Abstract The present study focused on the organization of a nuclear curriculum and its relationship with the development of investigative skills. Its main objective was to analyze existing experiences on the implementation of nuclear curricula with the purpose of proposing a strategy to enhance research competencies in teachers and researchers in Ecuador. To this end, a systematic review of the literature was carried out following the principles of the PRISMA declaration. The search was carried out in Google Scholar, selecting 34 articles that address the conception of the nuclear curriculum, its relationship with medical training and science teaching, as well as approaches for the development and evaluation of research competencies. The results highlighted the importance of implementing a core curriculum with research competencies as a crucial tool to guarantee essential skills and promote research in the educational field. Key practices such as interdisciplinary collaboration, early orientation toward research projects, and the use of technologies to enhance research teaching were identified. Finally, it is concluded that the effective implementation of a nuclear curriculum with investigative competencies requires appropriate pedagogical strategies that promote research as an integral part of the training process.

Resumen El presente estudio se centró en la organización de un currículum nuclear y su relación con el desarrollo de competencias investigativas. Su objetivo principal fue analizar las experiencias existentes sobre la implementación de currículos nucleares con el propósito de proponer una estrategia para potenciar las competencias investigativas en docentes e investigadores en Ecuador. Para ello, se realizó una revisión sistemática de la literatura siguiendo los principios de la declaración PRISMA. La búsqueda se llevó a cabo en Google Académico, seleccionando 34 artículos que abordan la concepción del currículum nuclear, su relación con la formación médica y la enseñanza de las ciencias, así como enfoques para el desarrollo y evaluación de competencias investigativas. Los resultados destacaron la importancia de implementar un currículum nuclear con competencias investigativas como una herramienta crucial para garantizar habilidades esenciales y fomentar la investigación en el ámbito educativo. Se identificaron prácticas clave como la colaboración interdisciplinaria, la orientación temprana hacia proyectos de investigación y el uso de tecnologías para mejorar la enseñanza en investigación. Finalmente, se concluye que la implementación efectiva de un currículum nuclear con competencias investigativas requiere estrategias pedagógicas adecuadas que promuevan la investigación como parte integral del proceso formativo.

Antecedentes: La educación en bioética es esencial para desarrollar competencias éticas en profesionales de la salud. Sin embargo, existe evidencia limitada sobre su implementación en programas de ciencias de la salud, particularmente en países en desarrollo. Objetivo: Evaluar la integración de la educación en bioética en programas de ciencias de la salud mediante el examen de los niveles de formación docente y la implementación curricular en una universidad privada de Paraguay. Métodos: Este estudio transversal analizó registros académicos de 105 docentes (tasa de respuesta del 34.7 %) y planes de estudio de siete programas de pregrado en ciencias de la salud durante 2020–2021. La recolección de datos incluyó demografía docente, formación en bioética, contenido curricular, metodologías de enseñanza y estrategias de evaluación. El análisis cuantitativo empleó estadística descriptiva y pruebas de chi-cuadrado, mientras que el análisis cualitativo examinó documentos curriculares. Resultados: Solo el 2 % de los docentes tenía calificaciones formales en bioética, mientras que el 24 % reportó formación no formal. El programa de Enfermería mostró tasas significativamente más altas de docentes con formación en bioética (71 %) en comparación con otros programas (0–22 %, P=0.03). Todos los programas, excepto Psicología, incluyeron principios éticos en sus declaraciones de misión, pero la implementación se limitó a cursos únicos obligatorios (34–85 horas) con métodos de enseñanza tradicionales basados en clases magistrales. Se encontraron variaciones significativas en el momento de la educación en bioética entre programas, desde el segundo hasta el décimo semestre. Conclusiones: Los hallazgos revelan brechas sustanciales entre las aspiraciones institucionales y la implementación real de la educación en bioética, caracterizada por una limitada formación docente y una integración curricular fragmentada. Los resultados sugieren la necesidad de mejorar el desarrollo docente, revisar el plan de estudios e implementar estrategias de enseñanza innovadoras para fortalecer la educación en bioética en los programas de ciencias de la salud.

Background: Bioethics education is essential for developing ethical competencies in healthcare professionals. However, limited evidence exists regarding its implementation in health sciences programs, particularly in developing countries. Objective: To assess the integration of bioethics education in health sciences programs by examining faculty training levels and curricular implementation at a private university in Paraguay. Methods: This cross-sectional study analyzed academic records from 105 faculty members (34.7% response rate) and curricula from seven undergraduate health sciences programs during 2020-2021. Data collection included faculty demographics, bioethics training, curricular content, teaching methodologies, and assessment strategies. Quantitative analysis employed descriptive statistics and chi-square tests, while qualitative analysis examined curricular documents. Results: Only 2% of faculty held formal bioethics qualifications, while 24% reported non-formal training. The Nursing program showed significantly higher rates of faculty with bioethics training (71%) compared to other programs (0-22%, P=0.03). All programs, except Psychology, included ethical principles in their mission statements, but implementation was limited to single mandatory courses (34–85 hours) with traditional lecture-based teaching methods. Significant variations were found in the timing of bioethics education across programs, ranging from second to tenth semester. Conclusions: Findings reveal substantial gaps between institutional aspirations and actual implementation of bioethics education, characterized by limited faculty training and fragmented curricular integration. Results suggest the need for enhanced faculty development, curriculum revision, and innovative teaching strategies to strengthen bioethics education in health sciences programs.

BACKGROUND: The growing reliance on digital learning in South Africa, partly because of the emergence of the coronavirus disease 2019 (COVID-19) and 4IR technologies, risks excluding students with disabilities (SwDs) if measures to adequately support them are not in place OBJECTIVES: The study aims to identify gaps in knowledge, policies, practices and resources, which could impede the full engagement of SwDs. This article utilises the conceptual framework for inclusive digital learning, which comprises three categories of concepts related to inclusive digital learning: (1) defining attributes, (2) antecedents (necessary conditions) and (3) consequences (results). The framework is applied to synthesise the literature, determine the framework's efficacy, feasibility, and suitability, and demonstrate its value and utility in the actual implementation of inclusive and high-quality higher education for SwDs in South Africa during this era of digital learning METHOD: This study reviewed 22 articles (2020-2023) on disabilities, higher education, and digital learning identified through Google Scholar using Boolean operators RESULTS: The study reveals significant gaps in South African higher education research on institutional policies related to digital access, capacity development, and disability inclusion in teaching and curriculum design CONCLUSION: The challenges facing SwDs and the existing research gaps imply that most higher education institutions lack the theoretical knowledge, policies, resources, infrastructure and staff capacity to support SwDs CONTRIBUTION: This study exposes gaps in the literature and recommends further research on higher education policies and to establish the potential for policy reform to better support SwDs in the current era of digital learning

BACKGROUND. The South African (SA) radiography curricula have notable shortcomings in adequately preparing students for entrepreneurship, leaving most graduates disinterested in starting their own private firms. As a result, they primarily seek employment opportunities. Promoting entrepreneurship in radiography could help meet the growing demand for radiography services in SA. OBJECTIVE. To explore the entrepreneurial knowledge of radiographers in SA to formulate recommendations for improving entrepreneurship in radiography curricula. METHODS. A qualitative exploratory research design was employed, involving diagnostic radiographers and ultrasonographers from the eThekwini district of KwaZulu-Natal. Primary data were collected through a semi-structured interview schedule with a sample size of 1 ultra-sonographer and 14 diagnostic radiographers. Kolb's experiential learning cycle served as the study's theoretical framework. RESULTS. The study identified three key themes: (a) incorporation of entrepreneurial and business skills; (b) entrepreneurial knowledge and skills acquired by radiographers during radiography training; and (c) proposed changes that should be made to the radiography curriculum to develop successful entrepreneurs. CONCLUSION. The study revealed that, while the structure of the radiography curriculum is generally satisfactory, there is a significant lack of theoretical and clinical training in entrepreneurship. This gap hinders graduates from transitioning to clinical practice. Therefore, it is crucial for tertiary institutions to restructure the curriculum, incorporating modules and activities that specifically promote entrepreneurship in radiography.

Understanding how curriculum design choices impact the academic success in terms of grades of students provides valuable insights into the effective delivery of the teaching of introductory financial accounting and economics for students in extended degree programmes (ECP). The main research question asks which delivery model, either foundational modules or augmented main-stream modules, provides an effective pathway to achieving academic success in terms of grades in ECP. Performing a qualitative analysis of a large dataset incorporating 11 410 observations of data of a ten-year period. Analysis of variance was used to identify which delivery model is the most effective in terms of students' performance. The study provides evidence that introductory modules may provide increased support compared to augmented modules for financial accounting. The study also shows that the use of an introductory module has a significant beneficial effect on extended programme students in their second year in order to achieve academic success in mainstream modules but only in certain cases only if a certain threshold is achieved in the introductory module. This threshold appears to be higher in foundational level economics than financial accounting. The study provides evidence that the choice of delivery model has an impact on financial accounting and economics students' performance in terms of grades achieved. Foundation modules may benefit from higher required pass grade thresholds so that students in ECP are able to ultimately obtain their degrees.

South African higher educational institutions are constantly required to respond to a series of tensions and challenges within higher education curriculum reform. This implies the need for urgent attention to a truly responsive curriculum in South African higher education. This article reports on research involving a critical interpretative literature analysis. Three drivers are identified in devising a responsive curriculum in South African higher education, namely the need for decolonisation, accommodation of disruptive technologies, and features of graduateness in the 21st century. The discussion of each of these drivers is preceded by a brief conceptualisation of the notion responsive curriculum. The research conclusion indicates that it should be a strategic priority of each higher education institution in South Africa to acknowledge the three curriculum design drivers as mentioned above, and accordingly upskill and empower academics in the quest for conceptualising and developing a constructively aligned curriculum that is responsive to the ever-changing societal and global needs.

Resumen. El avance de la tecnología de la información ha llevado a un aumento en el empleo de la estadística como una herramienta para analizar datos en diversas áreas académicas. La estadística se ha convertido en un requisito primordial en cualquier programa de estudio, debido a la variedad de aplicaciones en la industria y la investigación. Por consiguiente, los programas educativos en la educación superior necesitan formar graduados que posean conocimientos estadísticos teóricos y aplicados. Existen diferentes herramientas tecnológicas esta dísticas, cada una con sus propias ventajas y desventajas para el análisis de datos. Sin embargo, en este trabajo se ha considerado el software estadístico Jamovi por ser un recurso tecnológico versátil, gratuito y de código abierto. A raíz de lo expuesto, este artículo estudia el impacto de la integración del software Jamovi en la enseñanza de la estadística en el área de la Ingeniería Civil. La población de estudio fue de 40 estudiantes de la Maestría en Planificación Física de Obras Civiles de la Universidad Estatal del Sur de Manabí, durante los meses de noviembre a diciembre de 2023. La metodología aplicada fue observacional analítica con un diseño cuantitativo, para ello se emplearon técnicas estadísticas descriptivas e inferenciales. Los resultados mostraron un rendimiento superior de las personas estudiantes que utilizaron Jamovi en comparación con quienes emplearon Excel. Esto se corroboró mediante análisis descriptivos y pruebas de hipótesis. De acuerdo con los resultados, se pudo concluir que Jamovi facilitó el proceso de enseñanza y aprendizaje de la estadística en la Ingeniería Civil.

Resumo: O avanço da tecnologia da informação tem levado ao aumento do uso da estatística como uma ferramenta de análise de dados em diversas áreas acadêmicas. A estatística tornouse um requisito essencial em qualquer programa de estudo, devido à variedade de aplicações na indústria e na investigação. Portanto, os programas educativos no ensino superior precisam formar graduados que possuam conhecimentos estatísticos teóricos e aplicados. Existem diferentes ferramentas tecnológicas estatísticas, cada uma com as suas próprias vantagens e desvantagens para análise de dados. Porém, neste trabalho o software estatístico Jamovi foi considerado por ser um recurso tecnológico versátil, gratuito e de código aberto. Com base no exposto, este artigo estuda o impacto da integração do software Jamovi no ensino de estatística na área de Engenharia Civil. A população do estudo foi de 40 estudantes do Mestrado em Planejamento Físico de Obras Civis da Universidade Estadual do Sul de Manabí, durante os meses de novembro a dezembro de 2023. A metodologia aplicada foi observacional analítica com design quantitativo, para esse fim técnicas estatísticas descritivas e inferenciais fo ram utilizadas. Os resultados mostraram um desempenho superior das pessoas que utilizaram o Jamovi em comparação aos que utilizaram o MS Excel. Isto foi corroborado por meio de análises descritivas e testes de hipóteses. De acordo com os resultados concluiuse que Jamovi facilitou o processo de ensino e aprendizagem de estatística na Engenharia Civil.

Abstract: Advances in information technology have led to an increased use of statistics as a tool for analyzing data in various academic fields. Statistics has become a primary requirement in any curriculum because of its wide range of applications in the industry and for research purposes. Higher education programs therefore need to prepare graduates with both theoretical and applied statistical knowledge. There are several statistical technology tools for data analysis, each with its own advantages and disadvantages. This article examines Jamovi, a statistical software that is versatile, free and open source, and the impact of this tool on the teaching of statistics for civil engineering. The study involved 40 students of the Masters in Physical Planning of Civil Works of the Universidad Estatal del Sur de Manabí, and was carried out during the months of November to December 2023. The study applied an analytical observational methodology with a quantitative design, using descriptive and inferential statistical techniques. The results showed a better performance of the students who used Jamovi com pared to those who used MS Excel. This was supported by descriptive analysis and hypothesis testing. The results led to the conclusion that Jamovi facilitated the teaching and learning process of statistics in civil engineering.

With the single descriptive case study reported on here we aimed to explore incorporating indigenous knowledge (IK) into the teaching of graphic design (GD) as a part of Grade 9 Technology lessons. Incorporating IK into GD could make the topic more meaningful - especially for indigenous learners. The Curriculum and Assessment Policy Statement (CAPS) for technology incorporates indigenous technology. A Grade 9 Technology teacher and 7 learners were interviewed. Each participant was interviewed individually at different intervals using semi-structured interviews. The teaching and learning of GD were also observed during 1 lesson. The collected data were analysed thematically. The findings reveal the teacher's limited understanding of CAPS and her lack of understanding that IK was incorporated into the curriculum. She incorporated IK only marginally in the teaching of GD. She understood indigenous technology but did not make GD relevant to learners' cultural knowledge and backgrounds. On the contrary, learners valued IK within their GD activities. Furthermore, the findings indicate that learners demonstrated their comprehension of IK and its alignment with their background knowledge, particularly within the context of graphics. Consequently, incorporating indigenous perspectives into Technology could transform the subject in line with the intentions of CAPS.

Resumen A lo largo de 50 años de existencia, la Escuela de Planificación y Promoción Social de la Universidad Nacional, Costa Rica, ha curricularizado cuatro cursos prácticos en el marco de la carrera. El artículo recupera los esfuerzos realizados en su nueva malla curricular en procura de mayor integración del componente teórico y metodológico en la formación de profesionales críticos en planificación. La incorporación de los cursos prácticos al plan de estudios fue un anhelo de las personas fundadoras para promover el ejercicio de la planificación de manera participativa y diseñar estrategias que aporten a la transformación social. Para ello, desde 1970 los cursos prácticos son alineados a los objetivos de los programas y proyectos de extensión de la carrera, en los cuales el estudiantado se incorpora como miembro de los equipos extensionistas en el marco de la estrategia de formación profesional.

Abstract Throughout its 50 years of existence, the School of Planification and Social Promotion at the National University of Costa Rica has incorporated four practical courses into its program. This article reviews the efforts made in the program’s new curriculum to better integrate theoretical and methodological components in the training of critical planning professionals. The inclusion of practical courses was driven by the founders’ desire to promote participatory planning practices and design strategies that contribute to social transformation. Since 1970, these practical courses have been aligned with the program’s objectives and extension projects, where students participate as members of extension teams as part of their professional training.

Resumo Ao longo de seus 50 anos de existência, a Escola de Planificação e Promoção Social da Universidade Nacional da Costa Rica incorporou quatro cursos práticos em seu programa. Este artigo analisa os esforços feitos no novo currículo do programa para melhor integrar componentes teóricos e metodológicos no treinamento de profissionais de planejamento crítico. A inclusão de cursos práticos no currículo foi motivada pelo desejo dos fundadores de promover práticas de planejamento participativo e projetar estratégias que contribuam para a transformação social. Desde 1970, esses cursos práticos estão alinhados com os objetivos do programa e projetos de extensão do curso universitário, nos quais os alunos participam como membros de equipes de extensão como parte de seu treinamento profissional.

Resumen Este artículo presenta los resultados de la investigación realizada en el marco de la convocatoria UNDAVCYT 2021, para proyectos bianuales con financiamiento, de la Universidad Nacional de Avellaneda (UNDAV), donde la propuesta resultó seleccionada en el primer lugar del orden de mérito de su categoría. Fue desarrollada por el equipo de docentes-investigadores de la materia Sistemas de Representación, I y II de la carrera de Arquitectura de la UNDAV. La investigación se inició en agosto del 2022, cuando ya se había vuelto a la normalidad, y el trabajo de campo se extendió hasta mayo del 2023. Se realizaron 35 entrevistas no estructuradas a profesores, docentes y estudiantes, de los talleres de Proyecto Arquitectónico de la UNDAV, de la carrera de Arquitectura del Departamento de Ciencias Aplicadas y Tecnología de la Universidad Nacional de Moreno (DCAyT UNM) –como la UNDAV, otra universidad del Bicentenario– y de la Facultad de Arquitectura Diseño y Urbanismo de la UBA, la primera escuela de arquitectura del país. Se buscó contrastar experiencias en las distintas instituciones que permitieran establecer recurrencias y singularidades, en la enseñanza de los talleres, durante este singular período de nuestra historia reciente.

Abstract This article presents the results of the research carried out within the framework of the UNDAVCYT 2021 call for funded biannual projects of the National University of Avellaneda (UNDAV). It was selected in first place according to the merit order in its category. It was developed by the team of teachers-researchers of Representation Systems -I and II- which are subjects of the UNDAV Architecture degree. It began in August 2022, when things had already returned to normality, and the field work was extended until May 2023. Thirty-five unstructured interviews were conducted with professors and students who belong to the Architectural Project design studios of the UNDAV which are part of the Architecture curriculum in the Applied Sciences and Technology Department of the National University of Moreno (DCAyT UNM) (just as UNDAV, this is another Bicentennial University). Professors and students of studios of the Faculty of Architecture, Design and Urban Planning of the National University of Buenos Aires, the first architecture school in the country, were also interviewed. Experiences in the different institutions were addressed to contrast and determine recurrences and singularities in the teaching process of design studios during this unique period of our recent history.

Resumen En este artículo analizamos el nuevo plan de estudios del Profesorado de Historia de la provincia de Buenos Aires (vigente a partir de 2022). Por un lado, nos preguntamos sobre el grado de articulación y diálogo que el mismo mantiene con las renovadas perspectivas teóricas e historiográficas presentes en los Diseños Curriculares del nivel secundario y, por otro, cuál es el tratamiento y lugar que ocupan en la formación docente algunas temáticas o contenidos que aparecen tradicionalmente vinculados al “pasado nacional” y, durante mucho tiempo, resultaron centrales en la definición identitaria y ciudadana que se buscó forjar desde el plano educativo. También, con el fin de enriquecer el abordaje del nuevo documento curricular, trazamos algunas comparaciones entre éste y el antiguo Diseño Curricular (1999) para la formación de profesoras/es en Historia.

Abstract In this article, we analyze the new study plan of the History Teachers of the province of Buenos Aires (effective as of 2022). On the one hand, we wonder about the articulation and dialogue that the new curricula maintains with the renewed theoretical and historiographic perspectives present in the secondary’s Curricular Designs and, on the other, what is the treatment and place that some themes or topics occupy in teacher training. Contents that appear traditionally linked to the “national past” and, for a long time, were central in the identity and citizen definition that the educational system pursued. In addition, in order to enrich the approach of the new curricular document, we draw some comparisons between it and the old Curricular Design (1999) for the training of teachers in History.

Resumen La Escuela Secundaria de Río Negro (ESRN) propone, en su nuevo diseño curricular del año 2017, el desarrollo de la enseñanza de saberes propios de Historia escolar de manera interdisciplinar, en dialogo con las especificidades de otras disciplinas del campo social. En este trabajo tomamos la propuesta del enfoque intercultural para indagar en la presentación de los saberes en la enseñanza de la Historia en la ESRN, el cual es objeto de nuestra investigación. Las preguntas que nos formulamos en el recorrido del análisis del documento curricular giran en torno a qué contenidos de la historia de la Patagonia aparecen y cómo se relacionan con enfoques y perspectivas interculturales. Una aproximación a la lectura crítica de los enunciados desde esta perspectiva permite conocer sobre los posibles alcances de la historia de la Patagonia que se puede construir en diálogo con otras disciplinas desde el tratamiento de problemas socialmente vivos.

Abstract The Río Negro Secondary School (ESRN) proposes, in its new curricular design from 2017, the development of teaching specific historical knowledge in an interdisciplinary manner, in dialogue with the particularities of other disciplines within the social field. In this work, we adopt an intercultural approach to investigate how knowledge is presented in the teaching of History at the ESRN, which is the focus of our research. The questions we pose during our analysis of the curricular document revolve around which historical content related to Patagonia is included and how it connects with intercultural approaches and perspectives. A critical reading of the statements from this perspective allows us to understand the potential scope of the history of Patagonia that can be constructed in dialogue with other disciplines through the examination of socially relevant issues.

Resumen La metodología de la investigación científica constituye uno de los pilares de la enseñanza universitaria, en el planteamiento de soluciones técnicas a los diversos problemas científicos y profesionales. La identificación y operacionalización de variables es uno de los hilos conductores del proceso de investigación, siendo vital el desarrollo de habilidades al efecto. El objetivo del trabajo fue realizar un análisis de la mejora de habilidades de investigación relacionadas con la operacionalización de variables en estudiantes de las carreras de Pedagogía de Idiomas Nacionales y Extranjeros y Pedagogía de las Ciencias Experimentales, Informática de la Facultad de Filosofía, Letras y Ciencias de la Educación en la Universidad Central del Ecuador, durante el segundo periodo académico del año 2023. Se desarrolló una investigación mixta con un diseño transversal, empleando métodos teóricos como el histórico y sistémico y empíricos como: la observación, a través de un cuestionario; la medición con estadística descriptiva e inferencial no paramétrica; y un cuasi experimento con la aplicación durante el periodo académico, de un programa en el que se consideró el contenido de variables como eje conductor e integrador del resto de contenidos. La medición realizada antes de la aplicación del programa (pretest) indicó niveles medios en todos los parámetros considerados en el cuestionario, los cuales mejoraron en el postest, con diferencias significativas en la mayoría con base a la prueba de rangos con signo de Wilcoxon. El manejo de las variables como eje conductor e integrador de la enseñanza de la asignatura de Metodología de la Investigación Científica resultó positivo en el grupo de estudiantes seleccionados.

Abstract The methodology of scientific research constitutes one of the pillars of university teaching, in the formulation of technical solutions to various scientific and professional problems. The identification and operationalization of variables is one of the guiding threads of the research process, and the development of skills for this purpose is vital. The objective of the work was to carry out an analysis of the improvement of research skills related to the operationalization of variables in students of the Pedagogy of National and Foreign Languages and Pedagogy of Experimental Sciences, Computer Science careers of the Faculty of Philosophy, Letters and Education Sciences at the Central University of Ecuador, during the second academic period of the year 2023. A mixed research with a transversal design was developed, using theoretical methods such as historical and systemic and empirical methods such as: observation, through a questionnaire; measurement with non-parametric descriptive and inferential statistics; and a quasi-experiment with the application during the academic period, of a program in which the content of variables was considered as a guiding and integrating axis of the rest of the content. The measurement carried out before the application of the program (pretest) indicated average levels in all the parameters considered in the questionnaire, which improved in the posttest, with significant differences in most based on the Wilcoxon signed rank test. The management of the variables as a guiding and integrating axis of the teaching of the subject of Scientific Research Methodology was positive in the group of selected students.

Resumo A metodologia da pesquisa científica é um dos pilares da formação universitária, na abordagem de soluções técnicas para diversos problemas científicos e profissionais. A identificação e a operacionalização de variáveis é um dos principais fios condutores do processo de pesquisa, e o desenvolvimento de habilidades para esse fim é vital. O objetivo deste estudo foi analisar o aprimoramento das habilidades de pesquisa relacionadas à operacionalização de variáveis em alunos da Faculdade de Filosofia, Letras e Ciências da Educação da Universidade Central do Equador, durante o segundo período acadêmico do ano de 2023. Foi desenvolvida uma pesquisa mista com um desenho transversal, utilizando métodos teóricos como o histórico e o sistêmico e métodos empíricos como: observação, por meio de um questionário; medição com estatística descritiva e inferencial não paramétrica; e um quase-experimento com a aplicação, durante o período acadêmico, de um programa no qual o conteúdo das variáveis foi considerado como o eixo principal e integrador do restante do conteúdo. A medição realizada antes da aplicação do programa (pré-teste) indicou níveis médios em todos os parâmetros considerados no questionário, que melhoraram no pós-teste, com diferenças significativas na maioria deles com base no teste de Wilcoxon. A gestão das variáveis como eixo condutor e integrador do ensino da disciplina de Metodologia da Pesquisa Científica foi positiva no grupo de alunos selecionados.

ABSTRACT This study aims to describe and analyze the supervised professional internship, emphasizing the curricular updating necessary for the development of students' skills at ISP-Moxico. The research analyzed the current stage, highlighting the urgency of curriculum updates to improve students' pedagogical skills. A descriptive research design was used, with qualitative and quantitative approaches, involving 28 teachers from the areas of Physics, Chemistry, Mathematics and Geography. The results revealed that, despite the collaboration between the training institution and the application schools, supervision and support during the internship are perceived as insufficient. Furthermore, the conventions are gender imbalanced, with a predominance of male supervisors, which can negatively influence the training experience of interns. The research also highlighted inconsistencies in the application of teaching methodologies and a failure to integrate theory and practice, critical aspects that reflect the intervention. Therefore, curricular reforms are proposed based on the educational standards in force in Angola, with the aim of promoting more effective teacher training adjusted to the requirements.

RESUMO Este estudo tem como objectivo descrever e analisar o estágio profissional supervisionado, enfatizando a actualização curricular necessária para o desenvolvimento das competências dos estudantes no ISP-Moxico. A pesquisa analisou o estágio atual, destacando a urgência de actualizações curriculares para o aprimoramento das habilidades pedagógicas dos estudantes. Foi utilizado um desenho de pesquisa descritiva, com abordagens qualitativas e quantitativas, envolvendo 28 docentes das áreas de Física, Química, Matemática e Geografia. Os resultados revelaram que, apesar da colaboração entre a instituição formadora e as escolas de aplicação, a supervisão e o apoio durante o estágio são percebidos como insuficientes. Além disso, as convenções são um desequilíbrio de gênero, com predominância de supervisores masculinos, o que pode influenciar negativamente a experiência formativa dos estagiários. A pesquisa também evidenciou inconsistências na aplicação de metodologias de ensino e uma falha de integração entre teoria e prática, aspectos críticos que refletem a intervenção. Assim, são propostas reformas curriculares baseadas nas normas educacionais vigentes em Angola, com o intuito de promover uma formação docente mais eficaz e ajustada às exigências.

RESUMEN El perfeccionamiento de los contenidos formativos, específicamente la definición de objetivos, representa un desafío para los docentes, quienes a menudo se basan en modelos tradicionales como la taxonomía de Bloom. Este enfoque, aunque válido, ha generado debates y discrepancias en cuanto a su aplicación en la práctica pedagógica. La formación por competencias, que busca desarrollar habilidades y capacidades en los estudiantes, exige una comprensión profunda de la relación entre contenidos profesionales y competencias. La investigación se enfocó en la interpretación epistemológica y práctica del problema asociado a la estructuración de contenidos formativos, enfocados en el logro de resultados de aprendizajes que configuran el perfil de egreso de las carreras que se estudian en la extensión Quevedo de la Universidad Regional Autónoma de los Andes en Ecuador. La investigación se desarrolló con un enfoque mixto, al considerar la naturaleza epistémica del objeto de estudio identificado como las modelaciones docentes de los sistemas de contenidos profesionales. Para lo cual se emplearon métodos como el histórico-lógico, la hermenéutica, el sistémico y la modelación. El resultado principal es la elaboración de un sistema de estructuración de contenidos formativos, que permite a los docentes integrar de manera coherente los contenidos profesionales con las competencias que se buscan desarrollar en los estudiantes. Este sistema considera las necesidades de aprendizaje, los objetivos de la formación, la relación con el perfil de egreso, las diferentes perspectivas pedagógicas y la integración de nuevas metodologías para el tratamiento de los contenidos formativos.

ABSTRACT The enhancing of formative content, specifically the definition of objectives, poses a challenge for educators, who often rely on traditional models like Bloom's taxonomy. While valid, this approach has generated debates and discrepancies regarding its application in pedagogical practice. Competency-based education, which aims to develop skills and abilities in students, requires a deep understanding of the relationship between professional content and competencies. This research focused on the epistemological and practical interpretation of the problem associated with the structuring of formative content, focusing on achieving learning outcomes that shape the graduate profile of the careers studied at the Quevedo extension of the Regional Autonomous University of the Andes in Ecuador. The research was conducted with a mixed approach, considering the epistemic nature of the object of study identified as teachers' modeling of professional content systems. For this, methods such as historical-logical, hermeneutics, systemic and modeling were employed. The main result is the development of a system for structuring formative content, which allows educators to integrate professional content coherently with the competencies they seek to develop in students. This system considers learning needs, training objectives, the relationship with the graduate profile, different pedagogical perspectives, and the integration of new methodologies for the treatment of formative content.