RESUMEN El artículo aborda una problemática relacionada con la formación del Técnico Medio en los Institutos Politécnicos Agropecuarios en la especialidad Agronomía de Montaña, las actividades manuales agropecuarias. Su objetivo, ofrecer algunas consideraciones sobre la realización de estas actividades en este contexto, ello contribuirá a elevar la calidad del proceso de enseñanza aprendizaje, a tenor con el Tercer Perfeccionamiento Educacional. De ahí la necesidad de su integración con las asignaturas de formación profesional básica específica. Entre los métodos aplicados: análisis-síntesis, inducción-deducción, observación, análisis del producto de la actividad y entrevista. La propuesta mejora la labor de orientación a los profesores.

ABSTRACT The article approaches a related problem with the formation of the half technician in the polytechnic agricultural institutes in the agronomy speciality of mountain, the manual agricultural activities. Your objective, offer some considerations on the realization of these activities in this context, it will contribute to raise the quality of the process of apprenticeship teaching, on the base of the exigencies of the third educational perfecting. In this way the need of your integration with the basic specific courses. Between the applied methods were: analysis, synthesis, induction, deduction, observation, analysis of the product of the activity and interviews. The better proposal the labor of orientation to the teachers.

Abstract The student groups that face educational transitions, from secondary school to the higher level as well as those that take place within this last school phase, enter into personal, institutional and academic learning processes to achieve affiliation and inhabit new academic spaces. This article proposes, in light of current theoretical-normative contributions, a characterization of the educational transitions experienced by young people, which are divided into two groups, namely: those that occur inter-levels (secondary school - university) and those that take place intra-higher level (university - higher institutes). Based on the recovery of findings located in two recent investigations carried out in the city of Bahía Blanca, province of Buenos Aires, it is proposed to characterize these transitional youth educational passages. For this, the student voices of those who offer us their views on the diversity of contextual, socio-institutional and subjective factors that configured these transitions as bets to continue studying at this last level.

Resumo Os grupos de estudantes que enfrentam transições educativas, do ensino secundário para o nível superior, bem como aqueles que ocorrem nesta última fase escolar, entram em processos de aprendizagem pessoal, institucional e académica para conseguirem afiliação e habitarem novos espaços académicos. Este artigo propõe, à luz dos contributos teórico-normativos actuais, uma caracterização das transições educativas vividas pelos jovens, as quais se dividem em dois grupos, a saber: as que ocorrem interníveis (ensino secundário - universidade) e as que ocorrem intra-níveis. -nível superior (universidade - institutos superiores). Com base na recuperação de resultados localizados em duas investigações recentes realizadas na cidade de Bahía Blanca, província de Buenos Aires, propõe-se caracterizar essas passagens de transição educacional juvenil. Para o efeito, as vozes estudantis daqueles que nos oferecem os seus pontos de vista sobre a diversidade de factores contextuais, sócio-institucionais e subjectivos que configuraram estas transições são assumidas como apostas para continuar a estudar neste último nível.

Resumen Los colectivos estudiantiles que afrontan transiciones educativas, desde la escuela secundaria hacia el nivel superior, como así también aquellas que tienen lugar al interior de esta última fase escolar, se adentran en procesos de aprendizaje personales, institucionales y académicos para lograr afiliarse y habitar nuevos espacios académicos. El presente artículo propone, a la luz de los actuales aportes teórico-normativos, una caracterización de las transiciones educativas experimentadas por jóvenes, las que se dividen en dos grupos, a saber: las que se dan interniveles (escuela secundaria-universidad) y las que tienen lugar intra nivel superior (universidad-institutos superiores). A partir de la recuperación de hallazgos situados en dos investigaciones recientes, realizadas en la ciudad de Bahía Blanca, provincia de Buenos Aires, se propone caracterizar estos pasajes transicionales educativos juveniles. Para eso, se retoman las voces estudiantiles de quienes nos ofrecen sus miradas en torno a la diversidad de factores contextuales, socioinstitucionales y subjetivos que incidieron en estas transiciones, en tanto apuestas para continuar estudiando en este último nivel.

BACKGROUND. The COVID-19 pandemic, first reported in December 2019, affected every sector of every country worldwide. Health services were the first to experience the direct impact. Blood services were advised to decrease blood utilisation in anticipation of reduced blood collections. The South African National Blood Services (SANBS) saw a substantial decline in blood demand following the institution of strict national lockdown measures, but the impact of the epidemic and various mitigation strategies remained unknown. OBJECTIVE. This retrospective study reviews red blood cell (RBC) utilisation during a 4-year period from 2019 to 2022 in the South African (SA) population, stratified by public and private healthcare sectors. METHODS. To measure the impact of COVID-19, blood utilisation pre COVID-19 was compared with an acute COVID-19 period and a post-acute period. Each period covered 450 days. Blood utilisation was evaluated against the background of reported COVID-19 cases and national lockdown regulations. RESULTS. With the onset of the COVID-19 pandemic, overall RBC utilisation dropped by ~17%. The initial decline was more pronounced in the public sector. Overall, utilisation recovered to pre-COVID-19 levels in the post-acute COVID-19 period, but at different rates in the public and private sectors. CONCLUSION. There was a significant change in RBC utilisation during the course of the COVID-19 pandemic, much more pronounced in the public sector, which services 85% of the SA population. During the post-acute COVID-19 period, blood utilisation recovered, but at a much slower rate in the public sector. The COVID-19 pandemic accentuated the differences in blood utilisation patterns between the public and private healthcare sectors in SA, and each sector's resilience in adapting to the challenges of the epidemic.

Frente a um cenário de aumento dos adoecimentos mentais relacionados ao trabalho, torna-se cada vez mais popular a expressão “riscos psicossociais no trabalho” para se referir a aspectos no trabalho que devem ser observados na preservação da saúde mental dos trabalhadores. Institutos de pesquisa públicos governamentais estabelecem definições sobre o que são estes riscos psicossociais e seus impactos na saúde e se tornam referência para a atuação em seus países. No entanto, constata-se nelas uma mistura entre os fatores causadores de violências, e os danos e agravos à saúde propriamente ditos. A partir dos estudos sobre saúde mental e trabalho presentes na literatura científica recente, destacamos na discussão do que são os riscos psicossociais, duas questões centrais não podem faltar: a organização do trabalho e seu impacto na subjetividade do trabalhador e as relações sociais que estruturam a sociedade e também estão presentes no cotidiano do trabalho, marcando e diferenciando socialmente trabalhadores e trabalhadoras, influenciando a distribuição de poder e de melhores e piores condições de trabalho conforme raça, classe social, gênero, capacidades, entre outras formas de separação e identificação de coletivos humanos.

We are facing a crisis of an increasing work-related mental illnesses, which makes the expression “psychosocial risks at work” increasingly popular to refer to aspects at work that must be observed to preserve workers' mental health. Public government research institutes establish definitions of what these psychosocial risks are and their impacts on health and become references for action in their countries. However, there is a mix between the factors that cause violence and the damage and health problems themselves. Based on studies on mental health and work present in recent scientific literature, we highlight two central issues cannot be missed: the organization of work and its impact on the worker's subjectivity and the social relations that structure the society marking and socially differentiating male and female workers, influencing the distribution of power and better and worse working conditions according to race, social class, gender, capabilities, among other forms of separation and identification of collectives humans.

Ante un escenario de aumento de las enfermedades mentales relacionadas con el trabajo, la expresión “riesgos psicosociales en el trabajo” se está volviendo cada vez más popular para referirse a aspectos en el trabajo que deben ser observados para preservar la salud mental de los trabajadores. Los institutos de investigación de los gobiernos públicos establecen definiciones acerca de cuáles son estos riesgos psicosociales y sus impactos en la salud y se convierten en referentes para la acción en sus países. Sin embargo, existe una mezcla entre los factores que causan la violencia y los daños y problemas de salud mismos. Con base en estudios sobre salud mental y trabajo presentes en la literatura científica reciente, resaltamos en la discusión acerca de qué son los riesgos psicosociales, no pueden faltar dos temas centrales: la organización del trabajo y su impacto en la subjetividad del trabajador y que las relaciones sociales que estructuran la sociedad también están presentes en el trabajo cotidiano, marcando y diferenciando socialmente a trabajadores y trabajadoras, influyendo en la distribución del poder y en las mejores y peores condiciones laborales según raza, clase social, género, capacidades, entre otras formas de separación e identificación de colectivos humanos.

INTRODUCTION: The undergraduate dental students at the higher learning institutes are expected to acquire clinical skills to deliver proper oral healthcare to patients. Various teaching strategies are used by lecturers to teach the students, and these teaching strategies need to be reviewed by obtaining feedback to improve teaching and learning Aims and objectives: To describe the experiences of dental students regarding the teaching and learning strategies being used in the Prosthetic Dentistry module. METHODS: Final year dental students were asked to participate in the study since they were recipients of teaching and learning in the department of Prosthetic Dentistry. Semi-structured interviews were conducted and the data captured in this study were analysed by means of a six-phase approach to thematic analysis RESULTS: The participants' responses to teaching strategies revealed that students perceived that in preclinical teaching, different teaching strategies were used. However, a few participants perceived some of these strategies were not effective CONCLUSION: The recommended methods of teaching were those that promoted active student participation. Lecturers in the department of Prosthetic Dentistry use didactic teaching and this may be due to a lack of knowledge regarding other teaching strategies as options in health professions' education

Abstract: As a result of the 50th anniversary of Folia Histórica del Nordeste, a journal founded in 1974, the main geographical contributions developed by the staff of the “Gabinete de Geografía” and, later, the Instituto de Geografía of the Facultad de Humanidades of the Universidad Nacional del Nordeste, and by other colleagues from other Geography institutes of the country, are explored. Using a historical approach, the scientific articles published decade by decade are examined. From this corpus, the main approaches and problems that interested geographers from 1970 to 2019 are analyzed, highlighting the latest changes arising from the rich interdisciplinary crossroads with the fields of History, Economics, Anthropology, Urbanism, among others.

Resumen: A raíz del 50 aniversario de Folia Histórica del Nordeste, revista fundada en 1974, se exploran los principales aportes geográficos desarrollados por el personal del “Gabinete de Geografía” y, posterior, Instituto de Geografía de la Facultad de Humanidades de la Universidad Nacional del Nordeste, y por otros colegas procedentes de otros institutos de Geografía del país. Apelando a un abordaje histórico, se examinan los artículos científicos publicados década por década. A partir de ese corpus, se analizan los principales enfoques y problemas que interesaron a geógrafos desde la 1970 hasta 2019, destacando los últimas cambios surgidos a partir del rico cruce interdisciplinario con el campo de la Historia, la Economía, la Antropología, el Urbanismo, entre otros.

Resumen El objetivo de esta investigación fue analizar la relación de resistencia a la insulina, sobrepeso y obesidad. Con una población de 2574 pacientes con diagnóstico de obesidad y sobrepeso, se obtuvo una muestra de 334 pacientes. Se realizó un estudio de tipo descriptivo, documental, retrospectivo, transversal y correlacional. Para la recolección de datos se empleó las historias clínicas registradas en el sistema operativo AS400 de IBM, de atención médica del Instituto Ecuatoriano de Seguridad Social. El resultado total de los pacientes perteneció al sexo femenino con un porcentaje del 77.84 %, residencia urbana (73.65 %) e instrucción superior (60.5 %). El 52.8 % de los individuos registró un IMC >30kg/m2. Los pacientes adultos jóvenes de instrucción superior, sexo masculino y sector urbano registraron la mayor prevalencia de resistencia a la insulina, siendo ésta del 61.7 %. En el análisis bivariado los pacientes con obesidad mórbida presentaron mayor riesgo de resistencia a la insulina (RP:1.5; IC95 %:1. 29; 1.77). Se estableció una relación significativa entre el antecedente familiar de diabetes mellitus tipo 2 y el riesgo de presentar resistencia a la insulina (p<0.001; RP: 1.32; IC 95 %: 1.12: 1.56). Los valores de hiperglucemia, hiperinsulinemia e hiperuricemia, así como de AST Y ALT elevadas registraron una relación significativamente con HOMA-IR >3. Se concluye que la resistencia a la insulina es una entidad frecuente en pacientes con sobrepeso y obesidad, identificándose una mayor prevalencia en el género masculino, misma que predispone a la progresión de enfermedades crónicas.

Abstract This research aimed to analyze the relationship between insulin resistance, overweight and obesity. A population of 2,574 patients diagnosed with obesity and overweight was obtained, considering a sample of 334 patients. A descriptive, documentary, retrospective, cross-sectional, and correlational study was conducted. For data collection, the medical records recorded in the IBM AS400 operating system for the Ecuadorian Social Security Institute's medical care were used. The total result of the patients belonged to the female sex with a percentage of 77.84%, urban residence (73.65%), and higher education (60.5%). 52.8% of the individuals registered a BMI > 30kg/m2. Young adult patients with higher education, male sex, and urban sector registered the highest insulin resistance prevalence, 61.7%. In the bivariate analysis, patients with morbid obesity presented a higher risk of insulin resistance (PR: 1.5; 95% CI: 1. 29, 1.77). A significant relationship was established between family history of type 2 diabetes mellitus and the risk of developing insulin resistance (p<0.001; PR: 1.32; 95% CI: 1.12: 1.56). The values of hyperglycemia, hyperinsulinemia, hyperuricemia, and elevated AST and ALT were significantly related to HOMA-IR > 3. It was concluded that insulin resistance is a frequent entity in overweight and obese patients, with a higher prevalence identified in the male gender, which predisposes to the progression of chronic diseases.

Resumen El presente artículo se propone sintetizar algunos de los aportes teóricos más recientes desarrollados en torno al concepto de ficción, partiendo de la consideración de que, a pesar de constituir un concepto central que condiciona, aunque sea de manera implícita, las investigaciones sobre literatura, no se le suele otorgar un espacio preponderante en las cátedras de teoría literaria. Dos ejes o axiomas centrales estructuran las reflexiones aquí desarrolladas: en primer lugar, que el discurso ficcional instituye un régimen condicional en el que se ponen en suspenso las exigencias de verismo y verificabilidad; en segundo lugar, que la institución de ese estatuto condicional depende más del encuadramiento pragmático externo que de características intrínsecas de los textos/productos artísticos ficcionales. En otras palabras, que no existen dos modalidades de representación, una ficcional y otra referencial, sino que es el encuadramiento pragmático el que suspende la referencialidad directa del discurso instituyendo el terreno imaginario que llamamos «Ficción».

Abstract This article aims to synthesize some of the most recent theoretical contributions developed around the concept of fiction, based on the consideration that, despite constituting a central concept that conditions, albeit implicitly, research on literature, is not usually given a preponderant space in the chairs of literary theory. Two central axes or axioms structure the reflections developed here: first, that fictional discourse institutes a conditional regime in which the demands of verismo and verifiability are suspended; secondly, that the institution of this conditional status depends more on the external pragmatic framing than on the intrinsic characteristics of the texts/fictional artistic products. In other words, there are not two modalities of representation, one fictional and the other referential, but it is the pragmatic framing that suspends the direct referentiality of the discourse, instituting the imaginary terrain that we call «Fiction».

Resumen Este trabajo indaga sobre la conformación del rol profesional del asesor pedagógico en instituciones superiores universitarias, y analiza la configuración de su identidad, de su campo profesional a partir de su inserción dentro de una cultura institucional particular, como lo es el de una Fuerza Federal de Seguridad. Se parte de la concepción de un campo abierto que responde a un conjunto heterogéneo de prácticas que se desarrolla en diferentes escenarios, y con propósitos, agentes y estrategias diversas. En este artículo se volcarán algunas reflexiones preliminares sobre aspectos relativos a la identidad del rol de asesor dentro de una Fuerza de Seguridad.

Abstract This paper inquires about the conformation of the professional role of the pedagogical advisor in higher university institutions, and analyzes the configuration of their identity, of their professional field from their insertion within a particular institutional culture, such as that of a Federal Force of Security. It starts from the conception of an open field that responds to a heterogeneous set of practices that develops in different scenarios, and with diverse purposes, agents, and strategies. In this article some preliminary reflections on aspects related to the identity of the role of adviser within a Security Force will be overturned.

Resumen: El presente artículo analizó las teorías de aprendizaje prevalentes en las asignaturas de inglés y liderazgo en instituciones de educación tecnológica de la ciudad de Quito, durante el período enero-mayo 2023 a través de la técnica de observación no participante. La metodología cualitativa en la que se apoyó este artículo fue la propuesta de Tranfield y Denyer que hace alusión a la revisión bibliográfica para poder sustentar las diversas teorías de aprendizaje existentes. La información obtenida fue analizada y contrastada desarrollando cuadros de comparación entre teorías de aprendizaje aplicadas en el aula; las mismas que influyen significativamente en el aprendizaje en los estudiantes de educación superior. Una vez observadas las clases y aplicadas las rúbricas, los resultados obtenidos fueron que las teorías más aplicadas han sido la constructivista, cognitivista y conectivista. Esto respondió a los temas abordados y a las actividades desarrolladas por parte de los estudiantes.

Abstract: This article examines the prevalent learning theories in English and Leadership subjects in Higher Education Institutions in Quito, from January to May 2023, through the non-participant observation technique. The qualitative methodology applied is based on the approach proposed by Tranfield and Denyer, which involves a literature review to support through the different existing learning theories. The gathered information was analyzed and compared by creating tables of comparison between the learning theories applied in the classroom, which significantly influence in the learning of higher education students. The results, obtained after observing the classes and applying rubrics, showed that the most frequently applied theories were constructivism, cognitivism, and connectivism. This choice was influenced by the topics covered and the activities carried out by the students.

Ciara Goslett's account of childhood tuberculosis (TB) sheds light on the challenges faced by children diagnosed with TB in South Africa (SA). Children are particularly vulnerable to TB infection and to dangerous forms of disseminated TB such as TB meningitis, which can cause death or major lifelong disability. They have distinct challenges with diagnosis, and TB treatment for adults is not necessarily child-friendly. In the absence of a child-friendly formulation, adult tablets are broken into the correct dosage and used to treat children. Crushed and dissolved in water, the pieces are not very palatable for children. There are therefore issues that may be neglected if the voices of children are not included in the TB response in SA. These include delays in the development and accessibility of child-friendly medication, vaccine shortages and a lack of educational support for hospitalised children under school-going age. Some positive progress has been made through the establishment of the paediatric working group in the TB Think Tank, and SA's contribution to pivotal childhood TB research studies. Additional steps could be the inclusion of children's feedback in community-led monitoring efforts and engagement between child TB activists and the SA TB Caucus, a collective of parliamentarians.

RESUMEN Este artículo contextualiza los cursos de formación inicial de profesores en la arquitectura institucional de una política federal brasileña, señalando su potencial para reducir las distancias entre universidad, escuela y profesión. Subrayando la urgencia de establecer nuevas institucionalidades que concreten los procesos de formación de profesores, António Nóvoa propone la creación de "casas comunes" capaces de establecer conexiones orgánicas entre el entorno académico, el cotidiano escolar y la profesión docente. En Brasil, una experiencia de alcance nacional dialoga directamente con esta propuesta. Poco estudiada, esta política comenzó a implementarse en 2008 en los Institutos Federales de Educación, Ciencia y Tecnología y tiene en la verticalización de la enseñanza uno de los fundamentos de su organización político-pedagógica, ofreciendo cursos de diferentes niveles, incluyendo la educación secundaria y las licenciaturas. El cuerpo docente, por su parte, con remuneración y plan de carrera equiparados a los profesores universitarios, enseña en la misma institución tanto en la educación básica como en la educación superior, actuando como docente investigador y formador de profesores. A esta experiencia se refiere el presente artículo. A partir de un estudio cualitativo de enfoque descriptivo, se recuperan los antecedentes de la política pública discutiendo la fundación de esta nueva institucionalidad en un escenario de escasez de profesores. Luego, se centra la atención en la innovación institucional propiciada por el modelo de verticalización, señalando su potencial contribución en la constitución de lo que Nóvoa denomina como el triángulo de la formación docente, cuyos vértices serían la escuela, la universidad y la profesión. Al final, se plantean los desafíos para la consolidación de la propuesta.

RESUMO Este artigo contextualiza os cursos de formação inicial de professores na arquitetura institucional de uma política federal brasileira e sinaliza seu potencial de reduzir as distâncias entre universidade, escola e profissão. Sublinhando a urgência de serem constituídas novas institucionalidades que concretizem os processos de formação de professores, António Nóvoa propõe a criação de “casas comuns” capazes de estabelecer ligações orgânicas entre o ambiente acadêmico, o cotidiano escolar e a profissão docente. No Brasil, uma política de abrangência nacional dialoga diretamente com essa proposta. Pouco estudada, começou a ser implementada em 2008, nos Institutos Federais de Educação, Ciência e Tecnologia e tem na verticalização do ensino um dos fundamentos de sua organização político-pedagógica, ofertando cursos de diferentes níveis, incluindo o ensino secundário e as licenciaturas. O quadro docente, por seu turno, com remuneração e plano de carreira equiparados aos professores universitários, leciona, na mesma instituição, tanto na educação básica quanto no ensino superior, atuando como professor pesquisador e formador de professores. É a essa experiência que o presente artigo se reporta. A partir de um estudo qualitativo de enfoque descritivo, recupera os antecedentes da política pública discutindo a fundação dessa nova institucionalidade em um cenário de escassez de professores. Direciona a atenção, então, à inovação institucional propiciada pelo modelo de verticalização, acenando para a sua potencial contribuição na constituição do que Nóvoa nomeia como o triângulo da formação docente, em cujos vértices estariam a escola, a universidade e a profissão. Ao final, problematiza os desafios para a consolidação da proposta.

ABSTRACT This article contextualizes initial teacher education programs within the institutional framework of a Brazilian federal policy, highlighting their potential to bridge the gap between university, school, and the teaching profession. Emphasizing the need for new institutional structures to actualize teacher education processes, António Nóvoa proposes the creation of "common houses" capable of establishing an organic connection between the academic environment, daily school life, and the teaching profession. In Brazil, a nationally comprehensive teacher education experience aligns directly with this proposal, initiated in 2008 at the Federal Institutes of Education, Science, and Technology. This institution emphasizes vertical education as a cornerstone of its political-pedagogical organization, offering courses at various levels, including secondary education and teaching degrees. The faculty, with remuneration and career plans equivalent to university professors, teaches in both basic education and higher education within the same institution, serving as teacher-researchers and teacher educators. This article focuses on this experience, using a descriptive qualitative study to trace the origins of the public policy that led to the creation of the Federal Institutes and discusses the establishment of this new institutional framework in a context of teacher shortage. It then turns attention to the institutional innovation facilitated by the verticalization model of the new units, suggesting its potential contribution to the formation of what Nóvoa terms the "teacher education triangle," with school, university, and the profession at its vertices. Finally, it examines the challenges for the consolidation of the proposal.

Abstract The main objective of this paper is to render the scopes of educational policies aimed at the development of democratization processes that took place during the last two decades at Higher Institutes of Teacher Training in the province of Buenos Aires. It is of special interest to analyze their implementation at the Higher Institute of Teacher Training N° 3 “Dr. Julio César Avanza” in the city of Bahía Blanca, from a teaching perspective, considering that educational legislation led to changes in the internal and external aspects. By means of semi-structured interviews to a purposive sample of teachers who are members of the institution and were responsible for the compliance of such regulations during the aforementioned period of time, a line of inquiry about resistances, changes and continuities was conducted, regarding their institutional participation as well as around new facets granted to their practices, thus fostering greater levels of student inclusion.

Resumen El presente trabajo tiene como objetivo dar cuenta de los alcances de las políticas educativas dirigidas a la generación de procesos de democratización que tuvieron lugar en las últimas dos décadas en los Institutos Superiores de la Provincia de Buenos Aires. Interesa conocer su puesta en acto en la vida institucional del Instituto Superior de Formación Docente N° 3 “Dr. Julio César Avanza” en la localidad de Bahía Blanca desde la perspectiva docente teniendo en cuenta las legislaciones educativas que motorizaron estas transformaciones en los planos interno y externo. A través de entrevistas semiestructuradas a una muestra intencional de docentes de la mencionada institución, quienes fueron partícipes de estas traducciones normativas en el período arriba indicado, se indagó sobre resistencias, cambios y continuidades en cuanto a su participación institucional como así también en torno a nuevos sentidos otorgados a sus prácticas, generando esto último mayores niveles de inclusión estudiantil.

Abstract. This text presents a participatory action research project that explores learning processes among students at the Instituto Superior Intercultural Ayuuk, as well as the factors that favor and hinder research at the Institute. The study resulted in a proposal for community research that, from a critical intercultural perspective, questions the universal implementation of traditional forms of academic research. The proposal, based on cultural norms of reciprocity and participation, is rooted in the Institute's priority to use academic research to address family, community, and regional needs.

Resumen. Este artículo presenta un proyecto de investigación acción participativa que explora procesos de aprendizaje entre estudiantes del Instituto Superior Intercultural Ayuuk, así como los factores que favorecen y obstaculizan la gestión de la investigación en su interior. El estudio resultó en una propuesta de investigación comunitaria que, desde una perspectiva de interculturalidad crítica, cuestiona la implementación universal de formas tradicionales de investigación académica. La propuesta se basa en las normas culturales de reciprocidad y participación, y parte de la prioridad del citado instituto a utilizar la investigación académica para abordar las necesidades familiares, comunitarias y regionales.

Resumo A qualidade educativa é uma das questões que preocupa as instituições de ensino superior, e uma forma de a medir é através de indicadores atualizados e comparáveis que reflitam o estado atual da educação a nível internacional. Portanto, o objetivo deste trabalho foi propor um modelo matemático que permita analisar o desempenho dos Institutos Tecnológicos (TI) pertencentes ao Instituto Tecnológico Nacional do México (TecNM). A originalidade do estudo reside na formulação do modelo utilizando as informações publicadas por cada TI nos anuários estatísticos do TecNM, o que dispensa a necessidade de coleta de informações adicionais. Para isso, foram utilizados 21 indicadores reportados por 126 TIs durante o período 2015-2018, e foi utilizada uma abordagem quantitativa com desenho não experimental e longitudinal. O método de estruturação do modelo matemático incluiu análise fatorial (AF) nas etapas exploratória e confirmatória, combinada com regressão linear múltipla para formulação das equações estruturais. Os resultados mostraram a significância de quatro fatores com 17 indicadores na etapa exploratória, e quatro fatores com 9 indicadores na etapa confirmatória. Os resultados mostraram que os coeficientes dos diferentes fatores do modelo foram consistentes ao longo do tempo, assim como os cinco TIs que ocuparam os cinco primeiros lugares no índice total desenvolvido. Propõe-se, portanto, dar continuidade a uma linha de pesquisa voltada à geração de indicadores representativos dos processos estratégicos do TecNM e de outras instituições de ensino superior.

Abstract Educational quality is one of the issues that concerns higher level institution and attempts have been made to measure it through updated and comparable indicators that reflect the current state of education on an international level. The objective of this work was to develop a mathematical model that allows the analysis of the performance of the Technological Institutes (TIs) belonging to the Tecnológico Nacional de México (TecNM). The originality of the work is found in the formulation of a mathematical model using information published by each TI in the TecNM Statistical Yearbooks, so that it is not necessary to collect additional information. In this study, 21 indicators reported annually by 126 TIs from 2015 to 2018 were used; it was used a quantitative study with a longitudinal non-experimental design. The method used to structure the mathematical model was Factor Analysis (FA) with exploratory and confirmatory stages combined with Multiple Linear Regression for the formulation of the structural equations. The results showed four significant factors with 17 indicators at the exploratory stage and the same four factor with nine indicators at the confirmatory stage. In additions, the model coefficients were consistent through the years, as well as the five TIs that appeared at the top places in the total performance index calculated with the model. It is therefore proposed to continue with this line of research aimed at generating indicators that are representative of the strategic processes of TecNM and allow comparison with other higher education institutions.

Resumen La calidad educativa es uno de los temas que preocupa a las instituciones de educación superior, y una forma de medirla es a través de indicadores actualizados y comparables que reflejen el estado actual de la educación a nivel internacional. Por eso, el objetivo de este trabajo fue desarrollar un modelo matemático que permita analizar el desempeño de los Institutos Tecnológicos (IT) pertenecientes al Tecnológico Nacional de México (TecNM). La originalidad del estudio se encuentra en la formulación del modelo matemático utilizando información publicada por cada IT en los anuarios estadísticos del TecNM, lo cual elimina la necesidad de recopilar información adicional. Para ello, se usaron 21 indicadores reportados por 126 IT durante el periodo 2015-2018, y se empleó un enfoque cuantitativo con un diseño no experimental y longitudinal. El método para estructurar el modelo matemático incluyó el análisis factorial (AF) en etapas exploratoria y confirmatoria, combinado con regresión lineal múltiple para la formulación de las ecuaciones estructurales. Los resultados mostraron la significancia de cuatro factores con 17 indicadores en la etapa exploratoria, y cuatro factores con 9 indicadores en la etapa confirmatoria. Además, los coeficientes de los diferentes factores del modelo fueron consistentes a través del tiempo, al igual que los cinco IT que ocuparon los primeros lugares en el índice total de desempeño calculado con el modelo. Se propone, por tanto, continuar con una línea de investigación orientada a la generación de indicadores que sean representativos de los procesos estratégicos del TecNM y permitan la comparación con otras instituciones de educación superior.