Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

A cirurgia ortognática convencional consiste no procedimento cirúrgico que visa corrigir deformidades do osso da região da maxila e mandíbula e se tornou de suma importância na odontologia. A técnica sofreu grande evolução nas últimas décadas e vem se concretizando cada vez mais. Atualmente a cirurgia de benefício antecipado ganhou seu espaço ao se tratar da realização da cirurgia ortognática antes do tratamento ortodôntico, reduzindo o tempo de duração do tratamento, quando comparado à ortognática convencional, além de trazer melhora precoce da estética facial.

O objetivo do presente trabalho é discutir sobre um caso clínico de reestabelecimento da Dimensão Vertical de Oclusão (DVO), mostrando as possibilidades de um tratamento com o auxílio de JIG de Lúcia em uma reabilitação bucal com tratamento de implantes e suas respectivas próteses. O caso clínico em questão foi realizado ainda em estágio inicial, com ausência de espaço na região posterior para reabilitação, perda da dimensão vertical de oclusão, e desgastes incisais que causaram envelhecimento precoce. A nova dimensão vertical de oclusão estabelecida com auxílio do JIG de Lucia criou espaço na região posterior para reabilitação e também espaço anterior para melhorar a estética e função das incisais. Após o novo posicionamento maxilo mandibular em relação cêntrica, a opção foi reabilitar com material cerâmico tanto os elementos posteriores quanto o elementos antero-superiores.

As of the validity of the New University Law 30220, the university quality assurance policy is applied, marking a milestone for the verification and supervision of basic quality conditions, in the case of teachers in training at the initial level of education no It has been the exception, and the implementation of the missionary process of the Pre-professional Practice has been designed in the study, in such a way that a value is generated at a pedagogical, institutional and social level. To achieve the objective, the study was developed with a mixed approach and a pre-experimental design that allowed to show the benefits of the research, obtaining results of significant improvement in the satisfaction of the students who take the Practice course by applying the T-Student test that gave a value of 4.860, which generated a p = 0.000 value lower than 0.05. Thus concluding that the implementation of a missionary process under quality standards in accordance with the requirements of the International Standard ISO 21001 and aligned with the profile of the professional of an initial education study program guarantees the ideal training in the teachers of tomorrow.

Natural Semantic Networks, as methodological tools, allow us to recover an understand the meanings that certain groups have with respect to a given social object. In this sense, teachers are the study population in topics that became relevant in the face of the ravages caused by the pandemic on emotional well-being, such as the importance of developing and putting into practice socio-emotional skills in the different areas where it is developed. The purpose of this document is to carry out a systematic descriptive theoretical review, from 1981 to 2022, of original studies carried out in Latin América, with a qualitative approach, on the relevance of Natural Semantic Networks as a methodological strategy to approach the meaning that teachers of socioemotional competencies. It is concluded that, until now, the use of Natural Semantic Networks does not exist to recover meanings of socio-emotional competencies in teachers, only approximations with constructs derive from them. The contribution of the article affects in a practical way, in the elaboration of programs aimed at the development of socio-emotional competences in the teacher, from the meanings they have on the subject, to strengthen their professional development in the task of training students of various educational levels.

An investigation was carried out whose essential purpose was to establish if the application of the Virtual Education system in the subjects of a Higher Education Institution of Metropolitan Lima has generated resistance to said change in its teaching staff. With this objective, a "descriptive" study was carried out, with a "descriptive-comparative" level, "non-experimental" design with a "quantitative" approach. To this end, the technique known as "survey observation" was applied, applying an instrument elaborated for this purpose, which was previously submitted to the respective processes of validation of its internal and factorial consistency, while reliability was verified by applying the formula de Cronbach. This instrument, thus verified, was applied to a sample of 52 teachers belonging to a Higher Education Institution in Metropolitan Lima. The sample was selected using "non-probabilistic sampling". A "comparison of means" statistical design was assumed and the SPSS version 25 program was used, resorting to the Student's "t" Ratio statistic to verify the hypotheses. The general hypothesis was considered indirectly proven, since the specific hypotheses are an expression of the general hypothesis. The general hypothesis could not be statistically verified because since it is a question of comparing averages with the Reason "t", this procedure has already been carried out based on the three factors, it would have been necessary to incorporate a variable not considered in the approach and therefore not evaluated in the questionnaire.

En el contexto de emergencia sanitaria por COVID – 19, en múltiples centros educativos, no se ha enseñado de la mejor manera el proceso de comprensión, pues no se ha observado logros sobresalientes en los niveles que integran dicha competencia. En este sentido, se realizó un estudio con el propósito de diseñar una propuesta de estrategias tecnodidácticas orientada a potenciar la comprensión de textos en estudiantes del séptimo ciclo. Con respecto a la metodología, se trabajó con ochenta participantes, teniendo en cuenta el paradigma positivista, enfoque cuantitativo con un nivel de investigación básico – propositivo. Asimismo, se administró un test de comprensión cuya validez (V. AIKEN) es 0.998 y una confiabilidad (Alfa de Cronbach) de 0.86. Como resultados se obtuvo que, del total de estudiantes evaluados, menos del 60% se ubican en los niveles básico y deficiente. Paralelamente, el 50% de los evaluados tienen calificaciones inferiores a 13. Asimismo, ningún estudiante llegó a sobresalir en el desarrollo de dicha competencia. A manera de conclusión, se logró medir el nivel actual de comprensión de textos y determinar las características del programa orientado a formar lectores críticos y reflexivos mediante las tecnologías.

Currently, teaching methodologies are oriented to the development of competencies in students. However, multiple international evaluations show gaps in teaching practices. Specifically, in the area of pedagogical strategies, which hinder the development of meaningful learning in students. In view of this problem, the question arose: What are the perceptions of educational specialists on the integration of neuroeducational strategies in the pedagogical process at the secondary level? This was the starting point for this research. The general objective of this research was to analyze the perceptions of educational specialists on the integration of neuroeducational strategies in the pedagogical process at the secondary level. For an adequate investigative processing, we worked with a qualitative approach framed in the naturalistic paradigm and a phenomenological design. The instrument used to collect the perceptions of the specialists was an interview guide. As a result, it was concluded that educational specialists are aware of the contribution of the neuroeducational field. However, they do not have the necessary knowledge to apply the strategies in the classroom. Therefore, it was recommended that teachers interested in improving their pedagogical work be trained and/or updated with scientific knowledge about brain functioning.

An unresolved problem in the formation of investigative competence is how to develop scientific thinking in the future researcher, since procedures, strategies and methods are required to guide the process of knowledge generation. Thus, the purpose of this theoretical article is to conceive a way to develop scientific thinking through John Dewey's method of reflective understanding of knowledge. The interpretative-propositive theoretical study is complemented with a survey applied to university students, who manifest the effectiveness of the Dewey method in the formation of scientific thought. In the results and discussion, the five phases of Dewey's reflective thinking are explained: Problem recognition, establishment of provisional hypotheses, investigation of the current situation of the problem, hypothesis revision and hypothesis testing. Likewise, the understanding stage, the prediction stage and the analysis stage are analyzed to develop ideas. It is concluded that if students are systematically educated in the phases and stages of Dewey's reflective understanding of knowledge, they will be able to effectively develop scientific thinking.

There are many studies of digital technology in teachers and students, however, in parents the previous literature is scarce, possibly because the importance of information technologies in this population had not been considered, even more so in circumstances in which They became co-protagonists of the educational processes in virtuality. The study aimed to apply workshops to improve basic digital skills in initial education. It proceeds with the pre-experimental design (pre- and post-test) for a sample of 42 participants selected by intentional non-probabilistic sampling and as a relevant result, the majority of the participating subjects raised the initial averages by 11 points, findings verified after the application of the program. From the study it is concluded that a determining cause of the announced weaknesses is due to the fact that the participating subjects do not correspond to the technological generation, constituting a challenge faced by teachers, parents and children. Finally, it was possible to determine that the program contributes to the performance of the companions in remote education and therefore improves the learning of boys and girls in order to strengthen pedagogical processes mediated by digital technology.

El objetivo fue analizar la producción científica existente sobre el desarrollo de la competencia digital de los docentes de Educación Básica Regular, durante los años 2012 – 2022. En su metodología se consideró al enfoque cualitativo, paradigma interpretativo, de tipo documental, con diseño revisión bibliográfica y de alcance descriptivo analítico. En esta investigación utilizaron documentos electrónicos procedentes de las bases de datos indexadas como Scopus, Web Of Science, ScienceDirect, Scielo y latindex, considerándose, además, a los operadores booleanos “And, Or, Not”. Se seleccionó una muestra de 14 artículos en texto completo y originales, escritos en inglés, español y portugués, en cuyo contenido se abordó sobre la competencia digital docente desde el 2012 al 2022; los cuales fueron analizados para obtener información relevante. Se concluyó que la necesidad de fortalecer la formación inicial de los docentes y promover programas de formación permanente a docentes en el ejercicio de la Educación Básica Regular para el desarrollo de su nivel de competencia digital.