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

The COVID-19 pandemic, which began in 2020, significantly impacted university education, driving the use of digital technologies to ensure teaching continuity. This study aimed to understand teachers' perceptions of these modalities in the post-pandemic context at a public university in the state of Mato Grosso do Sul, Brazil. The research, of an applied and exploratory nature, adopted a qualitative approach. After the pandemic, 50% began adopting these practices, although significant resistance remains, primarily due to lack of training and technological challenges. The data indicate a preference for hybrid learning, combining face-to-face and online teaching. Most teachers find online teaching more challenging and believe that student performance is better in face-to-face teaching. Advantages of online teaching include the ability to invite speakers from different locations and the availability of multimedia resources, while disadvantages include lack of engagement and technological barriers. It is concluded that the pandemic catalyzed the adoption of online and hybrid methods, although resistance persists due to lack of training and technological challenges. Continued professional development of teachers, improvement of technological infrastructure, and exploration of AI are recommended to overcome these barriers. The study highlights the need for educational policies that promote a more resilient and inclusive model in post-pandemic higher education.

The present study aims to evaluate the knowledge and use of pedagogical strategies for students with ADHD by teachers and students of English Medium Education Pedagogy in Chile. The Questionnaire of Knowledge of Pedagogical Strategies for Students with ADHD (CEPE-TDAH), based on the Canadian ADHD Practice Guidelines (CADDRA, 2018), was used. Twenty-one teachers and 44 students participated, revealing that teachers have higher knowledge and use of strategies than students (M=121.90 vs. M=113.20, p<.05). The reliability of the questionnaire was high (ω=.86) and the content validity was moderate (Aiken's V=0.53). The results suggest the need to improve ADHD training both at the teacher training stage and in professional practice. This work underscores the importance of providing effective pedagogical strategies to improve the performance and adaptation of students with ADHD in the English classroom.

The present century requires university students to learn a second language and strengthen competencies related to their professional field, which implies the use of different tools and resources that allow them to develop them to the fullest. The objective of the research was to relate the Learning and Knowledge Technologies with the Communicative Competences in Foreign Language in students of a language center of a private university in the city of Lima in 2024, as well as to identify the level of both variables. A quantitative approach was adopted, a basic type, using statistics, with a non-experimental design of correlational scope. The study population consisted of 372 students in the last cycle of studies, a sample of 190 students. Questionnaires were administered to collect information on each variable, where both reached a high reliability value of Cronbach's alpha and Aiken's validity. For the statistical analysis, the Chi-Square test was used. The results showed that the students have an average level of communicative skills and a medium level of proficiency in using CAT. This is a concerning finding that suggests they were not adequately prepared and did not make good use of technology.

Technical training in dance demands epistemological appropriation of a singular-plural body established by the relationships between the self and the world. Thus, the use of new pedagogical strategies can broaden learning about the study of the body and human corporeality. This article aims to share a path of educational evaluation through somatobiographical narratives as a pedagogical tool for ethnoanatomical analysis. This is a qualitative study that used video narratives, constituted from somatobiographical workshops, in the teaching and evaluation of learning in the discipline of Anatomy applied to dance. Students of the Technical Dance Course of Porto Iracema das Artes, in Fortaleza, Ceará, participated in this educational itinerary. The analysis of the narratives took Ricoeurian hermeneutics as a source of inspiration. This somatobiographical study showed ethnographic, identity and subversive bodies that go beyond the Cartesian view of the study of human anatomy and are re-accommodated in different somatic contexts, with decolonized corporealities that imprint their authenticity even in the face of an apparently similar physical structure. In addition, we consider that somatobiographical narratives can compose an important and innovative pedagogical device capable of expanding technical-scientific knowledge.

Citizenship as an area of ​​didactic knowledge, seeks to promote active participation within communities, aiming at the construction of desirable futures. This perspective has been widely addressed in its political and social dimensions. However, there are dimensions such as labor and gender, which have not been problematized or deepened interdependently in educational contexts. It is in a context located in the north of Chile, an area of ​​productive development linked to large-scale mining, that the need arises to investigate these citizen dimensions in a Technical Professional (TP) educational establishment, of a confessional nature, and exclusively for men.

Effective school coexistence is a key factor in fostering deep learning within the school system. Managing it through distributed leadership styles is an urgent responsibility. This study examines the impact of a participatory formative strategy to improve school coexistence in an educational institution in southern Chile. An action plan was implemented based on an initial diagnosis using the CENVI questionnaire, which measures perceptions of school violence, complemented with data from the institution and the SIMCE test. The results showed a reduction in the perception of violence and improvements in the management of coexistence. However, the changes were modest and not significant in all aspects, suggesting the need for more systematic and collaborative approaches to achieve deep transformations. These results are essential for planning a new cycle of work in the institution and could serve as a reference for other institutions seeking to improve their school coexistence.

This study investigates the relevance of professional integration and multidisciplinary policies for the inclusion of students with Autism Spectrum Disorder (TEA) in municipal schools, identifying challenges and proposing strategies to overcome them. The research consisted of a descriptive-exploratory study, with quantitative contributions and with the participation of 09 teachers working in Specialized Educational Care (AEE) with autism spectrum disorder. The analyzes show a gradual increase in the enrollment of students with TEA in municipal schools, mainly in Elementary School I, with challenges persisting in the need for continued training for teachers; adaptation of schools for physical and pedagogical accessibility; promoting collaboration between education, health and social care professionals; and involvement of families in the learning process. Joint efforts are needed to ensure access to quality education that meets the individual needs of all students. Inclusive education is a right for all students, including those with ASD, and a joint effort by public authorities, schools, families and society is necessary to ensure that all students have access to a quality education that satisfies your individual needs.

O novo espírito científico em consonância com os estudos de Bachelard visa propor uma descontinuidade da visão tradicional de ensino, veementemente criticada, valorizando uma abordagem mais empírica e dinâmica. Nessa perspectiva, os obstáculos epistemológicos não sustentam isso, pois limitam a capacidade crítica e reflexiva e, consequentemente, causam a estagnação do conhecimento científico. Este trabalho é um recorte da prática pedagógica de uma experiência que teve como objetivo investigar a presença de obstáculos epistemológicos e desenvolver atividades para superá-los. Focou-se nos conceitos de ácidos, bases e óxidos, de acordo com os estudos do químico Svante Arrhenius, tendo como contexto o tema da Chuva Ácida. A fundamentação teórica está fundamentada nos pressupostos epistemológicos de Gaston Bachelard e Pierre-Astolfi. A atividade foi realizada em uma escola pública com alunos do primeiro ano do ensino médio, seguindo uma metodologia qualitativa. Foram identificados os seguintes obstáculos: primeira experiência, generalização, animista e substancialista. Aulas teóricas interligadas à experimentação, aliadas a atividades inovadoras que fogem do modelo tradicional de ensino, mostraram-se eficazes na superação desses obstáculos, promovendo uma compreensão mais profunda dos conceitos abordados.

Chemistry teaching and learning has lost relevance in the national curriculum, which has been reflected in low results in standardized tests of education quality, such as PISA. On the other hand, experimental activities that promote scientific skills have been seen as an opportunity to improve the learning of inorganic chemistry during the training of chemistry teachers.This paper presents the documentary analysis of the Inorganic Chemistry I and II curricular activities to focus on a proposal for educational media that responds to the experimental activities included in them. In addition, educational media and an evaluation instrument were developed to measure the development of experimental skills in students, which were fed back in their pilot implementation.The pilot implementation of the experimental practical activity allowed the improvement of the proposed educational means (Teacher's Guide, Student's Guide, Checklist, Virtual Pre-Laboratory), adjusting the educational proposal in terms of its relevance and effectiveness. Furthermore, the evaluation instrument developed provides a basis for measuring and continuously improving the experimental skills of students in initial training as chemistry teachers. The educational proposal can be applied to other students who need to develop experimental skills specific to chemistry.

El presente artículo se contextualiza ante los desafíos y demandas para una alfabetización científica crítica para formar ciudadanos informados y responsables. Para lograr esta meta, se enfatiza en la necesidad de transformar prácticas docentes hacia un enfoque más reflexivo e interactivo. Ante ello, se presenta al noticing para mejorar la observación y respuesta a las necesidades del estudiantado en el aula. En ciencias naturales representa un campo emergente en la búsqueda de la mejora de las prácticas docentes, tanto en FID como en el ejercicio profesional. Por ello, el presente nace desde la pregunta sobre el aporte de esta metodología a la discusión sobre las prácticas docentes, específicamente desde las interacciones en aula. En base a ello, se define como objetivo analizar el potencial impacto del noticing a las prácticas docentes en ciencias naturales, desde una perspectiva epistemológica y formativa del profesorado chileno. Para lo anterior, se realiza una revisión sobre los pilares teóricos del constructo noticing y sus perspectivas: 1) basado en la experticia, 2) sociocultural, 3) disciplinar y 4) cognitivo-psicológico-. Luego, se discute sobre su impacto en la profesionalización y la formación docente en el área de las ciencias y su vinculación con las prácticas reflexivas. Se concluye la importancia de esta metodología tanto para docentes en formación como para quienes ya se desempeñan en las aulas facilitando un desarrollo profesional continuo y autónomo.