Resumen: La pandemia por COVID-19 influyó en el proceso de educación superior generando una transición entre la modalidad presencial a la modalidad en línea-emergente en la que se identificaron varias dificultades para el acceso debido a la inequidad, problemas tecnológicos, crisis de salud y económica a nivel mundial, y en Ecuador a nivel de docentes y estudiantes. El descubrimiento de conocimiento en bases de datos de KDD - Educacional, el análisis de técnicas de minería de datos de clasificación y agrupación, y el complemento de análisis de datos con la inteligencia de negocios determinaron los factores desde la perspectiva de la institución, del docente y de los estudiantes que inciden en el proceso de educación en línea, donde se demuestra además, la importancia del modelo de educación, la metodología del proceso de enseñanza aprendizaje, el entorno de aprendizaje y el bienestar de los docentes y estudiantes que garantizan una educación superior en línea de calidad con igualdad de oportunidades en el acceso.

Abstract: The COVID-19 pandemic significantly impacted higher education, forcing a rapid transition from face-to-face modality to the emerging online learning modality. This transition exposed several challenges, including, inequitable access to technology, global health and economic crisis, and specific difficulties faced by both teachers and students in Ecuador. Knowledge discovery in KDD - Educational databases, the analysis of classification and clustering data mining techniques and the complement of data analysis with business intelligence determined the factors from the perspective of the institution, teachers and students that influence the online education process. In addition, the importance of the education model, the teaching-learning process methodology, the learning environment, and the well-being of teachers and students that guarantee quality online higher education with equal access opportunities is demonstrated.

Abstract Introduction Permanent education in health aims to ensure that professionals are constantly learning in the workplace and in the last few years institutions resorted to the technology-mediated education modality and new teaching possibilities were explored. In Brazil, between 2017 and 2021, only six articles and five monographs were published about listening effort. Objective The objective of this study was to develop a website with scientific content on the topic listening effort for Speech -Language Therapist and Audiologist with free online access. Methods The study was carried out in five stages: Analysis, contemplating the search for scientific materials to prepare the material. Design, in which the writing and design of the website was carried out. Development, carrying out the adequacy of the online material. Implementation, a stage in which professionals in the area evaluated the quality of the material after consenting to participation through a free and informed consent term. Review, stage in which the researcher analyzed the evaluators' responses. Results The five stages of elaboration of the website were carried out, which was evaluated by professionals in the area. The average of responses to all applied questions rated the website as "superior". Conclusion The website development was validated for online availability. technologymediated technology mediated explored Brazil 201 2021 Language access Analysis Design Development Implementation term Review evaluators superior. superior . "superior" availability 20 202 "superior 2

A gravidez na adolescência é um problema significativo de saúde pública no Brasil, contribuindo para altas taxas de morbimortalidade entre mulheres jovens. Durante a gestação, muitas adolescentes abandonam a escola e o trabalho, o que resulta em menor qualificação e maior vulnerabilidade ao mercado de trabalho informal. Além disso, as adolescentes grávidas enfrentam riscos elevados de complicações gestacionais e desafios emocionais, como ansiedade e depressão. A pandemia exacerbou essas vulnerabilidades, especialmente em relação ao abuso doméstico, devido ao isolamento social. Este estudo justifica-se pela necessidade de compreender o perfil demográfico e as características das parturientes adolescentes no Ceará entre 2020 e 2022, oferecendo subsídios para políticas públicas que visem melhorar a qualidade de vida dessas jovens e de seus filhos. Todos os dados foram analisados utilizando R. Durante o período analisado, foram registrados 331.924 nascimentos vivos no Ceará, dos quais 21.667 (6,53%) eram de mães com idade igual ou inferior a 17 anos. A idade média das mães adolescentes foi de 15,93 ± 1,11 anos, enquanto a média para as mães adultas foi de 28,00 ± 6,21 anos, evidenciando uma diferença estatisticamente significativa (Teste-t de Student, P < 0,05). A análise também revelou uma diferença significativa entre a idade dos pais de crianças nascidas de mães adolescentes (22,25 ± 5,72 anos) em comparação à idade dos pais de crianças nascidas de mães adultas (32,45 ± 7,81 anos) (Figura 3, Teste-T, P < 0,05). No que se refere à etnia, adolescentes indígenas representaram 9,95% dos casos de gravidez, seguidas pelas adolescentes pardas (7,26%) e pretas (5,9%). A menor proporção foi observada entre adolescentes brancas (4,43%). Não houve diferença estatisticamente significativa entre os grupos indígenas, pardas, pretas e a população amarela. Quanto ao estado civil, 71% das adolescentes se declararam solteiras. A análise educacional demonstrou uma tendência significativa de gravidez entre adolescentes com Ensino Fundamental II incompleto, completo, ou Ensino Médio incompleto, indicando que essas jovens ainda estavam em fase de conclusão desses ciclos escolares. Não foi observada uma relação significativa entre a redução da idade materna e a diminuição do escore APGAR em recém-nascidos (APGAR = 0,014 × “IDADE DA MÃE” + 8,5; P < 0,05, R² = 0,0004). Além disso, não houve diferença significativa na proporção de anomalias congênitas entre os nascimentos de mães adolescentes e adultas.

El embarazo en la adolescencia es un problema significativo de salud pública en Brasil, que contribuye a altas tasas de morbimortalidad entre las mujeres jóvenes. Durante el embarazo, muchas adolescentes abandonan la escuela y el trabajo, lo que resulta en menor calificación y mayor vulnerabilidad en el mercado laboral informal. Además, las adolescentes embarazadas enfrentan mayores riesgos de complicaciones gestacionales y desafíos emocionales, como ansiedad y depresión. La pandemia exacerbó estas vulnerabilidades, especialmente en relación con el abuso doméstico, debido al aislamiento social. Este estudio se justifica por la necesidad de comprender el perfil demográfico y las características de las madres adolescentes en Ceará entre 2020 y 2022, ofreciendo apoyo para políticas públicas que busquen mejorar la calidad de vida de estas jóvenes y sus hijos. Todos los datos fueron analizados utilizando R. Durante el período analizado, se registraron 331.924 nacimientos vivos en Ceará, de los cuales 21.667 (6,53%) eran de madres de 17 años o menos. La edad promedio de las madres adolescentes fue de 15,93 ± 1,11 años, mientras que la media para las madres adultas fue de 28,00 ± 6,21 años, evidenciando una diferencia estadísticamente significativa (Prueba t de Student, P < 0,05). El análisis también reveló una diferencia significativa entre la edad de los padres de niños nacidos de madres adolescentes (22,25 ± 5,72 años) en comparación con la edad de los padres de niños nacidos de madres adultas (32,45 ± 7,81 años) (Prueba de Wilcoxon, P < 0,05). En cuanto a la etnia, las adolescentes indígenas representaron el 9,95% de los casos de embarazo, seguidas por las adolescentes mestizas (7,26%) y negras (5,9%). La menor proporción se observó entre las adolescentes blancas (4,43%). No hubo diferencia estadísticamente significativa entre los grupos indígenas, mestizas, negras y la población amarilla. En cuanto al estado civil, el 71% de las adolescentes se declararon solteras. El análisis educativo demostró una tendencia significativa de embarazo entre adolescentes con secundaria incompleta o completa, o educación media incompleta, lo que indica que estas jóvenes aún estaban en proceso de completar estos niveles educativos. No se observó una relación significativa entre la disminución de la edad materna y la reducción de la puntuación APGAR en los recién nacidos (APGAR = 0,014 × "EDAD DE LA MADRE" + 8,5; P < 0,05, R² = 0,0004). Además, no hubo diferencia significativa en la proporción de anomalías congénitas entre los nacimientos de madres adolescentes y adultas.

Adolescent pregnancy is a significant public health issue in Brazil, contributing to high morbidity and mortality rates among young women. During pregnancy, many adolescents drop out of school and work, leading to lower qualifications and increased vulnerability to the informal labor market. Moreover, pregnant adolescents face higher risks of gestational complications and emotional challenges, such as anxiety and depression. The pandemic exacerbated these vulnerabilities, particularly concerning domestic abuse, due to social isolation. This study is justified by the need to understand the demographic profile and characteristics of adolescent mothers in Ceará between 2020 and 2022, providing support for public policies aimed at improving the quality of life for these young women and their children. All data were analyzed using R. During the analyzed period, 331,924 live births were recorded in Ceará, of which 21,667 (6.53%) were from mothers aged 17 years or younger. The average age of adolescent mothers was 15.93 ± 1.11 years, while the average for adult mothers was 28.00 ± 6.21 years, showing a statistically significant difference (Student's t-test, P < 0.05). The analysis also revealed a significant difference between the age of fathers of children born to adolescent mothers (22.25 ± 5.72 years) compared to the age of fathers of children born to adult mothers (32.45 ± 7.81 years) (Wicoxon test, P < 0.05). Regarding ethnicity, indigenous adolescents accounted for 9.95% of pregnancy cases, followed by brown (7.26%) and black (5.9%) adolescents. The lowest proportion was observed among white adolescents (4.43%). There was no statistically significant difference among indigenous, mixed-race, black, and yellow populations. Concerning marital status, 71% of adolescents declared themselves single. Educational analysis showed a significant trend of pregnancy among adolescents with incomplete or complete middle school or incomplete high school education, indicating that these young women were still in the process of completing these educational levels. There was no significant relationship between decreasing maternal age and a reduction in newborns' APGAR scores (APGAR = 0.014 × "MOTHER'S AGE" + 8.5; P < 0.05, R² = 0.0004). Additionally, there was no significant difference in the proportion of congenital anomalies between births of adolescent and adult mothers.

Resumen Los efectos del estrés laboral están asociados con las horas de trabajo y las actividades mentales, como pensar y tomar decisiones, necesarias para la preparación y cualificación de tareas. El objetivo del estudio fue analizar la carga mental percibida en dos instituciones educativas con similitudes socioeconómicas, geográfica y planes educativos similares de la ciudad de Ibagué en el departamento del Tolima, Colombia. Se optó por una metodología cuantitativa no experimental de tipo transversal descriptivo, utilizando el NASA TLX para medir la carga mental, sometiendo los datos a un análisis estadístico no paramétrico de varianzas ANOVA de Kruskal-Wallis y la prueba DSCF para comparaciones post hoc. Los resultados revelaron que las diferencias en la carga de trabajo percibida están más relacionadas con el contexto institucional que con factores individuales como la edad, el género o la asignación académica que imparten los docentes. Esto sugiere que las características internas de las instituciones educativas y las habilidades de afrontamiento utilizadas por los docentes son cruciales para comprender y gestionar adecuadamente la carga mental percibida. Estos hallazgos enmarcan la importancia de adaptar las estrategias de gestión de la carga mental a las particularidades de cada institución educativa para mejorar la calidad de vida laboral de los profesionales y, en última instancia, la calidad de la educación que ofrecen.

Abstract The effects of work stress are associated with work hours and mental activities, such as thinking and decision making, necessary for the preparation and qualification of tasks. The objective of the study was to analyze the perceived mental load in two educational institutions with socioeconomic and geographic similarities and similar educational plans in the city of Ibagué in the department of Tolima, Colombia. A descriptive cross-sectional non-experimental quantitative methodology was chosen, using the NASA TLX to measure mental load, subjecting the data to a non-parametric statistical analysis of variances ANOVA by Kruskal-Wallis and the DSCF test for post hoc comparisons. The results revealed that differences in perceived workload are more related to the institutional context than to individual factors such as age, gender, or the academic assignment taught by teachers. This suggests that the internal characteristics of educational institutions and the coping skills used by teachers are crucial to adequately understand and manage perceived mental load. These findings frame the importance of adapting mental load management strategies to the particularities of each educational institution to improve the quality of work life of professionals and, ultimately, the quality of the education they offer.

Resumen: La política y la responsabilidad social son aspectos fundamentales que impulsan una educación de calidad, equitativa y comprometida con el desarrollo integral de los estudiantes y la sociedad. Por consiguiente, se planteó como objetivo realizar una revisión sistemática para identificar y analizar los estudios más relevantes sobre las políticas y la responsabilidad social en el sistema educativo peruano. Metodológicamente se siguieron los postulados de la declaración PRISMA, por lo que se recuperaron los documentos a partir de los motores de búsqueda SciELO, Redalyc, Dialnet y Google Scholar y de la selección a partir de las consideraciones: investigaciones con fecha de publicación entre 2013-2023, artículos científicos y tesis en repositorios institucionales, documentos en español o inglés y de acceso libre. Los resultados permitieron reconocer un total de veinticinco (n = 25) documentos a revisar. Se concluye que la formulación de políticas efectivas y el compromiso con la responsabilidad social en las instituciones educativas son fundamentales para lograr una educación inclusiva, equitativa y de calidad. Asimismo, se ha identificado la necesidad de establecer estrategias que promuevan una mayor integración de la tecnología en la educación, así como una formación docente acorde a las demandas del siglo XXI.

Abstract: Politics and social responsibility are fundamental aspects that promote a quality education, equitable and committed to the integral development of students and society. Therefore, the objective was to carry out a systematic review to identify and analyze the most relevant studies on policies and social responsibility in the Peruvian educational system. Methodologically, the postulates of the PRISMA declaration were followed, so the documents were retrieved from the SciELO, Redalyc, Dialnet and Google Scholar search engines and from the selection based on the considerations: research with a publication date between 2013-2023, scientific articles and theses in institutional repositories, documents in Spanish or English and of free access. The results allowed to recognize a total of twenty-five (n = 25) documents to be reviewed. It is concluded that the formulation of effective policies and the commitment to social responsibility in educational institutions are fundamental to achieve an inclusive, equitable and quality education. Likewise, the need has been identified to establish strategies that promote a greater integration of technology in education, as well as teacher training according to the demands of the XXI century.

Resumen: En los sistemas educativos, los modelos de gestión se adaptan con la finalidad de fortalecer el sistema en su conjunto, mejorar la calidad educativa y propender al desarrollo del conocimiento. Por lo tanto, las instituciones de educación superior (IES) deben adoptar nuevos modelos de gestión que permita una administración eficiente para alcanzar sus metas. El objetivo del presente estudio ha sido analizar tres modelos de gestión: Garvin, Deming e ISO 21001:2018, mediante un enfoque analítico-sintético-deductivo. Además, se ha buscado hacer una triangulación de información que permita realizar un análisis comparativo, considerando que no existe como regla general un modelo de gestión aplicable debido a que cada institución presenta diversas características, procesos estructuración institucional propia. Por esta razón, se ha planteado una propuesta dirigida a establecer nuevas perspectivas en la gestión de instituciones de educación superior en el que se recogen las mejores prácticas y dimensiones adaptadas a los requerimientos a los que se ven abocados las IES. La propuesta se ha basado en cinco categorías del modelo: procesos, funciones, objetivos-metas, mejora continua y liderazgo, en base a la vigencia, pertinencia y adaptabilidad para las IES, considerando aspectos científicos, tecnológicos y demandas de la sociedad.

Abstract: In educational systems, management models are adapted with the aim of strengthening the system as a whole, improving educational quality and promoting the development of knowledge. Therefore, higher education institutions (HEIs) must adopt new management models that allow efficient administration to achieve their goals. The objective of this study is to analyze three management models: Garvin, Deming and ISO 21001:2018 through an analytical-synthetic-deductive approach, in addition to a triangulation of information that allows for a comparative analysis, considering that there is no general rule of thumb. applicable management model because each institution presents various characteristics, its own institutional structuring processes, which is why a proposal is proposed aimed at establishing new perspectives in the management of higher education institutions in which the best practices and dimensions adapted to the requirements to which HEIs are faced. The proposal is based on five categories of the model: processes, functions, objectives-goals, continuous improvement and leadership, based on validity, relevance and adaptability for HEIs, considering scientific, technological aspects and demands of society.

Abstract Background Neurofibromatosis type 1 (NF1) is a rare genetic disorder with a wide range of clinical manifestations, notably neurocutaneous features, that can lead to emotional and physical consequences. Objectives This study assessed the influence of sociodemographic factors and clinical features of the disease on the quality of life of Brazilian individuals with NF1. Methods This is a descriptive cross-sectional study. Data were collected from 101 individuals with NF1 using the Brazilian version of the Impact of NF1 on Quality of Life Questionnaire (INF1-QoL), a form with information on sociodemographic characteristics, and an NF1 visibility self-evaluation scale. The relationship between variables was evaluated through statistical testing, and the significance level was defined as 0.05. Results The study included 101 adults with NF1 aged 18 to 59 years, with a mean age of 35.54 years (±9.63) and a female predominance (n = 84, 83.17%). The mean total INF1-QoL score was 10.62 (±5.63), with a median of 10, minimum value of 0, and maximum of 31 points. Two characteristics of the participants were significantly associated with the quality of life: educational level (p = 0.003) and familial history of NF1 (p = 0.019). There was a statistically significant correlation between the INF1-QoL score and the degree of disease visibility (rho = 0.218; p = 0.028). Study limitations Cross-sectional study, conducted with a convenience sample and using self-reported measures. Conclusions The findings support the significant impact of NF1 on quality of life. The authors recommend multidisciplinary follow-up for patients, with adherence to anticipatory clinical care measures, adequate pain control, psychological assistance, and genetic counseling. NF (NF1 manifestations consequences crosssectional cross sectional 10 INF1QoL, INF1QoL INFQoL INF1 QoL , INF (INF1-QoL) selfevaluation self evaluation scale testing 005 0 05 0.05 5 3554 35 54 35.5 ±9.63 963 9 63 (±9.63 n 84 83.17%. 8317 83.17% . 83 17 83.17%) 1062 62 10.6 ±5.63, 563 ±5.63 (±5.63) 3 points 0.003 0003 003 0.019. 0019 0.019 019 0.019) rho 0.218 0218 218 0.028. 0028 0.028 028 0.028) Crosssectional Cross selfreported reported measures followup follow up patients control assistance counseling (NF (INF1-QoL 00 0.0 355 35. ±9.6 96 6 (±9.6 8 831 83.17 106 10. 56 ±5.6 (±5.63 0.00 000 001 0.01 01 0.21 021 21 002 0.02 02 0. ±9. (±9. 83.1 ±5. (±5.6 0.2 2 ±9 (±9 83. ±5 (±5. ± (± (±5 (

Abstract This qualitative study aims to identify the conditions in which the education-work device is configured in the lives of six migrant professionals involved in transnational networks. Three of them came to the United States as children and went to school there, and the other three studied in Mexico. Among the findings we find that socioeconomic and migration conditions reduced training and employment opportunities, however the quality of the educational processes constituted a reference that allowed them to explore labor niches to build from their circumstances, life projects that enable them personal satisfactions, despite existing inequalities.

Resumen Este estudio de corte cualitativo tiene como propósito identificar las condiciones en que se configura el dispositivo educación-trabajo en la vida de seis profesionistas migrantes inscritos en redes trasnacionales. Tres de ellos llegaron siendo niños a Estados Unidos y allí se escolarizaron y los otros tres estudiaron en México. Entre los hallazgos tenemos que las condiciones socioeconómicas y de migración les restaron oportunidades de formación y laborales, sin embargo, la calidad de los procesos educativos constituyó un referente que les permitió explorar nichos laborales para construir, desde sus circunstancias, proyectos de vida que les posibilitan satisfacciones personales, a pesar de las desigualdades existentes.

ABSTRACT The need to look for alternatives that allow the inclusion of students with different disabilities in the practice of Physical Education leads to the use of contemporary dance as body expression, since it impacts development and improves the quality of life, physically and psychologically, when emotions and feelings are expressed through movement. The purpose of the work presented is to design an inclusion strategy for students with multiple disabilities where Physical Education uses contemporary dance as body expression in specialized classrooms, in the “Dolores Cacuango ” educational unit of the Pascuales parish, Guayas-Guayaquil. For the study, scientific methods such as documentary review, interviews, surveys and observations were applied to collect information about students with different disabilities, and teachers involved in Physical Education classes and their combination with contemporary dance. As results, an inclusion strategy is designed for students with multiple disabilities where Physical Education uses contemporary dance as body expression. It was concluded that the dynamics of the dance activities proposed in the strategy were based on scientific bases, and in correspondence with the relationship between physical activity, physical condition and health, to strengthen muscles, improve balance, coordination of movement, inclusion in society, and sharing the same human project.

RESUMO A necessidade de buscar alternativas que permitam a inclusão de alunos com diferentes deficiências na prática da Educação Física leva à utilização da dança contemporânea como expressão corporal, uma vez que impacta o desenvolvimento e melhora a qualidade de vida, física e psicológica, quando as emoções e os sentimentos são expressos através do movimento. O objetivo do trabalho apresentado é desenhar uma estratégia de inclusão de alunos com deficiência múltipla onde a Educação Física utiliza a dança contemporânea como expressão corporal em salas de aula especializadas, na unidade educacional “Dolores Cacuango” da freguesia de Pascuales, Guayas-Guayaquil. Para o estudo foram aplicados métodos científicos como revisão documental, entrevista, levantamento e observação para coletar informações sobre alunos com diferentes deficiências e professores envolvidos nas aulas de Educação Física e sua combinação com a dança contemporânea. Como resultado, desenha-se uma estratégia de inclusão para alunos com deficiência múltipla onde a Educação Física utiliza a dança contemporânea como expressão corporal. Concluiu-se que a dinâmica das atividades de dança propostas na estratégia foram baseadas em bases científicas, e em correspondência com a relação entre atividade física, condição física e saúde, para fortalecer os músculos, melhorar o equilíbrio, a coordenação do movimento, a inclusão na sociedade, e compartilhando o mesmo projeto humano.

RESUMEN La necesidad de buscar alternativas que permitan la inclusión de los estudiantes con diferentes discapacidades en la práctica de la Educación Física induce a que se utilice la danza contemporánea como expresión corporal, pues impacta en el desarrollo y mejora la calidad de vida, en lo físico y psicológico, al expresarse emociones y sentimientos a través del movimiento. El trabajo que se presenta tiene como finalidad diseñar una estrategia de inclusión para estudiantes con discapacidades múltiples donde la Educación Física utilice la danza contemporánea como expresión corporal en las aulas especializadas, en la unidad educativa “Dolores Cacuango” de la parroquia Pascuales, Guayas-Guayaquil. Para el estudio se aplicaron métodos científicos como la revisión documental, la entrevista, la encuesta y la observación para recopilar información acerca de los estudiantes con diferentes discapacidades, y de los docentes involucrados en las clases de Educación Física y su combinación con la danza contemporánea. Como resultados, se diseña una estrategia de inclusión para estudiantes con discapacidades múltiples donde la Educación Física utiliza la danza contemporánea como expresión corporal. Se concluyó que las dinámicas de las actividades danzarías propuestas en la estrategia, se fundamentaron sobre bases científicas, y en correspondencia con la relación entre actividad física, condición física y salud, para fortalecer los músculos, mejorar el equilibrio, la coordinación del movimiento, la inclusión a la sociedad, y el compartir un mismo proyecto humano.

ABSTRACT The study is aimed at understanding to meet the inclusion needs of students with visual disability during the practice of futsal in Physical Education classes, to reduce their fear of sport, improve their self-esteem and raise awareness among the family and teaching staff in their radius of action and that they are accepted in each of their training sessions. The objective focuses on developing a methodology for teaching-learning of adapted futsal, for students with visual disability who, from an education inclusive guarantees a better quality of life; in this way, their performance is improved and their physical and mental well-being is promoted. During the research, documentary review, scientific observation and interviews were used as empirical methods, which allowed to gain in-depth knowledge of the background, current and prospective state of the problem, as well as to design the possible solution. The results obtained are oriented towards a transformation from the curricular adjustments of the psychological, social, communicative and physical needs of the students; thus, the methodology makes it clear how to work from the different contexts, the methodological recommendations and the requirements to take into account, based on the visual disability presented and the way of evaluating. Such efforts favor equality of opportunities and cooperation as social beings in the educational environment where he/she is developed.

RESUMO O estudo tem como objetivo compreender como atender as necessidades de inclusão dos alunos com deficiência visual durante a prática do futsal nas aulas de Educação Física, diminuir o medo da prática esportiva, melhorar sua autoestima e conscientizar a família e o corpo docente. raio de atuação e que sejam aceitos em cada uma de suas sessões de treinamento. O objetivo centra-se no desenvolvimento de uma metodologia de ensino-aprendizagem do futsal adaptado, para alunos com deficiência visual que, através da educação inclusiva, garanta uma melhor qualidade de vida; Desta forma, o seu desempenho melhora e o seu bem-estar físico e mental é promovido. Durante a investigação foram utilizados como métodos empíricos a revisão documental, a observação científica e as entrevistas, que nos permitiram conhecer a fundo o contexto, o estado atual e prospectivo do problema, bem como desenhar a possível solução. Os resultados obtidos orientam-se para uma transformação a partir dos ajustes curriculares das necessidades psicológicas, sociais, comunicativas e físicas dos alunos; Assim, a metodologia deixa claro como trabalhar a partir dos diferentes contextos, as recomendações metodológicas e os requisitos a ter em conta, com base na deficiência visual apresentada e na forma de avaliar. Tais esforços favorecem a igualdade de oportunidades e a cooperação como seres sociais no ambiente educacional onde atuam.

RESUMEN El estudio está dirigido a la comprensión para atender las necesidades de inclusión de estudiantes con discapacidad visual durante la práctica del futsal en las clases de Educación Física, poder disminuir su miedo hacia el deporte, mejorar su autoestima y sensibilizar a la familia y al personal docente en su radio de acción y que sean aceptados en cada uno de sus entrenamientos. El objetivo se centra en elaborar una metodología para la enseñanza-aprendizaje del futsal adaptado, para estudiantes con discapacidad visual que desde una educación inclusiva garantice una mejor calidad de vida; de esta forma se mejora su rendimiento y se promueve su bienestar físico y mental. Durante la investigación se utilizaron como métodos empíricos la revisión documental, la observación científica y la entrevista que permitieron conocer a profundidad los antecedentes, el estado actual y prospectivo del problema, así como diseñar la posible solución. Los resultados obtenidos están orientados hacia una transformación desde los ajustes curriculares de las necesidades psicológicas, sociales, comunicativas y físicas de los estudiantes; así, la metodología deja claro cómo trabajar desde los diferentes contextos, las recomendaciones metodológicas y los requisitos a tener en cuenta, a partir de la discapacidad visual presentada y la manera de evaluar. Tal empeño favorece la igualdad de oportunidades y cooperación como seres sociales en el contorno educacional donde se desenvuelven.

ABSTRACT Free time and its adequate use through recreation constitute a problem that has been given great attention in recent years by some institutions and authors from different parts of the world, which acquires greater significance when it is approached in the context of educational centers, due to its evident relation with the integral formation and quality of life of these schoolchildren. Within the educational centers, the schools of the sports education and training system deserve special attention, where the demands become more complex when academic education is harmoniously combined with sports practice and training. That is why the objective of this article focuses on assessing the importance of the use of Recreation in an educational and creative free time, from the context of the Basic Sports Formation, in terms of the integral formation of student-athletes. Starting from the analysis of published works related to the subject, the article makes an assessment in the context of the reality of student-athletes in these educational-sports centers. The need to deepen in the study of this population, their particularities and needs to provide them with an adequate use of their free time through varied recreational activities that contribute to their recreational satisfaction, integral formation and improvement of their quality of life is glimpsed.

RESUMO O tempo livre e seu aproveitamento adequado por meio da recreação é um tema que tem recebido grande atenção nos últimos anos por inúmeras instituições e pesquisadores de diversas partes do mundo; que adquire maior significado quando abordado no contexto educacional, devido à sua evidente relação com a formação integral e qualidade de vida dos estudantes. Dentre os centros educacionais, merecem especial atenção as escolas do sistema de educação e treinamento esportivo, onde as demandas tornam-se mais complexas quando a academia, a prática e o treinamento esportivo se combinam harmoniosamente. Por esse motivo, o objetivo deste artigo centrou-se em avaliar a importância da utilização da recreação nos tempos livres educativos e criativos, a partir do contexto das Escolas de Iniciação Esportiva, a partir da formação integral dos alunos atletas. O ponto de partida foi a análise de trabalhos publicados que abordavam o tema em centros de ensino esportivo, para fazer uma avaliação. Como resultados, viu-se a necessidade de se aprofundar nas particularidades e necessidades de promover o uso adequado do tempo livre, com atividades recreativas variadas que contribuam para a satisfação recreativa, a formação integral e a melhoria da qualidade de vida.

RESUMEN El tiempo libre y su adecuada utilización por medio de la recreación constituye una temática a la que se le ha conferido gran atención en los últimos años, por numerosas instituciones e investigadores de diferentes partes del mundo; lo que adquiere mayor significación cuando se aborda en el contexto educativo, por su evidente relación con la formación integral y la calidad de vida de los estudiantes. Entre los centros educativos, merecen singular atención las escuelas del sistema de enseñanza y formación deportiva, donde se complejizan las exigencias al combinarse de forma armónica la academia, la práctica y la formación deportiva. Es por ello, que el objetivo del presente artículo se centró en valorar la importancia de la utilización de la recreación en el tiempo libre educativo y creativo, desde el contexto de las Escuelas de Iniciación Deportiva, en función de la formación integral de los estudiantes-atletas. Se partió del análisis de trabajos publicados que abordaron la temática en los centros de enseñanza deportiva, para efectuar una valoración. Como resultados, se vislumbró la necesidad de profundizar en las particularidades y necesidades para propiciar un aprovechamiento adecuado del tiempo libre, con actividades recreativas variadas que contribuyan a la satisfacción recreativa, la formación integral y el mejoramiento de la calidad de vida.

ABSTRACT To improve the quality of the educational service, changes in pedagogical direction are required. This implies the presence of committed teacher leaders who can guide the rest of the team towards the improvement of educational experiences. The objective of the research was to propose a pedagogical management model for teacher leadership in an educational institution in the state. The study, of a quantitative nature and with a non-experimental, descriptive and propositional design, involved the participation of 47 teachers, to whom a questionnaire was applied in order to evaluate their level of teacher leadership, according to the dimensions: professional development, inclusive school improvement and collaborative culture. The results indicated that 87.2% of the teachers surveyed indicated that their teaching leadership was at a medium level and a lower percentage, representing 12.8%, stated that it was at a high level. The dimensions evaluated are also at a medium level: professional development 87.2%, inclusive school improvement 78.7% and collaborative culture 85.1%. Subsequently, the theoretical foundations supporting the proposal were presented and the pedagogical management model was designed and validated by a group of experts. The conclusion of the study highlights the need to implement a pedagogical management model that encourages greater participation of teachers in various educational activities through better leadership.

RESUMEN Para mejorar la calidad del servicio educativo, se requiere implementar cambios en la dirección pedagógica. Esto implica la presencia de maestros líderes comprometidos que puedan orientar al resto del equipo hacia la mejora de las experiencias educativas. El objetivo de la investigación fue proponer un modelo de gestión pedagógica para el liderazgo docente en una institución educativa del estado. El estudio, de naturaleza cuantitativa y con un diseño no experimental, descriptivo propositivo, involucró la participación de 47 docentes; a quienes se les aplicó un cuestionario con la finalidad de evaluar su nivel de liderazgo docente, de acuerdo a las dimensiones: desarrollo profesional, mejora escolar inclusiva y cultura colaborativa. Los resultados indicaron que el 87,2% de los profesores encuestados señalaron que el liderazgo docente se sitúa en un nivel medio y en un menor porcentaje, que representa el 12,8%, afirmaron estar en un nivel alto. Las dimensiones evaluadas también se encuentran en un nivel medio: desarrollo profesional 87,2%, mejora escolar inclusiva 78,7% y cultura colaborativa 85,1%. Posteriormente, se expusieron los fundamentos teóricos que respaldan la propuesta y se diseñó el modelo de gestión pedagógica, el cual fue validado por un grupo de expertos. La conclusión del estudio resalta la necesidad de implementar un modelo de gestión pedagógica que fomente una mayor participación de los docentes en diversas actividades educativas mediante un mejor liderazgo.

ABSTRACT The research entitled Approach by competencies - Perspectives for the implementation of the credit system in Higher Education in Paraguay, aims to analyze the situation of the approach by competencies and its relationship with the perspective for the implementation of the credit system in Paraguay. Methodologically it had a mixed, analytical approach; The population was made up of teachers from the National University of Itapúa, from the Faculty of Humanities, Social Sciences and Guaraní Culture. Totaling 50 teachers and the sample 45 teachers. Among the most notable results, it was determined that 59% of teachers stated that a competency-based curriculum allows for more active learning; and the same percentage stated that it helps students solve life problems; Another important fact to highlight is that 78% of teachers take into account the three dimensions: cognitive, procedural and attitudinal. Regarding the linking of the credit system with the competency-based approach, it has been consulted, according to his perception as a university professional, when transferring the current curriculum to the Higher Education Credit System (SCES) whether it will improve educational quality at this level; The response was quite varied, with 37% stating that they somewhat agreed, while 30% strongly agreed and 22% neither agreed nor disagreed. In conclusion, from the teaching perspective, the competency-based approach is related to the implementation of the credit system in Paraguay.

Resumen La investigación titulada Enfoque por competencias - Perspectivas para la implementación del sistema de créditos en la Educación Superior en el Paraguay, tiene por objetivo analizar la situación del enfoque por competencias y su relación con la perspectiva para la implementación del sistema de créditos en Paraguay. Metodológicamente tuvo un enfoque mixto, de tipo analítica; la población estuvo compuesta por docentes de la Universidad Nacional de Itapúa, de la Facultad de Humanidades, Ciencias Sociales y Cultura Guaraní. Totalizando 50 docentes y la muestra 45 docentes. Entre los resultados más resaltantes se ha determinado que, el 59 % de los docentes manifestaron que un currículo basado en competencias permite un aprendizaje más activo; y un mismo porcentaje manifestó que sirve a los estudiantes para solucionar problemáticas de la vida; otro dato importante a resaltar es que el 78 % de los docentes tiene en cuenta las tres dimensiones: cognitiva, procedimental y actitudinal. Respecto a la vinculación del sistema de créditos con el enfoque por competencias se ha consultado, según su percepción como profesional universitario, al pasar el currículo actual al Sistema de Créditos en la Educación Superior (SCES) si va mejorar la calidad educativa en este nivel; la respuesta fue bastante variada, siendo que el 37% manifestó estar algo de acuerdo, mientras que el 30 % estar muy de acuerdo y el 22% ni de acuerdo ni en desacuerdo. En conclusión, desde la perspectiva docente el enfoque por competencias guarda relación con la implementación del sistema de créditos en Paraguay.

Resumen: Este estudio presenta una propuesta de método que utiliza el portafolio digital para desarrollar la autorregulación del aprendizaje en estudiantes de ingeniería con dos objetivos: 1) diseñar un método para el desarrollo autorregulado de un portafolio digital y 2) proponer un instrumento que permita medir el desarrollo autorregulado de un portafolio digital. Se utiliza el enfoque de investigación basada en el diseño con un caso de estudio para una muestra de 137 estudiantes. Los datos se recogen al inicio y final del semestre. Como resultado se describen siete talleres, el instrumento de medición y el caso de estudio. Se observa un aumento en las medias desde el inicio de semestre a fin de semestre, mostrando la enseñanza de conceptos y procesos necesarios para la autorregulación del aprendizaje. En conclusión, el método para el desarrollo autorregulado de un portafolio digital representa una solución que permite fomentar la autorregulación aplicando planificación, estrategias de aprendizaje y reflexión por parte de los estudiantes.

Abstract: This study presents a proposal for a method that uses a digital portfolio for developing self-regulated learning among engineering students with two main objectives: 1) to design a method for the self-regulated development of a digital portfolio and 2) to propose an instrument that allows measuring self-regulated development using a digital portfolio. The design-based research approach is applied with a case study having a sample of 137 students. Data are gathered at the beginning and at the end of a semester. As a result, seven workshops, the measurement instrument, and the case study are described. It is observed that there is an increase in medians from the beginning to the end of the semester, showing the teaching of concepts and processes necessary for self-regulated learning. In conclusion, the self-regulated method for developing a digital portfolio is a solution that allows fomenting self-regulation among students by applying planning, learning strategies, and reflective thinking.

It is human nature to see the world as imperfect, because people strive towards improving existing and designing new systems. The education system is one such system which is regarded as being a challenge in South Africa, since it affects the quality of education received by every young South African. The serious nature of dysfunctionality could be attributed to the lack of competent leadership in schools. Learners' education and examination results are being impaired by inadequate teaching, dysfunctional school management, inefficient procedures and poor resources, which foster low educational standards. Leadership practices make a significant contribution to the desired outcomes of a school. Department heads are responsible for educational leadership; however, as they rarely receive leadership training, it is impossible for them to acquire the knowledge and skills to prepare them for their task as educational leaders. There is a dire need for educational leaders who could run a school professionally. The principal and staff should be professional leaders and managers capable of establishing a culture of learning and effectiveness. The purpose of this study was to establish if department heads have the required knowledge and skills to prepare them for their leadership and management role in a secondary school, how they see their competence in this regard, to identify the gaps regarding their preparation as effective educational leaders, and to submit proposals for improving the preparation of department heads for their leadership role. The research methodology was based on quantitative research strategies whereby the research question could accordingly be answered by means of a once-off cross-sectional survey obtained from a random cluster sampling of secondary schools in a district with approximately 70 schools in the Free State province. Self-designed questionnaires, which had to be completed by all the department heads at the schools, were used. A total of 186 department heads participated in the investigation. Ethical approval to conduct the research was obtained from the North-West University. Descriptive statistics and exploratory factor analysis were used to identify latent variables. Cronbach's alpha coefficient was used to determine the reliability of the variables involved. Hierarchical linear models were used to determine relationships among variables. The results showed that the heads of department view training and development as important, but they also indicated that they did not receive management training before their appointment in their position. Finally, suggestions are provided for improving the preparation of department heads.

Alle bestaande stelsels, waaronder onderwysstelsels, verander voortdurend. Die onderwys-stelsel is een van die stelsels in Suid-Afrika wat as 'n uitdaging gesien word, omdat dit die gehalte van onderrig beïnvloed. Die ernstige aard van disfunksionaliteit kan toegeskryf word aan die gebrek aan bevoegde leierskap in skole. Leerders se opvoeding en eksamenuitslae word benadeel deur swak onderrig, disfunksionele skoolbestuur, ondoeltreffende prosedures en swak hulpbronne, wat lae onderwysstandaarde tot gevolg het. Leierskapspraktyke lewer 'n groot bydrae tot die gewenste uitkomste van 'n skool. Departementshoofde is verantwoordelik vir onderrigleierskap, maar aangesien hulle selde leierskapsopleiding ontvang, is dit vir hulle onmoontlik om kennis en vaardighede op te doen om hulle voor te berei vir hulle taak as onderrigleiers. Daar is 'n ernstige behoefte aan onderrigleiers wat 'n skool professioneel kan bestuur. Die skoolhoof en personeel moet professionele leiers en bestuurders wees, sodat 'n kultuur van leer en effektiwiteit geskep kan word. Die doel van hierdie ondersoek was om te bepaal of departementshoofde oor die nodige kennis en vaardighede beskik om die leierskap- en bestuursrol in 'n sekondêre skool te vervul, hoe departementshoofde hulle bevoegdheid in hierdie verband sien, wat die leemtes ten opsigte van die voorbereiding van departementshoofde vir hulle taak/rol as effektiewe onderrigleiers is, en om voorstelle ter verbetering van die voorbereiding van departementshoofde vir hul leierskapsrol te maak. Die navorsingsmetodologie is gebaseer op kwantitatiewe navorsingstrategieë waarvolgens die navorsingsvraag beantwoord kon word deur middel van 'n eenmalige dwarsdeursnitopname wat verkry is met behulp van ewekansige trossteekproefneming by sekondêre skole in 'n distrik in die Vrystaat. Daar is gebruik gemaak van selfontwerpte vraelyste wat deur al die departementshoofde van die betrokke skole voltooi moes word. 'n Totaal van 186 departements-hoofde het aan die ondersoek deelgeneem. Etiese goedkeuring om die studie te onderneem is van die Noordwes-Universiteit verkry. Beskrywende statistiek (frekwensies, persentasies, gemiddeldes en standaardafwykings) en eksploratiewe faktorontleding is gebruik om onderliggende latente veranderlikes te identifiseer. Cronbach se alfa-koëffisiënt is gebruik om die betroubaarheid van betrokke veranderlikes te bepaal. Hiërargiese lineêre modelle is gebruik om verbande met biografiese en demografiese veranderlikes te bepaal. In hierdie studie is bevind dat daar 'n duidelike verband tussen onderrig en leierskap is en dat die meeste van die departementshoofde kwaliteitonderrig belangrik ag en as 'n prioriteit in hul departemente sien. Die departementshoofde in hierdie studie is ook van mening dat die leiding van skoolbestuurspanne die kwaliteit van onderrig in die departement beïnvloed. Departementshoofde vir wie onderrig, leierskap en leerderprestasie belangrik is, heg ook hoë waarde aan opleiding en voorbereiding. In hierdie studie is ook bevind dat departementshoofde oor die algemeen nie bestuursopleiding ontvang het voor hul aanstelling in dié posisie nie. Sommige van die departementshoofde kon staatmaak op die kennis wat hulle opgedoen het tydens hul kollege- of universiteitsopleiding, wat hulle voorberei het vir hulle taak. 'n Klein aantal van die departementshoofde was oortuig dat hul voordiensopleiding nie van waarde was nie en dat hulle nie voorbereid was vir hul rol as beginnerdepartementshoofde nie.