The training of Chemistry teachers in Brazil has been researched for a few decades and studies point out to training gaps that reverberate in teaching, especially in basic education. One of the contents covered in this step and which is part of the high school curriculum is radioactivity, which is related, among other things, to radiological and radioactive accidents that occur around the world. Thus, this research sought to investigate how the training provided to Chemistry undergraduates in the state of Goiás is in relation to the subject of radioactivity, since in 1987 a radiological accident occurred in Goiânia with a Cesium 137 source. This is a qualitative research, data were collected via questionnaire and the analytical technique used was discursive textual analysis (ATD). The results showed that due importance was not given to the radiological accident, since there is evidence of training gaps in relation to the topic of radioactivity in Chemistry degree courses in the state of Goiás, where the accident occurred, and the contents on radioactivity are either not addressed, or the approach is superficial. This fact directly impacts the teacher’s performance in basic education, when working on this content with their students. teaching education related things world Thus 198 13 source ATD. ATD . (ATD) addressed superficial teacher s students 19 1 (ATD

RESUMEN El estudio se orienta a la búsqueda de la mejora continua en la preparación de los estudiantes de Pedagogía de los Idiomas Nacionales y Extranjeros. Su objetivo es fundamentar la modificación curricular de las asignaturas de la etapa de admisión y su integración con las de los primeros semestres de la carrera como estrategia para el fortalecimiento de la proficiencia de los estudiantes en inglés. Como resultado se favorece una transición fluida desde la etapa de nivelación hacia las materias especializadas. La integración estratégica de habilidades lingüísticas, contenidos académicos y competencias profesionales es la base de esta propuesta.

ABSTRACT The study is oriented to the search for continuous improvement in the preparation of students of Pedagogy of National and Foreign Languages. Its objective is to support the curricular modification of the subjects of the admission stage and their integration with those of the first semesters of the career as a strategy to strengthen the students' proficiency in English. As a result, a smooth transition from the leveling stage to the specialized subjects is favored. The strategic integration of language skills, academic content and professional competencies is the basis of this proposal.

RESUMEN Uno de los problemas que limitan una formación más integral de los futuros docentes de la facultad de Pedagogía son las insuficiencias en la gestión curricular de dicho proceso formativo. Para ello, este artículo tiene como objetivo identificar algunos retos que deben enfrentar docentes y directivos para coadyuvar a dicha integralidad. Se utilizaron métodos como el análisis-síntesis, el análisis de contenido y la revisión de documentos. Los resultados apuntan a un consenso en un conjunto de desafíos para el proceso de gestión curricular que, atendidos oportunamente, pueden hacer más pertinente el cumplimiento de la misión de la Universidad con su sociedad.

ABSTRACT One of the problems that limit a more comprehensive training of future teachers of the Pedagogy faculty are the insufficiencies in the curricular management of this training process. For this reason, this article aims to identify some challenges that teachers and managers must face in order to contribute to such integrality. Methods such as analysis-synthesis, content analysis and document review were used. The results point to a consensus on a set of challenges for the curriculum management process which, if addressed in a timely manner, can make the fulfillment of the University's mission more pertinent to its society.

Resumo: O plano de estudos das carreiras de engenharia considera a formação em ciências básicas e ciências da engenharia. Portanto, esta análise aborda investigações que implementam metodologias ativas para o ensino de engenharia como construção de uma experiência formativa. As informações coletadas nas bases de dados Web of Science, Scopus e SciELO, sob o modelo PRISMA de revisão sistemática da literatura, analisaram as me- todologias ativas, os instrumentos de avaliação e seu enfoque e impactos curriculares. Obteve-se uma amostra de 646 artigos, dos quais, devido à aplicação de critérios de inclusão e exclusão, apenas 85 foram selecionados. A investigação concentra-se em matérias relacionadas às ciências da engenharia mediadas pela aprendizagem cooperativa e pela aprendizagem baseada em projetos; além disso, são utilizadas técnicas de coleta de dados baseadas em questionários e pesquisas focadas na experiência de inovação. Os impactos das decisões pedagó- gicas estão focados no desempenho acadêmico e na aquisição de conteúdos. Conclui-se que a configuração estabelecida entre o objeto de ensino e os sujeitos é mediada por experiências de aprendizagem nas quais interagem currículo, didática e avaliação. Isso permite aos estudantes mapear uma experiência formativa que aponta para a subjetivação, ou seja, reconstruir sua visão do mundo tanto no nível pessoal quanto profissional.

Resumen. El plan de estudio de las carreras de ingeniería considera una formación en ciencias básicas y ciencias de la ingeniería. Por lo que este análisis aborda las investigaciones que implementan metodologías activas para la enseñanza de la ingeniería como construcción de una experiencia formativa. La información recolectada en las bases de datos Web of Science, Scopus y SciELO, bajo el modelo PRISMA de revisión sistemática de la literatura, analizó las metodologías activas, instrumentos de evaluación y su enfoque e impactos curriculares. Se obtuvo una muestra de 646 artículos, de los cuales, debido a la aplicación de criterios de inclusión y exclusión, fueron seleccionados únicamente 85. Las investigaciones se centran en asignaturas relacionadas a las ciencias de la ingeniería mediadas por aprendizaje cooperativo y aprendizaje basado en proyectos; además, se utilizan técnicas de recolección de datos basadas en cuestionarios y encuestas focalizadas en la experiencia de la innovación. Los impactos de las decisiones pedagógicas están centrados en el rendimiento académico y la adquisición de con- tenidos. En conclusión, la configuración que se establece entre el objeto de enseñanza y los sujetos es mediada por experiencias de aprendizaje en las que interactúan el currículum, la didáctica y la evaluación. Esto le permite al estudiantado mapear una experiencia formativa que apunta hacia la subjetivación, es decir, a reconstruir su visión del mundo tanto a nivel personal como profesional.

Abstract: The curriculum of engineering careers includes training in basic sciences and engineering sciences. This analysis addresses research that applies active methodologies to teaching engineering as a formative ex- perience. The information collected in the Web of Science, Scopus and SciELO databases, under the PRISMA model of systematic literature review, analyzed the active methodologies, evaluation tools and their curricular approach and impact. A total of 646 articles were obtained, of which only 85 were selected according to the inclusion and exclusion criteria. The research focuses on engineering subjects taught through cooperative learning and project-based learning, using data collection techniques such as questionnaires and surveys focused on the experience of innovation. The effects of pedagogical choices are focused on academic achievement and content acquisition. In conclusion, the relationship between the teaching object and the subjects is mediated by learning experiences in which curriculum, didactics, and evaluation interact. This allows students to map a formative experience aimed at subjectivation, that is, reconstructing their vision of the world at both the personal and professional levels.

Studies offering curriculum framework for institutional internalisation of criminology and forensics studies and Work-Integrated Learning (WIL) within the Criminal Justice System (CJS) are scarce. This article gives a scoping review of these concepts, which are currently presented separately, as they are from distant study fields. As a result, the objective of this article is to establish the current link between criminology and forensic studies to enhance the South African CJS and Higher Education Institutions (HEIs) curriculum frameworks, while integrating theory and practice. This qualitative scoping review was supported by the adapted version of methodology framework by Arksey, Hilary and O'Malley, Lisa of 2005 to search for approximately 9 031 relevant studies from fundamental databases and 139 000 internet sources focusing on South African context and other international countries. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used for data analysis, coupled with the inductive Thematic Content Analysis (TCA). This article confirmed that combining forensic criminology features could transform the South African CJS and HEIs offerings. For recommendations, the Qualifications Board should expedite the registration of forensic criminology as a profession consisting of professional qualification, guided by ethical and disciplinary rules. Overall, limited prioritisations, slow registration process to a "Scientific Board" and advancement of this discipline negatively affect immediate responses to achieve the WIL. The knowledge, attitudes, skills and values gained during participating in the South African Future Professors Programme (FPP) Phase 2 Cohort 1 2022-2023 offered contributions to the field of professorship thereof.

The objective of this work is to present the preliminary results of a study that aims to investigate the consequences of the implementation of the educational itineraries in the public system on the experience of teaching and learning of faculty and students. To achieve this, we conducted qualitative research with field observation work in a full-time school in Campinas-SP and semistructured interviews with the faculty and students. The interviews were analyzed from the perspective of Content Analysis, which resulted in thematic categories, with the following most frequent themes: strategies, affections, time, university entrance exam, relation to conventional classes and methodology among the faculty; and of affections, relation to conventional classes, university entrance exam and relevance of the teacher among the students. These themes point to the perception of the deepening of inequality brought by the itineraries, to the distancing between the expectations and interests of the school community and the policy and to the centrality of the faculty work in the process of curriculum adaptation.

O objetivo deste trabalho é apresentar os resultados preliminares de uma pesquisa que busca investigar as consequências da implementação dos itinerários formativos na rede pública para a experiência de ensino e aprendizagem de docentes e estudantes. Para isso, foi realizada uma pesquisa qualitativa com trabalho de observação de campo em uma escola de tempo integral de Campinas-SP, além de entrevistas semiestruturadas com docentes e estudantes. As entrevistas foram analisadas sob a perspectiva da Análise de Conteúdo que resultou em categorias temáticas, constatando-se a maior frequência dos temas: estratégias, afetos, tempo, vestibular, relação com as disciplinas tradicionais e metodologia entre as docentes; e afetos, relação com as disciplinas tradicionais, vestibular e relevância do professor entre as estudantes. Essas temáticas apontam para a percepção do aprofundamento da desigualdade proporcionada pelos itinerários, para o distanciamento entre as expectativas e interesses da comunidade escolar e a política e para a centralidade do trabalho docente no processo de tradução do currículo.

BACKGROUND: Unani Tibb promotes holistic patient care, yet spirituality and spiritual care seem to be neglected in education. This theory-practice gap was previously highlighted in studies on Unani Tibb practitioners. The role of spirituality and spiritual care in Unani Tibb education in South Africa (SA) remains unclear OBJECTIVES: To explore Unani Tibb students' and educators' perceptions and attitudes of spirituality and spiritual care in SA METHODS: A two-stage sequential explanatory mixed-method study was conducted. Quantitative data from stage 1 was obtained using a cross-sectional descriptive study followed by in-depth interviews for the qualitative study in stage 2. Stage 1 guided the interview questions in stage 2. Descriptive data analysis was performed for the quantitative study, followed by thematic analysis for the qualitative data RESULTS: A total of 18 (90%) participants took part in the quantitative study followed by 10 participants (50%) in the qualitative study. Three study findings emerged: i) a heightened level of spiritual awareness was recorded for this cohort despite the lack of spirituality and spiritual care content in the curriculum, ii) participants viewed spiritual care as integral to Unani Tibb philosophy, education and practice and iii) formal integration of spirituality and spiritual care concepts in Unani Tibb education was identified as a necessity to ensure the integrity of the holistic approach required by the profession CONCLUSION: This study has implications across the health education sector and more specifically for Unani Tibb educators to consider the inclusion of spiritual care content in education programmes

Abstract: Games of chance among the indigenous peoples of Latin America have a long history. Used with a ludic purpose and to make decisions in situations of uncertainty, they are a source of cultural knowledge for the development of statistical reasoning. This study proposes a curricular and teaching development alternative that links cultural knowledge about indigenous people's games of chance and the statistical reasoning expected in the curriculum, in the framework of a pedagogical duo established by a mathematics teacher and a cultural scholar. By means of a content analysis in the modeling of the activities, we studied the assessment of the proposal. The results show that the teachers focus on the equiprobability of the events, leaving aside the complexity of the cultural mathematical artifact, while the cultural scholars estimate the limits and scope of the processes in order to make them coherent with local practices.

Resumen: Los juegos de azar de los pueblos indígenas de Latinoamérica gozan de larga data. Utilizados con un propósito lúdico y para tomar decisiones en situaciones de incerteza, son una fuente de conocimiento cultural para el desarrollo del razonamiento estadístico. Este estudio propone una alternativa de desarrollo curricular y de enseñanza que vincula el conocimiento cultural sobre los juegos de azar de pueblos indígenas y el razonamiento estadístico esperado curricularmente, en el marco de una dupla pedagógica establecida por un profesor de matemática y un sabio cultural. Mediante un análisis del contenido en la modelación de las actividades, estudiamos la valoración de la propuesta. Los resultados muestran que los profesores atienden a la equiprobabilidad de los sucesos dejando de lado la complejidad del artefacto matemático cultural, mientras que los sabios culturales estiman los límites y alcances de los procesos para hacerlos coherentes con las prácticas locales.

ABSTRACT Introduction: Clinical simulation allows the development of competencies in a realistic and safe environment. The perceptions of students and teachers were analyzed after implementing simulated scenarios in the Pediatrics clerkship at the National University of Asunción. Methodology: This was a qualitative-descriptive study. We used focus groups with students and interviews with teachers, inquiring about planning, management, learning, and expectations. We then performed thematic content analysis. Results: The experience was valued positively. Students reported acquisition of competencies for managing emergencies. Teachers based scenarios on prevalent cases. Debriefing was challenging. It was demonstrated that it improves teaching and patient safety. Conclusions: Simulation was favorably perceived, contributing to the development of competencies in a controlled environment. Institutional commitment is required to incorporate it into the curriculum.

RESUMEN Introducción: La simulación clínica permite desarrollar competencias en un ambiente realista y seguro. Se analizaron las percepciones de estudiantes y docentes tras implementar escenarios simulados en Pediatría III de la Universidad Nacional de Asunción. Metodología: Investigación cualitativa-descriptiva. Grupos focales con estudiantes y entrevistas a docentes, indagando sobre planificación, gestión, aprendizajes y expectativas. Análisis temático de contenido. Resultados: La experiencia fue valorada positivamente. Los alumnos refirieron adquisición de competencias para manejo de urgencias. Los docentes basaron escenarios en casos prevalentes. El debriefing fue desafiante. Se consideró que mejora la enseñanza y la seguridad del paciente. Conclusiones: La simulación fue percibida favorablemente, contribuyendo al desarrollo de competencias en entorno controlado. Se requiere compromiso institucional para incorporarla al currículo.

The inclusion of culturally and linguistically diverse learners in schools remains a global challenge and South African schools are no exception. The increasing number of national and international immigrants and refugees contributes to cultural and linguistic diversity (CLD) in classrooms. Teachers thus grapple with the inclusion of CLD learners. In this study we explored the perspectives of teachers on strategies that could enhance the inclusion of CLD learners in secondary schools. We contend that the inclusion of CLD learners has not been fully addressed in South African schools. A qualitative phenomenological design located within the interpretivism paradigm was used. We employed culturally responsive pedagogy as theoretical framework for the study. From a population of South African teachers in Gauteng, South Africa, 12 secondary school teachers were sampled through critical case sampling. Data were generated through interviews. Research findings identify the need for amendment of government policies, in-service training, and workshops for teachers, incorporating ethnically and culturally diverse content during instruction. Within this study, we extend awareness of the strategies that teachers in CLD classrooms can use to enhance inclusive education and propose further strategies that can also be considered in teaching in CLD classrooms. It is concluded that there is a great need to incorporate inclusive education in the higher education curriculum to capacitate pre-service teachers on the inclusion of learners - CLD learners included.

RESUMEN: La importancia y relevancia de los cursos e-learning en medicina y ciencias de la salud ha aumentado significativamente en la última década. A pesar de ello, existen pocas experiencias docentes publicadas de cursos de histología e-learning en la literatura a nivel mundial. El curso de histología que diseñamos se estructuró en la plataforma Moodle, y los contenidos se propusieron en formato síncrono (zoom) y asíncrono (grabaciones). También incluimos el uso de herramientas gratuitas de microscopía virtual. Este estudio tuvo como objetivo investigar el impacto de un curso de histología e-learning en la satisfacción y el rendimiento de los estudiantes de medicina, enfermería y obstetricia. La muestra incluyó 424 estudiantes chilenos de medicina, enfermería y obstetricia de dos cohortes. Se aplicó una encuesta tipo Likert al final del curso. Se realizó un análisis exploratorio y una regresión por mínimos cuadrados ordinarios. En este estudio, presentamos una experiencia positiva de un curso de e-learning de histología. El análisis factorial exploratorio reveló tres factores principales relacionados con la "satisfacción sobre el aprendizaje e-learning", "clases presenciales versus clases virtuales" y el "diseño del curso y la calidad de la enseñanza". También encontramos que existía una relación positiva y significativa entre las percepciones de los estudiantes sobre la adaptación del curso de histología tradicional (presencial) a un formato e-learning y su rendimiento académico. Nuestro estudio muestra que los cursos de histología e-learning que integran clases teóricas y sesiones prácticas pueden ser una valiosa herramienta de enseñanza. Los responsables de la elaboración de planes de estudios y los profesores de histología deben tener en cuenta las limitaciones y ventajas de este tipo de enseñanza y sugerimos incorporar estos tres factores al diseño y la evaluación de los cursos de histología en línea.

SUMMARY: The importance and relevance of e-learning courses in medicine and health sciences has increased significantly in the last decade. Despite this, there are few published teaching experiences of e-learning histology courses in the literature worldwide. The histology course we designed was structured on the Moodle platform as a learning management system, and the content was proposed in a synchronous (zoom) and asynchronous (recordings) format. We also included the use of free virtual microscopy tools. This study aimed to investigate the impact of an e-learning histology course on the satisfaction and performance of medical, nursing and midwifery students. The sample included 424 Chilean medical, nursing, and midwifery students from two cohorts. A Likert-type survey was administered at the end of the course. We performed exploratory analysis and ordinary least squares regression. In this study, we present a positive experience of an e-learning histology course. Exploratory factor analysis revealed three main factors related to "e- learning satisfaction", "in-person class activities", and "course design and teaching quality". We also found that there was a positive and significant relationship between students' perceptions of the adaptation of the traditional (face-to-face) histology course into an e-learning format and their academic performance. Our study shows that e-learning histology courses that integrate lectures and practical sessions can be a valuable teaching method for learning histology. Curriculum developers and teachers need to consider the limitations and advantages of this type of teaching and incorporate these three factors into the design and assessment of e-learning histology courses.

Abstract Introduction: In the last few decades, strategic leadership has been identified as a global goal; however, nursing education does not always provide the content required for administration and management to prepare nurses for future leadership challenges. Objective: To explore concepts, theories, and learning programs in administration, management, and leadership in undergraduate nursing education. Methods: The review was conducted in April 2022, following the JBI methodology and PRISMA-ScR guidelines in MEDLINE, CINAHL, PsycInfo databases via EBSCO, and Scopus through Elsevier. Gray literature and unpublished studies were also included through the RCAAP, Canadian Science Publishing, and Google Scholar. Articles in English, French, Spanish, and Portuguese, published and unpublished from 2012 to 2022, were included. Results: Thirty-one articles met the eligibility criteria for the review. An insightful picture of the key concepts and pedagogical strategies for learning leadership skills was found, as well as one learning program in undergraduate nursing education. Conclusion: The need to introduce all the concepts found supported by adapted and logical theories at the undergraduate level was confirmed. The Clinical Nurse Leadership program seems appropriate and can be a model of implementation, but more investigation is needed to produce an evidence-based clinical nursing leadership curriculum.

Resumo Introdução: Nas últimas décadas, a liderança estratégica tem sido identificada como um objetivo global; no entanto, a formação em enfermagem nem sempre fornece o conteúdo necessário em administração e gestão para preparar os enfermeiros aos desafios futuros de liderança. Objetivo: Explorar conceitos, teorias e programas de aprendizagem em administração, gestão e liderança na licenciatura em enfermagem. Métodos: A revisão foi realizada em abril de 2022, seguindo a metodologia JBI e as diretrizes PRISMA-ScR nas bases de dados MEDLINE, CINAHL, PsycInfo via EBSCO, e Scopus via Elsevier. Literatura cinzenta e estudos não publicados também foram incluídos através do RCAAP, Canadian Science Publishing e Google Scholar. Foram incluídos artigos em inglês, francês, espanhol e português, publicados e não publicados de 2012 a 2022. Resultados: Trinta e um artigos responderam aos critérios de elegibilidade da revisão. Foram identificados uma serie de conceitos-chave e estratégias pedagógicas para a aprendizagem de habilidades de liderança assim como um programa específico de aprendizagem na licenciatura de enfermagem. Conclusão: Foi confirmada a necessidade de introduzir todos os conceitos encontrados, apoiados por teorias adaptadas e lógicas ao nível de graduação. O programa de Liderança Clínica em Enfermagem parece apropriado e pode ser um modelo de implementação, mas é necessária mais investigação para desenvolver um currículo de liderança clínica com base em evidências.

Resumen Introducción: En las últimas décadas, el liderazgo estratégico ha sido identificado como un objetivo global; sin embargo, la formación en enfermería no siempre proporciona el contenido necesario en administración y gestión para preparar la enfermería para los desafíos futuros del liderazgo. Objetivo: Explorar conceptos, teorías y programas pedagógicos en administración, gestión y liderazgo en el grado de enfermería. Métodos: La revisión se llevó a cabo en abril de 2022, siguiendo la metodología JBI y las pautas PRISMA-ScR en las bases de datos MEDLINE, CINAHL, PsycInfo a través de EBSCO, y Scopus a través de Elsevier. También se incluyó literatura gris y estudios no publicados a través de RCAAP, Canadian Science Publishing y Google Scholar. Se incluyeron artículos en inglés, francés, español y portugués, publicados y no publicados desde 2012 hasta 2022. Resultados: Treinta y un artículos cumplieron con los criterios de elegibilidad para la revisión. Fueron identificados un conjunto de conceptos clave y estrategias pedagógicas para el aprendizaje de habilidades de liderazgo, así como un programa de aprendizaje en la formación graduada de enfermería. Conclusión: Se confirmó la necesidad de introducir todos los conceptos encontrados respaldados por teorías adaptadas y lógicas a nivel universitario. El programa de Liderazgo Clínico en Enfermería parece apropiado y puede ser un modelo de implementación, pero se necesita más investigación para producir un plan de estudios de liderazgo clínico basado en la evidencia.

This paper explores the progression of second-order concepts in seven purposively sampled South African CAPS-compliant history textbooks. History knowledge encompasses both the substantive and procedural knowledge types, with second-order concepts forming an integral component of the latter. Textbook writers and educators use this knowledge in their domains without a predetermined trajectory. These concepts are not mere skills but fundamental notions guiding historical practice. Their meaningful integration into learning materials forms a necessary toolkit for historical inquiry. Drawing from a broader PhD study,1 a Bernsteinian (1990) framework and the 'big six' concepts articulated by Seixas and Peck (2004) are used to analyse the content of seven chapters, one per book, telling the story of the history of South Africa across grades three to nine in the foundation, intermediate, and senior phases of the South African school curriculum. A continuum was populated, articulating the strengths of the second-order concepts ranging from a powerful presence to those weakly incorporated. The findings indicate a sporadic presence of the six concepts-historical significance, continuity and change, cause and consequence, historical perspectives, and the moral dimension across the textbooks. There is a more inclusive focus in the senior grades and less so in lower grades. The concepts also lack continuous and cumulative development. If these 'structural' historical concepts provide the basis for historical thinking, it is unclear how they advance through the grades with increasing levels of complexity. The methodology of history is thus not a universal or one-size-fits-all endeavour but an iterative process inculcating concepts that are nuanced and inherently abstract.

Sommaire Le processus de revigorer les écoles, introduit par l'autonomie et la flexibilité curriculaires, a révélé la nécessité de comprendre comment le Profil des Élèves Sortant de la Scolarité Obligatoire était mis en place par les enseignants de l’école élémentaire d'un certain groupe d'écoles de la région de Porto, également faire connaître la perception des enseignants quant au reflet de cette opérationnalisation dans l’amélioration de la qualité des apprentissages en mathématiques. Une étude de cas, dont les participants ont été sélectionnés par convenance, a été menée à cet égard, en utilisant la méthode de recherche mixte. Les données ont été recueillies à travers une enquête par questionnaire, composée de questions fermées et ouvertes, à partir de laquelle on a conduit une analyse statistique descriptive pour les données quantitatives et une analyse de contenu pour les données qualitatives. Les résultats obtenus, bien que favorables, ont révélé qu'il reste encore beaucoup à faire, tant en termes de planification et de maximisation de l'autonomie et de la flexibilité - qui peuvent être encouragées par la direction de l'école et par la communauté éducative.

Resumo O revigoramento das escolas, introduzido pela autonomia e flexibilidade curricular, tornou necessário compreender a forma como o Perfil dos Alunos à Saída da Escolaridade Obrigatória estava a ser operacionalizado pelos professores do 1.º Ciclo do Ensino Básico de um determinado agrupamento de escolas do distrito do Porto, dando, igualmente, a conhecer a perceção dos docentes acerca do reflexo dessa operacionalização, na melhoria da qualidade das aprendizagens de Matemática. Para o efeito, foi conduzido um estudo de caso - recorrendo ao método de investigação misto -, cujos participantes foram selecionados por conveniência. Os dados foram recolhidos através de um inquérito por questionário - composto por questões de resposta fechada e aberta -, a partir do qual se realizou uma análise estatística descritiva para os dados quantitativos e uma análise de conteúdo para os qualitativos. Os resultados obtidos - apesar de favoráveis - revelaram que existe, ainda, um longo caminho a percorrer ao nível do planeamento e da maximização da autonomia e flexibilidade - que pode ser promovida pela gestão escolar e pela comunidade educativa.

Abstract The reinvigoration of schools, introduced by curricular autonomy and flexibility, revealed the need to try to understand how the Students’ Profile by the end of Compulsory Schooling was being operationalized by teachers of elementary schools of a given School Cluster in the district of Oporto. This also shows the perception of the teachers about the reflection of this operationalization in the improvement of the quality of mathematics learning. For this purpose, a case study was conducted using the mixed investigation method, and the participants were selected by convenience. The information was gathered through a questionnaire survey comprised of closed and open-ended questions, from which a descriptive statistical analysis for quantitative data and a content analysis for qualitative data were performed. The results obtained, although favourable, revealed that there is still a long way to go, both in planning and maximizing autonomy and flexibility - which can be promoted by school management and the educational community.

Abstract Critical thinking is a fundamental competence in current educational approaches; however, it has been the subject of diverse definitions, requiring a comprehension from its epistemology, theorization, and praxis. The objective of this research was to analyze notions about critical thinking and pedagogical practices in a group of Latin American teachers. The qualitative-critical paradigm was used through the hermeneutic method. The selection of participants was carried out through theoretical saturation sampling, obtaining a group of eight teachers to whom in-depth non-directive interviews were applied. In the analysis of results, 5 categories emerged: 1) Notions about critical thinking, in which the tendency towards a cognitive and rational emphasis is evident; 2) Didactic praxis, expressing greater mastery of linguistic content subjects as appropriate to promote critical thinking; 3) Self-assessment and need for greater reflection and training on teaching praxis in the area, 4) Curriculum and educational policies, in which inconsistencies between curricula and classroom practice are exposed, and 5) Critical thinking and performance academic, which exposes a non-linear relationship between both concepts. It is concluded that it is essential to avoid determinisms based on skills that express critical thinking and instead promote complex approaches that allow including cultural, social and ethical experiences also inherent to the process.

Resumen El pensamiento crítico es una competencia fundamental en los actuales enfoques educativos, sin embargo, ha sido objeto de definiciones diversas, exigiendo un abordaje desde su epistemología, teorización y praxis. Esta investigación tuvo como objetivo analizar las nociones sobre el pensamiento crítico y las prácticas pedagógicas aplicadas en el aula por docentes latinoamericanos. Se acudió al paradigma cualitativo-crítico a través del método hermenéutico. La selección de participantes se realizó mediante el muestreo por saturación teórica, obteniéndose un grupo de ocho docentes a quienes se aplicaron entrevistas no directivas a profundidad. En el análisis de resultados emergieron cinco categorías: 1) nociones sobre pensamiento crítico, en las cuales se evidencia la tendencia a un énfasis cognitivo y racional; 2) praxis didáctica, expresando mayor dominio de las asignaturas de contenido lingüístico como adecuadas para promover el pensamiento crítico; 3) autoevaluación y necesidad de mayor reflexión y capacitación sobre la praxis docente en el área; 4) currículo y políticas educativas, en la cual se exponen incongruencias entre los currículos y la práctica de aula; 5) pensamiento crítico y rendimiento académico, que expone una relación no lineal entre ambos conceptos. Se concluye que es fundamental evitar los determinismos basados en habilidades que expresan el pensamiento crítico y en su lugar promover aproximaciones complejas que permitan incluir experiencias culturales, sociales y éticas que son también inherentes al proceso.