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

The Undergraduate Diploma in Horticultural and Floricultural Production was created in 2018 at the National University of La Plata (UNLP) to generate a training space for horticultural and floricultural producers in the region. Thus was born an initiative that seeks to incorporate into the university educational system those people who, without having a secondary degree, are trained according to their needs and interests. With the premise of approaching the teaching-learning process from a Freirian perspective and counting on a teaching body integrated almost entirely by teachers from the Faculty of Agricultural and Forestry Sciences (UNLP), the first cohort was developed in 2019. his first experience was carried out through a series of meetings to involve the recipients to optimize the production system, discuss practices and management for horticultural and floricultural production and discuss some practices of the dominant model. The result has been acceptable, although reflection on the experience generates questions and answers about the objectives, methodology, actors (mainly producers and teachers), and types of intervention in a productive and socioeconomic context like the current one.

Este artículo pretende mostrar una experiencia respecto a la vinculación entre la docencia y la extensión universitarias desde el curso denominado Práctica de Formulación, Administración y Evaluación de Proyectos, propuesto en el plan de estudios de la carrera de Planificación Económica y Social de la Universidad Nacional, Costa Rica. Se busca evidenciar resultados mediante la aplicación de entrevistas a estudiantes y al profesorado, así como identificar las ventajas de desarrollar procesos de docencia que permitan el acercamiento de la universidad a las comunidades, mediante acciones que generen espacios de participación y diálogo de saberes, resaltando no solo la contribución a grupos u organizaciones en sectores vulnerabilizados, sino los logros y aprendizajes para el estudiantado en su formación académica, lo cual a la vez realimenta la docencia.

The right to health in Uruguay is enshrined in the Constitution of the Republic and law 18211 of the National Integrated Health System (SNIS). However, the health of young people between 15 and 24 years old is a worrying issue. The most prevalent oral pathologies share some common characteristics with noncommunicable diseases (NCDs); they can be addressed jointly and efficiently through a common risk approach. The right to health can be approached from the pedagogy of the oppressed. This approach proposes a critical and problematizing perspective using theatrical tools and exercises to play with where the protagonists participate as spectators-actors.The objectives of this work were to develop a learning-teaching process on oral health and its relationship with NCDs with high school students and teachers in the cities of Rocha and La Paloma, Uruguay, and to describe the oral health situation of the young people involved.The experience was developed between October and November 2017, combining exhibition activities and workshops, working from the pedagogy of the oppressed and hope, and performing activities of image theater and forum theater. Oral health was surveyed in terms of caries and paradenciopathies (WHO Methodology, 1997), and a socio-demographic survey was administered. The students worked as health promoters participating in student fairs, sharing the contents addressed with students from the other levels of the high school. They finished the process with the drafting of a letter addressed to the local health authorities, where they expressed their concerns and demands for the right to oral health and the need for comprehensive dental care.When comparing the data collected with the national data for young people in the provinces, the caries situation was better than at the national level. The frequency of smoking was lower than expected.At the end of the project, the high school students could complete the work process by acquiring knowledge of oral health and advocating for the right to health.

Since 1994, the School of Veterinary Medicine (EMV) of the National University (UNA) has participated in numerous extension activities in indigenous communities. Initially, two groups were created to attend to the veterinary needs in these areas. However, in 2009, both groups came together to obtain a more complementary action. In the first period (1994-2009), communities were visited, providing castration services and ovariohysterectomies combined with deworming services (external and internal), application of vitamins, and more specific treatments. The communities have been visited an average of two (Dr. Carlos Calleja Grau) to six times a year (Dr. Julio Murillo Barrantes), with an interval of 2 to 4 days, and approximately 300 animals were attended annually. In the second period (2009-2019), costs were reduced. Because of the working conditions and in attention to the current animal welfare laws and the requirements of the College of Veterinarians, surgical procedures were reduced and focused on prophylactic medicine. This also favored the increase in the frequency of tours (an average of 12-15 per year), with a duration of 1-3 days and 1000 animals attended per year. However, in both situations, for the 25 years of the project’s work, the increasing need to preserve adequate animal health in these compromised areas and the fundamental role of professionals in public health to solve zoonotic or enzootic diseases have been recognized.

This article presents the results of applying a survey instrument to determine a basic diagnosis of opinions with directors and deputy directors of thirty-two university careers in some of the National University’s campuses in 2018. The instrument provides information on the current situation of the integration of extension in the National University’s curriculum from the perspective of the responsible authorities. The results are presented graphically and reflectively throughout the text.At a theoretical level, some pedagogical challenges are previously interpreted from the existing model at the National University, in the way extension is integrated into the curriculum as part of the comprehensive formation of students according to theoretical approaches of authors such as Gabriela Lostaunau, Andrea Rivero, Boaventura de Sousa, Humberto Tommasino, Agustín Cano, Diego Castro, and Hugo Zemelman.Finally, some considerations are proposed to include the extension in the university curriculum from the perspective of the statutory purposes of the National University, such as the dialogue of different types of knowledge and interculturality and critical thinking, which are related to the theoretical-political proposals of authors such as Boaventura de Sousa Santos, and Hugo Zemelman, who consider outward extension and inward extension as agents to strengthen the historical subject of change that promotes autonomy in the university-communities relationship, both in regional and territorial processes.

This work derived from the course “Feminist Knowledge and Practices in experiences of curricular integration” taught by two work teams located in Argentina: GAGES, belonging to the National University of San Juan (UNSJ), and El Telar, from the National University of Cordoba (UNC). This course was taught online through the Moodle platform via the Distance Education System (SIED) of the UNSJ, during May 2021, and was aimed at teachers and researchers of both institutions, with synchronous and asynchronous meetings distributed in five modules.The study started considering the university and its territory as a space for disputes, practices, and meanings. This article seeks to recognize, from teaching, extension, and research practices, the commitment to feminism as a way to decolonize higher education institutions.The questions guiding the paper are: Is it possible to depatriarchalize and decolonize universities? What role do university teachers and researchers play in the spaces we inhabit/transit? How do we contribute to stopping reproducing violence/inequality?The answers to these questions supposed to address the reflections collected in the course-workshop by the 51 people who attended the meeting. Then, students’ comments and proposals were analyzed.

Se aborda el tema de la violencia en las redes sociales mediante un acercamiento y reflexión en el que se tomaron en cuenta el contexto actual y su relación con la formulación y el quehacer de la actividad académica de la Escuela de Bibliotecología, Documentación e Información de la Universidad Nacional con la Biblioteca Infantil Miriam Álvarez Brenes (BIMAB), la única biblioteca infantil de Costa Rica.Se concluye con la sugerencia de una serie de acciones interdisciplinarias bajo una dinámica de trabajo colaborativo que la BIMAB podría considerar en su quehacer como una medida para abordar este tema, que afecta directamente a los niños y las niñas en conjunto con sus padres, madres y personas encargadas.

This text aims to encourage a pedagogical process of education for peace in order to work with different groups (children and adolescents) to promote and build a culture of peace based on a ludic and experiential approach. It is a ludic educative proposal for peace based on six topics: peace culture, communication for peace, transformation and peaceful resolution of conflicts, scholar violence prevention, and our rights (human rights education component). It concludes that peace education is a pedagogical project and a human right that promotes the understanding between individuals and the development of skills, knowledge, and attitudes that allow harmonic social relations in order to respect human dignity.

This article systematizes the experience of the interdisciplinary meetings from the Literacy Integrated Project. A Look from Literacy to Build Inclusive Reading Environments, from Early Childhood to Prolongevity, as a strategy to move forward with an alternative methodological proposal to approach reading and writing processes from a literacy perspective. The means to collect participants’ views included discussions with scholars from various fields and schools from UNA, as well as written records, recordings, transcripts, matrixes, and analyses of these discussions. As a result, several philosophical and methodological principles and paths emerged to move towards a broad, inclusive approach to reading and writing processes in line with literacy through the five systematization steps proposed by lecturer Oscar Jara.

The following article aims to evidence the contributions that the National University of Costa Rica (UNA) has made to the visibilization of unpaid work, which includes domestic and voluntary work and the production for self-consumption, measured through time-use surveys. The main contributions from the conceptual and methodological point of view that made 2004, 2011, and 2017 measurements possible are described. In addition, the contribution of the UNA in the first economic valuation of unpaid work is highlighted, and some of the gender gaps in the use and distribution of time are presented, with emphasis on unpaid domestic work, based on the 2017 National Time Use Survey. Some of the results are presented by the area of residence, in addition to indicating whether the work was performed on weekdays or weekends.