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

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Objective. To evaluate the association between life-course leisure-time physical activity (PA) and prostate cancer (PC) among males living in Mexico City. Materials and meth­ods. Information from 394 incident PC cases and 794 popula­tion controls matched by age (± 5 years), was analyzed. Using leisure-time PA information at different life stages, life-course PA patterns were constructed. The association between PA and PC was estimated using an unconditional logistic regres­sion model. Results. Three life-course PA patterns were identified: low PA (71.0%), moderate PA (22.0%), and high PA (7.0%); this last pattern was characterized by higher levels and consistent PA practice. Compared with inactive males, those in the high PA pattern (OR: 0.50; 95%CI: 0.26-0.93) had significantly lower PC odds. Conclusion. Intense and regular PA could reduce the possibility of PC. These results are in accordance with PA World Health Organization rec­ommendations.

The present article aims to analyze data related to the vision of two students in the discipline of Didatics – undergraduate degrees from the Brazilian Center-West – about emergency remote teaching, not in the context of the COVID-19 pandemic. It is a question of cutting out the most extensive research that has been generated with national coverage. I do not mention here, to analyze them by scope or more intense use of digital technologies in the processes of teaching and learning according to the dates of the schools, due to the requirement of social isolation. Based on what was indicated by the students, two dimensions appeared as relevant, namely: i) the challenges, dilemmas and possibilities largely corroborate the research already produced in the field of digital technologies in educational/educational processes; ii) the survey data on screen demand a broader and deeper discussion about what hybrid education is, especially at this moment in which the Ministry of Education proposes a program/project in this sense. To conclude, the paper points out issues and discussions that imply recognizing the importance of using digital technologies in educational/educational processes, regardless of what is called emergency remote teaching, considering, however, the urgent need to think/propose education projects. inclusive, democratic, fair and solidary formation.

How do teaching mathematics to freedom deprived students in pandemic time? From this challenge, it was proposed investigate the movement of mathematical thinking of freedom deprived students during theoretical knowledge formation, regarding the multiplicity relation. Research was conducted through didactic experiment with students enrolled in the Youth and Adult Education in a public prison located in Paraíba countryside. The experiment was planned and executed based on the foundations of Development Teaching Theory by Davídov and Teaching Guiding Activity by Moura. The was no physical contact with the students because of the pandemic, and the communication was only in written form. Thereunto, a notebook was provided for each student. The tasks were printed on an A4 sheet and pasted in their notebooks. Students collectively thought about the solution of each task and individually handwritten the collective synthesis in their respective notebooks. Therefore, student responses are the data source. Results point that, despite the participants were freedom deprived, they are able to learn collectively, since the teaching is organized in that direction, and objective conditions are provided for its effectiveness.

The article analyzes the repercussion of the school director's actions in the management of high school enrollment extension classes in the state education network of Ceará in five municipalities and 21 districts in different regions of the state. It is a qualitative research of an exploratory nature is used, based on a multiple case study. The sources consist of official documents, socioeconomic indicators, educational data and information collected during the field research, based on the script for observing the infrastructure and functioning of schools and semi-structured interviews with representatives of the management of the State Department of Education, principals, coordinators schoolchildren, teachers, students and parents/guardians. The findings show that young people living in rural locations have the right to education guaranteed by the role of principals, who incorporate these extensions into their school and provoke regional and central bodies to act to help implement this offer. The state has shown a low capacity to respond to an old demand, which leads to two findings: the invisibility of an offer that represents about 17% of public high school enrollments and the creation of a space for "personal negotiation” in which the leadership of some directors ensures better conditions of service, compromising the republican principle of equal opportunities for all.

In the current context of higher education, under the competency-based training curriculum development model, a very significant paradigm shift from the "university of teaching" to the “university of learning” is evident. The effects on university teaching are more than evident, particularly with regard to methodology, having to move from a teaching-learning approach that transmits information to another that promotes student participation, turning them into protagonists and main actors. The objective of this article focuses the attention precisely on analyzing some keys for the selection and design of methodological strategies and didactic sequences from the new referent of curricular design and development. These keys go through a flexible attitude with the methodological strategies as a variable dependent on the teaching-learning process itself, bearing in mind that the strategies come from the requirements of the learning results, the characteristics of the learning group, the curricular content itself and of the particular context in which it occurs, which has possibilities and limitations from its organization and resources and means. To this effect, some criteria are considered for the selection of strategies according to their typology and didactic potential, in addition to also promoting guidelines for their design from the consideration of some principles and models of didactic programming, from the perspective of development of competences, in terms of didactic sequences, presenting some examples.

The pandemic situation has changed the daily life of higher education, demanding new ways of organizing the teaching work. Immersed in this "new" context of education, the present work aimed to analyze, from the perspective of students of undergraduate courses at federal and state universities in Southern Brazil, the teaching of Didactics in a remote emergency way, taking into consideration both the conditions of students for their participation in pedagogical activities and the specificities of the teaching of Didactics. The quanti-qualitative and empirical research used online questionnaires as an instrument for data collection. Our theoretical and analytical base was situated in the field of Didactics. The results of the research point to the challenges faced by the students, among them: the limited technological resources, the instability of the internet, and the financial difficulty to change this situation. We also observed the emotional impact that affected the way students engaged in teaching and learning activities. On the other hand, the students highlight the potential of teaching Didactics remotely, mentioning the importance of incorporating the use of technologies in their training and in their future pedagogical practices, emphasizing that the remote teaching of Didactics changed the mode of interaction between teachers and students and the mediation of the content. These potentialities call Didactics, as a field of knowledge, to build other ways of teaching and learning, expanding the understanding of the educational and pedagogical use of technologies without incurring in instrumentalization

The present article presents a genealogical analysis of the current situation with regards to the application of interdisciplinary processes in the teaching of experimental sciences. Three phases of the process are defined. Gaps in the training of teaching staff are evidenced with regards to both the meta-scientific knowledge of applied sciences and general didactic knowledge, for instance in relation to micro science and digital management. Furthermore, a lack of knowledge of the philosophy of science and methodology was found despite this being a disciplinary setting embedded within interdisciplinary processes. Secondly, the implications of these training gaps were considered in the delivery of education through the lens of eidetism, naïve realism and subtle governance. Final conclusions propose collaborative actions between educational entities and universities. These include: the adaptation of degree and Masters study plans to educational demands, incentivising scientific collaboration between philosophers, teachers of the experimental sciences and general teachers, and giving special focus to interdisciplinary processes in STEM subjects.

In the present article, it is considered in relation to three questions that are on the basis of any intervention proposal for the development of an emancipatory education: how do we understand the public and the public school and education project? How in this context do we think about the curriculum and, therefore, a certain format of cultural selection and its implementation in school knowledge? And, finally, how does everything have a strategic translation in a didactic that is wanted to be critical?

This is a research conducted in the North region and is part of a study developed nationwide, in all regions of Brazil, in federal and state public universities. It aims to analyze, from the perspective of undergraduate students, the teaching of Didactics in a remote emergency way in times of pandemic, identifying the challenges and potentialities faced with the use of digital technologies. The research is of a quanti-qualitative nature and empirical approach. Considering the health context, for data collection it was used as instrument online questionnaires, produced in the Google forms platform and sent to the students who attended the curricular component of Didactics in the emergency remote mode. The theoretical and analytical basis is situated in the field of Critical Didactics from the perspective of concrete totality and is organized in five axes: Profile of students; Conditions of access and use of technologies; Technologies and teaching of Didactics; Challenges and possibilities in the processes of interaction and mediation of the remote emergency teaching of Didactics, and Relevance, contents and specificities of the teaching of Didactics. The results indicate that despite all institutional efforts, the objective and subjective conditions of the students for participation in the pedagogical activities of remote teaching were precarious; for most the remote teaching triggered exhaustion when trying to reconcile domestic, academic and professional activities, and, unanimously considered the use of digital technologies very important for the development of quality pedagogical practices the.