ABSTRACT Early garlic (Allium sativum L.) cultivars are an alternative for growing this vegetable in low-altitude semi-arid regions, due to its lower requirement for mild temperatures and photoperiod. However, it is necessary to identify the cultivars that best adapt to these environmental conditions to improve management and maximize their production characteristics. In this sense, the objective was to evaluate early garlic cultivars’ biometric, yield, and quality characteristics under low altitude conditions in the semi-arid region. Two field trials were carried out in a Brazilian semi-arid region to evaluate 14 early-cycle and virus-free garlic cultivars. The climatic variations between the experiments influenced the performance of some cultivars in terms of biometric, yield, and quality characteristics. ‘Inhumas Casca Roxa’ (65.25 and 57.62 cm; 6.49 and 6.48 t in 2022 and 2023, respectively) and ‘Ugarte’ (61.70 and 55.14 cm; 6.34 and 5.62 t in 2022 and 2023, respectively) showed higher height and total yield. Likewise, ‘Inhumas Casca Roxa’ and ‘Ugarte’ stood out for bulb mass (20.00 and 19.61 g respectively), and percentage of bulbs in classes 5 (30.6% and 32.8%, respectively) and 6 (8.3% and 9.2%). These materials also showed good post-harvest quality characteristics, such as high pungency for fresh consumption and/or processing by industry. It is recommended to cultivate ‘Inhumas Casca Roxa’ and ‘Ugarte’ for garlic production in low-altitude semi-arid conditions.

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ABSTRACT Objective: To determine the correlation between the organizational climate, job satisfaction and burnout in the administrative staff of the Daniel Alcides Carrión National University. Methodology: The research was designed as a quantitative study applied with a correlational approach. A cross-sectional non-experimental design was used, since the measurements of the variables were made at a single time. The study population corresponded to a total of430 employees of the Daniel Alcides Carrión National University, which is why a simple random sampling was applied, with a confidence level of 95 % and a margin of error of 5 %, which allowed to determine a sample of 157 employees. For data collection, the survey technique was applied, therefore, three questionnaires were designed as instruments, one for each variable, with a Likert-type response scale. In the case of the Organizational Climate variable, this was based on three dimensions, namely: a) Recognition, b) Teamwork and c) Innovation, which helped to configure a total of 15 items to be evaluated. For the Job Satisfaction variable, it was based on three dimensions, which were: a) Job satisfaction, b) Satisfaction with remuneration and c) Satisfaction with the physical environment, constituting in turn 15 items to be evaluated, while for the Burnout variable, three dimensions were considered: a) Personal exhaustion, b) Depersonalization and c) Demotivation, for a total of 15 items to be evaluated. The questionnaires were subjected to a validity process according to the opinion of experts, who considered that they were suitable in their construction for application, in addition a pilot test was applied with a sample of 85participants, who were not part of the one included in the study, which allowed to determine that these instruments had an internal consistency of Cronbachs Alpha of0.97, 0.95 and 0.89 for the organizational climate, job satisfaction and burnout variables respectively. The data were systematized in an Excel spreadsheet to perform the descriptive statistical analysis, using measures of central tendency to check the frequency and behavior of the variables. Then, the SPSS version 22 program was used to perform inferential statistical calculations. the distribution of the normality of the data was statistically verified using the Kolmogorov-Smirnov test, since the number of the sample was greater than fifty. For the determination of the correlation between the variables, the Spearman rank correlation coefficient was used, because the sample presented a non-normal distribution. The significance of the correlation was established by a level of p<0.05 for hypothesis testing. Results: The results showed that between the Organizational climate variable and the Recognition dimension there is an average level of satisfaction (61.14 %), 35.67 % showed a high level of satisfaction and 3.19 % a very high level of satisfaction. Between the Organizational climate and the Teamwork dimension, a result of 2.23 was obtained, which indicates a perception that there is good teamwork. Regarding the Organizational climate and Innovation, it was found that 52.23 % of employees almost alwaysfeel stimulated to innovate, 33.12 % always feel motivated to innovate and 14.6 5 % sometimes feel that motivation. With respect to the variable Job Satisfaction and the dimension satisfaction with work, it was obtained that 60.5 % feel indifferent with respect to job satisfaction and 39.5 % are satisfied. For the Satisfaction with Remuneration dimension, 36.4 % of employees feel indifferent about their remuneration, 39.8 % feel satisfied and 13.1 % feel very satisfied with their remuneration. Regarding the dimension Satisfaction with the physical environment, 38.8 % declared themselves indifferent with respect to this dimension, 23.2 %o feel satisfied and 0.8 % of the samplefeel very satisfied with the physical environment. With respect to the Burnout variable and the Personal exhaustion dimension, 47.13 % of the employees presented a high level of personal burnout, 33.12 % revealed to have an average level of burnout and 19.75% showed a very high level of burnout. As for the aspect of Depersonalization, the results showed that the majority represented by 85.35% has a very high level of depersonalization, only 0.64 % presented a high level of depersonalization and 14.01 % presented an average level of depersonalization. As for the Demotivation dimension, it was obtained that 30.57 % of employees showed an average level of demotivation, while 69.43 % of workers showed a high level. Finally, the results revealed a positive and significant correlation (Spearman's Rho = 0.299) between organizational climate and job satisfaction. Likewise, a weak negative correlation (-0.153) was observed between organizational climate and burnout. In relation to the organizational climate and burnout variables, a weak negative correlation was observed with a coefficient of-0.153. While for the variables job satisfaction and burnout, a correlation coefficient of-0.024 was observed very close to zero. Conclusion: There is a positive and significant correlation between organizational climate and job satisfaction, and a negative and significant correlation between organizational climate and burnout, suggesting that a better organizational climate is associated with higher satisfaction and lower burnout in workers. This relationship highlights the importance of promoting a positive and conducive work environment to improve the job satisfaction of administrative staff. The need to focus on recognition as an essential component to promote greater job satisfaction is highlighted, it is also observed that teamwork and innovation are key aspects that contribute to the favorable organizational climate at the university. These conclusions emphasize the importance of implementing policies and practices that promote recognition, teamwork and the promotion of innovation as strategies to improve job satisfaction and prevent burnout in administrative staff. It is also highlighted that at higher levels of organizational climate, lower levels of administrative staff are observed, which is why it is important to create a healthy work environment and support the emotional well-being of employees to prevent job burnout. Ultimately, the relationship between organizational climate, job satisfaction and burnout are a multidimensional dynamic that requires a holistic approach. By continuing to research and apply effective approaches to improving the work climate, organizations can cultivate an environment where employees feel valued, motivated, and able to contribute meaningfully. Doingso will not only benefit the workers and the organization, but also set a higher standardfor well-being in the overall work environment.

Resumen Introducción. Paraguay es el sexto productor y tercer exportador mundial de soja (Glycine max (L.) Merr.), este cultivo es el de mayor importancia socioeconómica en el país. Sin embargo, su productividad puede verse afectada por enfermedades causadas por hongos fitopatógenos. Además, la información fitosanitaria sobre el cultivo de soja en Paraguay es limitada. Objetivo. Comprender la percepción de agricultores sobre las principales enfermedades de la soja y su manejo. Materiales y Métodos. Entre abril y mayo de 2022, se aplicó un cuestionario en formato de formularios de Google con preguntas abiertas y cerradas de selección múltiple a 45 productores de soja de entre 30 y 50 años, quienes cultivan en superficies de entre 200 y 1000 ha en los departamentos de Alto Paraná, Itapúa y Caaguazú en Paraguay. Resultados. El 56 % de los encuestados consideró que el mayor problema fitosanitario asociado al cultivo es la roya asiática de la soja (RAS) (Phakopsora pachyrhizi), seguida por las enfermedades de final de ciclo (EFC), como la mancha marrón (Septoria glycines) y mancha ojo de rana (Cercospora kikuchii). Los entrevistados indicaron que utilizan de tres a cuatro aplicaciones de fungicidas como medida de control de enfermedades, su elección fue basada en el tipo de formulación de los productos. En su mayoría, los entrevistados señalaron que el costo y la cantidad de aplicaciones aumentó con el transcurso del tiempo. El 53 % mencionó que los fungicidas biológicos son una buena alternativa para el manejo integrado de enfermedades. Conclusión. Las respuestas obtenidas en esta investigación permitieron obtener la percepción de las tácticas de manejo de enfermedades de los productores de soja en Paraguay, lo que resaltó la importancia de la RAS y las EFC. No obstante, resulta necesario que se realicen más investigaciones que puedan explorar todos los aspectos del manejo de los patógenos.

Abstract Introduction. Paraguay is the sixth largest producer and third largest exporter of soybeans (Glycine max (L.) Merr.) in the world and this crop is the most important socio-economic crop in the country. However, its productivity can be adversely affected by diseases caused by phytopathogenic fungi. In addition, phytosanitary information on soybean cultivation in Paraguay is limited. Objective. To understand farmers’ perceptions of the main soybean diseases and their management. Materials and methods. Between April and May 2022, a questionnaire in Google Forms format with open and closed-ended multiple-choice questions, was applied to 45 soybean producers aged between 30 and 50 years, who cultivate in areas between 200 to 1000 ha in the departments of Alto Paraná, Itapúa, and Caaguazú in Paraguay. Results. Among the respondents, 56% considered Asian soybean rust (Phakopsora pachyrhizi) as the most significant phytosanitary problem associated with soybean cultivation, followed by late-season diseases (LSD) such as brown spot (Septoria glycines) and frogeye leaf spot (Cercospora kikuchii). Respondents indicated taht they use three to four fungicide applications as a disease control measure, with their choice based on the type of product formulation. A majority of respondents noted that both the cost and frequency of applications increased over time. Additionally, 53% mentioned that biological fungicides are a viable alternative for integrated disease management. Conclusion. The responses obtained in this research allowed obtaining the perception of disease management tactics of soybean producers in Paraguay, underscoring the significance of Asian soybean rust and late-season diseases. However, there is a need for further research that can explore all aspects of pathogen management.

ABSTRACT Although faba-bean (Vicia faba L.) is not a major crop in China, many farmers like to cultivate faba-bean in autumn as a fresh food or animal feed for next spring. However, no herbicides are available to control weeds in the faba-bean fields. Although prosulfocarb is a candidate herbicide, some farmers have reported that prosulfocarb can often cause harm to faba-bean. Our laboratory experiment results revealed that Tongcanxian No. 6, a faba-bean cultivar with large seeds, showed the lowest level of growth inhibition and Qidou No. 2, a faba-bean cultivar with small seeds, showed the highest level of growth inhibition when treated with 3960 and 7920 g ai ha-1 prosulfocarb. The growth inhibition rate of faba-bean was 0% when 3960 and 7920 g ai ha-1 prosulfocarb was sprayed within 6 d after sowing, indicating that prosulfocarb treatment should be applied as soon as possible after sowing. When the temperature exceeded 20 °C and soil moisture content exceeded 20%, it might have aggravated the phytotoxicity of ‘Tongcanxian No. 6’ and ‘Qidou No. 2’ caused by prosulfocarb. Two round of field experiments showed visually that the control effect of 3960 g ai ha-1 prosulfocarb on the total weeds exceeded 90% and safe to faba-bean at the same time. This study indicated that prosulfocarb can be safely used in faba-bean fields by improving agronomic methods, which can also provide a reference for weed management in faba-bean fields worldwide.

Abstract Building pathways to sustainability is an ongoing process that involves people and communities in drawing transparent lines of dynamic resilience between humanity and the planet. From an aggregating perspective, we propose education as the fifth pillar of sustainability (alongside social welfare, environment, economic development, and culture). Through education, we cultivate global awareness and active participation, creating the conditions for people, communities, and societies to unite in dialogue and act for sustainable development. In this article we would like to reflect on how environmental education can contribute to transforming individual and community behavior from the perspective of inner change and complexity, to promote awareness of the interdependence between living beings and between them and their environment through (re)connecting with nature.

Resumo A construção de percursos para a sustentabilidade é um processo contínuo, que através do envolvimento de pessoas e comunidades, desenha linhas transparentes de resiliência dinâmica entre a humanidade e o planeta. Numa perspetiva agregadora propomos a educação como quinto pilar da sustentabilidade (a par do bem-estar social, o meio ambiente, o desenvolvimento económico e a cultura). Através da educação cultivamos a consciência global e a participação ativa, criando condições para que pessoas, comunidades e sociedades se unam através do diálogo, e sejam capazes de agir em prol do desenvolvimento sustentável. No presente artigo pretendemos refletir como a Educação Ambiental pode contribuir para uma transformação de comportamentos individuais e comunitários, na perspetiva da mudança interior e da complexidade, para a promoção da consciência da interdependência entre os seres vivos e entre estes e o meio que os acolhe, através da (re)conexão com a natureza.

In 2023, we had a 110 million people living as forcibly displaced persons in the world (United Nations Refugee Agency, 2023). Of these, 43.3 million were children under the age of 18 years. Migration (both forced and other) has resulted in an influx of "foreign" children into school classrooms across the globe, presenting many educators with a new task-that of teaching the Other. Now, more than ever before, there is a need to assist people to cultivate an understanding of the self in relation to the Other in a manner that upholds the values of dignity, equality, and freedom for all people (Republic of South Africa, 1996; United Nations, 1973). This article presents a living theory for educators. It constructs a new lens through which educators can view the world, analyse their own teaching practice, and take individual action towards dismantling the canon of inequality that exists within their classrooms. The new lens beckons a deep and meaningful engagement with the question: "How can I create experiences of dignity for the Other in my classroom?"

The quality of patient care forms the basis of all doctor-patient relationships. However, it requires more than mere provision of what is necessary to maintain or restore their health, and should encompass an emotional connection, and a desire to help them. Care covers a wide range of activities and is often seen as the technical and procedural aspects of medicine, while compassion revolves around the relational aspects of patient care. It requires clinicians to be able to express empathy and understanding, share their patients' feelings, be available, communicate, try to provide support and encouragement, and treat them with respect and dignity. This paper discusses care and compassion and explores issues such as whether a person can be taught to care and/ or show compassion; if too much compassion could cloud a practitioner's judgement; if it's possible to deliver good care without being compassionate; and whether a person who has never experienced compassion can develop this ability. Care and compassion are essential components of effective medical practice, and need to be integrated into healthcare. Clinicians should adopt a patient-centred approach that prioritises the patient's values, needs and preferences during their decision-making process. At the same time, they must cultivate emotional intelligence, and identify when they need mental, emotional or physical support.

ABSTRACT This qualitative research article explores the teaching process and emotional bond of a group of university physics teachers at a private Chilean university's physical sciences department. The study aimed to illustrate the emotional experiences of a group of university physics teachers, considering the characteristics that shaped their teaching style. Six teachers from physical sciences departments participated in semi-structured interviews. The results, derived from a content analysis of the interview corpus, reveal a sense of anxiety stemming from the limited availability of teaching aids, fatigue stemming from the use of conventional physics teaching methods, a deficiency of emotional support, and a sense of neglect in the teaching process. We anticipate considering these elements to cultivate a supportive and emotionally contained environment for university physics teachers.

RESUMEN El presente artículo de investigación cualitativa indaga en el proceso de enseñanza y el vínculo emocional de un grupo de docentes de la asignatura de física, impartida en el departamento de ciencias físicas en una universidad privada chilena. El objetivo del estudio fue mostrar las experiencias emocionales de un grupo de docentes en el área de física universitaria, en contexto de su trabajo, considerando las características con las que se desarrollaba su docencia. Se implementaron entrevistas semiestructuradas a seis docentes vinculados a cátedras de ciencias físicas. Los resultados, mediante un análisis de contenido realizado al corpus de las entrevistas, señalan que existe una percepción de ansiedad relacionada con la escasez de herramientas de apoyo con las que se desarrolla la docencia, junto a un agotamiento debido a la adopción de enfoques tradicionales en la enseñanza de la física, falta de apoyo emocional y percepciones de descuido en el proceso de enseñanza. Se espera que estos elementos sean considerados para propiciar un clima de apoyo y contención emocional a los docentes de física universitaria.

Human praxis denotes practical wisdom, which through deliberate human action aims at personal and collective transformation, including people's ideas, commitments and consciousness. The occupational therapy profession has a long history of both enacting human praxis for the evolvement of the profession, and also facilitating it among the people it serves. Occupational therapy can draw on its innate wisdom and ability to accurately read contexts to consciously harness human praxis to render the profession as indispensable as a healthcare profession as well as a profession that can contribute significantly to social development. Consciously harnessing human praxis for change can be done by applying reflective and reflexive critical reasoning; epistemic fluency within multidisciplinary spaces (that could promote better transdisciplinary practices); as well as deconstructing the constituents of human praxis to apply it as a treatment mode. Furthermore, consciously using human praxis can contribute to the fields of education, research and leadership that promote and cultivate human dignity.

Abstract For various reasons, the sun holds paramount importance in sustaining life on Earth; however, excessive exposure to its emitted radiation can lead to health issues on humans. A deeper understanding of the advantages and disadvantages of solar radiation on our health, along with the factors impeding the use of protective products, presents significant challenges for investigation. In this context, the current research aims to explore how the creation of an open letter addressing ultraviolet radiation, its primary effects, and photoprotection measures can contribute to the development of perceptions, inquiries, and social commitments. The data were analyzed within the framework of Science, Technology, and Society Education's (CTS) goals and parameters. Our findings suggest that the writing of open letters provided students with opportunities to cultivate perceptions, inquiries, and social commitments. We conclude that the instructional approach effectively contributed to fostering critical thinking, shaping societal perspectives, engaging in problem-solving, and making informed decisions based on scientific knowledge.

Resumo Por diversas razões o Sol é de extrema importância para a manutenção da vida na Terra, no entanto, o excesso de exposição à radiação emitida por ele pode provocar problemas à saúde humana. Um maior entendimento sobre os benefícios e os malefícios da radiação solar à nossa saúde e os fatores que dificultam a utilização dos produtos de proteção, se tornam problemáticas importantes de serem estudadas. Nessa perspectiva, a presente pesquisa buscou investigar de que maneira a elaboração de uma carta aberta que tematiza a radiação ultravioleta, seus principais efeitos e medidas de fotoproteção pode contribuir para o desenvolvimento de percepções, questionamentos e compromissos sociais. Os dados foram analisados a partir dos propósitos e parâmetros da Educação CTS. Nossos resultados indicaram que a elaboração de cartas abertas proporcionou a oportunidade para que os estudantes desenvolvessem percepções, questionamentos e compromissos sociais. Concluímos que a proposta didática conseguiu contribuir para a construção de um pensamento crítico, de um posicionamento diante da sociedade, de uma atuação na solução de problemas e na tomada de decisões embasadas no conhecimento científico.

RESUMEN El Estado peruano ha desarrollado políticas de carácter nacional que abordan en gran medida a aquella población que busca acceder a la educación técnico-productiva (ETP); sin embargo, resultan ser insuficientes en este contexto para abordar un problema público complejo: el acceso a la etapa de educación técnica en su nivel más elemental. Ello, en gran medida, porque aquella población que trata de acceder a los centros de educación técnico-productiva (Cetpro) como una alternativa más pertinente, no necesariamente encuentra las condiciones más adecuadas, siendo percibida como una opción poco atractiva. Por otro lado, la transitabilidad de la educación básica hacia la educación superior, considerando a los Cetpro como una modalidad articuladora, no se presenta como una ventana de oportunidades para contar con una población competitiva en el mercado laboral.

RESUMO O Estado peruano desenvolveu políticas nacionais que atendem amplamente à população que busca acesso à Educação Técnico-Produtiva (ETP). No entanto, nesse contexto, essas políticas são insuficientes para resolver um problema público complexo: o acesso à educação técnica no nível mais elementar. Isso se deve, em grande parte, ao fato de que a população que tenta acessar os Centros de Educação Técnico-Produtiva (CETPRO) como uma alternativa mais relevante não encontra necessariamente as condições mais adequadas, percebendo os CETPRO como uma opção pouco atraente. Por outro lado, a transição da educação básica para o ensino superior, considerando os CETPRO como uma modalidade articuladora, não se apresenta como uma janela de oportunidade para se ter uma população competitiva no mercado de trabalho.

ABSTRACT The Peruvian state has developed national policies that largely address the population seeking access to Technical Productive Education (TPE). However, these efforts prove insufficient in addressing the complex public issue of accessing elementary-level technical education. A significant portion of the population aiming to enter the National Center for Technical Education (CETPRO) as a prominent alternative does not necessarily find optimal conditions, leading to the perception of CETPRO as an unattractive option. Moreover, considering CETPRO as an integrated modality, the transition from elementary to higher education is not viewed as a viable opportunity to cultivate a competitive workforce in the labor market.

This article explores the challenges posed by the digital revolution and its influence on the education system. Enthusiasm among digital natives for departing from traditional teaching methods in favour of digital tools to enhance higher education learning is evident. Employing document analysis, this research extracts valuable insights. The selection of published materials pertinent to migration is achieved through purposive and convenience sampling. The Technology Acceptance Model emerged as the suitable framework, highlighting that user perception of technology's user-friendliness and utility predicts their attitude towards adopting digital tools. The study's outcomes predominantly favour the facilitation of the process of learning. The effectiveness of a variety of technological tools including blogs, discussion forums, announcements and videos, which encourage engagement and enhance learning process overall, is highlighted by constructive feedback. Considering these findings, the study proposes that higher education institutions cultivate a professional migration identity by embracing platforms like Moodle. Platforms include zoom, video conferencing, TEAMS, and WhatsApp may be the first to undergo the transfer process. This strategic approach is recommended to effectively address technological hurdles, ultimately enhancing, and sustaining online teaching and learning practices.

Resumen El surgimiento de las sociedades aldeanas tempranas trajo aparejado, además del establecimiento en viviendas permanentes, el desarrollo de nuevas estrategias productivas y la incorporación de productos domesticados a las prácticas alimenticias. Los ingredientes vegetales que fueron paulatinamente integrados a la dieta y recetas de quienes habitaban estas aldeas requirieron conocimientos acerca de cómo obtenerlos y cultivarlos y la implementación de diversas técnicas de procesamiento que permitieran adquirir subproductos a partir de los cuales crear alimentos. En este trabajo, a través de un abordaje que incluye el estudio de macro y microrrestos vegetales y de las materialidades implicadas en la elaboración de alimentos, nos centraremos en dirimir cuáles fueron las técnicas implementadas para procesar productos vegetales en Puesto Viejo, un sitio aldeano ocupado durante el primer milenio D.C. (Quebrada de Los Corrales, Tucumán, Argentina). Las evidencias analizadas permiten afirmar que las sociedades que habitaron este sitio manejaron, para su consumo, una gran diversidad de vegetales domesticados y silvestres, aplicando distintas técnicas y modos de elaboración centrados en el hervido y tostado.

Abstract The emergence of early village societies brought with it, in addition to the establishment of permanent dwellings, the development of new productive strategies and the incorporation of domesticated products into food practices. The vegetable ingredients that were gradually integrated into the diet and recipes of those who inhabited these villages required knowledge about how to obtain and cultivate them and the implementation of various processing techniques that allowed the acquisition of by-products from which to create food. In this paper, through an approach that includes the study of macro and micro plant remains and the materialities involved in food processing, we will focus on the techniques implemented to process plant products in Puesto Viejo, a village site occupied during the first millennium A.D. (Quebrada de Los Corrales, Tucumán, Argentina). The analyzed evidences allow us to affirm that the societies that inhabited this site handled, for their consumption, a great diversity of domesticated and wild vegetables, applying different techniques and ways of elaboration centered on boiling and roasting.

Resumen Introducción. En este artículo se plantean aspectos relacionados con la modelización y modelación matemática como actividades que deben incluirse en los procesos de formación docente; para generar habilidades en el futuro profesorado tendientes a su abordaje en el proceso de enseñanza y aprendizaje. Propósito. El propósito es brindar argumentos que sustenten la necesidad de que las instituciones encargadas de la formación de docentes incorporen estos procesos en sus estructuras curriculares; además, brindar ideas sobre algunos tipos de actividades que la persona docente puede aplicar en la clase. Discusión. Las ideas aquí desarrolladas se han construido a partir de una revisión de literatura relacionada con el tema, así como de un proceso de investigación por parte de las personas autoras. Este último implicó, en el año 2021, extraer evidencias de la propuesta para el abordaje de la modelización matemática en los planes de estudio de las universidades públicas en Costa Rica. Este análisis, se enfocó en determinar si cada curso en la descripción, los objetivos, los contenidos, las indicaciones puntuales, entre otros, hacía referencia a la modelización matemática y si se presentaban sugerencias metodológicas para su abordaje. Se evidencia que la modelación matemática, como estrategia didáctica, es una actividad a la cual debe brindársele una mayor importancia en la enseñanza de la disciplina. La incorporación de los procesos de modelización matemática en la formación profesional del profesorado y académica en el estudiantado resulta relevante para el desarrollo de habilidades específicas. Conclusiones. Surge la necesidad de ejecutar acciones orientadas a la formación del profesorado para implementar este tipo de tareas. El objetivo es que el estudiantado aprecie la aplicabilidad de la materia y que sus conocimientos le permitan la comprensión su contexto.

Resumo Introdução. O presente artigo aborda aspectos pertinentes modelagem e modelagem matemática como atividades que devem ser incluídas nos processos de formação de professores, visando fomentar competências nos futuros educadores para sua aplicação no processo de ensino e aprendizagem. Objetivo. O objetivo é fornecer argumentos que sustentem a necessidade de as instituições responsáveis pela formação de professores incorporarem esses processos em suas estruturas curriculares. Além disso, propõe-se fornecer ideias sobre alguns tipos de atividades que o professor pode aplicar em sala de aula. Discussão. As ideias aqui desenvolvidas originam-se a partir de uma revisão da literatura relacionada ao assunto, bem como de um processo de pesquisa dos autores. Esta pesquisa, conduzida em 2021, 2021, consistiu na coleta de evidências da proposta de inserção da modelagem matemática nos currículos das instituições de ensino superior públicas da Costa Rica. Esta análise teve como objetivo verificar se cada curso na descrição, nos objetivos, conteúdos e nas indicações específicas, entre outros, fazia referência à modelagem matemática e se foram apresentadas sugestões metodológicas para sua abordagem. Fica evidente que a modelagem matemática, como estratégia didática, é uma atividade que deveria receber maior importância no ensino da disciplina. A incorporação de processos de modelagem matemática na formação profissional de professores e formação acadêmica no corpo discente é relevante para o desenvolvimento de habilidades específicas. Conclusões. Existe a necessidade de realizar ações voltadas para a formação de professores para a execução desse tipo de tarefa. O objetivo é que o corpo discente valorize a aplicabilidade do assunto e que seu conhecimento permita compreender seu contexto.

Abstract Introduction. This article discusses aspects related to mathematical modeling and mathematical modeling as activities that should be included in teacher training processes. The purpose is to cultivate skills in future teachers to integrate mathematical modeling and modeling in the teaching and learning process. Purpose. This paper aims to provide arguments supporting the need for institutions in charge of teacher training to incorporate these processes into their curricular structures. It also aims to furnish ideas about some types of activities that the teacher can implement in class. Discussion. The ideas developed here have been built from a literature review related to the subject, as well as from a research process by the authors in 2021. The latter entailed extracting evidence from the proposal to incorporate mathematical modeling into the study curricula of public universities in Costa Rica. This analysis aimed to ascertain whether each course in the description, objectives, contents, and specific indications, among others, made reference to mathematical modeling and if methodological recommendations were provided for its implementation. It is clear that mathematical modeling, as a didactic strategy, holds significant importance in teaching the discipline. Incorporating mathematical modeling processes in the professional training of teachers and academic training of students is relevant for developing specific skills. Conclusions. There is a need to execute actions aimed at teacher training to implement this type of task. The objective is that students recognize the applicability of the subject and that the knowledge of it enables them to understand its context.

RESUMEN La contaminación ambiental plantea desafíos significativos que requieren abordarse mediante la educación ambiental y por ende en las estrategias educativas. La educación ambiental empodera a las personas para adoptar comportamientos sostenibles. Las estrategias educativas, como programas ambientales y enfoques innovadores, promueven la educación ambiental y forman ciudadanos comprometidos con el medio ambiente, integrar esta educación en el currículo y la sociedad genera conciencia colectiva y promueve la protección del entorno natural. El presente artículo es una revisión exhaustiva y estructurada de los estudios más actuales relacionados con diversas técnicas y metodologías educativas enfocadas en aumentar la conciencia ambiental en entornos escolares; se busca analizar las diferentes estrategias educativas para mejorar la conciencia ambiental en las escuelas. El diseño de la investigación es cualitativo, de tipo teórico sistemático. La técnica empleada es el análisis documental. Se revisó diversas bases de datos científicas tales como MyLOFT, google publicación en revistas científicas desde el año 2019 indexadas en Scopus, Scielo, Web of Science, Scopus, ProQuest, y Google Scholar, también se usa la metodología PRISMA. Los resultados obtenidos del análisis de diversas investigaciones brindan datos favorables y significativos que respaldan de manera contundente la existencia de una relación positiva entre la alfabetización ambiental y la conciencia ambiental en los estudiantes y miembros de una comunidad educativa. Estos resultados se atribuyen a la implementación de estrategias, modelos y propuestas que han contribuido a mejorar la conciencia ambiental en el entorno escolar.

ABSTRACT Environmental pollution presents significant challenges that need to be addressed through environmental education and, therefore, in educational strategies. Environmental education empowers individuals to adopt sustainable behaviors. Educational strategies, such as environmental programs and innovative approaches, promote environmental education and cultivate environmentally engaged citizens. Integrating this education into the curriculum and society generates collective awareness and promotes the protection of the natural environment. This article is a comprehensive and structured review of the most recent studies related to various educational techniques and methodologies focused on increasing environmental awareness in school settings. The research design is qualitative and of a systematic theoretical nature. The documentary analysis technique was employed. Various scientific databases, such as MyLOFT, Google Scholar, Scopus, SciELO, Web of Science, and ProQuest, were reviewed for scientific publications from 2019 onwards. The PRISMA methodology was also used. The results obtained from the analysis of various research studies provide strong and significant data that firmly support the existence of a positive relationship between environmental literacy and environmental awareness among students and members of an educational community. These results are attributed to the implementation of strategies, models, and proposals that have contributed to improving environmental awareness in the school environment.