude, empathy and conflict resolution. The neurodidactic strategy was designed to improve these areas through collaborative activities and emotional regulation exercises in the classroom. After implementation, the emotional dimensions were re-evaluated and a statistical analysis was conducted to assess the validity of the strategy. The results showed significant improvements in participation, communication, teamwork, empathy and conflict resolution. In conclusion, this holistic approach prioritises emotional well-being to improve the teaching-learning process and effectively address emotional and cognitive challenges in the classroom. [ABSTRACT FROM AUTHOR]

This paper reports an investigation into the dialogical relation among significant learning experiences of Chemistry, Physics and Mathematics contents in an interdisciplinary context. It aimed at answering the following questions that are relevant to the field of Exact Sciences: why do students show little interest in these courses?; where is the problem?; did Chemistry and Physics abandon Mathematics when they started to focus more on qualitative and theoretical concepts than on quantitative ones?; and how can the three courses work together to make both teaching and learning processes easier?. This study presented an actual overview of the Brazilian High School by highlighting strengths and weaknesses from the perspective of Chemistry, Physics and Mathematics teaching. The Brazilian educational scenario showed again that the three courses are the ones that students enjoy the least. The research methodology had a qualitative focus since it had an interpretative and descriptive nature. Answers given to the questions may be found in the text intertwined with some worrisome reflections, which also include the triad teacher-student-educational system. Results showed that further studies are needed to find out the reasons for multiple difficulties found in the intrinsic relations among Chemistry, Physics and Mathematics. It is disappointing to know that no satisfactory practical solution has been proposed so far. Everything has been kept in the educational ideal described by research articles, chapters and motivational quotes. [ABSTRACT FROM AUTHOR]

This article focuses on the process of reading copies of the online news genre and the phenomenon of Fake News, with the aim of understanding the extent to which Basic Education students position themselves and reflectively perceive themselves as agents in the construction of meanings. Starting from an interdisciplinary perspective, this work is based on the Theories of Communication and Linguistics, so that, articulated, both streams provide theoretical subsidies for evaluating the procedures used by students for reading and discursive representation about online news and Fake News. This investigation, based on a Case Study methodology, whose universe of analysis comprises Basic Education students from a public school class in Santa Maria (RS), focuses on the understanding of these students regarding Fake News, news and their readings of these texts. The corpus was generated from a semi-structured questionnaire using the Google Forms platform, with open and closed questions. The analysis shows that the research participants are able to map, identify and discursively represent what Fake News is. Considering, however, the reading strategies carried out by the students, the data show that they still do not contemplate the critical-reflective perspective proposed by Critical Literacy. [ABSTRACT FROM AUTHOR]

The meanings that people construct about concepts influence public policy; therefore, identifying them is significant for achieving a successful implementation process. In Mexico, the obligation of public officials to mainstream the gender perspective (GP) coexists and comes into tension with social debates surrounding the GP and its growing disapproval by conservative groups. The objective of the study was to understand and analyze the social representations (SR) of the gender perspective (GP) among teachers during the 2017-2018 school year in three public primary schools in León, Guanajuato, as well as its influence on the application of the GP in the school environment. The methodological design was qualitative and based on feminist theory and SR theory. Group interviews were conducted with 21 teachers from 1st, 4th, and 6th grades. Findings suggest that the SR held by teachers about the GP do not lead to actions that result in a correct application of the GP because their way of meaning gender and the GP lacks adequate information and is based on notions acquired from colloquial and media use. This poses an obstacle to achieving substantive equality in the educational field and is a consequence of a broader problem where the concept of gender has been trivialized, causing a theoretical and practical issue that needs further analysis. [ABSTRACT FROM AUTHOR]

This article analyzes how the Covid-19 pandemic impacted the school path, and induced distancing and disconnection of adolescents in two public high schools and one community center in the town of Santa Fe, a neighborhood of Mexico City. Case studies were carried out to provide an account of how adolescents experienced the pandemic and the return to face-to-face classes, for which in-depth interviews and focus groups were conducted. The theory that underpins this work allowed us to move away from the concepts of school dropout or school abandonment to construct the notion of school disconnection as an intermediate category that emerges from the data. The research reports results about academic and socioemotional problems, as well as the construction of knowledge for life such as self-care and care for others. [ABSTRACT FROM AUTHOR]

Student socioeconomic segregation is one of the main sources of educational inequity in Argentina. The objective of this paper is to study the explanatory factors of school attendance in privately managed institutions at the secondary level. Furthermore, given the differences in the participation of the private sector by provinces, we particularly aim to compare these determinants to identify possible discrepancies related to geographic location. Some evidence was found that, beyond purchasing power, various social, economic, and cultural characteristics of households are associated with the type of school attended. Moreover, it can be observed that these relationships are not totally homogeneous between the provinces. [ABSTRACT FROM AUTHOR]

School dropouts are a major educational challenge that affects the entire world. The final objective of this work was to design a strategy aimed at reducing the factors that affect the dropout of students through a student leveling program, talks with teachers, educational leaders, and parents. A methodology with an explanatory design with a mixed approach was used where theoretical and empirical methods were used. Along with the collection techniques and instruments, from the collection of data on dropout students in the period February 2021 to February 2023, supported by the documentary review on the subject and a structured interview with authorities of the Educational Unit in study. The study showed that school dropout is a complex problem that involves multiple factors, among which those related to family, school, socioeconomic and cultural difficulties stand out. Its approach requires collaboration between families, schools, communities, and governments, focusing on prevention and early intervention. This research supports future studies and could help other educational institutions interested in similar strategies. [ABSTRACT FROM AUTHOR]

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