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

This study aimed to identify and analyze the elements of inquiry-based teaching included in activities produced by undergraduates in initial training at a Portuguese university. This is a qualitative descriptive study in which eleven students from the master’s program in Basic Education participated. The study analyzed the research activities that the students produced at the end of a course on inquiry-based teaching. The objective was to observe the component elements of inquiry-based teaching in the activities and thus infer the difficulties faced by the undergraduates in contemplating these elements in the activities. The results indicate that the challenges faced by undergraduates when preparing research activities are concentrated on the insertion of research elements related to the elaboration and coherence of the problem presented, the recording and analysis of data, and the elaboration of a conclusion.

This study analyzed the knowledge of the mathematical and didactic dimensions of Didactic-Mathematical Knowledge (DMK) mobilized by teachers during mathematics lessons in the early years of primary education. Its objective was to analyze the didactic-mathematical knowledge that teachers mobilize during mathematics lessons in 4th and 5th grade classes of primary school. The qualitative research, conducted in two municipal schools in Januária (MG), Brazil, involved four teachers who were observed in three 5th grade classes and one 4th grade class, for a total of 16 hours of instruction. The mathematical topics covered included Place value in the decimal number system, graphs and tables, and mass measurement. The results showed that teachers predominantly mobilized common knowledge within the mathematical dimension, demonstrating a basic conceptual understanding, but faced challenges in articulating broader knowledge and using pedagogical practices that promoted deeper understanding. Within the pedagogical dimension, the mobilization of the following categories was observed Epistemic (knowledge about the nature and structure of mathematics), Cognitive (analysis of students' performance and conceptions), Affective (attention to emotional and motivational factors), Interactional (organization of didactic interactions), Mediation (use of teaching resources to facilitate understanding), and Ecological (alignment with curriculum and socio-cultural factors).However, limitations were identified in diversifying representational registers, contextualizing content, and using active methodologies. The study emphasizes the need for initial and continuing professional development that integrates the mathematical and didactic dimensions of DMK, as well as innovative methodologies that promote meaningful and contextualized teaching.

The article analyzes the coherence between the curricular bases, the framework for good teaching and the policy of professional development of teachers, generating reflection to identify feasible elements to be incorporated in the design of curricular policies, especially in the current scenario of curricular update in Chile. In this regard, a qualitative investigation was carried out with a hermeneutic design for the interpretation of curricular and policy documents. The analysis was carried out through the theory based on the use of Atlas.ti (version 23). The results identified two central dimensions, integral development and professional development, which highlight the importance between professional autonomy, collaborative work and curricular flexibility, with tensions of the development of this educational policy. Concluding that a complex relationship is revealed between curricular bases and professional development policies of teachers, which must be aligned to promote quality education strengthened with its innovative and contextualized implementation.

The teaching profession faces several challenges that can lead to exhaustion and questioning of one's vocation. Although vocation is associated with success, its empirical evidence is limited; on the other hand, emotional regulation and resilience are poorly studied aspects and are crucial in teaching, since teaching is a predominantly emotional activity and if they are diminished, they can generate dissatisfaction with work and problems in interpersonal relationships. Therefore, the purpose of this study was to analyze the relationship between these factors. The perceptions of 658 Mexican teachers were collected and through correlative and comparative analysis, the aforementioned variables were related. However, at the predictive level, only emotional regulation has a predictive effect on teaching vocation. In addition, significant differences were found in some scales related to emotional regulation and resilience according to gender, professional training, marital status, and educational level worked. The main findings are discussed and guidelines are proposed for teacher development aimed at supporting teachers in stressful situations or promoting negative emotions in their work environment.

The paper explores the perspective of public school administrators on the phenomenon of school absenteeism, the influencing factors, and its main consequences. The methodology employed was qualitative, involving 10 semi-structured interviews with school administrators from the northern, central, and southern regions of Chile. The results indicate that administrators associate the origin of absenteeism with causes related to the home or families, the student, and the neighborhood or community. Within the school, administrators did not identify causes of absenteeism but rather factors promoting attendance. Regarding the consequences of absenteeism, they were identified in the domains of academic performance and learning, socio-emotional development, and engagement with the school and social integration. The conclusions suggest that, although the administrators' perspective is multifaceted, they tend to attribute the causes of absenteeism to families and do not analyze or delve into the internal causes within each school that may be causing absenteeism. Furthermore, the consequences of absenteeism extend beyond the academic realm, emphasizing the urgency of adopting more effective measures to address this phenomenon."  

This research study had the purpose of evaluating the mathematics problem-solving process developed by secondary education students. After students create and pose their own problems related to a mathematical competence, they are guided to understand the problematic situation, design a plan, execute and verify the solution through which each moment is evaluated using a written exam on mathematics problems.  It is mixed research with a descriptive quantitative design of evolutionary group analysis and the qualitative methodology uses the problem-solving analysis of a mathematical competence. The research was carried out with students in the 1st or 2nd grade of secondary education from public educational institutions in Trujillo, Peru. Concluding that the students are located at the regular level of solving mathematical problems in its three dimensions: design, plan and execution; In the reflection dimension that includes review and validation of the procedures used, they are located at an initial level; evidencing the lack of prior knowledge and the use of mathematical concepts in an intuitive way.

Rural education provides important elements for the integral development of students and for working together with the community. This is how the Ministry of Education's plans and programs encourage teachers to work collaboratively between subjects on a common theme, thus promoting work on Project-Based Learning (PBL). Therefore, the objective of the experience is to present collaborative work through the Project-Based Learning methodology using the cross-cutting theme of activities in contact with nature in the subjects of Physical Education, English and Aymara Indigenous Language. To do this, a set of activities in common with the subjects is carried out and a pedagogical outing is developed as activities in contact with nature in the town of Pachica (Chile). Then, as a final product, the presentation of the students in a stand is developed as a means of promoting the place in a tourist way based on the experience carried out. The existence of collaborative work between teachers and a positive assessment of the activity presented to the entire community is evident. On the other hand, the importance of promoting the tourist development of the town through the knowledge of the place by the students is highlighted. For future research, it could be considered to work with other subjects to increase the evidence in relation to the use of PBL in the rural context.

This article analyzes a sequence of applications about air and wind, carried out in a Public Early Childhood Education Institution, with children in the 2nd period, aged between 4 and 6. The applications are part of a research project on science initiation for young children at a public federal university in Maceió-Al, Brazil. The study highlights the importance of bringing phenomena from nature into children's reality, guiding scientific literacy from an early age. The aim of this study is to analyze a sequence of investigative activities in early childhood education with a view to scientific initiation. It is characterized as a qualitative research approach and adopted application research as its procedure, characterized as an active research approach. Multiple instruments were used to collect the data, including photographs, filming, notes in field notebooks, as well as free drawings and paintings produced by the children. The data was analyzed from the perspective of content analysis. With regard to investigative activities, the aim was to integrate this perspective through experimentation and discussions with the children. Scientific literacy indicators were used as a resource to analyze the children's statements. The results pointed to the possibility of developing an introduction to science for children in early childhood education, helping to train citizens who are aware of the natural phenomena that surround them.

The effective communication between teachers and students is fundamental for a successful teaching and learning process, however, the growing generational gap poses new challenges. This investigation focuses on analyzing the communications barriers that arise in the interaction between millennial teachers and generation alpha students, specifically in an educational context ranging from fifth to eight grades. This article adopts a mixed method approach, with a predominance of qualitative data. A structured interview and a survey were conducted by nine millennial teachers working in partially subsidized private schools in the city of Curicó. The applied instruments collected relevant data for the analysis and support of this study, gathering information about the barriers that influence and affect the communication and the learning process between millennials teachers and generation alpha students.

This article examines the concept of betting in the productions of the cultural curriculum of Physical Education. To do so, we searched the repository of the School Physical Education Research Group, which is known to be dedicated to the theoretical-practical study of the proposal, for works that use this concept, with emphasis on those that dialog with the notion of betting as an open system. The examination of the 26 studies located allowed for the elaboration of six categories of analysis: curriculum; dialogue, solidarity/affirmation of differences; methodology/research problem; teacher as author of his/her practical; didactic situations and a semantic resource. The conclusion is that the concept of betting on the cultural curriculum allows for didactic creations full of intentions, refusing indiligence.