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

The teaching of zoology is usually approached in a traditional way, wherein its evaluation is mainly the memorization of the characteristics of the phyla, with no concern for a multidimensional formation. In this perspective, the student would be able to construct critical thinking and would develop other skills and abilities. The present work aimed to present necessary information about the Phylum Echinodermata, from the students' prior knowledge, using pedagogical activities in the formal teaching environment, as a strategy for recognition, awareness and conservation of these organisms.  The foundations and approaches of qualitative and quantitative research were used as theoretical-methodological assumptions, using a structured questionnaire, in order to evaluate the perception of students. Based on streamlined methodologies, the students understood the importance of echinoderms for man and the environment, in addition to being able to differentiate them from other animals.

The present study aimed to discuss the contribution of imagetic in the science teaching based on the analysis of an instructional resource developed and applied in a bilingual school for the deaf. The methodological approach consisted of Le Boterf’s (1999) participatory research, so that the teachers at the bilingual school were invited to plan, together with the researcher, an instructional material for carrying out 6 pedagogical interventions in which the theme was about "food healthy". In this article we present the analysis of the images that were included in the prepared material and that were intentionally chosen from the study by Perales and Jiménez (2002). Our results show that the use of imagetic can enhances learning in science by the Deaf, considering that the use of images allows the establishment of relationships between the contents covered and the daily experiences of the students.

In this article we highlight the teachers of Youth and Adult Education (EJA). We consider them as curriculum producers in Mathematics. We highlight the importance of listening to their narratives for the construction of teaching consistent with the students' realities. We bring discussions from the training memorials of two professors who teach Mathematics in the rural area of ​​Sobral, Ceará. We used the analysis based on studies in the fields of Curriculum and Mathematics Education in EJA. Among the results, we found that teachers were invited to teach in rural areas. They built pedagogical practices considering the cultural aspects of the students and the rural locations where they teach. There is a sense of prescriptive curriculum that guides their actions and intends to homogenize their pedagogical practices. But they elaborate Mathematics classes using activities that value the cultures and differences of the students. Thus, they build senses of curricula as narratives of identities, linked to the rural cultural realities in which they are inserted.

This research aimed to analyze the power relations that are established in the mathematics teaching course pedagogical programs from public institutions in the state of Piauí, Brazil, with a focus on the subjects. Our qualitative approach happened through document analysis. The data were organized and analyzed according to Basil Bernstein’s proposals, while considering the following subjects related to specific knowledge: Mathematics Education and Education. The data analysis allowed us to consider that the curriculum of the mathematics teaching courses in the state of Piauí comprises knowledge that is organized into isolated contents and a limited number of class hours. In general, the disciplines were not related to each other, which leads to the isolation and strengthening of the borders of the curriculum’s discursive categories. Such curriculum organization tends to hierarchize knowledge, so power relations tend to be strengthened.

This work presents a systematic review of studies published between 2002 and 2022 on the integration between Music and Mathematics in teaching and learning. The methodology of the work follows the steps developed by Moreira (2004): the choice of subject and establishment of objectives; bibliographic survey; inspectional reading; establishment and application of a reading script; organization of relevant research according to a logical criterion; critical evaluation and conclusion. The words used as descriptors were “música”, “matemática”, “educação”, “music”, “mathematics”, “education”, “música”, “matemáticas” e “educación”. The searches were carried out in the following databases: Scopus, Web of Science, Eric, Scielo and Scholar google. Finally, 18 articles were analyzed according to Gibbs (2009). It was found the excessive use of content such as numerical operations and fractions, in addition to the difficulty to create strategies that mutually enrich the learning of both Music and Mathematics.

The Integrated Curriculum assumes integrating movements between knowledge, even though interdisciplinarity is a great challenge, a building to be constructed. However, in this text we intend to show the importance of seeking possible efforts and taking advantage of integrating moments in our Teaching units to strengthen and consolidate Integrated High School. Enabling multiple dialogue between knowledge and practice, to make students' learning tasty, creative and emancipatory. The experience we suggest here as a reflection is how the involvement of the IFFar school community — campus Jaguari, in the preparation, organization and organization of an event alluding to uva, can serve as an integrating project and an opportunity to materialize dialogues and connections between the multiple knowledges and do.

El conflicto entre la masonería y la Iglesia Católica salvadoreña había iniciado desde la segunda mitad del siglo XIX con una serie de excomuniones del clero. Sin embargo, un siglo más tarde, este conflicto no estaba concluido, prueba de ello son diversos artículos en contra de la masonería presentes en la prensa católica del momento. En base a lo anterior, el presente artículo será un análisis a una serie de textos antimasónicos escritos por Monseñor Romero entre los años de 1962 y 1965, cuando era vicario episcopal en la diócesis de San Miguel. Estos textos aparecieron en el periódico católico El Chaparrastique del cual Romero era director. A pesar de que este ensayo es una primera aproximación al tema, su intención radica en abrir nuevas perspectivas de análisis sobre la masonería salvadoreña en el siglo XX.

In this article, an approximation will be made to the anti-liberal and anti-Masonic ideas that appeared in the Estudios Centroamericanos (ECA magazine), The Review of Central American Studies in El Salvador from 1946 to 1964. These were edited by priests of the Society of Jesus of the province of Central America. Upon exploration of the different editions of this magazine from its foundation (1946) until the year 1965 when the Second Vatican Council concluded. The magazine's anti-Masonic and anti-liberal thought was in tune with the condemnations of Freemasonry coming from the hierarchical sectors of the Catholic Church.

Francisco Miguel Jimeno Yepes has defended a doctoral thesis, whose title en “Relations between Spanish and English Freemasonry at the end of the 19th century: the problem of recognition”, at the University of Las Palmas de Gran Canaria (Spain), on November 3 from 2021; he did it under the direction of Vicent Sanz Rozalén and Santiago de Luxán Meléndez.

The Spanish Pacific had become an uncontrollable keg of gun powder in the last third of the 19th century. Several unsolved troubles, aggravated over the time, came together on the same path and the battered foundations of an exhausted metropolis collapsed through an insurrection. The Bourbon monarchy’s policies in its overseas possessions forged an anti-colonial and anti-Masonic nationalist movement. This movement reached its peak in 1896, with the Tagalog insurrection and the definitive break away from Spain in 1898.