Abstract Introduction: Team-Based Learning (TBL) is an active methodology that has shown to be effective for the training of health professionals. In 2020, due to the COVID-19 pandemic, TBL utilization migrated from the in-person to the synchronous online mode. Objectives: This study aimed to evaluate the perception of health undergraduate students about online TBL and to analyze whether there is a difference regarding this perception between groups of students with different levels of exposure prior to in-person and online sessions of the teaching method, in addition to verifying whether such perception can be affected by the student’s behavioral profile. Method: This is an observational, cross-sectional, descriptive-exploratory level II comparative study with a quantitative approach, carried out in undergraduate Nursing and Medicine courses between September and December 2021. A questionnaire on sociodemographic data was applied virtually, in addition to the Assessment of Student Perception-Team-Based Learning (ASP-TBL) and the DISC Personality Test instruments. Results: Of the 241 participating students, most were females (81%), aged between 20.8 and 24.4 years, who had already attended more than 10 sessions of in-person TBL (90%) and online TBL (53%). Of the 24 ASP-TBL questions, 17 obtained an index equal to or greater than 75% in the sum of the answers “I totally agree”/“I agree”, values considered as a positive perception in this study. Students exposed to more than 10 online TBL sessions had a significantly more negative perception in three of the four dimensions of the ASP-TBL, when compared to less exposed students. The group that had participated in more than 10 in-person TBL sessions had a significantly more negative perception in only one dimension of the instrument, when compared to the less exposed ones. The main DISC Personality test factor found among the participants’ behavioral profiles was submission (“S”). There was no correlation between the student’s behavioral profile and their perception of the method in the online version. Conclusions: There was a favorable perception of health undergraduate students regarding online TBL. Previous prolonged exposure to the method, both online and in-person, represented a significant difference in the students’ perception of online TBL. There was no evidence of the influence of the student’s behavioral profile on their perception of the teaching method. Introduction TeamBased Team Based (TBL professionals 2020 COVID19 COVID 19 COVID-1 pandemic inperson person mode Objectives student s Method observational crosssectional, crosssectional cross sectional, sectional cross-sectional descriptiveexploratory descriptive exploratory approach 2021 virtually PerceptionTeamBased Perception ASPTBL ASP (ASP-TBL instruments Results 81%, 81 81% , (81%) 208 20 8 20. 244 4 24. years 1 90% 90 (90% 53%. 53 53% . (53%) 2 questions 75 I agree/I agreeI agree / agree, agree” ASPTBL, TBL, instrument ones participants S. S (“S”) version Conclusions inperson, person, 202 COVID1 COVID- (81% 9 (90 5 (53% 7 (“S” (81 (9 (53 (“S (8 ( (5

Resumo Introdução: O Team-Based Learning (TBL) é uma metodologia ativa que tem se mostrado efetiva para a formação de profissionais de saúde. Em 2020, devido à pandemia da Covid-19, a aplicação do TBL migrou da modalidade presencial para online síncrona. Objetivos: Este estudo objetivou avaliar a percepção de graduandos de saúde sobre o TBL online e analisar se existe diferença de percepção dessa modalidade entre os grupos de estudantes com níveis distintos de exposição anterior às sessões presenciais e online do método, além de verificar se tal percepção pode ser afetada pelo perfil comportamental do estudante. Método: Trata-se de um estudo observacional, transversal de caráter descritivo-exploratório, comparativo, relacional, de abordagem quantitativa, realizado nos cursos de graduação em Medicina e Enfermagem, entre setembro e dezembro de 2021. Aplicou-se, virtualmente, um questionário sobre os dados sociodemográficos, além dos instrumentos Avaliação da Percepção do Aluno-Team-Based Learning (APA-TBL) e Teste de Perfil Comportamental DISC. Resultados: Dos 241 estudantes participantes, houve predominância do sexo feminino (81%), na faixa etária de 20,8 a 24,4 anos, que já tinham frequentado mais de 10 sessões de TBL presencial (90%) e TBL online (53%). Das 24 questões do APA-TBL, 17 obtiveram índice igual ou superior a 75% na soma das respostas “concordo totalmente”/“concordo”, valores considerados como percepção positiva neste estudo. Os alunos com exposição a mais de 10 sessões do TBL online apresentaram uma percepção significativamente mais negativa em três das quatro dimensões do APA-TBL, quando comparados aos menos expostos. O grupo que havia participado de mais de 10 sessões de TBL presencial apresentou uma percepção significativamente mais negativa em apenas uma dimensão do instrumento, quando comparados aos menos expostos. O principal fator DISC encontrado entre os perfis comportamentais dos participantes foi a estabilidade (“S”). Não houve correlação entre o perfil comportamental do aluno e sua percepção sobre o método na versão online. Conclusões: Observou-se uma percepção favorável dos graduandos de saúde sobre o TBL online. A exposição anterior prolongada ao método, tanto no modo online, quanto presencial, impactou negativamente a percepção dos estudantes sobre o TBL online. Não foi evidenciada influência do perfil comportamental do estudante em sua percepção do método. Introdução TeamBased Team Based (TBL 2020 Covid19, Covid19 Covid 19, 19 Covid-19 síncrona Objetivos Método Tratase Trata observacional descritivoexploratório, descritivoexploratório descritivo exploratório, exploratório descritivo-exploratório comparativo relacional quantitativa Enfermagem 2021 Aplicouse, Aplicouse Aplicou se, Aplicou-se virtualmente sociodemográficos AlunoTeamBased Aluno APATBL APA (APA-TBL Resultados 81%, 81 81% , (81%) 208 20 8 20, 244 4 24, anos 1 90% 90 (90% 53%. 53 53% . (53%) 2 APATBL, TBL, APA-TBL 75 concordo totalmente/concordo, totalmenteconcordo totalmente / totalmente”/“concordo” expostos instrumento S. S (“S”) Conclusões Observouse Observou 202 Covid1 Covid-1 (81% 9 (90 5 (53% 7 totalmente/concordo totalmente”/“concordo (“S” Covid- (81 (9 (53 (“S (8 ( (5

ABSTRACT Higher education institutions worldwide, particularly oriented for teacher training, have invested on educational innovation for the impact it brings to the educational system. In the context of a research on educational innovation and the uses and representations of the body with body techniques related to Afro-Brazilian rhythm (maculelê), this article presents some practices of Afro-Brazilian expressions implemented in the Comprehensive Training course "Physical Expression with Rhythm" / "Performative Body Laboratory", which aims at developing the generic competencies by the Educational Model of the Bío-Bío University. Are also described in this article the teaching and learning process of conceptual contents such as coordination, time-space, body perception, body language and memory, attending to the post-pandemic body.

RESUMEN A inovação educativa é um eixo prioritário para as organizações que promovem o desenvolvimento educativo. No contexto de uma investigação sobre a inovação educativa e os usos e representações do corpo com técnicas corporais vinculadas ao ritmo afro-brasileiro (maculelê), apresentamos algumas contribuições da prática de expressões afro-brasileiras implementadas no curso de Formação Integral "Expressão corporal com o ritmo" / "Laboratório corpo performático", cuja missão é desenvolver as competências genéricas do Modelo Educativo da Universidade de Bío-Bío. Analisamos também o ensino-aprendizagem de conteúdos conceituais como coordenação, tempo-espaço, percepção corporal, linguagem e memória corporal, atendendo ao corpo pós-pandêmico.

RESUMEN Las instituciones de educación superior, en especial las formadoras de profesores/as, se han centrado en la innovación educativa por el impacto que esta tiene en el sistema educacional de cada país. En el contexto de una investigación sobre la innovación educativa y los usos y representaciones del cuerpo con técnicas corporales vinculadas al ritmo afrobrasileño (maculelê), el objetivo de este trabajo es presentar algunas contribuciones de la práctica de expresiones afrobrasileñas implementadas en el curso de Formación Integral "Expresión corporal con el ritmo" / "Laboratorio cuerpo performático", que tiene como misión desarrollar las competencias genéricas declaradas por el Modelo Educativo de la Universidad del Bío-Bío. Además, daremos cuenta del proceso de enseñanza y aprendizaje de contenidos conceptuales como coordinación tiempo-espacio, percepción corporal, lenguaje y memoria corporal, y trabajo en equipo, atendiendo al cuerpo pospandémico.

Resumen En los últimos años, festivales y eventos como Hello Wood y Open House se instalaron entre estudiantes de arquitectura y diseño como prácticas complementarias a la formación académica. Enmarcados en un ámbito informal, la iniciativa de ambos eventos implica experimentar para apropiar aquellas vivencias tangibles, así como también conocer los materiales y la espacialidad, los procesos constructivos y las experiencias compartidas por el contacto con estudios jóvenes y/o consagrados, artistas y diseñadores, conformando una comunidad. Estos dispositivos nos recuerdan a los sistemas pedagógicos implementados por los maestros del Movimiento Moderno. Frank Lloyd Wright en Taliesin o Walter Gropius en Bauhaus proponían aprender en la práctica, conociendo las cualidades constructivas y capacidades estéticas de cada material, previo a trabajar la configuración espacial. La comunidad era la clave para (re)pensar los modos de producción. Notamos que se (re)toman y (re)producen rastros del espíritu moderno bajo una imagen renovadora, evidenciando una brecha entre la academia y los procesos productivos actuales que requiere volver a conectar al estudiante con la práctica. El viaje será un instrumento indispensable para explorar y desafiar los límites de lo conocido. Lo desconocido y el encuentro con el otro producirán las transformaciones y (re)construcciones del modo de mirar.

Abstract In recent years, festivals, and events such as Hello Wood and Open House have become complementary practices to academic training among architecture and design students. Framed in an informal environment, the proposal of both events is not only to experience and get hold of tangible feelings but also to find out materials, spatiality, construction processes. They also enable to share experiences with young and/or renowned studios, artists and designers that shape a community. This reminds us of the pedagogical systems implemented by the masters of the modern movement. Frank Lloyd Wright in Taliesin and Walter Gropius in Bauhaus proposed learning by means of practice to get acquainted with the constructive qualities and aesthetic capabilities of each material before working on the spatial configuration. The community was fundamental for (re)thinking the production modes. We note that traces of the modern spirit are resumed and (re)produced through a renewing image, which, in turn, reveals a gap between the academy and the current productive processes that requires the reconnection of the student with the practice. The journey will be an indispensable instrument to explore and challenge the limits of the already known. The unknown and the encounter with the other will produce transformations and (re)constructions of the way of looking.

RESUMEN En Portugal no existen instrumentos con cualidades métricas confirmadas que relacionenlos conceptos de enseñanza-aprendizaje con las prácticas pedagógicas. En este sentido, se elaboróun cuestionario sobre conceptos y prácticas de enseñanza-aprendizaje. La validez de contenido fue realizada por 10 expertos y el cuestionario sobre conceptos y prácticas de enseñanza-aprendizaje se aplicó a 294 docentes de primaria y secundaria. La confiabilidad fue confirmada por laconsistencia interna y la estabilidad temporal (test-retest). Además, un análisis factorialexploratorio reveló 4 factores / dimensiones que explican el 54,4% de la varianza total. Las cuatro dimensiones enfatizan 2 tipos de concepción de enseñanza-aprendizaje, unamás integral y colaborativa, y otra más sistemática y convencional; y 2 tipos deprácticaspedagógicas, una más inclusiva, y otra más conservadora. La relación entre los conceptosy las prácticas de enseñanza-aprendizaje quese reflejan en elQEADPpuedecontribuirparaajustar los procesos de formación docente. enseñanzaaprendizaje enseñanza aprendizaje pedagógicas sentido enseñanzaaprendizaje. aprendizaje. 1 29 secundaria testretest. testretest test retest . (test-retest) Además 544 54 54,4 total enseñanzaaprendizaje, aprendizaje, colaborativa convencional deprácticaspedagógicas inclusiva conservadora docente (test-retest 5 54,

ABSTRACT In Portugal, there are no validated instruments available with metric qualities that relate teaching and learning concepts to pedagogical practices. Therefore, a questionnaire on teaching and learning concepts and practices was developed. Content validity was evaluated by ten experts and the questionnaire was applied to 294 primary and secondary school teachers with diversified demographic variables. Reliability was confirmed by internal consistency and temporal stability (test-retest) and an exploratory factor analysis revealed four factors/dimensions that explain 54.4% of the total variance. The four dimensions emphasise two ways of conceiving of teaching and learning, one more comprehensive and collaborative and the other more systematic and conventional; and two types of pedagogical practices, one more inclusive and the other more conservative. The analysis of the questionnaire data revealed that the relationship between teaching and learning conceptions and practices can shape teacher training. Portugal Therefore developed 29 variables testretest test retest (test-retest factorsdimensions factors 544 54 4 54.4 variance conventional conservative training 2 5 54.

RESUMO Em Portugal, não existem instrumentos com qualidades métricas confirmadas que relacionem as conceções de ensino-aprendizagem com as práticas pedagógicas. Nesse sentido, elaborou-se um questionário sobre conceções e práticas de ensino-aprendizagem. A validade de conteúdo foi efetuada por dez peritos e o questionário foi aplicado a 294 professores dos ensinos básico e secundário com variáveis demográficas diversificadas. A fiabilidade foi confirmada pela consistência interna e estabilidade temporal (teste-reteste), e uma análise fatorial exploratória revelou quatro fatores/dimensões que explicam 54,4% da variância total. As quatro dimensões enfatizam dois tipos de conceção de ensino-aprendizagem, uma mais compreensiva e colaborativa e outra mais sistemática e convencional; e dois tipos de práticas pedagógicas, uma mais inclusiva e outra mais conservadora. A relação entre conceções e práticas de ensino-aprendizagem destacada pelo questionário pode contribuir para ajustar processos de formação dos professores. Portugal ensinoaprendizagem ensino aprendizagem pedagógicas sentido elaborouse elaborou se ensinoaprendizagem. aprendizagem. 29 diversificadas testereteste, testereteste teste reteste , (teste-reteste) fatoresdimensões fatores 544 54 4 54,4 total ensinoaprendizagem, aprendizagem, convencional conservadora 2 (teste-reteste 5 54,

Resumen: Objetivo: Conocer el proceso de integración de las Tecnologías de la Información y la Comunicación Digitales (TDIC), facilidades y límites percibidos por profesores de un curso de grado en Enfermería. Métodos: Estudio descriptivo y exploratorio, con abordaje cualitativo, realizado en 2018, con nueve profesores de curso de grado en Enfermería de una universidad pública ubicada en el interior de Ceará. Para el proceso de producción de datos se realizaron entrevistas semiestructuradas y análisis de contenido. Resultado: Las TDIC se han integrado en las prácticas docentes desde diferentes perspectivas, en actividades teóricas y prácticas, utilizando aplicaciones de simulación de prácticas móviles, redes sociales, enlaces a sitios web, grupos de WhatsApp y video-lecciones. Además, la integración de estas tecnologías incrementa la creación de estrategias que promueven la participación activa del alumno, ofreciendo espacios de reflexión, autonomía, así como el desarrollo de la creatividad y la colaboración. Los docentes destacan la interactividad y la comunicación, el acceso a recursos que no están disponibles en la Universidad, como modelos anatómicos, maniquíes / simuladores de procedimientos de enfermería. Entre los límites, las cuestiones estructurales, el acceso a internet, la ausencia de políticas institucionales y la educación permanente son factores que demandan mayor atención para que se produzca una efectiva integración pedagógica de las TDIC. Conclusión. Aunque represente un proceso inicial de uso, existe un potencial de continuidad y expansión de las TDIC en diferentes entornos y disciplinas. Los profesores han hecho esfuerzos para integrar estas tecnologías en el contexto de las actividades pedagógicas en el curso de Enfermería.

Abstract: Objective: The objective of this study is to know the integration process of Digital Technologies of Information and Communication (DTIC), facilities and limits perceived by professors of an undergraduate course in Nursing. Methods: Descriptive and exploratory study, with a qualitative approach, carried out in 2018, with nine professors from an undergraduate Nursing course at a public university located in the interior of Ceará. For the data production process, semi-structured interviews were conducted and content analysis was carried out. Results: DTIC have been integrated into teaching practices from different perspectives, in theoretical and practical activities, using mobile practice simulation applications, social networks, links to websites, WhatsApp groups and video-lessons. Furthermore, the integration of these technologies increases the creation of strategies that promote the active participation of the student, offering spaces for reflection, autonomy, as well as the development of creativity and collaboration. Teachers highlight interactivity and communication, access to resources that are not available at the University, such as anatomical models, simulators of nursing procedures. Among the limits, structural issues, access to the internet, absence of institutional policies and permanent education are factors that demand greater attention for an effective pedagogical integration of DTIC. Conclusion: Although it represents an initial process of use, there is a potential for continuity and expansion of DTIC in different environments and disciplines. Efforts have been undertaken by teachers to integrate these technologies into the context of pedagogical activities in the Nursing course.

Resumo: Objetivo: Conhecer o processo de integração de Tecnologias Digitais de Informação e Comunicação (TDIC), facilidades e limites percebidos por docentes de um curso de graduação em Enfermagem. Metodologia: Estudo descritivo e exploratório, de abordagem qualitativa, realizado no ano de 2018, com nove docentes de um curso graduação de Enfermagem de uma universidade pública localizada no interior cearense. Para o processo de produção dos dados, foram realizadas entrevistas semiestruturadas e procedeu-se à análise de conteúdo. Resultados: As TDIC têm sido integradas às práticas docentes em diferentes perspectivas, em atividades teóricas e práticas, a partir do uso de aplicativos móveis de simulação de práticas, redes sociais, links para websites, grupos de WhatsApp e vídeos-aulas. Ademais, a integração dessas tecnologias amplia a criação de estratégias que promovem a participação ativa do educando, oferecendo espaços de reflexão, autonomia, bem como o desenvolvimento da criatividade. Os docentes destacam a interatividade e comunicação, o acesso a recursos que não estão disponíveis na Universidade, como modelos anatômicos, manequins/simuladores de procedimentos de Enfermagem. Dentre os limites, as questões estruturais, de acesso à internet, ausência de políticas institucionais e educação permanente são fatores que demandam maior atenção para que aconteça uma efetiva integração pedagógica das TDIC. Conclusão. Embora represente um processo inicial, percebe-se um potencial para continuidade e expansão das TDIC em diferentes ambientes e disciplinas. Esforços têm sido empreendidos pelos docentes para integrar essas tecnologias ao contexto das atividades pedagógicas no curso de Enfermagem.

Resumen En este artículo de investigación se analiza la relación entre la práctica reflexiva y la interacción profesora-alumnos en salas de clases de primer grado de primaria de escuelas urbanas y rurales de Chile. Con una metodología de casos múltiple, se analizaron discursos y prácticas de 8 profesoras, con diferente tiempo de participación (Alta/Baja) en un Programa de Acompañamiento de la Práctica pedagógica en aula (PAR), que promueve diálogos basados en los criterios de la teoría de Experiencia de Aprendizaje Mediado. Se filmaron las clases y se entrevistaron a las profesoras antes y al finalizar el PAR. Entre los resultados, destaca que las profesoras de alta participación en el PAR tienen una interacción en el aula con más uso de estructuras dialogales mediadas y una reflexión de mayor elaboración sobre su práctica. Se observan, a la vez, diferencias en el uso de estas estructuras dialogales, según el tiempo de experiencia docente, percepción que tienen las docentes de los niños y contextos urbano-rural de la escuela.

Resumo O artigo analisa a relação entre a prática reflexiva e a interação professora-aluno em salas de aula de primeiro grau de escolas urbanas e rurais do Chile. Com uma metodologia de casos múltiplos, foram analisados discursos e práticas de 8 professores, com diferentes tempos de participação (Alto / Baixo) em um Programa de Acompanhamento da Prática Pedagógica em sala de aula (PAP) que promove diálogos com base nos critérios da teoria de Experiência de aprendizagem mediada. As aulas foram filmadas e os professores entrevistados antes e no final do PAP. Dentre os resultados, destaca-se que os professores com alta participação no PAP têm uma interação em sala de aula com mais utilização de estruturas de diálogo mediadas e uma reflexão mais elaborada sobre sua prática. Ob-servam-se, ao mesmo tempo, diferenças no uso destas estruturas dialogais, segundo o tempo de experiência docente, percepção que têm as docentes das crianças e contextos urbano e rural da escola

Abstract This article analyzes the relationship between reflective practice and teacher-student interaction in first-grade classrooms of urban and rural schools in Chile. With a methodology of multiple cases, discourses and practices of 8 teachers were analyzed, with different times of participation (High / Low) in a Program of Accompaniment of the Pedagogical Practice in the classroom (PAR) that promotes dialogues based on the criteria of the theory of Mediated Learning Experience. Classes were filmed and teachers were interviewed before and at the end of the PAP. The results showed that the teachers with high participation in the PAP have interaction in the classroom with more use of mediated dialogue structures and a more elaborate reflection on their practice. At the same time, differences are observed in the use of these dialogical structures, according to the time of teaching experience, the perception that the teachers have of the children, and the urban and rural contexts of the school.

Die doel van hierdie artikel is om 'n oorsig en ontleding te bied van die internasionale diskoers oor, en die ervaring rakende die onderwystaalmedium, en dan dié oorsig en ontleding te gebruik ter beligting van die Suid-Afrikaanse vraagstuk ten opsigte van onderwystaalmedium. Gedurende die eerste twee millennia van die bestaan van "die" skool as onderrig-leerinstansie, was die oorheersende taal van die politieke magsgebied waarin 'n betrokke skool geleë was vanselfsprekend ook die onderrig- en leertaal van die skool. Die kerkhervorming en veral die ontstaan van nasionale state in Wes-Europa in die negentiende eeu het 'n wending hierin meegebring deurdat hierdie gebeure die beginsel van die moedertaal as voertaal / onderrig-medium in die onderwys bevorder het. In die Globale Suide, ná die staatkundige mondigwording van voormalige kolonies en die gepaardgaande bemagtiging van die betrokke moeder- en nasionale tale, is die inheemse tale egter selde as onderrig- en leertale erken en ontwikkel. Engels het boonop, as internasionale lingua franca, die afgelope halfeeu regoor die aardbol as onderrig- en leertaal in die onderwys vastrapplek begin kry. In weerwil van hierdie verwikkelinge bestaan daar 'n massa bewyse en argumente ten gunste van moedertaal-mediumonderwys. Die eerste deel van die artikel gee 'n oorsig van hierdie bewysmateriaal en argumente. In die tweede deel word hierdie materiaal benut om die onderwystaalmediumvraagstuk in die Suid-Afrikaanse onderwys te belig. Die historiese verloop van sake in Suid-Afrika het uitgeloop op die oorheersing van Engels as voertaal in die onderwys. Hierdie toedrag van sake het gelei tot stremming in die ontwikkeling en bemagtiging van die verskillende inheemse tale as onderwysvoertale. Afrikaans, indien 'n mens dit sou beskou as een van die inheemse tale ('n taal wat op Afrikabodem ontstaan en ontwikkel het), het benewens die globale en historiese-nasionale kragte ten gunste van Engels wat in die eerste deel van die artikel beskryf is, ook te doen met histories-politieke druk (as die "onderdrukkerstaal"). In die eerste deel van die artikel het dit geblyk dat daar sterk argumente, gesteun deur empiriese bewyse, bestaan ten gunste van die bemagtiging van moedertale as voertale in onderwys, en dus téén die huidige oorheersende posisie van Engels as onderwystaalmedium. Nie net geld dieselfde argumente vir die situasie in Suid-Afrika nie maar daar is ook 'n aantal faktore wat die wenslikheid van moedertaalmediumonderwys hier te lande des te meer noodsaaklik maak. Enkele aanbevelings word in hierdie verband aangebied.

The aim of this article is twofold. It is firstly to map the international discourse and experience regarding the issue of language of learning and teaching in education. Secondly, the article focuses on the South African question regarding the issue of language of learning and teaching in educational institutions, by employing the international framework constructed in the first section for purposes of illumination, interpretation, and assessment. The language medium in education remains a contentious issue in education, also in the South African context. The comparative method that was used for doing the mapping, namely, to examine and draw potentially valuable insights and perspectives from comparable international situations, is widely used for illuminating societal issues, also in education. Schools were instituted for the first time around 3 000 BC in Mesopotamia and Egypt. During the first millennia in the history of these institutions, the dominant language of the political jurisdiction or entity in which the school was located was employed as the language of learning and teaching in schools. This was due to the political objectives of education and schooling as well as the social origins of the learners who attended the schools. Schools originated autochthonously in only a few places; most school systems in the world today can trace their roots back to the early mediaeval European prototype which was subsequently exported to the extra-European world by means of missionary activities and imperial (colonial) endeavours. It is important to keep this development in mind for an understanding of the subsequent course that the language of learning and teaching in schools followed. A departure from the mediaeval practice to use Latin as the language of learning and teaching in schools coincided with the Reformation in Western Europe in the sixteenth century, in particular the formation of nation-states in that part of the world since the beginning of the nineteenth century. The leaders of the Reformation promoted the use of the vernacular for reading and understanding the Bible, and for this reason agitated for the home language to become the language of teaching and learning in the schools. This ideal was never fully realised, however; even in Western Europe the dominant language of each nation was used as the language of teaching and learning. The notion of developing the vernacular as language of learning and teaching did not form part of the imperialist project of instituting schools in the colonies from the fifteenth century in the Americas and Asia, and from the nineteenth century in Sub-Saharan Africa. Instead, the official language of the colonial power in question was used as the language of learning and teaching in colonial schools. The empowerment of the vernacular to become the official language of the country, a hallmark of the formation of nation-states and of national education systems in the Global North, received at best scant attention or lip service when the nations of the Global South, especially in Africa (notably in Sub-Saharan Africa) and South Asia gained independence during the 1960s. The situation has since been exacerbated by the rise of English as international lingua franca in the past half century. The impact of this development can be detected in the education systems of the world, including those of the Global North: English has become a de facto universal second or third language in teaching and learning at most levels. English is also increasingly supplanting respectively French and Portuguese as languages of teaching and learning in institutions of education in francophone and lusophone Africa. This, as mentioned, is a direct result of the vernacular not having been developed and empowered to become the language of teaching and learning. The hegemonic position of English is also reinforced by widespread support for this language as medium of teaching and learning among parents. Parents are convinced that mastery of English will be advantageous for their children in the higher education context and later in the international commercial world. A plethora of scholarly investigations seem to indicate that the vernacular should be favoured as the language of learning and teaching in institutions of education. Their findings revolve around respect for human rights, including the right to use the home, mother or first language as medium of teaching and learning; the role of language of teaching and learning in ensuring that the vernacular maintains and even improves its status and currency in society; educational considerations, including the role that the mother language plays in cognitive development and the learning of the first language, the learning of a second language, and subsequently, the learning of English; also the issue of equality and equity in education, and the role and impact of the language of learning and teaching in the maintenance and production of human and social capital. In the second part of the article, the South African situation regarding the issue of language of teaching and learning is described, analysed, interpreted and assessed against the internationalframework outlined in the first part. The analysis and discussion presented reveal that the international considerations are valid for the issue of language of learning and teaching in South Africa as well. They also show that several contextual-ecological features of the South African pedagogical landscape cause the promotion of the vernacular as medium of teaching and learning to be of even greater urgency. These features include the poor output (achievement) levels of, and the concomitant high levels of attrition in the South African education system, the persistent unacceptably high unemployment rate, the high levels of social inequality, and the national priority of making education accessible to all. Recommendations are made as to how the development of the various vernaculars could be developed to become efficient media of teaching and learning. Two of the strategies that could be considered are to promote the use of the vernacular in teacher education, and to use some of the international aid that is being poured into the African continent for the purpose of developing the various vernaculars to grow into effective education media.

Resumo O objetivo desta pesquisa é desenhar e implementar uma estratégia metodológica, com fulcro na pesquisa dirigida, para desenvolver práticas de laboratório por meio da utilização de produtos de uso diário, na disciplina de química orgânica do Programa Acadêmico em Ciências Naturais da Universidad Tecnológica del Chocó. Para se alcançar este objetivo, foi iniciado um diagnóstico das atividades laboratoriais na referida disciplina. Este estudo sustenta-se na abordagem mista, por meio de um desenho de estudo de caso. Foram utilizados métodos teóricos, empíricos e estatísticos. Os resultados obtidos expressam que durante o período letivo de 2019-2, os professores que compõem a amostra da pesquisa não realizavam práticas de laboratório, e quando orientavam as atividades de laboratório foram do tipo experiências, experimentos ilustrativos e / ou exercícios práticos. A avaliação dos alunos e do grupo de especialistas quanto à estratégia metodológica faculta a compreensão de que a construção do conhecimento escolar é favorecida a partir da investigação contextualizada das ciências, cujo processo dinâmico possibilita compreender e aplicar conceitos, desenvolver competências, atitudes e aptidões positivas para a química a partir de um problema de pesquisa. Esta estratégia metodológica, baseada na investigação dirigida, permitiu repensar as práticas laboratoriais da química orgânica, fomentando um papel ativo nos alunos e tornando-os protagonistas do próprio processo de formação.

Abstract The objective of this research is to design and implement a methodological strategy based on directed research to develop laboratory practices by using daily products within the organic chemistry course of the Academic Graduate Program in Natural Sciences (PALCN) from Universidad Tecnológica del Chocó. To fulfill this objective, we began with a diagnosis of the laboratory activities in said subject. This study was founded upon a mixed approach by means of a case study design. Theoretical, empirical, and statistical methods were used. The results obtained showed that, during the 2019-2 academic period, he teachers that make up the study sample did not conduct any laboratory practices and, when they guided laboratory activities, these were experiences, illustrative experiments, and practical exercises. As for the methodological strategy, the student and the group of experts expressed that the construction of school knowledge is favored from research by the contextualization of science, whose dynamic process makes it easier for them to understand and apply concepts, as well as to develop skills and positive attitudes towards chemistry from a research problem. Based on directed research, this methodological strategy allowed rethinking organic chemistry laboratory practices, encouraging an active role in the students and turning them into main actors within their education process.

Resumen El objetivo de la presente investigación es diseñar e implementar una estrategia metodológica basada en investigación dirigida para desarrollar prácticas de laboratorio mediante el uso de productos cotidianos en la asignatura de química orgánica del Programa Académico en Licenciatura de Ciencias Naturales (PALCN) de la Universidad Tecnológica del Chocó (UTCH). Para cumplir este objetivo, se partió de un diagnóstico sobre las actividades de laboratorio en dicha asignatura. Este estudio se sustentó en un enfoque mixto, mediante un diseño de estudio de caso. Se utilizaron métodos teóricos, empíricos y estadísticos. Los resultados arrojados mostraron que, durante el periodo académico 2019-2, los docentes que constituyen la muestra de investigación no realizaron prácticas de laboratorio y, cuando orientaron actividades de laboratorio, estas fueron experiencias, experimentos ilustrativos o ejercicios prácticos. Con respecto a la estrategia metodológica, los estudiantes y el grupo de expertos expresaron que la construcción del conocimiento escolar se favorece desde la investigación mediante la contextualización de la ciencia, cuyo proceso dinámico les facilita comprender y aplicar conceptos, así como desarrollar habilidades, actitudes y aptitudes positivas hacia la química a partir de un problema de investigación. Esta estrategia metodológica, basada en la investigación dirigida, permitió replantear las prácticas de laboratorio de química orgánica, propiciando en los estudiantes un rol activo y convirtiéndolos en actores principales de su proceso de formación.

Abstract This study is based on the weaknesses presented by the instructors in the research line of the Virtual Marketing program of the Center for Management of Markets, Logistics and Information Technologies of the National Learning Service in the regional Bogotá in Colombia, when teaching their activities in the virtual classroom. This study is based on the question: How to design creative digital taxonomies as a pedagogical strategy for the development of research skills in instructors of the National Learning Service in Colombia? With the purpose of designing creative digital taxonomies as a pedagogical strategy for the development of specific skills in the classroom. Under a mixed methodology and a type of correlational descriptive study with a quasi-experimental design and the application of pret test / post test evaluation instruments, for data collection and analysis, accompanied by a pedagogical intervention with the support of the Geneally tool and a “Learning landscape” with five work sessions. The results showed that, by implementing the pedagogical strategy with creative digital taxonomies and information and communication technologies, the instructors of the Marketing program acquire permanent investigative skills, which allows them to abound in the training of their students in the virtual classroom.

Resumen Este estudio parte de las debilidades que presenta los instructores en la línea de investigación del programa de Mercadeo Virtual del Centro de Gestión de Mercados, Logística y Tecnologías de la Información del Servicio de Nacional de Aprendizaje en la regional Bogotá en Colombia, al impartir sus actividades en el aula virtual. El presente estudio parte de ¿Cómo diseñar taxonomías digitales creativas como estrategia pedagógica para el desarrollo de habilidades investigativas en los instructores del Servicio Nacional de Aprendizaje en Colombia? Con el propósito de diseñar taxonomías digitales creativas como estrategia pedagógica para el desarrollo de habilidades especificas en el aula. Bajo una metodología mixta y un tipo de estudio descriptivo correlacional con un diseño cuasiexperimental y la aplicación de instrumentos de evaluación pret test / post test, para la recolección de datos y análisis, acompañado de una intervención pedagógica con el apoyo de la herramienta Geneally y un “paisaje de aprendizaje” con cinco sesiones de trabajo. Los resultados demostraron que, al implantar la estrategia pedagógica con taxonomías digitales creativas y las tecnologías de la información y la comunicación, los instructores del programa de Mercadeo adquieren habilidades investigativas permanentes, que les permite abundar en la formación de sus estudiantes en el aula virtual.

Resumen El trabajo con lenguas afines supone ventajas e inconvenientes. Las primeras están relacionadas, sobre todo, con las destrezas receptivas, especialmente en los niveles iniciales. Los segundos se ponen de manifiesto en las destrezas productivas. Entre ellos cabe mencionar los fenómenos de transferencia y de interferencia (Martín Peris, 2008). De hecho, cuando en los niveles intermedios los estudiantes empiezan a tener conciencia de las diferencias, se produce un estancamiento en el aprendizaje que, siguiendo a Baerlocher Rocha y Lucha Cuadros (2014), está causado generalmente por las interferencias que obstaculizan que la interlengua del aprendiz avance hacia la lengua extranjera. En esta investigación, a partir de un corpus de producciones escritas de aprendices de español como lengua extranjera (ELE) con lengua materna portuguesa, se hace un rastreo de algunas piezas conectivas, conectores discursivos principalmente, para observar qué marcadores presentan mayor dificultad y cómo interfiere la lengua materna en la selección de los mismos. Se parte de un análisis contrastivo con el fin de proceder a la explicación de las ocurrencias. A continuación, se ofrecerán ideas e implicaciones didácticas concretas para la mejora de la enseñanza / aprendizaje (E/A) de estos elementos del discurso en ELE. Entre ellas, llamamos la atención para la necesidad de elaborar nuevos documentos orientadores para la E/A de estas piezas desde la perspectiva de las lenguas afines, además de proponer la unidad textual como foco o trabajar con corpus en el aula para activar la conciencia lingüística.

Abstract Working with related languages has advantages and disadvantages. The first ones are related, especially, to receptive skills in initial levels. The latter appear in productive skills, being worth mentioning phenomena such as transfer and interference (Martín Peris, 2008). In fact, when students in intermediate levels begin to be aware of the differences, a stagnation in learning takes place that, following Baerlocher Rocha and Lucha Cuadros (2014), is generally caused by the interferences that prevent the interlanguage of the learner from advancing towards SL. From a corpus of written texts by Lusophone learners of Spanish as a foreign language (ELE), we make a research of some connective language pieces, mainly discursive connectors, to observe which markers present the greatest difficulty and how their mother tongue interferes in the selection. The research starts with a contrastive analysis to proceed to the explanation of the occurrences. To conclude, ideas and specific didactic implications will be offered aiming the improvement of the learning and teaching of this discourse elements in ELE. Among them, we draw attention to the need of developing new approaches to this field from the perspective of related languages, as well as focusing on the text as a unit or working with corpora in classroom to activate linguistic awareness.

Resumen Nuestra sociedad actual se caracteriza por un estado de crisis civilizatoria, donde la pobreza, la inequidad y los conflictos conforman un sistema de problemáticas de las relaciones sociedad-naturaleza, que hacen que la formación ambiental se haga necesaria y urgente en nuestro sistema educativo. El desarrollo de capacidades y formación de competencias ambientales de los docentes, particularmente de ciencias, son determinantes para permitir que en las instituciones educativas los estudiantes tengan una formación ciudadana, crítica y democrática para participar en la toma de decisiones responsables frente a los problemas ambientales locales. Este artículo, a partir de la con-ceptualización de las relaciones capacidades/competencias, presenta las competencias ambientales para la acción, como base de las propuestas para la sostenibilidad ambiental frente a las demandadas actuales como criterio de idoneidad en los currículos de todos los niveles educativos, en particular de la educación superior. Por último, se propende por unas competencias ambientales integradas, relacionadas con las transiciones/progresiones de aprendizaje, que hacen parte de los estándares de ciencias, en la formación de los estudiantes, lo que hace necesario procesos formativos del profesorado en enfoques de enseñanza, como las cuestiones sociocientíficas y cuestiones socioambientales agudas.

Abstract Nowadays, society characterizes for being in a state of civilizational crisis, where poverty, inequality, and conflicts develop a system of problems that make environmental training necessary in our educational system. This urgent change could help with the training of ecological competencies in teachers, particularly in science, which is decisive to allow students to have civic, critical, and democratic training to participate in decision-making for local environmental problems. In this essay, based on the conceptualization of the competencies in relationships, the environmental competencies for action could be the basis for the proposals of actions for ecological sustainability, currently demanded as a criterion of suitability in the curricula of all educational levels, especially in higher education. Finally, it is aimed at integrated environmental competencies, related to learning transitions, which are part of the science standards in the training of students, making teacher training processes in socio-scientific and acute socio-environmental issues a necessary matter.

Resumo Nossa sociedade atual caracteriza-se por um estado de crise civilizatória, onde a pobreza, a desigualdade e os conflitos compõem um sistema problemático das relações sociedade-natureza, que tornam a formação ambiental necessária e urgente em nosso sistema educacional. O desenvolvimento de capacidades e formação de competências ambientais dos professores, particularmente de ciências, são determinantes para permitir que nas instituições de ensino os alunos tenham uma formação cidadã, crítica e democrática para participar da tomada de decisões responsável diante aos problemas ambientais locais. Neste artigo, a partir da conceitualização das relações capacidades/competências, apresenta as competências ambientais para a ação, como base das propostas para a sustentabilidade ambiental em relação às demandas atuais como critério de elegibilidade nos currículos de todos os níveis de educação, em especial o ensino superior. Por fim, orienta-se por umas competências ambientais integradas, relacionadas com as transições / progressões de aprendizagem, que fazem parte dos padrões de ciências, na formação de alunos, o que torna necessário os processos de formação de professores em abordagens de ensino, como as questões sócio-científicas e questões socioambientais agudas.

Resumen: Este artículo presenta resultados de una investigación desarrollada en el ámbito de una maestría académica, a partir de la observación e inserción del investigador en las clases de una disciplina de Historia de la Física y Epistemología (HFE), en la licenciatura en Física de una universidad pública brasileña. La disciplina discute la naturaleza de la ciencia (NdC) articulada con la Historia de la Física / Ciencia (HC). Con el objetivo de indagar en el papel de los micro-episodios, que son micro-clases que agregan elementos del NdC, que se realizan al final del curso, con el objetivo de instruir a los estudiantes de pregrado para llevar este debate a la Educación Básica. La investigación forma parte de una línea cuya tesis vertebradora es que el NdC puede contribuir a la mejora del aprendizaje de la Física y a la promoción de una educación científica reflexiva y ciudadana. El marco epistemológico y metodológico de Bruno Latour (2012) apoyó la construcción de un “informe de riesgos” en el que se valoraban las narrativas personales de los sujetos de investigación, buscando identificar los desafíos que plantea la integración de la HFE con la enseñanza de la Física durante la formación inicial. ; cada elemento identificado fue tomado como un "nodo" de una red compleja - noción de actor-red - que, cuando se rastrea, revela diferentes percepciones y asociaciones que brindan pistas para una mejor comprensión de por qué NdC aún no llega explícitamente a la enseñanza de las ciencias.

Abstract: This article presents some results obtained from research developed during a Master’s Degree that were based on observations and participation by the researcher in a History of Physics and Epistemology (HPE) offered in a physics teacher education program at a public university in the south of Brazil. The course is aimed at integrating discussions about the Nature of Science (NoS) with the History of Physics/Science (HoS). The purpose of the research was to investigate the potential of using teaching micro episodes, which are short lectures that aggregate elements of NoS. Those micro episodes were developed by the students and presented at the end of the course to provide them with some necessary tools to bring the discussion to high school classes. This investigation is founded on the justified belief that the NoS can contribute to the better learning of physics and to achieving scientific literacy for reflexive and citizenship education. Bruno Latour (2012) supports the production of "risky accounts" that value narratives from the research subjects and tries to identify the challenges faced in the integration of HPE into physics education along with this physics teacher education program. In this "risky account," researchers, research participants, and research tools are seen as "nodes" in a complex network - the actor-network concept. Mapping this network can reveal different perceptions and associations of elements, which provides clues to a better understanding of why explicit NoS discussions have not yet reached basic education classes.

Resumo: Este artigo apresenta resultados de uma pesquisa desenvolvida no âmbito de um mestrado acadêmico, a partir da observação e inserção do pesquisador nas aulas de uma disciplina de História da Física e Epistemologia (HFE), na licenciatura em Física de uma universidade pública do sul do Brasil. A disciplina discute a natureza da ciência (NdC) articulada com a história da Física/Ciência (HC). O objetivo deste trabalho foi investigar o papel de microepisódios de ensino, que são microaulas que agregam elementos da NdC, realizados no final da disciplina, visando instrumentalizar os licenciandos a levarem esse debate para a Educação Básica. A investigação se insere em uma linha cuja tese vertebradora é de que a NdC pode contribuir para a melhoria da aprendizagem da Física e para a promoção de uma educação científica reflexiva e cidadã. O referencial epistemológico e metodológico de Bruno Latour (2012) ofereceu suporte à construção de um “relato de risco” em que foram valorizadas as narrativas pessoais dos sujeitos de pesquisa buscando identificar os desafios que a integração da HFE ao ensino de Física vai colocando ao longo da formação inicial; cada elemento identificado foi tomado como “nó” de uma rede complexa - noção de ator-rede - que, ao ser rastreada, revela diferentes percepções e associações que fornecem indícios para uma melhor compreensão do porquê a NdC ainda não chega de forma explícita na educação científica.

Las Tecnologías de la Información y la Comunicación (TIC) han sido clave para que la enseñanza en línea ingresara con tal ímpetu en el mundo pedagógico que modificara el paradigma educativo. La oferta y demanda de cursos en línea se ha incrementado fuertemente los últimos años debido principalmente a dos parámetros: su menor costo con respecto a cursos tradicionales, y la necesidad de distanciamiento social en tiempos de contingencia. Sin embargo, poco se sabe aún sobre la deseada equivalencia en la eficacia académica entre la opción en línea y la presencial. En este trabajo se comparan ambas modalidades a través de los resultados obtenidos en los cursos de ingreso presencial y en línea dados a aspirantes al programa de la Licenciatura Ingeniería en Computación de la Universidad Autónoma de Zacatecas. Los cursos fueron diseñados de manera que se minimizaran las diferencias entre ellos, siendo la variable clave la modalidad en línea o presencial. El análisis estadístico no muestra diferencias significativas, por lo que se concluye que ambas modalidades son equivalentes para este estudio de caso.

Information and Communication Technology (ICT) has been key for online teaching to enter the pedagogical world with such force that it modified the educational paradigm. Supply and demand of online courses has strongly increased in past years mainly due to two parameters: lower cost when compared to traditional courses, and the need of social distancing in contingency period. However, little is yet known about the desired equivalence of academic effectiveness between the online and classroom options. Face-to-face and online teaching methods are compared in this work through the results obtained when applied to an entrance preparatory course given to applicants to the program of Bachelor of Science in Computer Engineering at the Autonomous University of Zacatecas. The courses were designed in such a way that the differences between them were minimized, being online / classroom learning the key variable. The statistical analysis does not show significant differences. It is concluded that both methods are equivalent for this study case.

ABSTRACT The present research had as objective to value the incidence of the methodology Problem Bassed Learning (PBL) as a didactic strategy in the process of teaching learning of the subject Differential Equations. For this purpose, it was based on the evaluation of two groups that received the subject during the first cycle of the 2020-2021 academic year at the University of Guayaquil. In the first group, corresponding to the Networking and Telecommunications Engineering degree, the methodology was applied in the topics of Application of differential equations of first and second order. In the second group, from the Software Engineering career, the PBL methodology was not applied. Six fundamental aspects of professional training were evaluated in engineering students, using linguistic terms associated with Single-Value Neutral Sets. The results were evidenced by the comparative analysis aspect/student, aggregated evaluation/student and in the general comparison aspect/group. In general, better results were obtained in the group in which the PBL methodology was applied with a greater impact on aspects: Communication Skills, Collaborative Work and Enhancement of Creativity.

RESUMEN La presente investigación tuvo como objetivo valorar la incidencia de la metodología Aprendizaje Basado en Problemas (ABP) como estrategia didáctica en el proceso de enseñanza aprendizaje de la asignatura Ecuaciones Diferenciales. Para ello, se basó en la evaluación de dos grupos que recibieron la asignatura durante el primer ciclo del año académico 2020-2021 en la Universidad de Guayaquil. En el primer grupo, correspondiente a la carrera de Ingeniería en Redes y Telecomunicaciones, se aplicó la metodología en los temas de Aplicación de ecuaciones diferenciales de primer y segundo orden. En el segundo grupo, de la carrera de Ingeniería de Software, no se aplicó la metodología PBL. Se evaluaron seis aspectos fundamentales de la formación profesional en estudiantes de ingeniería, utilizando términos lingüísticos asociados a Conjuntos Neutrales de Valor Único. Los resultados fueron evidenciados por el aspecto de análisis comparativo / estudiante, evaluación agregada / estudiante y en el aspecto de comparación general / grupo. En general, se obtuvieron mejores resultados en el grupo en el que se aplicó la metodología ABP con mayor impacto en los aspectos: Habilidades comunicativas, Trabajo colaborativo y Potenciación de la creatividad.

Resumo: A mineração representa um desafio do ponto de vista sustentável, por ser uma atividade que provoca impactos diretos para o meio ambiente, conforme observado nos crimes socioambientais ocorridos no estado de Minas Gerais. Este trabalho teve como principal objetivo avaliar quais foram as mudanças de concepção apresentadas pelos estudantes do Ensino Médio sobre esse impacto, após a aplicação de uma sequência didática com enfoque Ciência-Tecnologia-Sociedade associado com a dinâmica dos três momentos pedagógicos (3MP), baseada nos princípios de Paulo Freire. A sequência didática foi composta por seis aulas, com as atividades: análise de imagens, reportagens e documentários, jogo de tabuleiro, visita orientada, debates e estudo de caso. Os resultados revelam que a dialogicidade presente nas atividades em todos os três MPs potencializou o processo de ensino e de aprendizagem, pois os alunos conseguiram incorporar, aplicar, posicionar e tomar decisões em assuntos relacionados à temática trabalhada, incluindo aspectos políticos, sociais, ambientais, econômicos e científicos.

Abstract: Mining represents a challenge from the viewpoint of sustainability, as it is an activity with direct impacts on the environment, as it can be seen in the socio-environmental crimes that occurred in the state of Minas Gerais, Brazil. The main objective in this study was to evaluate what were the conception changes presented by high school students regarding this issue, after the application of a didactic sequence following an STS approach associated with the dynamics of the three pedagogical moments (3MP) based on Paulo Freire's principles. The didactic sequence consisted of 6 classes, using the following activities: image analysis, reports and documentaries, board games, guided visit, debates and case studies. The results show that the dialogic features of the activities in all three MPs enhanced the teaching / learning process, as the students were able to incorporate, apply, take a stand and make decisions on issues related to the theme, including the political, social, environmental, economic and scientific aspects.