ABSTRACT: This study evaluated the effect of removing apical dominance at phenological stages on the agronomic traits of soybean cultivars. The experiment was conducted in the 2020/2021 growing season inthe teaching-experimental area of the Federal Institute of Education, Science and Technology of Rio Grande do Sul, Campus Ibirubá, under a randomized block design in a split-plot arrangement, with three replications. The main plots were composed of five soybean cultivars (DM53i54 IPRO, Zeus IPRO, Lanza IPRO, DM5958 IPRO, and Delta IPRO), and the subplots consisted of the phenological stages of apical dominance removal (control, V2, V4, and V6). Morphological traits were evaluated at different stages. Differences were observed between cultivars, which followed their pre-defined morphologies. Apical dominance removal reduced aspects such as the number of nodes and legumes on the main stem and the first legumeinsertion height. Cultivars developed branching mechanismsas a compensation strategy, increasing the number of legumes on the branches by up to 130%. The removal of the shoot apex can modify morphological aspects in soybean plants,but their yield tends to be maintained. ABSTRACT 20202021 2020 2021 2020/202 teachingexperimental teaching experimental Education Sul Ibirubá splitplot split plot arrangement replications DM53i54 DMi DM i (DM53i5 IPRO DM595 , IPRO) control, control (control V2 V V4 V6. V6 . V6) predefined pre defined morphologies height strategy 130 130% plantsbut plants but maintained 2020202 202 2020/20 DM53i5 (DM53i DM59 13 202020 20 2020/2 DM53i DM5 1 20202 2 2020/

RESUMO: O presente artigo objetiva avaliar o efeito da remoção da dominância apical em estádios fenológicos, nos caracteres agronômicos de cultivares de soja. O experimento foi implantado na área didática-experimental do Instituto Federal de Educação e Tecnologia do Rio Grande do Sul, Campus Ibirubá, na safra 2020/2021, sob delineamento de blocos ao acaso, em arranjo de parcelas subdivididas, com três repetições. As parcelas principais eram compostas pelos cinco cultivares (DM53i54 IPRO, Zeus IPRO, Lança IPRO, DM5958 IPRO e Delta IPRO) e as subparcelas, pelos estádios fenológicos de remoção de dominância apical (testemunha, V2, V4 e V6). As características morfológicas foram avaliadas em diferentes estádios. Como resultados, verificaram-se diferenças entre os cultivares, que seguiram suas morfologias pré-definidas. A remoção de dominância apical, reduziu aspectos como o número de nós e legumes na haste principal, além da altura de inserção do primeiro legume. Como estratégia de compensação, os cultivares desenvolvem mecanismos de ramificação, acrescendo até 130% no número de legumes nos ramos. Verifica-se que a remoção do ápice caulinar é capaz de modificar aspectos morfológicos em plantas de soja, contudo, seu rendimento tende a ser mantido. RESUMO soja didáticaexperimental didática experimental Sul Ibirubá 20202021 2020 2021 2020/2021 acaso subdivididas repetições DM53i54 DMi DM i (DM53i5 DM595 subparcelas testemunha, testemunha (testemunha V2 V V6. V6 . V6) resultados verificaramse verificaram se prédefinidas. prédefinidas pré definidas. definidas pré-definidas principal legume compensação ramificação 130 ramos Verificase Verifica contudo mantido 2020202 202 2020/202 DM53i5 (DM53i DM59 13 202020 20 2020/20 DM53i DM5 1 20202 2 2020/2 2020/

ABSTRACT: Landscape patterns in mountainous areas with rapid economic development are strongly affected by multiple human activities. However, the changes in landscape disturbances across karst mountainous areas attributed to complex human activities remain unclear. Research on the degree of landscape disturbance in mountainous areas under the influence of human activities is of great significance to the conservation and scientific management of mountainous landscapes. We selected rural zones with four typical small-scale landform types in karst mountainous areas as the research objects and analyzed the response of changes in rural landscape disturbance to human activity in these areas. Our results revealed that the landscape disturbance degree and human activity influence index increase in the majority of karst mountainous areas. The changes in human activity and landscape disturbances are generally observed in the low terrain relief region. High-intensity land use associated with rapid economic development has a serious negative impact on the degree of landscape disturbance, while ecological restoration projects exert a positive impact. Accelerating the implementation of the grain for green project and regulating the unregulated expansion of production and living land are crucial measures for the ecological management in karst mountainous areas. Future ecological management strategies should focus on relatively flat terrain areas. Our findings contributed to the landscape management and human activity regulation of different small-scale landform types in karst mountainous areas. ABSTRACT However unclear landscapes smallscale small scale region Highintensity High intensity

RESUMO: Os padrões paisagísticos em zonas montanhosas com rápido desenvolvimento económico são fortemente afetados por múltiplas atividades humanas. No entanto, as mudanças nas alterações da paisagem nas áreas montanhosas cársticas atribuídas a atividades humanas complexas permanecem obscuras. A investigação sobre o grau de alteração da paisagem em zonas montanhosas sob a influência das atividades humanas é de grande importância para a conservação e gestão científica das paisagens montanhosas. Selecionamos zonas rurais com quatro tipos típicos de acidentes geográficos de pequena escala em áreas montanhosas como objetos de pesquisa e analisamos a resposta das mudanças na perturbação da paisagem rural à atividade humana nessas áreas. Nossos resultados revelam que o grau de alteração da paisagem e a atividade humana influenciam o aumento do índice na maioria das áreas montanhosas. As mudanças na atividade humana e nas perturbações paisagísticas são geralmente observadas na região de baixo relevo do terreno. A utilização intensiva do solo associada ao rápido desenvolvimento econômico tem um sério impacto negativo no grau de perturbação da paisagem, enquanto os projetos de restauração ecológica exercem um impacto positivo. Acelerar a implementação dos projetos para área “verde” e regular a expansão não regulamentada da produção e da terra viva são medidas cruciais para a gestão ecológica em áreas montanhosas cársticas. As futuras estratégias de gestão ecológica deverão centrar-se em áreas de terreno relativamente planas. Nossas descobertas contribuem para a gestão da paisagem e a regulação da atividade humana de diferentes tipos de relevo de pequena escala em áreas montanhosas cársticas. RESUMO entanto obscuras positivo verde “verde centrarse centrar se planas

ABSTRACT: New teaching tools can expand the pedagogical alternatives for teaching comparative anatomy. This study evaluated the potential of Styrofoam waste for the manufacture of viable didactic models to teach comparative anatomy. From a primary block, the sculpting was started with a knife or cutter. After this, the edges were removed with sandpaper until the final anatomical shape of the organ was obtained. The surface of the sculpture was then covered with paper soaked in an aqueous solution of white glue. After drying, a layer of resin was applied, followed by polishing to even out the surface. The models are finished with paint and waterproof sealant. Through the teaching prototypes, it was possible to enlarge naturally small organs and structures to larger dimensions that favor practical teaching. This facilitates the didactic approach to anatomical details unavailable in traditional specimens. In addition, its use minimizes the risks to human health from exposure to the toxic products used to preserve cadavers and contributes to preserving the environment. The effectiveness of injected resin models for teaching anatomy is already known, which makes the use of synthetic anatomical models a valid methodology, but they may have limitations in many countries due to their high cost and difficulty of access. Our proposal offers an effective, low-cost alternative for teaching comparative anatomy in practice. When combined with other techniques, Styrofoam waste proved to be viable for the manufacture of teaching prototypes. ABSTRACT block cutter this obtained glue drying applied sealant prototypes specimens addition environment known methodology access effective lowcost low practice techniques

RESUMO: Novas ferramentas didáticas podem ampliar as alternativas pedagógicas para o ensino da anatomia comparada. O objetivo deste estudo foi avaliar o potencial do resíduo de isopor para a confecção de modelos didáticos viáveis para o ensino de anatomia comparada. A partir de um bloco primário, a escultura foi iniciada com uma faca ou cortador. Em seguida, as arestas foram removidas com lixa até se obter a forma anatómica final do órgão. A superfície da escultura era então coberta com papel embebido em uma solução aquosa de cola branca. Após a secagem, foi aplicada uma camada de resina, seguida de um polimento para uniformizar a superfície. Os modelos são acabados com tinta e selante à prova de água. Através dos protótipos didáticos, foi possível ampliar órgãos e estruturas naturalmente pequenos para dimensões maiores que favorecem o ensino prático. Isso facilita a abordagem didática de detalhes anatômicos indisponíveis em espécimes tradicionais. Além disso, seu uso minimiza os riscos à saúde humana pela exposição aos produtos tóxicos utilizados na conservação dos cadáveres e contribui para a preservação do meio ambiente. A eficácia dos modelos de resina injetada para o ensino da anatomia é já conhecida, o que torna a utilização de modelos anatómicos sintéticos uma metodologia válida, mas estes podem ter limitações em muitos países devido ao seu elevado custo e dificuldade de acesso. A nossa proposta oferece uma alternativa eficaz e de baixo custo para o ensino da anatomia comparada na prática. Quando combinados com outras técnicas, os resíduos de isopor revelaram-se viáveis para a fabricação de protótipos didáticos. RESUMO primário cortador órgão branca secagem água prático tradicionais disso ambiente conhecida válida acesso prática técnicas revelaramse revelaram

Abstract Introduction. Livestock farming with Creole cattle is practiced in rural areas with challenging characteristics for species management. Objective. To describe the production system and the socio-cultural and technical-economic factors affecting the production of Nunkiní Creole cattle (Bos taurus). Materials and methods. The study was conducted from November 2020 to October 2021 in nine livestock production units of Nunkiní, Calkiní municipality, Campeche, Mexico. Information was obtained from an interview form with social, cultural, technical, and economic study variables, applied to selected producers. Data were analyzed using descriptive statistics and ANOVA. Results. Livestock farming was carried out by men (100 %), with an average age of 58.44 years. The average years of experience were 34.61. Younger producers had higher levels of education and less experience, and were responsible for the production units of higher technological levels. The size of the livestock production unit ranged from five to twenty-two cattle (average of 14). Feeding management followed a transhumance scheme, with cattle being free-ranging on ejido lands and from May to December and semi-stabled from January to April, grazing on cultivated pastures and supplemented with agricultural residues. With the zootechnical management implemented by the producers, an average pregnancy rate of 83 % was achieved. The main product marketed was fresh meat in cuts and direct sale to consumers, with an average price of 2.675 USD$/kg. Conclusion. It is traditional extensive system that takes advantage of the common use of grasslands. It involves experienced but older producers, with small investments, and serves to strengthen their family economy. This activity is threatened by the lack of revaluation of Creole cattle and the introduction of exotic breeds in the area to maximize production.

Resumen Introducción. La ganadería con bovinos criollos se práctica en espacios rurales con características difíciles para el manejo de las especies. Objetivo. Describir el sistema productivo y los factores socioculturales y técnico-económicos que afectan la producción del bovino criollo de Nunkiní (Bos taurus). Materiales y métodos. El estudio se realizó entre noviembre del 2020 a octubre del 2021, en nueve unidades de producción pecuarias de Nunkiní en el municipio de Calkiní, Campeche, México. La información se obtuvo de una cédula de entrevista con variables de estudio sociales, culturales, técnicas y económicas, aplicada a productores seleccionados. Los datos se analizaron mediante estadística descriptiva y ANDEVA. Resultados. La crianza del ganado la realizaron hombres (100 %), con edad promedio de 58,44 años. Los años de experiencia promedio fueron de 34, 61. Los productores jóvenes tuvieron mayor escolaridad y menor experiencia, y se encargaron de las unidades de producción de mayor nivel tecnológico. El tamaño de la unidad de producción pecuaria varió de cinco a veintidós bovinos (media de 14). El manejo alimenticio tuvo un esquema de trashumancia, donde de mayo a diciembre estuvieron libres en tierras ejidales y de enero a abril se manejaron semiestabulados, con pastoreo en potreros cultivados y suplementados con residuos agrícolas. Con el manejo zootécnico implementado por los productores, se obtuvo un promedio de 83 % de preñez. El producto principal comercializado fue carne fresca en cortes y venta directa al consumidor, con un precio promedio de 2,675 USD$/kg. Conclusión. Es un sistema tradicional extensivo que aprovecha el uso común de los agostaderos. Con productores de experiencia, pero de edad avanzada, de pequeña inversión y le sirve para fortalecer su economía familiar. Dicha actividad se ve amenazada por la falta de revalorización del bovino criollo y la introducción de razas exóticas en la zona para maximizar la producción.

ABSTRACT This study was conducted under the qualitative paradigm, employing data collection techniques, description, analysis, and interpretation, with a participatory action and rural participatory diagnostic design. The general objective was to determine the impact of innovation on sustainable agri-food systems. The "working with people" model was followed to engage with farmers and diagnose the advantages, strengths, and challenges they face in implementing innovation policies, specifically in educational innovation, using training and capacity-building methodologies for farmers, support teams, and technical assistance. It was concluded that educational innovation is the central axis to be integrated for the transformation of sustainable and resilient food systems, ensuring food sovereignty. Such innovation enables the development of conservation family farming, with respect for nature, genetic resources, and the cultural identity of rural areas.

RESUMEN El presente trabajo se desarrolló bajo el paradigma cualitativo, con la aplicación de técnicas de recolección de datos, descripción, análisis e interpretación, con un diseño de acción-participativa y diagnostico rural participativo. El objetivo general se desarrolló en función de la determinación del impacto de la innovación en los sistemas agroalimentarios sostenibles. Se siguió el modelo de trabajo con la gente (working with people) para vincularse con los agricultores y de esa forma diagnosticar las ventajas, fortalezas y dificultades que presentan para implementar políticas de innovación, particularizada a la innovación educativa, con metodologías de formación y capacitación a los agricultores, equipos de apoyo y asistencia técnica. Se concluyó que la innovación educativa es el eje central a integrar para la transformación de los sistemas alimentarios sostenibles, resilientes, garantizando la soberanía alimentaria, ya que tal innovación permite el desarrollo de la agricultura familiar de conservación, con respeto a la naturaleza, recursos genéticos y la identidad cultural de las zonas rurales.

Abstract This research analyzes how individual characteristics (area of origin, skin color, economic status of origin and education) and structural factors (economic growth and trade openness) influence in Mexico the opportunities to obtain a high level of economic well-being. Using a IV-probit model estimated in two stages with instrumental variables in a context of complex samples, it is identified that people born in homes with low economic status, originating from rural localities and with brown skin have lower probabilities of economic success compared to people of non-low economic status, from urban areas and light skin. The findings also reveal that economic growth and educational achievement increase the probabilities of obtaining a high economic status, but the increase in probabilities is bigger for people of non-low economic origin, coming from urban areas and light skin. Finally, through the different rates of growth and school achievement, the differences in economic well-being widen, which indicates an increase in inequality between privileged and non-privileged groups. This research is innovative since it not only analyzes the effect of economic growth and academic achievement on social mobility, but also provides an empirical method that investigates the effect of growth and academic achievement on inequality of opportunities for socioeconomic advancement. The results indicate the existence of irrational mobility barriers based on criteria over which the individual has no control.

Resumen La presente investigación analiza cómo influyen en México las características del individuo (ámbito de origen, color de piel, estatus económico de origen y educación) y los factores estructurales (crecimiento económico y apertura comercial) en las oportunidades de obtener un nivel de bienestar económico alto. Por medio de un modelo probit, estimado en dos etapas con variables instrumentales en un contexto de muestras complejas, se identifica que las personas nacidas en hogares con estatus económico bajo, originarias de localidades rurales y de piel morena, tienen menores probabilidades de éxito económico con respecto a las personas de estatus de origen económico no-bajo, provenientes del ámbito urbano y piel clara. Los hallazgos también revelan que el crecimiento económico y el logro escolar aumentan las probabilidades de obtener un estatus económico alto, pero el incremento de probabilidades no es homogéneo, sino que favorece en mayor medida a personas de origen económico no-bajo, provenientes del ámbito urbano y piel clara. Finalmente, se identifica que, a través de las distintas tasas de crecimiento y logro escolar, las diferencias en el bienestar económico se amplían, lo que indica aumento de la desigualdad entre grupos privilegiados y no-privilegiados. La ruta de investigación es innovadora ya que no solo analiza el efecto del crecimiento económico y el logro académico en la movilidad social, sino que también aporta un método empírico que indaga el efecto del crecimiento y el logro académico en la desigualdad de oportunidades de ascenso socioeconómico. Los resultados indican la existencia de barreras de movilidad irracionales basadas en criterios sobre los que el individuo no tiene control.

Abstract This article is derived from research on reading education and its connection with peasant, family and community economies (ECFC): a look through cultural contexts (libraries) and schools (rural schools), the case of Argentina. It presents a critical exercise of documentary review, under a social justice approach that takes up ideas from the Peronist Doctrine, a context on the configuration of the rural in the country, through an exploration of the regulations, the leading institutions in rural processes, some milestones and public policies currently. And the possibilities of articulation of peasant economies with education and culture.

Resumen Este artículo se deriva de la investigación la educación lectora y su vinculación con las economías campesinas, familiares y comunitarias (ECFC): una mirada a través de contextos culturales (bibliotecas) y escolares (escuelas rurales), el caso de Argentina. Presenta un ejercicio crítico de revisión documental, bajo un enfoque de justicia social que retoma ideas de la Doctrina Peronista, para exponer un contexto sobre la configuración de lo rural en el país, mediante una exploración de la normativa, las instituciones líderes en los procesos rurales, algunos hitos y las políticas públicas actuales. Cierra con las posibilidades de articulación de las economías campesinas con la educación y la cultura.

For a long period of time, what is termed scientific knowledge and discoveries have constantly ignored the existence of indigenous practices and knowledge. Until recently, indigenous knowledge systems (IKS) were not acknowledged when it comes to responding to the ailing world. IKS includes information created inside inborn social orders, autonomous of, and earlier to, the appearance of the cutting-edge logical information framework. It can relate to issues such as conserving nature, food production, forestry development and medicine, to mention a few. The purpose of the article is to discuss the importance of the integration of IKS and culture into climate change adaptation. This article makes the case that scientific interventions among the impoverished in rural developing nations are viewed as foreign and are thus not accepted by the local populace. Consequently, the scientific approach by development experts, and the complex nature of climate change and its understanding, has had no impact on people's adaptation in rural areas, where most of the people still rely on IKS to survive. This theoretical article focuses on the implications of IKS for climate change adaptation. The question the article intends to answer is, with the advent of climate change in recent years, how are rural communities coping with its impact? How is the scientific understanding of climate change with its complexities filtering down to the indigenous communities' coping and adaptation activities? The article's conclusion demystifies the notion that the impact of climate change might be mitigated, and repair achieved solely by scientifically developed measures against it. The article intends to contribute towards building knowledge that acknowledges the importance of different sources of interventions towards addressing climate change. It is important for the current and future professoriate to look beyond the conventional understanding of dealing with challenges such as climate change that the world is facing.

BACKGROUND: Community health workers' knowledge, skills and training seem to affect their contribution to 4th-year health sciences student teams who are following an interprofessional learning programme aimed at improving two South African rural communities' health outcomes related to diabetes OBJECTIVE: To develop a framework for community health workers to contribute to interprofessional learning teams METHODS: The framework development forms part of previous phases of a multi-method study. The theory of change logic model guided the development of the draft framework, informed by data from two ecogram sessions, five nominal group technique discussions and a scoping review. The final framework was validated by experts during a workshop using forward and backward mapping RESULTS: The framework addresses the need for community health workers to gain knowledge, skills and training related to diabetes to effectively contribute to interprofessional learning teams. The theory of change process identified community needs and assets, desired results, influential factors, evidence-based strategies and assumptions required to address the problem CONCLUSION: The framework focuses on a problem within specific interprofessional learning teams. Collaboration with stakeholders contributed to a rigorous research process, and the validation, refinement and future implementation of the framework. The framework eventually led to the development of an evidence-based training programme comprising knowledge, skills and training strategies related to diabetes. It is predicted that once community health workers have completed this training programme, they will be able to contribute effectively to the interprofessional learning teams

Abstract The concept of Good Living plays a crucial role in relation to the community and becomes an opportunity to improve the quality of life. This article systematizes the entrepreneurship experience with peasant women from the rural area of Villamaría, Caldas, Colombia, as a contribution to human flourishing. This research followed the guidelines of the Alforja Network, which proposes a systematization framed within dialectical, systemic, and holistic approaches to popular education. The results are presented in three phases: characterization of the families, the environment, and the entrepreneurship production; interdisciplinary accompaniment and sustainability through the structuring of networks and alliances. The experience reflects the ability of women for the Good Living of themselves and their families, collective organization, and innovation. Additionally, it highlights the importance of the role of the State in strengthening local development through the production chain, preserving its rural identity in the context of equitable processes.

Resumen El concepto del Buen Vivir desempeña un papel crucial en la relación con la comunidad y se convierte en una oportunidad para mejorar la calidad de vida. Este artículo sistematiza la experiencia de emprendimiento con mujeres campesinas del área rural de Villamaría, Caldas, Colombia, como una contribución al florecimiento humano. Esta investigación siguió los lineamientos de la Red Alforja, la cual propone una sistematización enmarcada en enfoques dialécticos, sistémicos y holísticos de la educación popular. Los resultados son presentados en tres fases: caracterización de las familias, el entorno y la producción del emprendimiento; acompañamiento interdisciplinario y sustentabilidad a través de la estructuración de redes y alianzas. La experiencia refleja la capacidad de las mujeres para el Buen Vivir de ellas y sus familias, la organización colectiva y la innovación. Además, resalta la importancia del rol del Estado en el fortalecimiento del desarrollo local mediante la cadena de producción, preservando su identidad rural en el contexto de procesos equitativos.

Resumen O conceito do Bom Viver desempenha um papel crucial na relação com a comunidade e converte-se em uma oportunidade para melhorar a qualidade de vida. Este artigo sistematiza a experiência de emprendimento com mulheres campesinas da área rural de Villamaría, Caldas, Colômbia, como uma contribuindo ao florecimento humano. Esta investigação continuou os linhamentos da Red Alforja, a qual propõe uma sistematização enmarcada em enfoques dialéticos, sistêmicos e holísticos da educação popular. Os resultados são apresentados em três fases: caracterização das famílias, o entorno e a produção do emprendimento; acompanhamento interdisciplinário e sustentabilidade através da estructuração de redes e alianças. A experiência reflete a capacidade das mulheres para o Bom Viver delas e suas famílias, a organização coletiva e a inovação. Além disso, ressalta a importância do role do Estado no fortalecimento do desenvolvimento local mediante a cadeia de produção, preservando sua identidade rural no contexto de processos equitativos.

Summary In 1905, the National Congress passed the law known as the Láinez Law - in reference to its promoter - which allowed the National Education Council to create schools in the provinces that requested them, especially in rural areas. From then on and until its transfer, which ended in 1978, schools of different jurisdictions coexisted in the provinces. This coexistence was part of the construction of the education system and at the same time was the object of dispute linked to federalism as a principle of organisation and territorial distribution. In this article, without losing the general view of the process, we focus on the province of Santa Fe during the first half of the 20th century. We propose to analyse how local and provincial actors positioned themselves in relation to national officials and policies. We start from the hypothesis that the provincial authorities and the local press supported different projects regarding the Láinez schools that at times coexisted: the creation of national schools, the nationalisation of provincial schools, the provincialisation of national schools and the closure or transfer of national schools. In order to carry out the research, we consulted regulations, official publications of the National Council of Education and files of the Parliamentary Secretariat of the Chamber of Deputies of the Nation, in dialogue with the press of the province of Santa Fe. We organise the contents of the text into three chronologically ordered sections corresponding to each of the stages mentioned above.

Resumen En 1905, el Congreso de la Nación sancionó la Ley 4874 llamada Láinez -en referencia a su impulsor- que permitía al Consejo Nacional de Educación crear escuelas en las provincias que las solicitaran, especialmente en las zonas rurales. A partir de entonces y hasta su transferencia que concluyó en 1978, convivieron en las provincias escuelas de diferente jurisdicción. Esta coexistencia fue parte de la construcción del sistema educativo y, a la vez, fue objeto de disputa vinculada al federalismo como principio de organización y distribución territorial. En este artículo, sin perder la mirada general del proceso, hacemos foco en la provincia de Santa Fe durante la primera mitad del siglo XX. Nos proponemos analizar cómo se fueron posicionando los actores locales y provinciales ante los funcionarios y las políticas nacionales. Partimos de la hipótesis de que las autoridades provinciales y la prensa local apoyaron proyectos diferentes que por momentos convivieron: la creación de escuelas nacionales, la nacionalización de escuelas provinciales, la provincialización de las nacionales y el cierre o traslado de establecimientos nacionales. Para realizar la investigación, analizamos normativas, publicaciones oficiales del Consejo Nacional de Educación y expedientes de la Secretaría Parlamentaria de la Cámara de Diputados de la Nación, en diálogo con prensa de la provincia de Santa Fe. Organizamos los contenidos del texto en tres apartados ordenados de manera cronológica que se corresponden con cada una de las etapas mencionadas.

RESUMEN La superación del promotor del programa comunitario educa a tu hijo (PETH), es un proceso que trasciende la formación continua de los profesionales de la primera infancia por su encargo social. Guarda una estrecha relación con los cambios por los que ha transitado la sociedad en su decursar y respondiendo de manera directa a la gestión medioambiental en el contexto rural. Es en tal sentido que en la presente investigación se frecen algunos resultados de la investigación realizada para estudios de formación doctoral que permiten identificar las diferentes etapas y características que distinguen el desarrollo histórico del proceso de superación en educación ambiental del promotor (PETH) para su gestión medioambiental en el contexto rural. Para un correcto estudio del proceso se utilizaron los métodos teóricos como el análisis - síntesis, la inducción - deducción, el histórico - lógico permitió realizar un análisis cronológico sincrónico y dialéctico de la evolución del proceso de manera global y especificar su impacto en la superación de los promotores en Cuba y en particular en el municipio San Luis. Los resultados revelaron que el proceso ha transitado por diferentes etapas, de cuyo estudio resultan sus características fundamentales con especial interés en la primera infancia.

ABSTRACT The overcoming of the promoter of the community program educates your son (PETH), it is a process that the continuous formation of the professionals of the first childhood transcends for its social responsibility. He keeps a narrow relationship with the changes for those that it has trafficked the society and responding from a direct way to the environmental administration in the rural context. It is in such a sense that in the present investigation you frecen some results of the investigation carried out for studies of doctoral formation that allow to identify the different stages and characteristic that distinguish the historical development of the overcoming process in the promoter's environmental education (PETH) for their environmental administration in the rural context. For a correct study of the process the theoretical methods were used as the analysis - synthesis, the induction - deduction, the historical one - logical he/she allowed to carry out a synchronous and dialectical chronological analysis of the evolution of the process in a global way and to specify their impact in the overcoming of the promoters in Cuba and in particular in the municipality San Luis. The results revealed that the process has trafficked for different stages of whose study is their fundamental characteristics with special interest in the first childhood.

The COVID-19 pandemic severely disrupted schooling, not only in South Africa, but globally. In the study reported on here we investigated the perceived psychosocial effects of the pandemic on the teaching realities of Foundation Phase (FP) educators in rural quintiles 1 to 3 schools in the North West province, South Africa. A qualitative, case study design was adopted with 10 educators purposively selected from 3 schools to participate through telephonic interviews. The findings reveal that as educators contended with the new rotational method of school attendance, challenges of limited teaching time, curriculum coverage, learner absenteeism and the lack of parental support that negatively affected their overall state of psychosocial well-being. This state of well-being was characterised by high stress levels, feelings of hopelessness, anxiety and a lack of accomplishment for educators. Despite these experiences, some educators demonstrated agency and resilience in ensuring that they carried out their core responsibility of teaching, but perceived themselves as requiring psychosocial support. The conclusion reached is that the available support structures provided by the Department of Basic Education appeared to be under-utilised and there was a critical need to introduce and advocate for mental health interventions to support educators emotionally.

The high level of inequality in South Africa has widened the gap between rural and urban schools, and the performance of rural schools has been continuously declining compared to urban schools. Poor performance in rural schools is perpetuated by parents being absent from their children's education because the socio-economic conditions and their educational background do not allow them to commit their time and energy towards education. Learners are left on their own to decide their future. The disparity between rural and urban schooling was further exposed by the COVID-19 pandemic. As schools were closed during lockdown, teaching and learning was suspended in rural schools, however, in urban schools teaching and learning continued through online platforms. The lockdowns gave parents an opportunity to teach, advocate, and create conducive spaces to help their children focus on learning. During lockdowns, parents were expected to act as teachers in their homes to educate their children, and therefore, school closure presented opportunities for parents to actively participate in their children's education. However, their socio-economic conditions and poor educational backgrounds continue to threaten effective parental engagement, posing a threat to the academic success of rural learners. Despite attempts by the government to introduce school governing bodies in schools as a structure to integrate schools and parents, the problem of little parental engagement remains unresolved. The purpose with this study was to empower parents in rural areas to effectively participate in their children's education.

Resumen: La educación no debe estar confinada a los centros urbanos ni diseñada únicamente para grandes públicos. Los proyectos en esta sección evidencian la escasez de instalaciones educativas fuera de las grandes concentraciones urbanas, un problema significativo en América Latina. Las cuatro escuelas en la Araucanía, al sur de Chile, acogen a pequeños grupos de estudiantes de diferentes edades y de entornos rurales, muchos de los cuales viajan varios kilómetros para asistir a clases. Juntas, ofrecen una exploración tipológica donde pasillos o halls se transforman en animados interiores multipropósito. Su materialidad, dimensiones y emplazamiento estratégico les permiten funcionar como patios de recreo, comedores, aulas y espacios para reuniones públicas, sirviendo a profesores, estudiantes y la comunidad en general. El Bosque Learning Center en La Barra, Uruguay, es una iniciativa de una organización sin fines de lucro ante la falta de espacios culturales y de aprendizaje en este enclave costero. Como un espacio para la reunión social y cultural, el edificio posiciona el bosque en el corazón de la experiencia de aprendizaje. Las salas circulares translúcidas, construidas con materiales simples, y a la larga desmontables, alojan espacios para talleres y clases. Organizadas alrededor de un espacio social de mayor tamaño, se abren y cierran al bosque circundante. El diseño fomenta una conexión visual y sensorial con la naturaleza, enriqueciendo formas organizadas y espontáneas de aprendizaje en y desde el bosque.

Abstract: Education should not be confined to urban centers or designed solely for mass publics. The projects in this section highlight the critical shortage of educational facilities outside large urban areas, a significant issue across Latin America. The four schools in Araucanía, in the south of Chile, accomodate small groups of students of various ages from rural backgrounds, who often travel several miles to attend classes. Each school doubles as a communal center. Presented together they offer a typological exploration to transform halls or distribution spaces into lively indoor patios and multipurpose interiors. The materiality, dimensions, and thoughtful placement allow these spaces to function as playgrounds, cafeterias, classrooms, and venues for public gatherings, serving teachers, students and the broader community. Bosque Learning Center in La Barra, Uruguay, is a self-organized response from a non-profit organization to the lack of cultural and learning spaces in this seaside enclave. As a space for social and cultural gathering, the building places the forest at the heart of the learning experience. Translucent circular rooms, constructed with simple and sustainable materials, are organized around a central square space, opening and closing to the forest beyond. The design fosters a visual and perceptual connection with nature, enhancing organized and spontaneous forms of learning in, and from the forest.