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This study explores journalism students' responses to hazards and hostility in the profession within a Safety of Journalists course. The research uses focus group interviews, field notes, study diaries, written tasks, and Teams' chat logs of 11 students. Students' reactions to the hazards highlight the importance of awareness for finding solutions and developing resilience. Proposed solutions include fostering self-assurance, enhancing interpersonal communication, setting boundaries to prevent burnout, and recognizing the significance of workers' rights. However, finding some solutions was hindered by students' experiences of media organizations neglecting worker well-being. [ABSTRACT FROM AUTHOR]

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 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 Journal of Planning Education & Research is the property of Sage Publications Inc. 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 Planning Education & Research is the property of Sage Publications Inc. 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.)

Several scholars have described our current political milieu as a time of crisis, disruption, and rapid change that presents various practical and theoretical challenges to the discipline of international relations (IR) and its pedagogical practice. The concept of signature pedagogies is one response that has emerged to respond to the changing needs of the discipline and the increasingly vocational approach to tertiary education. Many approaches identified as signature pedagogies in IR require preparation and lead-up time that make them difficult to apply rapidly to changing events in world politics as they occur. This article identifies inquiry-based learning as a strong model of adaptive and metacognitive learning that provides students with skills that can be readily applied to new problems and contexts. This enables instructors to draw directly on current events in world politics in a meaningful way that assists in providing students with the skills to address unfamiliar challenges in a rapidly changing world. [ABSTRACT FROM AUTHOR]

Discussion-based courses in international relations rely on students' careful reading of complex texts in advance of class. However, instructors face a perennial problem: many students do not read effectively, or at all. We argue that students often want to, but do not always know how to , read such material effectively. With instruction and guidance on effective reading strategies, students can improve reading comprehension. To test our hypotheses, we measure the effects of (1) receiving course-preparation assignment worksheets (CPAs), (2) receiving critical/active reading strategies instruction, or (3) receiving both interventions (1) and (2) on students' consumption of reading assignments and reading comprehension. Across four sections of an "International Security Studies" course, we tested our hypotheses using student self-assessment. Results indicate that both CPAs and reading strategies instruction increase student consumption and self-assessed comprehension of assigned material, but with intriguing nuance across the range of possible responses. Generally, no added benefit upon comprehension is realized by offering both treatments together. These effective reading strategies offer benefits beyond our classroom, imparting students with long-lasting skills and offering instructors easily adaptable activities for use in other courses. [ABSTRACT FROM AUTHOR]

This paper starts from the task of finding pedagogical circuits that contribute to the improvement and innovation of pedagogical conditions that appeal to the latent potential of students. The question that serves as a beacon is: How are recent waves of change in the political and university arena shaping pedagogical strategies in political science, and what innovations could trigger an optimization of student training? Within this journey, the analysis flows into several estuaries: the current trends in political science education, the challenges that stand as hills in its university teaching, and the seismogram of technological innovations in political science pedagogy. At the same time, pedagogical strategies are outlined, and research tools are proposed as cartographies for political science education. In a last section, the knot of the political science curriculum in higher education is unraveled under the guidance of a qualitative methodology. [ABSTRACT FROM AUTHOR]

The Don Bosco Preventive System is an educational proposal that is based on the relationship of closeness, trust and respect between educators and students. This proposal has been continually renewed to respond to youth needs in contemporary contexts. However, it is still necessary to delve deeper into their contributions to a pedagogy of otherness and self-care. Self-care is an essential component of education, as it allows people to explore their own identity, develop their skills and unleash their potential. Likewise, it encourages the construction of positive relationships with others. Otherness, for its part, is defined as the ability to recognize the other as a unique individual, endowed with his or her own capabilities and potential. This research is based on the qualitative approach, using hermeneutics and exegesis as fundamental analysis tools. The objective of this work is to analyze the pedagogy of otherness and self-care in the Don Bosco Preventive System. It is concluded that Don Bosco's Preventive System is a pedagogical proposal focused on otherness and self-care. This proposal identifies the other as a unique and precious individual. It encourages the meeting and recognition of the capabilities of young people, valuing their cultural, personal and identity differences. Likewise, it creates an educational ecosystem that adapts to the needs of society, thus contributing to the construction of another more human world. [ABSTRACT FROM AUTHOR]

Objective: This article presents findings from broader research aimed at exploring the significance of complementary training programs at the Teacher Training Schools of the Department of Caldas in shaping the relationship between conceptions of childhood and pedagogy in teacher training. Methodology: A hermeneutic phenomenological methodology was employed, utilizing in-depth interviews, focus groups, and associative letters to investigate three groups of teachers from each of the four Teacher Training Schools sampled in Caldas. Results: The research findings elucidate the various conceptions of childhood that emerged from the experiences of teachers, shedding light on their significance within the context of teacher training programs. They are synthesized in categories. These categories encompass reduction to developmental stages, the invisibility of cultural change in modern childhood, and conceptions of contemporary childhoods. Conclusions: The findings underscore the significance of teachers' experiences in shaping their conceptions, rooted in their own childhoods. Furthermore, the research highlights the theoretical gaps in teacher training regarding the cultural shifts in contemporary childhoods and emphasizes their critical role in shaping pedagogical practices within teacher training institutions. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana 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 Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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 Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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 Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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 Voces y Silencios is the property of Universidad de los Andes 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.)

Se presenta la propuesta de un doctorado en educación cuyos aspirantes son, en porcentaje creciente, maestros de la básica y la media. Con este aumento la pregunta es por la pertinencia de convertir maestros de escuela en doctores en educación. El Programa muestra la necesidad de empoderar a la pedagogía como un saber práctico que no solo reflexiona la enseñanza, sino que dice verdad sobre los niños en la cotidianidad escolar, y actúa en relación con esa verdad enunciada; Además, muestra que ello puede hacerse con maestros doctores y doctores maestros, esto es, maestros en ejercicio que adquieren el gesto productor de conocimiento, y profesionales de otras ciencias que obtienen identidad pedagógica. Se concluye, sin embargo, que este empoderamiento de la pedagogía por vía de la formación doctoral solo es posible si se formulan políticas publicas educativas que les otorgue a los doctores una posición efectiva en la escuela.

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 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.)

Los docentes rurales enfrentan una serie de desafíos educativos, en comparación con la contraparte urbana. El objetivo de este trabajo fue analizar los retos educativos de los docentes en las escuelas rurales de nivel medio superior, identificando los desafíos pedagógicos y políticas educativas implicadas en el quehacer docente para generar estrategias educativas que favorezcan la educación rural. La metodología fue cuantitativa, con diseño no experimental de tipo descriptivo transeccional. La muestra utilizada para seleccionar los planteles educativos fue selectiva no aleatoria y para escoger los participantes fue muestreo por conveniencia, obteniendo 50 docentes rurales pertenecientes al Colegio de Bachilleres del Estado de Tamaulipas-México. El instrumento de recolección de datos fue un cuestionario de 29 ítems escala tipo Likert. Como resultados se encuentran que las instituciones de nivel medio superior en zonas rurales cuentan con pocas computadoras, con programas insuficientes para el aprendizaje; poco acceso tecnológico, internet de baja calidad, cobertura limitada, afectando al docente para implementar estrategias que involucren medios tecnológicos; las condiciones de infraestructura son deficientes, representando retos educativos que enfrenta el docente y que afectan directamente a los estudiantes. Concluyendo que el docente debe ser innovador y buscar alternativas para lograr el desarrollo de habilidades, destrezas y conocimientos.

La obra Still Life (1960) de Giorgio Morandi adquiere un carácter didáctico en la ecfrasis que de ella hace el poeta argentino Hugo Mujica. Bajo una mirada fenomenológica, Mujica discurre literariamente sobre el carácter artístico de esta pintura, sugiriendo una noción “aurática” –a la manera de de Walter Benjamin– pero dirigida bajo el carácter propio de la poética del autor argentino. Mujica entiende que la poesía no adquiere dominio de significación. Still Life no tendrá el de la representación. Entre lo indeterminado del carácter de la imagen como tiempo y el acto mismo de escritura poética, Still Life se torna un modelo de escritura en el rasgo ontológico de lo artístico, en términos del poeta.

Journalistic well-being is garnering increasing attention from scholars globally. Nevertheless, minimal research has explored how colleges and universities are teaching about such topics, especially as they pertain to hostility toward the press, which is on the rise. Utilizing a survey of journalism instructors at ACEJMC-accredited U.S.-based universities, this study explores the state of education on the topics of abuse and safety toward journalists. Data indicate that instructors rarely teach about hostility in the classroom, although most feel efficacious to do so. Moreover, findings indicate an instructor is more likely to teach about hostility toward the press the more they see it as an issue and have encountered it personally as a journalist—particularly women faculty. Implications for these findings are discussed for journalism schools and their curriculum. [ABSTRACT FROM AUTHOR]

Online program design is important for cross-cultural learning and cultural awareness and responsiveness. Because of the importance of these areas in journalism and similar fields, this research studies an intercultural "bridge" project with journalism and media-related students at a southwest U.S. university and four universities in Yemen. The paper presents an analysis of the students' experience of the cultural exchange on the platform, Slack, of journalism, and other types of media. Data demonstrated the impact of learning about each culture, and interculturally, through students' and instructors' perspectives versus news coverage provided by mainstream media. Intercultural bridge building and relationship development through collective activities and journalistic work also offered promise. The study also revealed impediments to seamless cultural exchanges and learning, and barriers to effective intercultural communication. [ABSTRACT FROM AUTHOR]

Little research exists about embedded remediation (ER) in college journalism and mass communication (JMC) programs. ER could support students who are underprepared for college-level writing. Because ER would affect faculty's professional practice, this study explored its feasibility by investigating JMC faculty perceptions of ER and its feasibility. Qualitative inquiry via focus groups with a purposeful sample (n = 17) was used to explore perceptions and barriers to implementation and a conceptual framework including Experiential Learning Theory and the Teaching-for-Learning model was used in analysis. Four themes were identified: (a) growing concerns, (b) externalizing remediation, (c) institutional challenges, and (d) taking action. [ABSTRACT FROM AUTHOR]

The purpose of the work was to review the Latin American literature on Pedagogy and Didactics of accounting sciences. The methodology consisted of The search for the works was carried out electronically, with the use of the Google Academic, Redalyc, Latindex, Dialnet and Tesis en Red application databases. The scoring criteria included relevance, methodological quality of the proposal of research, the experience and position of the authors/holders, the originality, as well as the relevance and scientific rigor. As results, a total of 30 papers were selected. There is a predominance of publications in the Didactic category, with little contribution in Pedagogy. It was found that the articles address theoretical aspects (of national and international interest) related to the teachinglearning process, by questioning the concepts of education, teacher/student relationship, environment, empathy and motivation, among others. In conclusion, future research can contribute to improving pedagogy and didactics in accounting sciences with projects aimed at multiculturalism in businessrelated subjects at the university level, with the development of technological resources capable of being used in the classroom for the individualized or group learning on or off campus, therefore, support materials for class tasks that involve meeting the needs of students are important so that each student has their individual development plan. [ABSTRACT FROM AUTHOR]

Copyright of ABEI Journal: The Brazilian Journal of Irish Studies is the property of Associacao Brasileira de Estudos Irlandeses 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 Planning Education & Research is the property of Sage Publications Inc. 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 Planning Education & Research is the property of Sage Publications Inc. 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 Planning Education & Research is the property of Sage Publications Inc. 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 Builder (1896-0642) is the property of PWB MEDIA Zdzieblowski sp.j. 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 Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences 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 Critical Hermeneutics: Biannual Journal of Philosophy is the property of Universita degli Studi di Cagliari 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 Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group 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 Arquitectura + is the property of REVISTA ARQUITECTURA + 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 is the result of a master's degree research in education that analyzed the educational processes of Capoeira Angola, based on the experiences of the Associação Cultural Eu Sou Angoleiro, in Belém-Pa. We therefore aim to understand how the educational processes of this manifestation enable learning subjects to construct knowledge and attitudes of resistance to coloniality and the anti-racist struggle, configuring a decolonial pedagogy. This work has as its theoretical-methodological basis participatory action research and decolonial and Afro-centered studies. As results, we identified in the educational processes of capoeira Angola a pedagogy anchored in the African worldview, which opposes colonialities, problematizing them and making the resistance incorporated in this manifestation strategies for anti-racist struggle and social transformation, pedagogy. [ABSTRACT FROM AUTHOR]

The use of popular culture as a teaching tool is often overlooked in teaching introductory-level political science courses. In recent years, advocacy for the inclusion of popular culture in the classroom has increased due to studies that highlight the benefits of such application in combination with other teaching methods. This paper argues that the incorporation of popular music and cartoons as a combined auxiliary teaching tool is an efficient way to increase students' understanding of theoretical concepts at multiple levels and to encourage them to think unconventionally. Relating political science paradigms and theories to popular culture makes them accessible to a broad spectrum of students and ensures that students become more engaged in the classroom. Students may also be more likely to apply theoretical concepts to real-life events. In this paper, we share our observations of using popular songs and cartoons as supplementary teaching materials and methods to explain theories of international relations and comparative politics. [ABSTRACT FROM AUTHOR]

The world needs people who understand the crucial importance of global governance. Training students to participate in a Model United Nations (MUN) simulation provides them with the critical thinking, negotiation, and diplomacy skills that prepare them to work in international relations positions and address negotiation and diplomacy challenges. This article provides a fresh look at why MUN is important by analyzing MUN training guides used to teach students how to participate in MUN simulations. It finds that the training guides offer excellent insight into the functions and structure of the United Nations, but little in the form of learning how to negotiate or engage in diplomacy. Specifically missing are discussions of leadership, negotiation from interest, not position (also known as principled negotiation), and how to train students to be inclusive and respond to discrimination or bias during negotiations. The article includes a description of active learning and learner-centered teaching techniques and provides insight into how a specific MUN team implemented professionalism training in the 2010s. The article is written in collaboration between an MUN advisor and students who trained as MUN delegates, integrating the voices and perspectives of those who train and those who are trained. [ABSTRACT FROM AUTHOR]

This article shares some reflections built from a series of ongoing studies, aimed at investigating teaching practices and training experiences from a (self) biographical-narrative approach. The line of research that brings them together seeks to dispute pedagogical meanings, promote processes of co-training and professional development among peers, and intervene in the educational debate through discursive practices and pedagogical works written by teachers and teachers in training. The notion of bio-library allows us to investigate the processes of identity construction and the formation of a textual corpus that collects and mobilizes the voices of those who find in the narrative records a peculiar way of investigating and enriching the pedagogical field, highlighting its historical character, dynamic, contingent and localized. [ABSTRACT FROM AUTHOR]

What does the humanization of medicine and care mean? What type of education can be considered integral for building the identity of the medical professional and for the expert exercise of their skills in daily team work? The pedagogical reflection on the humanization of medicine calls for an interdisciplinary and transdisciplinary collaboration perspective, bridging knowledge and action, scientific knowledge and the desire to care for others. This is especially relevant in healthcare contexts characterized by a multi-professional approach, as exemplified by the School of Specialization in Radiotherapy at the Faculty of Medicine and Surgery of the Catholic University of the Sacred Heart in Rome. This contribution interprets several key conceptual frameworks to identify their educational potential, effective operational practices, and theoretical concepts that can enhance the pedagogical development of medical education. [ABSTRACT FROM AUTHOR]

This research article analyses the emotional management of 46 teachers in the department of Boyacá (Colombia) according to their level of professional teaching experience, from the theoretical perspective of Mayer and Salovey's emotional skills. It uses a descriptive-comparative process with different perspectives across three stages: quantitative, qualitative and mixed. It also utilizes the MSCEIT emotional intelligence questionnaire, a semi-structured interview, and an observational analysis. The results show competent development of teachers' emotional skills, but with statistically significant differences in emotional management by experience. The teachers also mention in their narratives that the emotional management that occurs in school interactions and in the educational process has two facets: difficulties and positive emotional management. Similarly, the gestures that are part of non-verbal emotional communication that supports this skill are established. Therefore, it is concluded that emotional management as a skill decreases as experience increases, given that emotional experiences in the classroom generate stress, emotional exhaustion, and even leaving the profession. [ABSTRACT FROM AUTHOR]

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Copyright of HiSTOReLo: Revista de Historia Regional y Local is the property of Universidad Nacional de Colombia, Centro Editorial Facultad de Ciencias Humanas y Economicas 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 intention of the study is to monitor how processes of reflection on the act of defining space together with undergraduate students in Pedagogy come into operation in the composition of ways of thinking about the teaching of mathematics. Thus, the definitione device was developed to provoke thought production and inventions. As a result, discussions with the group started on the definition and conceptualization processes in the field of Mathematics, as well as on the production of curricula and quality education based on Mathematics Education. It is concluded that the debate of Mathematics Education in the Pedagogy courses needs to be more inventive and provocative, allowing updates and creations of the students. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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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