Abstract: Objective: The objective of the article was to identify the activities carried out by librarians who multiply information literacy and which collaborative practices they use in their development. Methods: Field research, descriptive and with a qualitative approach, using the focus group as data collection technique, which was carried out with a group of librarians from different types of libraries. Data were analyzed based on content analysis. Results: Among the results, it was possible to identify that actions carried out by information literacy multipliers can range from the development of skills for the search and use of information, to educational and cultural activities that allow reflection and help subjects in the development of critical thinking about society and that instigate them to understand their condition of informational and social subject. To this end, librarians carry out several partnerships, especially with four emphases: educational, cultural, social and institutional. Conclusions: The role of the multiplier librarian is not “detached” from its reality, in this sense, it is important that institutions and the state recognize the need for continuous training of these professionals, as well as the essential role played by the information literacy in the training of subjects. It emphasizes the importance of universities and Librarianship courses to incorporate a diversified and humanistic training that enables librarians to establish ample analysis of the reality and conditions to act for its transformation. Abstract Objective Methods research approach technique libraries Results results subject end partnerships emphases institutional Conclusions detached “detached sense professionals transformation

Resumo: Objetivo: O objetivo do artigo foi identificar as atividades desenvolvidas pelos bibliotecários multiplicadores da competência em informação e as práticas colaborativas que utilizam em seu desenvolvimento. Método: Pesquisa de campo, descritiva e com abordagem qualitativa, tendo como técnica de coleta de dados o grupo de foco, que foi realizado com um grupo de bibliotecárias de diferentes tipos de bibliotecas. Os dados foram analisados apoiando-se na análise de conteúdo. Resultado: Entre os resultados, foi possível identificar que ações realizadas por multiplicadores da competência em informação podem se referir desde o desenvolvimento de habilidades para a busca e uso da informação, até atividades educacionais e culturais que permitam a reflexão e auxiliem os sujeitos no desenvolvimento de pensamento crítico sobre a sociedade e que os instiguem a entender sua condição de sujeito informacional e social. Para tanto, os bibliotecários realizam diversas parcerias, especialmente com quatro ênfases: educacionais, culturais, sociais e institucionais. Conclusões: A atuação do bibliotecário multiplicador não se dá “descolada” de sua realidade, nesse sentido, é relevante que as instituições e o estado reconheçam a necessidade de formação contínua desses profissionais, assim como o papel essencial desenvolvido pela competência em informação na formação dos sujeitos. Enfatiza-se a relevância das universidades e cursos de Biblioteconomia incorporarem uma formação diversificada e humanística que possibilite aos bibliotecários condições de estabelecerem análises amplas sobre a realidade e condições de agirem para a sua transformação. Resumo Objetivo Método campo qualitativa foco bibliotecas apoiandose apoiando conteúdo Resultado resultados social tanto parcerias ênfases institucionais Conclusões descolada “descolada sentido profissionais Enfatizase Enfatiza transformação

BACKGROUND: Integration of theory to practice by student nurses is a challenge in most training institutions accredited by the South African Nursing Council (SANC). Nurse educators require a fully equipped and functional clinical skills laboratory to impart clinical competency knowledge to student nurses AIM: The purpose of this study was to understand the experiences of the nurse educators in teaching clinical skills to student nurses using the clinical skills laboratories SETTING: The study was conducted at the School of Nursing in the Free State province in 2021 METHODS: A qualitative descriptive design was employed. Purposive sampling was used to select participants for the study. Unstructured one-on-one interviews were conducted with 17 nurse educators until data saturation was reached. Data were analysed thematically RESULTS: The three major themes that emerged during data analysis and were discussed to make recommendations of the study are as follows: clinical skills laboratory environment; human and material resources; financial constraints CONCLUSION: This study revealed that there is a need for the use of the clinical skills laboratory by nurse educators to teach clinical practice to student nurses. Therefore, it is imperative that the study recommendations be considered for implementation to improve the use of the clinical skills laboratory CONTRIBUTION: The importance of integrating theory to practice by using the clinical skills laboratory during clinical practice teaching by nurse educators will be understood

BACKGROUND: Universities across the world experienced lockdown and closure of all learning institutions around March 2020 because of the advent of the coronavirus disease 2019 (COVID-19). This lockdown and closure presented challenges to the traditional pedagogical approaches in the health sciences, which typically include both campus-based and clinical site-focused activities involving face-to-face interactions and work integrated learning. The onset of the COVID-19 pandemic resulted in a shift to emergency remote teaching (ERT) and learning OBJECTIVES: This study aimed to explore speech-language pathology (SLP) educators' experiences of the planning and implementation of ERT and learning during the COVID-19 pandemic METHOD: A qualitative, descriptive narrative design was adopted to meet the objectives of the study. Seven SLP educators from a single university in South Africa participated in this study by constructing narratives on their experiences. The narratives were analysed using thematic analysis RESULTS: Five themes emerged from the data analysis, and these included (1) uncertainty, (2) educator feelings, (3) capacity development, (4) influence of circumstances on teaching, learning and assessment and (5) troubleshooting. Current findings provide insight into the challenges encountered and strategies utilised by educators in planning and implementing ERT and learning CONCLUSION: Beyond the COVID-19 pandemic, most educators believe that a hybrid model would address some concerns identified, such as that of missing face-to-face contact, but that it would still allow for the full exploitation of online activities for teaching, learning and assessment required during clinical training

ABSTRACT The growing flow of information emphasizes the need to pay special attention to the development of children's intellectual abilities. In this regard, the development of children's cognition in the field of preschool education in modern times requires,indisputably, the implementation of developmental training, and in this process, the expectation of succession.Hence, the objective of this article is to discuss the didactic foundations of development education, and the best ways to implement it in preschool educational institutions. The work highlights the pedagogical requirements and principles necessary to conduct this type of education/training, recommendations for itsimplementation, as well as the main needs for its improvement.As the developmental training system is a set of interacting components of the learning process and this system directly affects the child's personality, making him the subject of education and his personal life, motivating him to make conscious choices in life, and therefore assuming his responsible to society, in developmental learning, the goal and outcome is not to change things, but to change and develop the child in the process of activity.Thus, the model of developmental learning technology should be presented in such a way that the educator focuses all his efforts on the organization of the learning process for self-developmentcontributing from the specificities of the individual to an effective growth and education.

RESUMEN La creciente corriente de información pone de relieve la necesidad de prestar especial atención al desarrollo de las capacidades intelectuales de los niños. En este sentido el desarrollo de la cognición de los niños en el campo de la educación preescolar en tiempos modernos requiere, indiscutiblemente, la implementación de la formación para el desarrollo, y en este proceso, la expectativa de sucesión. Por ello, el objetivo de este artículo es discutir los fundamentos didácticos de la educación para el desarrollo, y las mejores vías para su ejecución en las instituciones educativas preescolares. En el trabajo se destacan los requerimientos pedagógicos y principios necesarios para conducir este tipo de educación/entrenamiento, recomendaciones para su puesta en práctica, así como las principales necesidades para su mejoramiento. Como el sistema de formación para el desarrollo es un conjunto de componentes interactivos del proceso de aprendizaje y este sistema afecta directamente a la personalidad del niño, haciéndolo sujeto de educación y de su vida personal, motivándolo a tomar decisiones conscientes en la vida, y por ello asumir su responsabilidad ante la sociedad, en el aprendizaje del desarrollo, el objetivo y el resultado no es cambiar las cosas, sino cambiar y desarrollar al niño en el proceso de actividad. Así, el modelo de tecnología de aprendizaje del desarrollo debe ser presentado de tal manera que el educador centre todos sus esfuerzos en la organización del proceso de aprendizaje para el desarrollo personal, contribuyendo desde las especificidades del individuo, a un crecimiento y educación efectiva.

Abstract The initial training of elementary teacher in Chile has been a topic that has been under discussion for many years, however, it has not been adjusted to the requirements of the latest legislation implemented to address an inclusive education (inclusion law Decree No. 83 and updates to Decree No. 170), as well as not being adjusted to the needs and requirements of those who are at the forefront in each classroom with their students. This article aims to analyze and identify the training needs for inclusion of graduate teachers between 2008 and 2018. A questionnaire prepared ad hoc, with a descriptive design (n = 118) was applied to teachers. The results indicate the theoretical and methodological training needs, with a predominance in the methodological aspects that allow teachers to work with various strategic designs that promote self-learning or collaborative work, implement curricular adaptations required by decree 83, generate individual educational plans , that allow to focus learning on the person, know the importance of virtual spaces to promote inclusive education and highlight the importance of human resources (psycho-pedagogue, psychologist, differential educator or others), to facilitate work with students with SEN Therefore, this research will allow training institutions to adapt their training to these needs and generate initial and ongoing training projects for teachers in Chile.

Resumen La formación inicial del docente de Educación General Básica (EGB) en Chile ha sido un tema que viene en discusión hace muchos años, sin embargo, no se ha ajustado a los requerimientos de las últimas legislaciones implementadas para abordar una educación inclusiva (Ley de inclusión, Decreto N°83 y actualizaciones del Decreto N° 170), así como tampoco se ha ajustado a las necesidades y requerimientos de quienes están al frente en cada aula junto a sus estudiantes. Este artículo pretende analizar e identificar las necesidades formativas en inclusión de los docentes egresados entre 2008 y 2018. Se aplicó un cuestionario elaborado ad hoc, con un diseño descriptivo (n=118) al profesorado. Los resultados señalan las necesidades formativas teóricas y metodológicas, con una predominancia en los aspectos metodológicos que permitan a los docentes trabajar con diversos diseños estratégicos que promuevan el auto-aprendizaje o trabajo colaborativo, implementar adaptaciones curriculares requeridas por el Decreto 83, generar planes educativos individuales, que permitan centrar el aprendizaje en la persona, conocer la importancia de los espacios virtuales para promover la educación inclusiva y resaltar la importancia de los recursos humanos (psicopedagoga, psicólogo, educadora diferencial u otros), para facilitar el trabajo con estudiantes con Necesidades Educativas Especiales (NEE). Por lo tanto, esta investigación permitirá que las instituciones formadoras adecúen su formación a estas necesidades y generen proyectos de formación inicial y continua los docentes en Chile.

Environmental Education arises in the context of understanding the urgency of the environmental crisis and the need to seek answers for its mitigation. The different perspectives of AE compete for the affirmation of notions of the world, of society, of social well-being, of work and of life. The research investigated the conceptions of Environmental Education (EA) present in the scope of the Federal Institutes, having as corpus the Pedagogical Course Project (PPC) of teacher training courses in chemistry offered in these institutions in 23 states and in the Federal District. The documents were analyzed, in their entire body, with the aid of Textual Discursive Analysis (ATD). The results demonstrate the predominance of a conservative environmental education, of an apolitical and biologizing character, in the analyzed documents, what can be reflected in the profile of the chemical educator to be formed in these institutions.

ABSTRACT The article deals with the subject related to the training of preschool educators, a context in which they imparts almost all areas of the curriculum, including the area of Physical Education, an important part of the integral formation of the child. Its objective is to present the results of the diagnostic study that allows the characterization of the training to preschool educators that directs Physical Education. For its realization research methods are used for the collection and analysis of information, among which stand out, observation, interview, survey and methodological triangulation. For the development of the diagnosis it is used a sample made up of educators and managers from the children's institutions of Pinar del Río. As a result, a group of strengths and weaknesses was obtained that characterize the current state of the training process for pre-school childhood educators that directs Physical Education, necessary premises for the solutions search to improve this process.

RESUMEN En el artículo se aborda el tema relacionado con la capacitación a educadoras de la infancia prescolar, contexto en el cual imparten todas las áreas del currículo, incluyendo el área de Educación Física, parte importante de la formación integral del niño. Tiene como objetivo presentar los resultados del estudio diagnóstico que permite la caracterización de la capacitación a educadoras de la infancia prescolar que dirigen la Educación Física. Para su realización se emplean métodos de investigación para la recogida y análisis de información, entre los que sobresalen, la observación, la entrevista, la encuesta y la triangulación metodológica. Para el desarrollo del diagnóstico se trabaja con una muestra conformada por educadoras y directivos de las instituciones infantiles de Pinar del Río. Como resultado se obtuvo un grupo de fortalezas y debilidades que caracterizan el estado actual del proceso de capacitación a educadoras de la infancia prescolar que dirigen la Educación Física, premisas necesarias para la búsqueda de soluciones que permitan mejorar dicho proceso.

Abstract: The objective of this article is to analyze the role of the educator in this new stage for Colombia, which demands a special effort, dynamism and commitment from all the actors involved. To achieve this reintegration phase, strategic programs must be developed that guarantee not only the training of all stakeholders, but also inclusion mechanisms that promote peace in educational contexts. For this reason, a descriptive/quantitative approach is used to analyze the perception of families and employers of official bodies of the role of the educator in this post-conflict period. Reflections and discussion on the intervention programs at the current time in education institutions at the national level, are presented. One of the findings is that the community considers teaching to be key to peace building. The main conclusion is that teachers are agents of transformation, provided that they have the support and guidance of institutional and state policies for peace building.

Resumen: El objetivo del presente artículo es analizar, el papel del educador en esta nueva etapa para Colombia que demanda de todos los actores involucrados, un especial esfuerzo, dinamismo y compromiso. Para lograr que esta fase de reinserción sea exitosa, se deben desarrollar programas estratégicos que garanticen no solo la capacitación de todas las partes de interés, sino también mecanismos de inclusión que promuevan la paz en los contextos educativos. Por lo anterior, se analiza mediante un enfoque descriptivo/cuantitativo la percepción de las familias y funcionarios de organismos oficiales, sobre el papel del educador en este periodo de postconflicto. Se discute y se reflexiona sobre los programas de intervención en el momento actual en las instituciones de educación a nivel nacional. Entre los hallazgos se encuentra que la comunidad considera clave la labor docente para la construcción de la paz. La principal conclusión es que el docente es un agente de transformación, siempre que cuente con el apoyo y orientación de las políticas institucionales y del Estado para la construcción de la paz.

Abstract: This paper presents the evaluation of the Impact of the specialization of Network-based Learning and pedagogical leadership in the pedagogical training of teachers in secondary education, a degree offered by the Faculty of Exact and Natural Sciences of the National University of Asunción (FACEN- UNA) framed in the Educator Training Program (PROCEMA). The instruments used have been both qualitative and quantitative; that is, documents, records of files, direct observation, survey. We worked with a sample of 90%,that is 270 teachers, and 100 directors, in the period between July and August 2018. It is concluded that at the beginning of the course a minimum number of participants had some preparation in the field of design, development and implementation of methodologies and techniques focused on pedagogical innovation, but express that the successful pedagogical management in the institutions depends on the leadership leadership and / or colleagues within the institution.

Resumen: En este trabajo se presenta la evaluación del Impacto de la especialización de Aprendizajes basados en redes y liderazgo pedagógico en la formación pedagógica de docentes de la educación media, titulación ofrecida por la Facultad de Ciencias Exactas y Naturales de la Universidad Nacional de Asunción (FACEN-UNA) en- marcado en el Programa de Capacitación de los Educadores (PROCEMA). Los instrumentos utilizados han sido tanto cualitativos como cuantitativos; esto es, documentos, registros de archivos, observación directa, encuesta. Se trabajó con una muestra de 90%, es decir 270 docentes, y 100 directores, en el periodo comprendido entre julio y agosto de 2018. Se concluye que al inicio del curso una mínima cantidad de participantes contaba con alguna preparación en el ámbito de diseño, desarrollo e implementación de metodologías y técnicas enfocadas en la innovación pedagógica, pero expresan que la gestión exitosa pedagógica en las instituciones depende del liderazgo directivo y/o de colegas dentro de la institución.

RESUMO O artigo relata atividades de pesquisa desenvolvidas a partir do acervo documental do Centro de Documentação e Pesquisa Helena Antipoff, instituição criada em 1980 com a finalidade de preservar a memória e de divulgar a obra da psicóloga e educadora russo-brasileira Helena Antipoff (1892-1974). A riqueza e a diversidade do acervo, que documenta capítulos importantes da construção e circulação das ciências da educação no século 20, no âmbito das relações entre a Europa e o Brasil, favorecem a realização de pesquisas sobre o desenvolvimento teórico-prático da psicologia e das ciências da educação, assim como sobre os trabalhos realizados nas inúmeras instituições criadas e orientadas por Antipoff no Brasil. São referenciados trabalhos de pesquisa conceitual, sobre a história de modelos de trabalho em psicologia desenvolvidos em instituições educacionais criadas sob a liderança de Antipoff e trabalhos sobre formação de educadores na tradição antipoffiana. Conclui-se que a realização desses estudos contribui para o melhor conhecimento da história da psicologia e das ciências da educação e de sua circulação internacional, fornecendo modelos relevantes para se pensar o desenvolvimento contemporâneo dessas áreas científicas.

ABSTRACT The article reports on research activities developed from the documentary archive of the Helena Antipoff Documentation and Research Center, an institution created in 1980 with the purpose of preserving memory and disseminating the work of the Russian-Brazilian psychologist and educator Helena Antipoff (1892-1974). The richness and diversity of the collection, which documents important chapters on the construction and circulation of education sciences in the 20th century within the framework of the relations between Europe and Brazil, favor research on the theoretical and practical development of psychology and education, and on the work done in the numerous institutions created and directed by Antipoff in Brazil. Research on the history of concepts and work models in psychology developed in educational institutions created under the leadership of Antipoff and work on the training of educators in the antipoffian tradition are reported. It is concluded that the accomplishment of these studies contributes to a better understanding of the history of psychology and education sciences and their international circulation, providing relevant models for thinking about the contemporary development of these scientific areas.

ABSTRACT Due to the changes that exist in our social, cultural, political and scientific fields, it is possible to say that we live in a time where knowledge and information constitute two major concepts for our society. Our current society has been called the society of the learning process, because of the role that the learning process plays during our entire life. It is well known, that the professor’s role nowadays has become more complex and demanding. Some years ago, the main role of the university professor was basically reduced to transmitting the knowledge to the students, not giving to much importance whether the students learned or not, and the pedagogical aspects were perceived apart from the learning process. The continue formation of the professors, in general and particularly, the university professor, has been among the emerging topics of the educative field since approximately three decades ago. In this process, it is of significant importance that the pedagogical and disciplinary contents coincide, as well as, take into account the personal characteristics of each individual, which should be oriented towards providing the professor with the intellectual tools allowing them to adjust to the constant requirements and transformations of the labor world, and the knowledge obsolescence; which is a quality of the contemporary science. It is said, that the educator should be formed under a new paradigm: the learning paradigm. The dimensions and constructs stated in this project which are based upon the analysis, characterization of the proposals and the authors’ experience, should be considered at the higher education institutions, for the permanent formation process of the university professor.

RESUMEN Dado los acelerados cambios que se manifiestan en los espacios sociales, políticos, científicos, culturales, puede afirmarse que, vivimos una nueva era donde el conocimiento y la información se constituyen en ejes principales, la sociedad de nuestros días ha sido llamada sociedad del aprendizaje por el papel central que el aprendizaje durante toda la vida, está llamado a desempeñar. Se aprecia, entonces, que en este contexto la función del docente se ha tornado compleja y exigente. Hasta hace un tiempo, la tarea fundamental del profesor universitario se reducía a la transmisión de conocimientos, por lo general, sin interesar que tanto aprendiera el alumno y los aspectos pedagógicos se percibían ajenos a la enseñanza. Desde hace aproximadamente tres décadas entre los temas emergentes de la agenda educativa ha estado la formación permanente del profesor, en general, y en particular del profesor universitario, en dichos procesos se requiere converjan contenidos disciplinares, pedagógicos, sean atendidas, también, las características personales y estén orientados a dotar a los educadores de herramientas intelectuales que les permita adaptarse a las incesantes transformaciones, a los cambiantes requerimientos del mundo laboral y a la obsolescencia del conocimiento, cualidad de la ciencia contemporánea. Se logra afirmar, que los educadores, necesitan formarse en un nuevo paradigma: el paradigma del aprendizaje. En el trabajo, se enuncian dimensiones y constructos que se recomienda utilizar, en las instituciones de Educación Superior, para los procesos de formación permanente del profesor universitario, diseñados a partir del análisis, la caracterización de propuestas, la experiencia de los autores.

Abstract Big Data and Learning Analytics are tools that allow to take advantage of enormous amounts of data that exist in digital format, and that are generated during the provision of health services and when digital platforms are incorporated into the teaching-learning process in the training of doctors. The objective is to design projects that exploit the advantages of current technical capabilities for the automated processing of data in large volumes and different formats, to seek their understanding and improve decision making. The associations, patterns and trends that can emerge from the analysis of data generated in medical education can facilitate the tracking and even modeling of student behavior, and shape its performance. With Big Data and Learning Analytics it is possible to transform large amounts of data into very high quality information. The above is an area that can be exploited by the medical educator, who knows the information that is available and what can be obtained through alliances and legal agreements, based on a problem that needs to be solved; technical support is needed but at all times, the direction of the project corresponds to the professional who has defined the problem, because he/she knows the frame of reference and the possible actions to take with the findings and ideas that arise. Certainly infrastructure is required but with the possibilities for working in the cloud and the resources available in medical institutions and higher education, projects can start from a first level of hardware and software, and scale to more sophisticated platforms when the combination of findings in the data and the volumes to be processed justify it. Without a doubt, Big Data and Learning Analytics are tools in which the medical educator should pay attention.

Resumen: Big datay la analítica del aprendizaje son herramientas que permiten aprovechar enormes cantidades de datos que hoy existen en formato digital, y que se generan durante la prestación de servicios de salud y cuando se incorporan plataformas digitales al proceso de enseñanza-aprendizaje en la formación de médicos. El objetivo es diseñar proyectos que exploten las ventajas de las capacidades técnicas actuales para el procesamiento automatizado de datos en grandes volúmenes y distintos formatos, para buscar su entendimiento y mejorar la toma de decisiones. Las asociaciones, los patrones y las tendencias que pueden emerger del análisis de datos generados en la educación médica pueden facilitar el seguimiento e incluso modelar la conducta de los estudiantes, y perfilar su desempeño. Conbig datay la analítica del aprendizaje es posible transformar grandes cantidades de datos en información de muy alta calidad. Lo anterior es un área que puede ser aprovechada por el educador médico, quien conoce la información que tiene disponible y la que puede obtener mediante alianzas y acuerdos legales, a partir de un problema que se requiera resolver; se necesita apoyo de expertos técnicos pero, en todo momento, el rumbo del proyecto le corresponde a quien ha definido el problema, pues es quien conoce el marco de referencia y las posibles acciones a tomar con los hallazgos y las ideas que surjan. Ciertamente se requiere infraestructura, pero con las posibilidades para el trabajo en la nube, y los recursos disponibles en las instituciones médicas y de educación superior, se puede partir de un primer nivel dehardwareysoftware, y escalar a plataformas más sofisticadas cuando la combinación de hallazgos en los datos y de los volúmenes a procesar lo justifique. Sin duda,big datay analítica del aprendizaje son herramientas en las que el educador médico debe poner atención.

Resumen El presente artículo de investigación muestra una parte de los resultados de un trabajo que indagó sobre la formación integral en la educación superior. El propósito es presentar el abordaje analítico de documentos supranacionales y nacionales que orientan la formación profesional. Este análisis se elaboró a la luz de teóricos del siglo XX y XXI, que conceptualizaron la formación integral y la misión de la educación superior. La formación integral se comprende como un estilo educativo centrado en el desarrollo de las dimensiones humanas, que debe ser abordado por la educación superior. La metodología empleada fue el análisis de contenido, herramienta que permite identificar tendencias en los párrafos y palabras presentes en los documentos. Se encontró que existe un discurso político orientado al crecimiento de la persona como ser social e individual, que corresponde con las definiciones de la formación integral. A pesar del interés que despierta la formación humana, las instituciones orientan sus intereses al desarrollo económico, con lo que olvidan su papel como formadoras de personas que construyan una sociedad más justa y en paz.

Resumo O presente artigo de investigação mostra uma parte dos resultados de um trabalho que indagou sobre a formação integral na educação superior. O propósito é apresentar a abordagem analítica de documentos supranacionais e nacionais que orientam a formação profissional. Esta análise elaborou-se à luz de teóricos dos séculos XX e XXI, que conceituou a formação integral e a missão da educação superior. A formação integral compreende-se como um estilo educativo centrado no desenvolvimento das dimensões humanas, que deve ser abordada pela educação superior. A metodologia empregada foi a análise de conteúdo, ferramenta que permite identificar tendências nos parágrafos e palavras presentes nos documentos. Encontrou-se que existe um discurso político orientado ao crescimento da pessoa como ser social e individual, que corresponde com as definições da formação integral. Apesar do interesse que acorda a formação humana, as instituições orientam seus interesses ao desenvolvimento económico, com o que esquecem seu papel como formadoras de pessoas que construam uma sociedade mais justa e em paz.

Abstract The present article of research shows part of the results of a work which inquired into the all-round training in higher education. Its purpose is to present the analytical approach to supranational and national documents that guide the professional training. This analysis was carried out in the basis of 20th and 21th-century theoreticians who conceptualized the all-round training and the higher education mission. The all-round training is understood as an educational model focused on the development of human dimensions which should be addressed by higher education. The method used was the content analysis, a tool that allows identifying tendencies within the paragraphs and the words of the documents. A political speech oriented towards personal growth of people as social and individual beings that correspond to the all-round training definitions was found. Despite the interest awakened by humane education, institutions aim their interests to economic development whilst forgetting their role as social educator in order to achieve a just and peaceful society.

Résumé Le présent article de recherche expose une partie des résultats tirés d'un travail qui a cherché à savoir sur la formation intégrale dans l'enseignement supérieure. L'objectif est de présenter l'étude analytique des documents supranationaux et nationaux guidant la formation professionnelle. Cette analyse a été élaborée à la lumière de théoriciens des XXe et XXIe siècles, qui ont conceptualisé la formation intégrale et la mission de l'enseignement supérieur. La formation intégrale est comprise comme un modèle éducatif axé sur le développement des dimensions humaines et elle doit être abordée par l'enseignement supérieur. La méthodologie utilisée est l'analyse de contenu, un outil qui permet d'identifier des tendances dans les paragraphes et les mots se trouvant à l'intérieur des documents. On a constaté qu'il existe un discours politique orienté vers la maturation des personnes en tant qu'êtres sociaux et individuels, ce qui correspondrait aux définitions de la formation intégrale. En dépit de l'intérêt qui suscite la formation humaine, les institutions orientent leurs intérêts vers le développement économique, en oubliant ainsi leur rôle en tant que formatrices de personnes qui puissent construire une société plus juste et paisible.

Abstract Food and nutrition education is an essential tool to ensure public health. The year 1961 saw the launch of the Food and Nutrition Education Programme (EDALNU), which helped Spanish population to complete their nutrition transition. The aim of this study was to analyze the characteristics of the health education network which was created as part of the program. A total of 46,752 people, 94% of whom were women, received training on food and nutrition. Of these, 89.54% obtained the basic certificate, and 8.80% were awarded the diploma. Some 1,407 courses were given, reaching a peak in 1979 with 131 courses and 4,029 students. The most active provinces were Madrid, with 26.65% of the courses; Valencia, with 7.60%; Murcia, with 7.53%, and Malaga, with 6.75%. The Spanish Ministry of Culture and Education organized the largest number of courses (26.23%), followed by the Women's Section (11.16%) and Catholic Action (5.12%). Diploma courses were taught for 160 hours, while basic courses lasted 40 hours. The training delivered was affected by changes in the EDALNU program and the Spanish administrative and political structure. Our research revealed that the development and gender balance of the network of trainers presented regional inequalities, and that a wide range of institutions were involved in delivering the courses.

Resumen La educación en alimentación y nutrición es una herramienta fundamental para garantizar la salud. En 1961, se puso en marcha el Programa de Educación en Alimentación y Nutrición (EDALNU), que ayudó a la población española a completar su transición alimentaria y nutricional. El objetivo de este trabajo es analizar las características de la red de promotores de salud que se desarrolló en el marco del programa. Recibieron formación relacionada con alimentación y nutrición 46.752 personas, el 94% de ellas mujeres. El 89,54% obtuvo el título de iniciado y el 8,80%, el de diplomado. Se realizaron 1.407 acciones y en 1979 se alcanzó el momento más álgido, con 131 cursos y 4.029 alumnos. Madrid, con el 26,65% de cursos; Valencia, con el 7,60%; Murcia, con el 7,53%, y Málaga, con el 6,75%, fueron las provincias más activas. El Ministerio de Cultura y Educación fue el encargado de organizar el mayor número de cursos (26,23%), seguido de Sección Femenina (11,16%) y Acción Católica (5,12%). La duración y los contenidos formativos de los cursos eran de 160 horas para los diplomados y 40 para los iniciados. La acción formativa desarrollada estuvo sometida a los cambios que experimentó el Programa y a los que afectaron a la estructura administrativa y política española. La investigación ha mostrado las desigualdades territoriales que acompañaron el desarrollo de la red de formadores, su componente de género y el carácter plural de las instituciones que organizaron los cursos.

Resumo O artigo tem como questão central os cursos de pedagogia organizados a partir das Diretrizes Curriculares Nacionais de 2006. Seu objetivo é discutir a formação de professores polivalentes para a educação infantil e para os anos iniciais do ensino fundamental oferecida nesses cursos, a partir dos dados de pesquisa realizada em instituições públicas e privadas do estado de São Paulo, no período de 2012 a 2013, com apoio do CNPq. Para a abordagem quantitativa, foi utilizada a técnica de análise documental do conjunto das 144 matrizes curriculares obtidas. Como base para a abordagem qualitativa, os dados foram analisados a partir do cruzamento entre as características das instituições e as características das disciplinas que compõem suas matrizes curriculares. Os dados mostram que a maioria dos cursos de pedagogia no estado de São Paulo são oferecidos por instituições privadas, com cargas horárias mínimas e que não têm a pesquisa como inerente às suas características. A análise interpretativa dos resultados evidencia que os cursos de pedagogia estudados refletem os mesmos problemas apontados na literatura da área sobre as DCNCP/2006: a indefinição do campo pedagógico e a dispersão do objeto da pedagogia e da atuação profissional docente. Consequentemente, esses cursos, em sua maioria, não estão formando o pedagogo e, tampouco, um professor polivalente para a educação infantil e anos iniciais do ensino fundamental, pois sua formação se mostra frágil, superficial, generalizante, fragmentada, dispersiva e sem foco. Na conclusão são apontados possíveis caminhos para superar alguns desses problemas.

Abstract The core issue of this paper is the teacher education undergraduate courses (called Pedagogy in Brazil) set up based on the National Curriculum Guidelines, approved in 2006. Our purpose is to discuss the training of multipurpose teachers for children´s education and for the early grades of elementary schools, starting with results of a research conducted in public and private institutions in the state of São Paulo, from 2012 to 2013, funded by CNPq – the National Research Council. For the quantitative approach, we utilized the technique of documental analysis over the set of 144 curriculum grids we were able to obtain. The grounds for the qualitative approach, data were analyzed by cross-checking the characteristics of the institutions with the characteristics of the discipline that make up their curriculum grids. Data reveal that most teacher education courses in the state of São Paulo are provided by private institutions, with minimum number of hours and research is not intrinsic with their characteristics. The interpretative analysis of results establishes that the Pedagogy courses investigated are affected by the same problems pointed out in the literature concerning DCNCP/2006: the vagueness of the pedagogical field and the scattering of the scope of pedagogy and the teacher´s professional practice. Consequently, the majority of such courses are not fully training neither the educator nor the multipurpose teacher intended to work in child education (preschool) and the early grades of elementary school, as the education and training they get is fragile, superficial, generalizing, fragmented, dispersive and unfocused. In our conclusion alternatives are indicated in order overcome some of these problems.