Abstract The critical curriculum perspective of the Thematic Approach is characterized by the curriculum being structured around themes. In this perspective, debates and discussions about school assessment are often neglected. In light of this, the problem that perme-ates this study is: How can one carry out a school assessment coherent with the Thematic Approach? Far from providing dense discussions or presenting a matrix to be followed, this article discusses a process of school assessment in line with the curricular perspective of the Thematic Approach, developed in a state public school in the Camobi neighborhood of Santa Maria/RS. In this sense, this study is of a qualitative nature, where the data collection instruments were the reflective journals elaborated by the class teacher. Data analysis was conducted in light of Discursive Textual Analysis, based on the a priori category "School Assessment in line with the Thematic Approach". From the findings in this work, it was observed that the assessment models and criteria used throughout the classes contributed to a better understanding of the local reality and a critical formation of the students, some of the objectives aimed at by the Thematic Approach.

Resumo A perspectiva curricular crítica da Abordagem Temática caracteriza-se pela organização curricular ser estruturada em temas. Nessa perspectiva, os debates e as discussões acerca da avaliação escolar são, muitas vezes, negligenciadas. Diante disso, o problema que permeia este estudo é: Como pode-se realizar uma avaliação escolar coerente com a Abordagem Temática? Longe de fornecer densas discussões ou apresentar uma matriz a ser seguida, este artigo discute um processo de avaliação escolar em sintonia com a perspectiva curricular da Abordagem Temática, desenvolvido em uma escola pública estadual do bairro Camobi de Santa Maria/RS. Nesse sentido, este estudo caracteriza-se de natureza qualitativa, em que os instrumentos de coleta de dados foram os diários reflexivos elaborados pelo professor da turma. A análise dos dados foi realizada à luz da Análise Textual Discursiva, a partir da categoria a priori “Avaliação Escolar em sintonia com a Abordagem Temática”. A partir do exposto neste trabalho, observou-se que os modelos e critérios de ava-liação utilizados ao longo das aulas contribuiu para um melhor entendimento da realidade local e uma formação crítica dos educandos, alguns dos objetivos almejados pela Abordagem Temática.

Abstract: Over time, epistemology has become just a discourse associated with research, whose purpose is focused on the understanding of paradigmatic models, approaches, and theoretical conceptions that contribute to conducting an inquiry-but, actually, epistemology is the study of the theory of scientific knowledge or the theory of science. This paper aims to analyze the scientific contribution of articles about epistemology in teacher training in graduate schools and propose possible guidelines for curricular improvement and course articulation. This qualitative study focused on the hermeneutic paradigm and interpretive understanding. The data were collected by document review, using matrices and heuristics for data analysis. The literature review was carried out using Scopus, Web of Science, and Google Scholar, the research databases with the highest impact and most scientific and academic recognition. The results reveal the meaning, significance, and importance of epistemology in teacher education. The analysis indicates that epistemology should be re-signified in the curricula of master’s degree programs and professors’ pedagogical practices. It is concluded that epistemology is a fundamental tool in the process of training highly qualified human resources. Therefore, it should be included in the curricula as a discursive and active component in order to change the distorted image it has (i.e., inactive, deficient, and auxiliary) in the historical-philosophical context and formative research.

Resumen: Con el paso del tiempo, la epistemología se ha convertido en un simple discurso asociado a la investigación, cuyo fin se centra en la compresión de modelos paradigmáticos, enfoques y concepciones teóricas que aportan al desarrollo de una indagación, pero realmente constituye el estudio de la teoría del conocimiento científico, o teoría de la ciencia. Así, el objetivo de este estudio fue analizar el aporte científico de los artículos ligados a la epistemología en la formación de docentes de las escuelas universitarias de posgrado y plantear líneas para posibles propuestas de mejoramiento curricular y articulación de cursos. La metodología utilizada fue de corte cualitativo, centrado en el paradigma hermenéutico y el tipo interpretativo-comprensivo. La recolección de información se hizo por revisión documental a través de matrices y heurísticas para el análisis de los datos; por su parte, la revisión bibliográfica se realizó por medio de Scopus, Web of Science y Google Académico, bases de datos de impacto con reconocimiento científico y académico. Dentro de sus resultados, el estudio mostró el sentido, significado e importancia que tiene la epistemología en la formación de maestros. El análisis de revisión contempló la necesidad de resignificar la epistemología en los currículos de programas de maestría y en las prácticas pedagógicas de los formadores. Finalmente, se concluye que la epistemología es una herramienta fundamental en el proceso de formación de recursos humanos altamente cualificados. Asimismo, se plantea la pertinencia de incluirla en los currículos como componente discursivo y activo para cambiar la imagen distorsionada, inactiva, deficitaria y asistencialista que tiene en el contexto histórico y filosófico, así como en el componente de la investigación formativa.

RESUMEN: Los individuos proactivos buscan conscientemente desarrollar autoconocimiento sobre sus acciones y comportamientos para alcanzar sus objetivos. Cuando mejoran sus habilidades autorregulatorias, aumentan su motivación para aprender y persistir en su formación académica. Motivación es un factor fundamental en el proceso de aprendizaje, ya que influye en la decisión del alumno de persistir o desistir. Además, se considera que creencias de autoeficacia, sentido de pertenencia y percepción de la relevancia del plan de estudios también influyen en esta decisión y son considerados predictores de la persistencia estudiantil. Con base en los modelos de Zimmerman, Rosario y Tinto, investigamos la autorregulación académica y su relación con la intención de persistencia y otros constructos. Se recopilaron los datos a través de un cuestionario en línea, que consta de preguntas afirmativas sobre i. la adopción de conductas de autorregulación; ii. creencias de autoeficacia para la autorregulación y el aprendizaje de Física; y iii. el sentido de pertenencia, percepción de relevancia curricular y intención de persistir. El cuestionario fue administrado a 140 estudiantes de cursos de Física, de los cuales 76 se identificaron como hombres y 64 como mujeres, con edades comprendidas entre 17 y 58 años. Los datos se analizaron mediante análisis descriptivo, análisis de correlación y regresión lineal. Los resultados evidencian que los estudiantes tienden a adoptar con mayor frecuencia comportamientos autorregulatorios relacionados con la fase de evaluación que con la de planificación. También, identificamos correlaciones significativas entre la intención de persistencia y los demás constructos. RESUMEN objetivos autorregulatorias desistir Además estudiantil Zimmerman Tinto constructos línea i ii Física iii 14 7 6 mujeres 1 5 años descriptivo lineal planificación También

ABSTRACT: Proactive individuals consciously seek to develop self-awareness regarding their actions and behaviors to accomplish their goals. As they enhance their self-regulatory skills, they boost their motivation to learn and persist through their undergraduate studies. Motivation is a fundamental element in the learning process, influencing the student’s decision to persist or dropout. Moreover, beliefs in self-efficacy, sense of belonging, and perception of curricular relevance also impact this decision, being considered predictors of student persistence. Based on the models of Zimmerman, Rosário, and Tinto, we investigated academic self-regulation and its relationship with persistence intention and other constructs. The data was collected through an online questionnaire, consisting of affirmative questions about i. the adoption of self-regulatory behaviors; ii. Self-efficacy beliefs for self-regulation and learning Physics; and iii. The sense of belonging, perception of curricular relevance and intention to persist. The questionnaire was administered to 140 students of Physics courses, among whom 76 identified as men and 64 as women, with ages ranging between 17 and 58 years old. The data was analyzes using descriptive analysis, correlation analysis and linear regression. The results indicate that students tend to adopt self-regulatory behaviors related to the evaluation phase more frequently than those related to the planning phase. We have also identified significant correlations between the intention to persist and other constructs. ABSTRACT selfawareness self awareness goals selfregulatory regulatory skills studies process s dropout Moreover selfefficacy, selfefficacy efficacy, efficacy self-efficacy belonging Zimmerman Rosário Tinto selfregulation regulation constructs i ii Selfefficacy Self iii 14 courses 7 6 women 1 5 old regression

RESUMO: Indivíduos proativos buscam conscientemente desenvolver autoconhecimento sobre suas ações e comportamentos para atingir seus objetivos. Quando eles melhoram suas habilidades autorregulatórias, aumentam sua motivação para aprender e persistir na graduação. A motivação é um elemento essencial no processo de aprendizagem, influenciando a decisão do aluno de persistir ou evadir. Além disso, crenças de autoeficácia, senso de pertencimento e percepção da relevância curricular também afetam essa decisão, sendo considerados preditores da persistência estudantil. Com base nos modelos de Zimmerman, Rosário e Tinto, investigamos a autorregulação acadêmica e sua relação com a intenção de persistência e demais construtos. Os dados foram coletados por meio de um questionário on-line, composto por questões afirmativas sobre i. a adoção de comportamentos autorregulatórios; ii. as crenças de autoeficácia para autorregulação e para aprender Física; e iii. o senso de pertencimento, percepção da relevância curricular e intenção de persistência. O questionário foi aplicado a 140 estudantes de cursos de Física, dos quais 76 se identificaram como homens e 64 como mulheres, com idades variando entre 17 e 58 anos. Os dados forma analisados por meio de análises descritivas, análise de correlação e de regressão linear. Os resultados mostram que os estudantes tendem a adotar com maior frequência comportamentos autorregulatórios relacionados à fase de avaliação do que de planejamento. Também identificamos correlações significativas entre a intenção de persistência e os demais construtos. RESUMO objetivos autorregulatórias graduação aprendizagem evadir disso estudantil Zimmerman Tinto construtos online, online on line, line on-line i ii Física iii 14 7 6 mulheres 1 5 anos descritivas linear planejamento

Abstract This study examined the degree of application of Sport Education (SE) and determined whether there were methodological differences among physical education (PE) teachers, who used or did not use SE, in two Spanish regions with different curricular contexts. Using a quantitative approach, 214 primary school PE teachers (129 from Castilla-La Mancha and 85 from Balearic Islands) participated in this study. The findings showed that teachers from Castilla-La Mancha reported a higher degree of application of SE than teachers from Balearic Islands, and significant methodological differences were obtained in the key elements of SE in favor of Castilla-La Mancha teachers (both those who used and those who did not). Therefore, the study thoroughly analyzes how contextual differences in both initial and continuous teacher training might have influenced these results. (SE (PE contexts approach 21 129 (12 CastillaLa Castilla La 8 Islands not. . not) Therefore results 2 12 (1 1 (

Resumo Este estudo examinou o grau de aplicação da Educação Desportiva (ED) e determinou se existiam diferenças metodológicas entre professores de Educação Física (EF), que utilizavam ou não a ED, em duas regiões espanholas com contextos curriculares diferentes. A partir de uma abordagem quantitativa, participaram neste estudo 214 professores de EF do Ensino Primário (129 de Castila-La-mancha e 85 das Ilhas Baleares). Os resultados mostraram que os professores de Castila-La-mancha relataram um maior grau de aplicação da ED, e diferenças metodológicas significativas foram obtidas nos elementos-chave da ED a favor dos professores de Castila-La-mancha (tanto os que usaram como os que não o fizeram). Portanto, o estudo analisa minuciosamente como as diferenças contextuais na formação inicial e contínua de professores podem ter influenciado esses resultados. (ED EF, , (EF) diferentes quantitativa 21 129 (12 CastilaLamancha Castila La mancha 8 Baleares. Baleares . Baleares) elementoschave elementos chave tanto fizeram. fizeram fizeram) Portanto (EF 2 12 (1 1 (

Resumen Este estudio examinó el grado de aplicación de la Educación Deportiva (ED) y determinó si existían diferencias metodológicas entre los maestros de Educación Física (EF), que utilizaban o no la ED, en dos regiones españolas con contextos curriculares diferentes. Desde un enfoque cuantitativo, en este estudio participaron 214 maestros de EF de Educación Primaria (129 de Castilla-La Mancha y 85 de Baleares). Los resultados mostraron que el profesorado de Castilla-La Mancha reportaba un mayor grado de aplicación de la ED, y se obtuvieron diferencias metodológicas significativas en los elementos clave de la ED a favor de los profesores de Castilla-La Mancha (tanto los que usaban como los que no lo hicieron). Por tanto, el estudio analiza en profundidad cómo las diferencias contextuales en la formación docente tanto inicial como continua podrían haber influido en estos resultados. (ED EF, , (EF) diferentes cuantitativo 21 129 (12 CastillaLa Castilla La 8 Baleares. Baleares . Baleares) hicieron. hicieron hicieron) (EF 2 12 (1 1 (

Abstract Background: Health training has been debated in different scenarios, especially due to changes in health care models, with Interprofessional Health Education being a strategy tailored for this purpose. Objective: To analyze the perception of health teachers and tutors of a public university in southern Brazil about interprofessional education and the challenges for changing the professional training model, based on their experience in the Education through Work Program (PET) - Interprofessional Healthcare. Methodology: Qualitative, descriptive-exploratory research, using semi-structured interviews and thematic analysis according to Minayo (2016). Results: The experiences in the PET generated new perceptions about teamwork, collaborative work, and uniprofessional work, highlighting Interprofessional Education (IPE) as fundamental in training and work. Conclusion: Inserting interprofessional and collaborative work into teaching is fundamental for changes in curricular guidelines, as evidenced by experiences with the PET. Therefore, promoting collaborative work within the Unified Health System (SUS) through IPE becomes a relevant strategy for changing the professional profile in health work.

Resumen Marco contextual: La formación sanitaria ha sido objeto de debate en diferentes escenarios, especialmente debido a los cambios en los modelos de atención sanitaria. La Educación Sanitaria Interprofesional es una estrategia adecuada para este fin. Objetivo: Analizar las visiones sobre la educación interprofesional y los desafíos en el cambio del modelo de formación profesional, según lo percibido por los profesores y preceptores de cursos sobre salud en una universidad pública en el sur de Brasil, a través de la participación en el Programa de Educación por el Trabajo (PET) - Interprofesionalidad en la Salud. Metodología: Investigación cualitativa, descriptiva-exploratoria, mediante entrevistas semiestructuradas y análisis temático. Resultados: Las experiencias en el programa han llevado a nuevas percepciones de trabajo en equipo, colaborativo y uniprofesional, entre las que destaca la Educación Interprofesional (EIP) como fundamental en la formación y el trabajo. Conclusión: Integrar la colaboración interprofesional en la educación es fundamental para realizar cambios curriculares significativos, como se observa en el Programa de Educación por el Trabajo (PET). Este impulsa el trabajo colaborativo en el Sistema Único de Salud (SUS) a través de la Educación Interprofesional (EIP), lo que repercute en el perfil profesional de la atención sanitaria.

Resumo Enquadramento: A formação em saúde tem sido debate em diferentes cenários especialmente pelas mudanças nos modelos de atenção à saúde, sendo a Educação Interprofissional em Saúde uma estratégia afinada para este fim. Objetivo: Analisar as visões sobre educação interprofissional e os desafios na mudança do modelo de formação profissional, conforme percebido por docentes e precetores de cursos de saúde numa universidade pública do sul do Brasil, através da participação no Programa de Educação pelo Trabalho (PET) - Saúde Interprofissionalidade. Metodologia: Pesquisa qualitativa, do tipo descritiva-exploratória, utilizando entrevistas semiestruturadas e análise temática. Resultados: As experiências no programa provocaram novas perceções sobre o trabalho em equipa, colaborativo e uniprofissional destacando a Educação Interprofissional (EIP) como fundamental na formação e trabalho. Conclusão: Integrar a colaboração interprofissional na educação é crucial para mudanças curriculares significativas, como visto no Programa de Educação pelo Trabalho (PET). Isso impulsiona o trabalho colaborativo no Sistema Único de Saúde (SUS) através da Educação Interprofissional (EIP), impactando o perfil profissional na saúde.

Resumen Introducción : El Currículo se constituye en la principal herramienta de la Educación, representa el eje orientador de la actividad educativa humana, es donde se plantea toda una idea del deber ser cognitivo, practico y articulador con la realidad. Objetivo : Caracterizar las características y estructura base del currículo transcomplejo desde lo emergente y lo no lineal. Metodología : Revisión teórica, descriptivo no experimental de enfoque cualitativo Resultados : Es necesario pensar en que a lo largo de la historia de la humanidad hemos planteado según el paradigma infinidad de modelos curriculares que traten de resolver los problemas sociales y de la vida misma. Discusión : La presente propuesta trata sin lugar a duda de mostrar que es posible salir de un currículo no formal y no lineal basado en elementos de la complejidad y de la transdisciplinariedad, se convierte en un reto para los educadores el tratar de estudiarlo, construirlo y deconstruirlo.

Abstract Introduction : The Curriculum is the main tool of Education, it represents the guiding axis of human educational activity, it is where a whole idea of the duty to be cognitive, practical and articulate with reality is raised. Objective : Characterize the characteristics and base structure of the transcomplex curriculum from the emergent and non-linear. Methodology : Theoretical review, non-experimental descriptive, qualitative approach Results : It is necessary to think that throughout the history of humanity we have proposed, according to the paradigm, an infinite number of curricular models that try to solve social problems and life itself. Discussion : This proposal undoubtedly tries to show that it is possible to get away from a non-formal and non-linear curriculum based on elements of complexity and transdisciplinarity, it becomes a challenge for educators to try to study it, build it and deconstruct it.

Abstract Humanity has achieved unprecedented scientific and technological progress, which has generated that in modern societies the human environment is becoming increasingly complex and at the same time new needs have been created. The current concern is focused on the development of curricular models that address educational problems from interdisciplinary and transdisciplinary approaches. This supposes a vision of the curriculum that goes beyond a discipline, where the thematic nucleus exceeds the limits and transcends to other dimensions of knowledge. The purpose of this study is to analyze the program of the Master's Degree in Higher Education of the Central University of Venezuela (UCV) within the framework of transdisciplinarity, for which it is necessary to carry out a review of those characteristics that the curricular programs of the subjects present. . Given the characteristics of this work, the research carried out is of a documentary and bibliographic nature, since the data obtained comes from the use of documents. In conclusion, it is highlighted that the programs of the subjects that make up the curricular structure of the master's degree are designed on the basis of transdisciplinarity because the study of higher education requires for its understanding of the knowledge generated by other disciplines.

Resumen La humanidad ha alcanzado un progreso científico y tecnológico sin precedentes, que ha generado que en las sociedades modernas el entorno humano se vaya haciendo cada vez más complejo y al mismo tiempo se han ocasionado nuevas necesidades. La inquietud actual se encuentra centrada en el desarrollo de modelos curriculares que traten los problemas educativos desde enfoques interdisciplinares y transdisciplinares. Esto supone una visión del currículo que vaya más allá de una disciplina, donde el núcleo temático supere los límites y trascienda a otras dimensiones del saber. El propósito de este estudio es analizar el programa de la Maestría en Educación Superior de la Universidad Central de Venezuela en el marco de la transdisciplinariedad, para lo cual es necesario realizar una revisión de aquellas características que presentan los programas curriculares de las asignaturas. Dada las características de este trabajo, la investigación realizada es de carácter documental y bibliográfico, puesto que los datos obtenidos provienen de la utilización de documentos. Como conclusión se destaca que los programas de las asignaturas que conforman la estructura curricular de la maestría están diseñados sobre la base de la transdisciplinariedad porque el estudio de la educación superior requiere para su comprensión del conocimiento generado por otras disciplinas.

Resumen El objetivo de este trabajo es documentar de manera sistémica la planeación académica tomando en cuenta la adaptación de material didáctico cuando se realiza la transición de un curso curricular presencial a uno virtual. El método utilizado para documentar la experiencia es el estudio de caso, que organiza la secuencia de actividades de manera participativa, lo que permite organizar una eficaz planeación educativa. Asimismo, se propone un análisis sobre la satisfacción del material didáctico en mejora de la calidad educativa y la vigencia de las modalidades online bajo la correlación: un escaso repositorio de material didáctico digital o virtual representa un limitado alcance de los objetivos en la planeación educativa en la oferta educativa online de una institución de educación superior. Los resultados son el desarrollo de un amplio acervo de material didáctico que permite concluir que una vasta cantidad de material didáctico digital o virtual promueve una planeación educativa de calidad, aunada a una pertinente determinación de las evidencias de aprendizaje de un curso que ha transitado de la modalidad presencial a la distancia online.

Abstract The objective of this work is to document in a systematic way the academic planning considering the adaptation of didactic material when making the transition from a face-to-face curricular course to a virtual one. The method used to document the experience is the case study, which organizes the sequence of activities in a participatory manner, allowing the organization of an effective educational planning. Likewise, an analysis is proposed on the satisfaction of the didactic material in the improvement of the educational quality and the validity of the online modalities under the correlation: a scarce repository of digital or virtual didactic material represents a limited reach of the objectives in the educational planning in the online educational offer of a higher education institution. The results are the development of a wide range of didactic material that allows concluding that a vast amount of digital or virtual didactic material promotes a quality educational planning, together with a pertinent determination of the learning evidence of a course that has moved from the face-to-face modality to the online distance.

Resumo O objetivo deste trabalho é documentar sistematicamente o planejamento acadêmico levando em consideração a adaptação de material didático quando se faz a transição de um curso curricular presencial para um virtual. O método utilizado para documentar a experiência é o estudo de caso, que organiza a sequência das atividades de forma participativa, o que possibilita organizar um planejamento educacional eficaz. Da mesma forma, propõe-se uma análise sobre a satisfação do material didático em melhorar a qualidade educacional e a validade das modalidades online sob a correlação: um repositório escasso de material didático digital ou virtual representa um alcance limitado dos objetivos no planejamento educacional no oferta educativa online de uma instituição de ensino superior. Os resultados são o desenvolvimento de um amplo acervo de material didático que permite concluir que uma vasta quantidade de material didático digital ou virtual promove um planejamento educacional de qualidade, juntamente com uma determinação pertinente das evidências de aprendizagem de um curso que passou de presencial. modalidade presencial online.

Higher education has become a leading life goal for youth across the world. More specifically, the higher education of basic scientists is key in the creation of new developments in economics, healthcare, science, and technology. However, advances and challenges that came with the 21st century have impacted how basic science research is conducted and how basic scientists function within a rapidly changing world. Without a doubt, the way in which basic scientists are trained at higher education institutions needs to be revisited and adapted where needed. By means of a literature review, this article demonstrates the significant challenges and advances in the 21st century, and how these impact the higher education of basic scientists. To summarise, training programmes must include a digitalisation focus and teach the use of digital technology to disseminate research findings to the lay public. Training must hone the skills that will help scientists to survive job scarcity in academia, skills such as curriculum vitae writing, promoting oneself as employable to industry companies and how to repurpose academic experiences for a different job market. Other aspects that need to be included are raising awareness, among the next generation of basic scientists, of the need to conduct research that has nationally and internationally relevant foci. Training must include mentorship during postgraduate training, the use of hybrid models of teaching, curricular integration and interdisciplinary learning and practices during the early stages of these scientists' careers. Lastly, undergraduate degrees give a general introduction to the basic sciences, but leave graduates with insufficient laboratory experience, and thus they struggle to enter the job market after their undergraduate degree is completed. In other fields, a B. in Accounting makes a graduate an accountant, B. Eng makes them an engineer, but BSc. equates to nothing besides several introductions to various fields. More must be done.

Resumen Los modelos pedagógicos articulados en las instituciones educativas cumplen un papel fundamental. A través de ellos, deben contemplar el papel de los actores del proceso, el enfoque curricular, la evaluación y demás aspectos relevantes para el desarrollo de la enseñanza y aprendizaje. Este artículo presenta un análisis y descripción de la relación que existe entre el modelo pedagógico institucional propuesto por la Universidad de Boyacá, Colombia, basado en el pensamiento complejo del filósofo y sociólogo francés Edgar Morin, y el proceso de enseñanza y aprendizaje en relación con las clases de taller del programa académico de Diseño Gráfico. El estudio se desarrolló desde un corte cualitativo, con el enfoque de investigación holística en el que se trabajó la fase descriptiva y analítica, a través de la recolección de información, por medio de instrumentos como la observación no participante, diario de campo, encuestas y entrevistas dirigidas a los estudiantes y docentes, registros de clases de taller, lectura y contraste de documentos institucionales y propios del programa. A partir de estas perspectivas, se orienta epistemológicamente la coherencia del modelo pedagógico con la enseñanza y aprendizaje del Diseño Gráfico y cómo se lleva a cabo en la práctica. De esta manera, el estudio concluye que la enseñanza del diseño, vista desde la complejidad, aporta significativamente en el proceso de aprendizaje y evidencia características positivas para los futuros diseñadores, como el momento de la evaluación y el ejercicio de enfrentar a los estudiantes a la incertidumbre y problemas reales del contexto.

Abstract Within the framework of education, many necessary components are promulgated to respond to the requirements requested by government entities. Therefore, institutions must adjust their policies and institutional plans so that they increasingly articulate these postulates and can guarantee an education with quality and in constant improvement. The pedagogical models created and articulated in educational institutions, in preschool, elementary, secondary, middle and higher education, play a fundamental role, since this represents the formal information of how is taught and learned in each educational institution. The model includes: the role of the actors in the teaching and learning process; teachers and students, the curricular approach, purposes of the training process, learning strategies, evaluation, and other relevant aspects to fulfill the mission and vision of the university. The following article presents an analysis and description of the relationship between the institutional pedagogical model proposed by the University of Boyacá, which is based on the complex thinking of Edgar Morin and the teaching and learning process during classes in the area projector workshop of the academic program of Graphic Design. This study was developed from a qualitative methodological process, under a holistic research approach. The descriptive and analytical phase was worked through the collection of information by means of instruments such as non-participant observation, field diary, surveys and interviews directed to students and teachers, records of workshop classes, reading of primary sources and contrast of formal institutional documents and those of the program and the university. Two softwares were used for the analysis and description of all the information, the first one was Atlas.ti 8.0 to identify in the interviews applied to the students and the teachers, codes in vivo (codes that are generated literally from expressions of the informants) or abstract (code that represents a theoretical postulate or experience exposed by the informants). Subsequently, the SPSS (Statistical Package for the Social Sciences) software was used to tabulate and systematize all the information collected in the surveys applied to teachers and students. According to the methodology developed and seeing it from the epistemological perspectives in relation to the nature of the research, finally the study showed that the institutional pedagogical model is partially articulated to the teaching and learning processes of the Graphic Design program. This is shown in practical workshops and it has permeated the students since their initial training and the other part of the training process, thus seeking to respond to the purposes of the Institutional Educational Projects of the University of Boyacá. Finally, the study concludes that the teaching of design seen from the paradigm of complexity contributes significantly to the learning process, since positive characteristics were evidenced that contribute significantly to the training of future designers. For example, letting students confront uncertainty processes from the academy through different exercises prepares them for any problem that may arise in their working life, where real contexts and environments will be involved. Design should look for possible solutions from the graphic discipline. Likewise, it is important to keep in mind that the designer not only generates beautiful pieces, but is a subject that is related to the visual problems of context and society, therefore it was also observed that students act as integral human beings and not only with purely professional aspects.

Resumen Las contingencias actuales de la sociedad están inclinando a la apertura de los modelos educativos no solo exclusivamente a los elementos tecnológicos y propios de nuestra época, sino también a su conjunción con enfoques más enraizados en la tradición reconsiderada para el contexto educativo contemporáneo. No siendo ajena la educación inicial a estas tendencias, se presenta aquí la actualización de un Eje de formación práctica para estudiantes de educación parvularia, enmarcado en los movimientos post-seculares en educación. Esta propuesta formativa incorpora la adquisición de competencias profesionales asociadas al desarrollo de la conciencia bajo el alero del enfoque contemplativo en la enseñanza y el aprendizaje. Se presentan algunos de sus elementos contextuales, curriculares y teóricos, así como principales componentes y la experiencia acumulada desde sus inicios hasta el presente (2014-2022). Las proyecciones de esta propuesta son presentadas en respuesta a las necesidades educativas de una era post-secular emergente, la cual requiere de competencias docentes que promuevan los aprendizajes desde la adquisición de la habilidad trina de autorregulación conductual, cognitiva y socio-afectiva, con el cultivo del silencio como su principal vehículo de transmisión.

Abstract Current contingencies in our society are opening the educational models not only exclusively to the technological elements that are typical for our time but also to their conjunction with approaches more rooted in tradition reconsidered for the contemporary educational context. Early childhood education is no stranger to these trends; therefore, we present the update of a professional training for early childhood education’s students, framed in post-secular movements in education. This training proposal incorporates the acquisition of professional skills associated with the development of consciousness under the umbrella of the contemplative approach to teaching and learning. Some of its contextual, curricular, and theoretical elements are presented, as well as its main components and the experience accumulated from its beginnings to the present (2014-2022). The possibilities of this proposal are presented in response to the educational needs of an emerging post-secular era, which requires teaching skills that promote learning from the acquisition of a triune ability of behavioral, cognitive, and socio-affective self-regulation, with the cultivation of silence as its main sharing vehicle.

Abstract Purpose: This article aims to unveil future elementary education teachers' conceptions of parents' participation in school. Method: From a qualitative approach, the study was conducted in four universities in the Ñuble and Bío Bío regions in Chile. The data were collected through semi-structured interviews with 40 elementary education students. The discourses were analyzed using the semantic structural analysis technique. Results: As main findings, a whole of beliefs can be pointed out, from which parental participation is valued in the way it contributes to achieving academic objectives, both in terms of attitudinal modeling and reinforcement of curricular content. From there, the prevailing conception is grasped, which places participation as an indicator of parental commitment as long as it does not interfere with the work of the teaching staff. Conclusions: The need to incorporate the theme from the initial training of teachers is evidenced and to recognize the diversity of family models and strategies that guide the performance of the educational and parental role.

Resumen Objetivo: El artículo que se presenta tiene por objetivo develar las concepciones que el futuro personal docente de educación básica posee respecto de la participación de los padres y las madres en la escuela. Metodología: Desde un enfoque cualitativo, el estudio se desarrolla en cuatro universidades de las regiones de Ñuble y Bío Bío en Chile. La producción de datos se efectúa a través de entrevistas semi-estructuradas a 40 estudiantes de educación básica. Los discursos se analizan mediante la técnica de análisis estructural semántico. Resultados: Como principales hallazgos pueden señalarse un cuerpo de creencias a partir de los cuales, la participación de los padres y las madres es valorada en la medida que contribuye a alcanzar objetivos académicos, tanto en términos de modelador actitudinal, como de refuerzo de contenidos curriculares. A partir de allí se accede a la concepción prevalente, que sitúa la participación como indicador de compromiso parental, siempre y cuando esta no interfiera con el quehacer del profesorado. Conclusión: Se evidencia la necesidad de incorporar la temática desde la formación inicial del profesorado, y reconocer la diversidad de modelos familiares y estrategias que orienten el desempeño del rol parental educativo.

Resumo Objetivo: Este artigo visa desvendar as concepções dos futuros professores do ensino fundamental sobre a participação dos pais na escola. Metodología: Desde uma abordagem qualitativa, o estudo foi realizado em quatro universidades das regiões de Ñuble e Bío Bío, no Chile. Os dados foram coletados através de entrevistas semi-estruturadas com 40 estudantes do ensino fundamental. Os discursos foram analisados mediante a técnica de análise estrutural semântica. Resultados: Como principais descobertas pode-se destacar um conjunto de crenças a partir das quais a participação dos pais é valorizada na medida em que contribui a alcançar objetivos acadêmicos, tanto em termos de modelagem de atitudes, como de reforço de conteúdos curriculares. A partir daí, a concepção predominante é apreendida, o que coloca a participação como um indicador do compromisso dos pais, sempre e quando esta não interfira com o trabalho do corpo docente. Conclusão: Evidencia-se a necessidade de incorporar a temática desde a formação inicial dos professores, e reconhecer a diversidade de modelos e estratégias familiares que orientam o desempenho do papel educativo e parental.

The study of History of Education is very important to teacher education because it allows reflections and greater criticality about their own teaching practice and professional condition. The purpose of this research was to identify similarities between the curriculum of Chemistry courses of University of Coimbra (UC), National School of Chemistry (ENQ) and School of Engineering of Porto Alegre (EEPA) at the beginning of the 20th century seeking to identify possible influences of UC in the structuring and curriculum of the first Brazilian higher education Chemistry courses. The results showed more similarities regarding the structure between UC and ENQ, while there were greater correspondences in the curricular activities between UC and EEPA. Finally, it was not possible to identify confluences in the curriculums of the courses over the decades since there was a divergence between the models of organization of the higher education in the countries under study. condition UC, , (UC) ENQ (ENQ EEPA (EEPA th Finally (UC

Abstract Introduction: In Mexico, most medical students are interested in accessing a specialty training course. The general practitioner must present and pass the National Exam for Medical Residencies (ENARM), which is used annually and whose main objective is to select the best scores that allow doctors to perform a medical specialty in the hospitals available within the Mexican territory. Many circumstances can influence the possibility of being selected for a medical course specialty, such as academic performance, student learning strategies, socio-economic, psychological, and educational aspects, among others. Objective: This study aimed to identify and compare academic performance indicators associated with the accreditation of the national exam for the medical residency course between two curricular models. Method: This is a comparative cross-sectional study of students of two curricular models in medicine. Variables of academic performance in undergraduate studies and the scores obtained in the national exam for the medical residency course were analyzed. Results: 329 students included. In general, academic performance up to 5th grade (point grade average ≥ 87.61) was associated with a significantly higher frequency of accredited students (88.8%); the competency-based model had a higher percentage (77.4%) of those accredited in the national exam. The average grades of the bachelor’s degree and ENARM were higher for the traditional curricular model. A significant correlation was observed between the general grade point average and the national medical residency exam (r=585, p=0.000). Conclusions: These results suggest that academic performance, such as the bachelor grades and the averages of the disciplinary areas, from the first to the fifth year of the degree, are related to the probability of accrediting and obtaining high scores in the national medical residency exam. The competency based curricular model favors the accreditation of the National Medical Residency Examination.

Resumen Introducción: En México, la mayoría de los estudiantes de medicina están interesados en realizar una especialidad médica. El médico general debe aprobar el Examen Nacional de Residencias Médicas, cuyo principal objetivo es seleccionar los mejores puntajes para realizar dicho curso en las sedes hospitalarias disponibles dentro del territorio mexicano. Muchas circunstancias influyen en la posibilidad de ser seleccionado para una especialidad, tales como el rendimiento académico, las estrategias de aprendizaje del estudiante, aspectos socioeconómicos, psicológicos y formativos, entre otros. Objetivo: El propósito fue identificar y comparar entre dos modelos curriculares, indicadores de rendimiento académico asociados con la acreditación del examen nacional para el curso de residencias médicas. Método: Estudio transversal comparativo en estudiantes pertenecientes a dos modelos curriculares en medicina. Se analizaron variables de rendimiento académico en los estudios de pregrado y los puntajes obtenidos en el Examen Nacional de Residencias Médicas. Resultados: Se incluyeron 329 estudiantes; el promedio general de la carrera ≥87.61 se asoció a una mayor frecuencia de aprobados (88.8%); el modelo basado en competencias tuvo un mayor porcentaje (77.4%) de aprobados en el examen nacional. Los puntajes promedio de la licenciatura y ENARM fueron mayores para el modelo tradicional. Se observó una correlación significativa entre el promedio general de calificaciones y el puntaje en el examen nacional de residencias médicas (r = 585, p = 0.000). Conclusiones: Estos resultados sugieren que el rendimiento académico, como el promedio general de calificaciones y los promedios de las áreas disciplinarias de 1º a 5º año de la licenciatura, se relacionan con la probabilidad de acreditar y obtener puntajes altos en el examen nacional de residencias médicas. El modelo curricular por competencias favoreció la acreditación del Examen Nacional de Residencias Médicas.

Resumen La noción de compromiso social como un elemento transversal en el diseño curricular en las instituciones educativas ha prevalecido en los últimos 25 años en España de una manera muy desigual y dispar en su implementación diaria dentro del aula. La educación musical que se imparte en las escuelas de música, liceos y conservatorios debe tener un impacto positivo en el bienestar social de la comunidad y también debe contribuir a aliviar las disfunciones sociales del contexto en el que dichas instituciones están imbricadas, creando cohesión social y sentimientos de pertenencia e identidad comunitaria. Sin embargo, existe cierta inercia en la perpetuación de modelos tradicionales de educación musical donde no hay espacio para proyectos innovadores con compromiso social auténtico. Para paliar este problema, se presenta el modelo educativo de mediación e intervención a través de la música, que agrega una nueva orientación a la oferta tradicional en la educación musical. Este trabajo tiene los siguientes objetivos: 1) ofrecer algunas reflexiones sobre los modelos educativos tradicionales a través de una taxonomía novedosa; y 2) presentar el modelo de mediación musical que puede servir de apoyo a proyectos de educación socio-comunitaria e integrar el compromiso social dentro de la acción pedagógica. La principal contribución de este trabajo es la presentación de una clasificación de modelos actualizados de educación musical, incluidos los más recientes, como el modelo de gamificación, y la introducción en esta clasificación del modelo de mediación musical. En este nuevo modelo educativo, los profesores de música utilizan su conocimiento musical aplicado a actividades educativas para propiciar cambios y transformaciones en las personas, contribuyendo así a paliar las disfunciones sociales del medio ambiente y contribuyendo al estado de bienestar de la comunidad. Entre las conclusiones más relevantes destacan la necesidad de poner al día la formación del profesorado de música, ampliando sus competencias en materia de educación socio-comunitaria, o bien optando por una especialización en los nuevos modelos. Se constata la necesidad de diseñar estrategias didácticas, metodologías y actividades destinadas al desarrollo del modelo de mediación social y promover la investigación educativa en este ámbito. Finalmente, la taxonomía presentada responde a la realidad observada y generada a partir del escenario mundial actual, pero lejos de ser una clasificación estática, es previsible que deberá ser revisada en diálogo continuo con el contexto en los próximos años y décadas.

Abstract The idea of social commitment as a transversal element in curricular design in educational institutions has prevailed for the last 25 years in Spain in a very uneven manner in its daily implementation in the classroom. Music education taught at music schools should aim to have a positive impact on the social well-being of the community, and should also contribute to alleviate social dysfunctions in the nearby surroundings, creating social cohesion and feelings of community belonging and identity. Nevertheless, there is some inertia to perpetuation of traditional models of music education where there is no room for innovative projects with authentic social engagement. To alleviate this issue, the educational model for mediation and intervention through music is introduced, which adds a new educational orientation to the traditional offer in music schools. This paper pursues the following objectives: 1) to offer some reflection on traditional educational models; and 2) to introduce the music mediation model that can lend support to socio-community educational projects and integrate social commitment. The main contribution of this work is the presentation of a classification of updated music educational models, including the most recent as the gamification model, and introducing in this taxonomy the music mediation model. In this new educational model, music teachers use their musical knowledge applied to educational activities to cause change and transformation in people, thus contributing to relieve the social dysfunctions of the environment and contributing to the welfare state of the community. Among the most relevant conclusions are the need to update the training of music teachers, expanding their skills in terms of socio-community education, or opting for a specialization in the new models. The need to design teaching strategies, methodologies and activities aimed at developing the social mediation model and promoting educational research in this area is confirmed. Finally, the taxonomy presented responds to the reality observed and generated from the current world scenario, but far from being a static classification, it is foreseeable that it will have to be revised in an ongoing dialogue with the context in the coming years and decades.