RESUMO: O ensino de anatomia vem se modificando ao longo dos anos, introduzindo métodos tecnológicos, principalmente após o período pandêmico. Questiona-se o uso exclusivo da tecnologia em comparação aos métodos tradicionais de dissecação e aulas teóricas presenciais no que diz respeito à aquisição de conhecimento. Este artigo analisou a percepção de conhecimento de alunos de diversos semestres do curso de Medicina Veterinária, comparando alunos que tiveram aulas apenas online com aqueles que tiveram aulas presenciais de Anatomia Descritiva dos Animais Domésticos. Para tanto, questões foram enviadas por meio de formulário, com preenchimento voluntário e anônimo, e posteriormente analisadas estatisticamente. Os resultados indicam que 11,5% dos alunos que cursaram a disciplina remotamente falharam na aplicação dos conhecimentos em outras disciplinas, enquanto nenhum aluno do ensino presencial relatou o mesmo. A maioria dos alunos, tanto dos grupos remotos quanto dos presenciais, lembram-se do assunto, mas revisam o conteúdo com frequência. Em relação ao conhecimento teórico, o grupo online (80,8%) compreendeu melhor à medida que o curso avançava, comparado a 59,6% do grupo presencial. A ligação entre Anatomia e outras disciplinas foi mais destacada pelo grupo presencial (30,8%) em comparação ao online (15,4%). Ambos os grupos concordam que o contacto físico com peças anatômicas é essencial, mas alguns consideram possível ter um primeiro contacto com imagens ou fotografias 3D. Baseado nesse estudo preliminar, conclui-se que as interações iniciais com a área de Anatomia devem incluir técnicas pedagógicas diversificadas com comunicação empática. A utilização de recursos tecnológicos modernos é um aliado do processo de ensino-aprendizagem, e após a abstração dos conteúdos é possível o uso singular da tecnologia na manutenção e atualização do conhecimento anatômico. RESUMO anos pandêmico Questionase Questiona Veterinária Domésticos formulário anônimo estatisticamente 115 11 5 11,5 mesmo lembramse lembram assunto frequência teórico 80,8% 808 80 8 (80,8% avançava 596 59 6 59,6 30,8% 308 30 (30,8% 15,4%. 154 15,4% . 15 4 (15,4%) essencial 3D D preliminar concluise conclui empática ensinoaprendizagem, ensinoaprendizagem aprendizagem, aprendizagem ensino-aprendizagem anatômico 1 11, 80,8 (80,8 59, 30,8 3 (30,8 15,4 (15,4% 80, (80, 30, (30, 15, (15,4 (80 (30 (15, (8 (3 (15 ( (1

ABSTRACT: Anatomy teaching has been changing over the years, introducing technological methods especially after the pandemic period. An ongoing debate revolves around whether exclusive reliance on technology for anatomy classes, as opposed to traditional methods and face-to-face instruction, enhances knowledge acquisition. This study analyzed the knowledge perception of students from various semesters throughout the Veterinary Medicine course, comparing students who only had online classes with those who had face-to-face classes in Gross Anatomy of Domestic Animals. For this purpose, a questionnaire was distributed for voluntary and anonymous completion, and the responses were subsequently analyzed statistically. The results indicated that 11.5% of the students who took Anatomy remotely failed to apply the knowledge in other subjects, while no face-to-face learning student reported the same. Most students, both remote and face-to-face groups, remember the subject but review the content frequently. Regarding theoretical knowledge, the online group (80.8%) understood better as the course progressed, compared to 59.6% of the face-to-face group. The connection between Anatomy and other subjects was more highlighted by the face-to-face group (30.8%) compared to the online group (15.4%). Both groups agree that physical contact with anatomical specimens is essential; however, some believe that initial exposure through 3D images or photographs is feasible. We concluded based on this preliminary study that the initial interactions with the Anatomy field should include diversified pedagogical techniques with empathetic communication. The use of modern technological resources are allies in the teaching-learning process. Furthermore, after abstracting the contents, technology alone can effectively maintain and update anatomical knowledge. ABSTRACT years period facetoface face instruction acquisition Animals purpose completion statistically 115 11 5 11.5 same frequently 80.8% 808 80 8 (80.8% progressed 596 59 6 59.6 30.8% 308 30 (30.8% 15.4%. 154 15.4% . 15 4 (15.4%) essential however D feasible communication teachinglearning process Furthermore contents 1 11. 80.8 (80.8 59. 30.8 3 (30.8 15.4 (15.4% 80. (80. 30. (30. 15. (15.4 (80 (30 (15. (8 (3 (15 ( (1

ABSTRACT This paper attempts to demonstrate how the artworks in the exhibition "Madres plantas y mujeres luchadoras. Visiones desde Cantagallo", created by the Shipibo artists of the Non Shinanbo collective, constitute a testimonial record that evidences the strategies that emerged within Cantagallo, an urban indigenous community, in the context of the measures taken by the Peruvian State during the first stage of the Covid-19 pandemic. Through the "reading" and analysis of a selection of artworks and based on interviews with the artists, it will be illustrated how their work creates an effective testimony that emphasizes the empowerment of the women in the community, the significance of the bonds of solidarity within the community and the relevance of Shipibo traditional knowledge, which is open to heterogeneous elements, thus evidencing its modernity and complexity.

RESUMEN Este artículo intenta demostrar cómo las obras de arte de la exposición "Madres plantas y mujeres luchadoras. Visiones desde Canta-gallo", realizada por las artistas shipibo del colectivo "Non Shinanbo", constituyen un archivo testimonial que evidencia las estrategias surgidas al interior de Cantagallo, una comunidad indígena urbana, en el contexto de las medidas emprendidas por el Estado peruano durante la primera etapa de la pandemia de Covid-19. A través de la "lectura" y el análisis de una selección de obras de arte y de una serie de entrevistas con las artistas, se demostrará cómo su labor crea un testimonio efectivo en el que se resalta el empoderamiento de la población femenina de la comunidad, el significado de los lazos solidarios al interior de la misma y la importancia de los conocimientos tradicionales shipibo, que se abren a elementos heterogéneos, evidenciando, así, su modernidad y complejidad.

RESUMO Este artigo busca demonstrar como as obras de arte da exposição "Madres plantas y mujeres luchadoras. Visiones desde Cantagallo", produzidas pelas artistas Shipibo do coletivo Non Shinanbo, constituem um arquivo testemunhal que evidencia as estratégias que emergiram dentro do Cantagallo, uma comunidade indígena urbana, no contexto das medidas tomadas pelo Estado peruano durante o primeiro período da pandemia de Covid-19. Será demonstrado através da "leitura" e análise de uma seleção de obras de arte e de entrevistas com os artistas - como seu trabalho cria um testemunho eficaz que ressalta o empodera-mento da população feminina da comunidade, o significado dos laços de solidariedade em seu interior e a importância do conhecimento tradicional shipibo, aberto a elementos heterogêneos, evidenciando sua modernidade e complexidade.

Abstract: The present study examines the teaching strategies used by physics professors while providing a guide for students through learning activities that develop thinking skills, knowledge, and attitudes to solve specialty-related problems. A didactic approach is applied to teaching competency-based general physics in engineering within a modular structure. A mixed methodology is employed, with qualitative methods for the case study interpreting professors' discourse regarding classroom pedagogical design and practice, and quantitative methods examining teaching practice and its impact on academic performance. As a result, three main categories are identified: 1) didactic strategies, 2) technological resources, 3) and learning monitoring. It is observed that the teaching model influences student dropout rates and academic success. In conclusion, there is a preference for traditional strategies over constructivist strategies, regardless of the professor's experience level.

Resumen: El presente estudio examina las estrategias de enseñanza utilizadas por los docentes de física y provee una guía al estudiante a través de actividades de aprendizaje que desarrollen habilidades de pensamiento, conocimientos y actitudes para resolver problemas de la especialidad. Se aplica un enfoque didáctico para enseñar por competencias en física general en ingeniería bajo estructura modular. Se utiliza una metodología mixta, cualitativa para el estudio de caso que interpreta el discurso de los docentes en relación con el diseño y la práctica pedagógica de aula y el cuantitativo que examina la práctica docente y su impacto en el rendimiento académico. Como resultado, se identifican tres categorías principales: 1) estrategias didácticas, 2) recursos tecnológicos, y 3) seguimiento del aprendizaje. Se observa que el modelo de enseñanza influye en la tasa de deserción y el éxito académico de los estudiantes. En conclusión, se evidencia una preferencia por estrategias tradicionales sobre las constructivistas, independientemente de la experiencia del docente.

SUMMARY: The denomination of the "ulna" bone as "cubitus" bone is an error in terminology still observed in anatomy study texts and Chilean school textbooks, even though the term ulna was established as the official term in the 20th century. This problem is a reflection of the slow progressive change in academic communities and the population in general, through the traditional transfer of knowledge. Scientific dissemination allows for accelerating such a process, and in recent years, it has been enhanced through social networks and virtual platforms such as TikTok. Few studies relate the use of TikTok with anatomical learning. This research describes school students' perception of an informative video on correctly using the term "ulna." It analyzes the possible scope as a complementary activity to anatomical teaching for the school community and society. A TikTok video was developed and published four months before showing it to 17 11th-grade students from Viña del Mar, and then they were asked to complete a perception survey. In addition, statistical data provided by the TikTok platform itself was recorded. The results revealed a favorable reception of the informative content among the participating students, with a high percentage expressing total or partial agreement in all the statements evaluated (up to 82.4 %). The metrics delivered by the platform show an international reach, the main viewers being people from Chile (35.5 %), Mexico (25.3 %), and Colombia (7.2 %). Among the aspects mentioned by the students that need improvement, are the quality of visual editing and the fluency of the explanation. Given the positive perception obtained from the video, we consider that using these complementary tools can improve human anatomy's teaching and learning processes and broaden our practices' impact on the educational community and society.

RESUMEN: La denominación del hueso "ulna" como hueso "cúbito" es un error de terminología aún observado en textos de estudio de anatomía y en textos escolares chilenos, pese a que desde el siglo XX se ha establecido el término ulna como el oficial. Esto refleja la lentitud del proceso de cambio en las comunidades académicas y en la población general mediante la transmisión tradicional de conocimientos. La divulgación científica permite acelerar dicho proceso, y en los últimos años se ha potenciado por medio de redes sociales y plataformas virtuales como TikTok. Existen pocos estudios que relacionan el uso de TikTok con el aprendizaje anatómico. Esta investigación describe la percepción de estudiantes escolares frente a un vídeo divulgativo sobre el correcto uso del término "ulna" y analiza los posibles alcances como actividad complementaria de la enseñanza anatómica hacia la comunidad escolar y la sociedad. Se desarrolló un vídeo de TikTok publicado 4 meses antes de mostrarlo a 17 estudiantes de 3° de enseñanza secundaria, y luego se les solicitó completar una encuesta de percepción. Además, se registraron datos estadísticos entregados por la misma plataforma. Los resultados obtenidos revelan una favorable acogida del contenido divulgativo entre los estudiantes participantes, con un alto porcentaje expresando acuerdo total o parcial en todas las afirmaciones evaluadas (hasta un 82,4 %). Las métricas entregadas por la plataforma demuestran un alcance internacional, siendo los principales espectadores personas de Chile (35,5 %), México (25,3 %) y Colombia (7,2 %). Entre los aspectos a mejorar mencionados por los estudiantes está la calidad de edición visual y la fluidez de la explicación. Dada la positiva percepción obtenida frente al vídeo, consideramos que usar estas herramientas complementarias puede mejorar los procesos de enseñanza y aprendizaje de la anatomía humana y ampliar el impacto de nuestras prácticas en la comunidad educativa y la sociedad.

Abstract: This article examines the concept of distinction developed by George Spencer-Brown in his work "Laws of Form", understood as a triunity between the indicated, the non-indicated, and the boundary. Through an onto-epistemological analysis, the laws and concepts associated with distinction in Spencer-Brown's work and their implications for a more comprehensive understanding of knowledge are explored. It is argued that this notion challenges traditional dichotomous views and allows for rethinking knowledge as a dynamic, situated process open to dialogue with the non-indicated. The article concludes that this approach provides valuable foundations for overcoming fragmented perspectives on knowing.

Resumen: Este artículo examina el concepto de distinción desarrollado por George Spencer-Brown en su obra Laws of Form, entendido como una triunidad entre lo indicado, lo no indicado y la frontera. A través de un análisis onto-epistemológico, se exploran las leyes y conceptos asociados a la distinción en Spencer-Brown y sus implicancias para una comprensión más integral del conocimiento. Se argumenta que esta noción desafía visiones dicotómicas tradicionales y permite repensar el conocimiento como un proceso dinámico, situado y abierto al diálogo con lo no-indicado. El artículo concluye que este enfoque aporta fundamentos valiosos para superar perspectivas fragmentadas sobre el conocer.

ABSTRACT The dynamics of globalisation have concentrated poverty in certain areas of the urban context, generating a challenge that must be addressed from all disciplines and approaches. However, traditional historiographical currents have not been able to account for the dynamics of the most disadvantaged areas of our cities. Biographical methods, although they have been applied to represent excluded groups, have rarely contemplated urban issues related to them. In this sense, the present research is based on the process of historical reconstruction of the Guadalquivir neighbourhood in Córdoba, Spain through the life stories of its residents, analysing the biographical discourse of 28 key people. The analysis of the life stories from a territorial perspective shows how the technique allows us to generate processes of collective construction of knowledge, as well as to develop emancipatory practices capable of re-signifying the territories and transforming the most vulnerable environments.

RESUMEN Las dinámicas de la globalización han concentrado la pobreza en determinadas zonas del contexto urbano, generando un desafío que debe abordarse por distintas disciplinas y enfoques. No obstante, las corrientes historiográficas tradicionales no han sido capaces de dar cuenta de la dinámica de las zonas más desfavorecidas de nuestras ciudades. Los métodos biográficos, aunque han sido aplicados para representar colectivos en exclusión, raramente han contemplado cuestiones urbanas relativas a ellos. En este sentido, la presente investigación se sustenta en el proceso de reconstrucción histórica del barrio Guadalquivir en Córdoba, España, a través de los relatos de vida de sus vecinas y vecinos, analizando el discurso biográfico de 28 personas clave. El análisis de los relatos de vida desde una mirada territorial muestra cómo la técnica permite generar procesos de construcción colectiva del conocimiento, así como desarrollar prácticas emancipatorias capaces de resignificar los territorios y transformar los entornos más vulnerables.

Abstract Background: Taza province presents enormous richness and biodiversity. Updating their medicinal plant inventories is crucial for conserving traditional knowledge, sustainable use, health and well-being, economic opportunities and collaborative research. Question: What new species and families of medicinal plants can we report by widening the ethnobotanical study area in Taza province compared to previous work? Studied species: 202 medicinal plant species. Study site and dates: 28 communities in the province of Taza (Morocco), between March and October 2021. Methods: An ethnobotanical survey including 340 interviewees using a semi-structured questionnaire. Results: 91 medicinal taxa belonging to 48 families were inventoried. 12 species including three spontaneous: Atriplex halimus L., Citrullus colocynthis L. Sch and Micromeria graeca (L.) Benth. ex Rchb. were reported for the first time. The most frequent species are respectively Salvia officinalis L., Trigonella foenum-graecum L. and Rosmarinus officinalis L. The most frequent families are respectively Lamiaceae, Asteraceae and Fabaceae. Seven new vernacular names have been listed. Most of the plants were spontaneous (55.9 %). The comparative analysis with previous work led to obtaining a checklist of 202 taxa (75 families) of which 65 have specific endemism and 77 (48 spontaneous) are on the red list. The scientific names of 28 species and nine families have been updated. Conclusions: This checklist (202 taxa) traduces the plant heritage richness of Taza province and constitutes a great database for future scientific research. The 12 newly listed species constitute an added value that deserves to be valued through ethnopharmacological studies.

Resumen: Antecedentes: La provincia de Taza presenta una enorme riqueza y biodiversidad. Actualizar sus inventarios de plantas medicinales es crucial para preservar el conocimiento tradicional. Preguntas y / o Hipótesis: ¿Qué nuevas especies y familias de plantas medicinales se pueden reportar al ampliar el área de estudio de la provincia de Taza respecto a trabajos anteriores? Especies de estudio: 202 especies medicinales. Sitio y años de estudio: 28 comunidades de Taza (Marruecos), entre marzo y octubre (2021). Métodos: Una encuesta etnobotánica que incluyó a 340 entrevistados mediante un cuestionario semiestructurado. Resultados: Se inventariaron 91 taxones medicinales pertenecientes a 48 familias. 12 especies, incluidas tres espontáneas: Atriplex halimus L., Citrullus colocynthis (L.) Sch and Micromeria graeca (L.) Benth. ex Rchb. fueron reportados por primera vez. Las especies más frecuentes son respectivamente Salvia officinalis L., Trigonella foenum-graecum L. y Rosmarinus officinalis L.. Las familias más frecuentes son respectivamente Lamiaceae, Asteraceae y Fabaceae. Se han enumerado siete nuevos nombres vernáculos. La mayoría de las plantas fueron espontáneas (55.9 %). El análisis comparativo con trabajos anteriores permitió obtener una lista de verificación de 202 taxones (75 familias) de los cuales 65 tienen endemismo específico y 77 (48 espontáneos) están en la lista roja. Se han actualizado los nombres científicos de 28 especies y nueve familias. Conclusiones: Esta lista (202 taxones) que refleja la riqueza del patrimonio vegetal de la provincia de Taza, constituye una gran base de datos para futuras investigaciones científicas. Las 12 especies merecen ser evaluadas mediante estudios etnofarmacológicos.

Abstract This article shares a reflection on the complementarity of the use of Photo-provocation and the Methodology of Narrative Productions (MPN) applied in a virtual context in the field of studies of old age and social exclusion. First, it describes the discrimination that affects older people and older women, exacerbated by the use of methodological strategies that generally infantilize and dismiss the agency of the older population in the processes of intervention and research. Second, a research experience with older women activists in Chile conducted between 2018 and 2022 is presented. It is exposed how the research was adapted to a virtual design and develops the use of MPN and Photo-provocation, as strategies that when used together contribute to remote work with older women. This work offers an empirical description and a theoretical-methodological reflection of this research experience. The final considerations discuss the contribution of the narrative-visual scaffolding to the production of scientific knowledge in the area of aging, its contributions to the recognition of the agency of older women and their visibility as subjects of knowledge. The ethical-political commitment to which these methodologies are ascribed, characterized by facilitating proximity to the participants, critical analysis of the problems that affect them and the search for collective solutions based on the recognition of their experiences. Likewise, its potential to confront the ageism entrenched in traditional scientific production.

Resúmen Este artículo comparte una reflexión sobre la complementariedad del uso de la Foto-provocación y la Metodología de las Producciones Narrativas (MPN) aplicadas en contexto virtual en el campo de los estudios de vejez y exclusión social. En primer lugar, se describe la discriminación que afecta a las personas mayores y a las mujeres mayores en particular, agudizada mediante el uso de estrategias metodológicas que por lo general infantilizan y desestiman la agencia de la población mayor en los procesos de intervención e investigación. En segundo lugar, se presenta una experiencia de investigación con mujeres mayores activistas en Chile realizada entre el 2018 y 2022. Se expone como se adaptó la investigación a un diseño virtual y se desarrolla la utilización de la MPN y la Foto-provocación, como estrategias que al ser utilizadas conjuntamente contribuyen al trabajo remoto con mujeres mayores. Este trabajo, ofrece una descripción empírica y una reflexión teórico-metodológica de esta experiencia investigativa. En las consideraciones finales se discute la contribución del andamiaje narrativo-visual a la producción de conocimiento científico en el área del envejecimiento, sus aportes al reconocimiento de la agencialidad de las mujeres mayores y su visibilidad como sujetas de conocimiento. Se distingue el compromiso ético-político al que se adscriben estas metodologías, caracterizado por facilitar la proximidad con los participantes, el análisis crítico frente a las problemáticas que les afectan y la búsqueda de soluciones colectivas en base al reconocimiento de sus experiencias. Asimismo, su potencial para confrontar el edadismo enquistado en la producción científica tradicional.

Abstract Qualitative research has traditionally relied on specific methodologies for data collection, with interviews being the predominant and preferred approach. Vast quantities of information have been published regarding traditional mechanisms for collecting qualitative data, but few studies have addressed more unconventional mechanisms such as body mapping. This is a distinctive technique commonly used in health sciences. It offers a versatile alternative that encourages participant creativity, reflexivity, and protagonism. It was adapted for use in an educational study with the aim of eliciting participants' constructivist experiences and emotions related to a particular social phenomenon. It was used as part of a descriptive case study which employed two other triangulation techniques, namely semi-structured virtual interviews, and document collection. After the researchers’ reflective processes, it was concluded that body mapping represented an ideal means to facilitate the data collection process. The primary objective of the study, grounded in qualitative research, was to explore the perceptions of five primary English teachers in the Sarapiquí Regional Directorate of Education in Costa Rica regarding the return to in-person education amid the COVID-19 public health crisis. For the body mapping technique, three participants engaged in a face-to-face session, structured into seven phases: map outlining, reflections on distance education, reflections on combined education, reflections on in-person education, finalization of body maps, testimony giving, and concluding reflections on the technique. Although the focus was on in-person education (2022), the distance and combined modalities (2020-2021) were used to activate participants’ prior knowledge and to provide context for the study. This paper demonstrates the procedure followed in applying the body mapping technique for qualitative data collection in a study on the perspective and experiences of teachers, and highlights the valuable insights gained through its use.

Abstract From a feminist perspective, we present the possibilities and limits of a qualitative research technique that considers the active participation of people who articulate with the researcher under a critical perspective and with a rescue of their embodied emotional experience, such as the construction of Life Narratives. This feminist method challenges the traditional ways of generating qualitative knowledge by promoting a horizontal relationship between the researcher and the participant and aims to confront the questioned academic extractivism present in contemporary universities. In this case, four Life Narratives were generated with female academics who are or were directors of PhDs in Chilean universities and who led the quality assurance process of their programmes. The limits are presented both technically and also with regard to the effective possibilities of moving traditional structures in the form of knowledge production. Furthermore, although this technique seeks to address feminist criticisms related to leaving corporeality and emotionality out of the research, this incorporation is not always achieved with participants in positions of power. It is concluded that this method allows a critical reflexivity typical of feminist work, unravels the power dynamics present in the processes of knowledge construction and also allows us to see the consequences that research practices have both on the subjects involved and on their contexts.

Resúmen A partir de una perspectiva feminista, se presentan las posibilidades y límites de una técnica de investigación cualitativa que considera la participación activa de las personas que se articulan con la investigadora bajo una perspectiva crítica y con un rescate de su experiencia emocional corporeizada, como es la construcción de Narrativas de Vida. Este método feminista desafía las tradicionales maneras de generación de conocimiento cualitativo al promover una relación horizontal entre la persona investigadora y participante, y pretende hacer frente al cuestionado extractivismo académico, presente en la universidad contemporánea. En este caso, se generaron cuatro Narrativas de Vida con académicas que son o fueron directoras de programas de doctorado en universidades chilenas y que lideraron el proceso de aseguramiento de la calidad de sus programas. Se presentan los límites tanto técnicos como también respecto de las posibilidades efectivas de mover las estructuras tradicionales en la forma de producción de conocimiento. Asimismo, si bien esta técnica busca hacer frente a las críticas feministas relacionadas con el hecho de dejar la corporalidad y emocionalidad fuera de la investigación, no siempre esta incorporación es lograda con personas participantes ubicadas en posiciones de poder. Se concluye que este método permite una reflexividad critica propia de los trabajos feministas, permite desentrañar las dinámicas de poder presentes en los procesos de construcción del saber y además permite ver las consecuencias que las prácticas de investigación tienen tanto en los sujetos implicados como en sus contextos.

RESUMEN El artículo examina las características del desarrollo del sistema educativo en la ciudad de Tabriz durante la era Qajar (educación tradicional: escuelas religiosas, madrasas y escuelas de mujeres) a partir de la segunda mitad del siglo XIX. Tabriz, considerada la segunda capital del estado Qajar y residencia del príncipe heredero, en realidad era considerada la ciudad más importante del estado desde las perspectivas cultural, política y económica. Si bien el sistema tradicional de educación religiosa en las escuelas y madrasas persistió allí en el siglo XIX, también se establecieron un nuevo tipo de escuela, los "usuli-Jadid", y una institución de educación superior (Darulfunun), pasando gradualmente de la educación religiosa a la secular. Durante ese período, los estudiantes fueron enviados a Europa (Inglaterra) por primera vez para estudiar medicina, ingeniería, traducción, pintura y otros campos. Por primera vez en Irán, se llevó una imprenta a Tabriz y se publicaron varios libros, incluida literatura traducida de idiomas europeos. Así, la educación durante la dinastía Qajar expuso a los persas a nuevas ideas y conocimientos, sentando las bases para el desarrollo intelectual y social. desarrollo en el siglo XX.

ABSTRACT The article examines the characteristics of the development of the educational system in the city of Tabriz during the Qajar era (traditional education: religious schools, madrasas, and women's schools) from the second half of the 19th century. Tabriz considered the second capital of the Qajar state and the residence of the crown prince, was regarded as the foremost city in the state from cultural, political, and economic perspectives. While the traditional system of religious education in schools and madrasas persisted there in the 19th century, a new type of school, the "usuli-Jadid," and a higher education institution (Darulfunun) were also established, gradually transitioning from religious to secular education. During that period, students were sent to Europe (England) for the first time to study medicine, engineering, translation, painting, and other fields. For the first time in Iran, a printing press was brought to Tabriz, and various books were published, including literature translated from European languages. Thus, education during the Qajar dynasty exposed Persians to new ideas and knowledge, laying the foundation for intellectual and social development in the 20th century.

RESUMO A pandemia de covid-19 revelou múltiplas dimensões da crise civilizatória e ecológica, destacando a falência do modelo de desenvolvimento capitalista hegemônico e a injusta concentração de riqueza global, gerando profundas desigualdades sociais. No nível local, a campanha ‘Cuidar é Resistir’ demonstrou que populações tradicionais podem oferecer respostas promissoras para o futuro. Por meio da coordenação de diversas ações, como arrecadação e distribuição de alimentos, compra de produtos locais e comunicação efetiva, essa campanha promoveu segurança sanitária, econômica e alimentar, além de reduzir desigualdades e pressões socioambientais. A participação das organizações da sociedade civil, das instituições públicas e do Sistema Único de Saúde foi fundamental nesse processo. A experiência da campanha sugere que o futuro diante da pandemia e da crise climática pode ser encontrado nos modos de vida das comunidades tradicionais, que podem inspirar novas formas de habitar o planeta, promovendo uma relação sustentável e solidária entre seres humanos e natureza. Ao aprender com o modo de vida tradicional e combinar suas práticas com as dimensões positivas do pensamento científico e tecnopolítico, baseado em abordagens solidárias e conhecimento colaborativo, é possível utilizar estratégias de governança viva para promover o Bem Viver. covid19 covid 19 covid-1 ecológica global sociais local Cuidar Resistir ações alimentos efetiva sanitária alimentar socioambientais civil processo planeta natureza tecnopolítico colaborativo Viver covid1 1 covid-

ABSTRACT The COVID-19 pandemic has revealed multiple dimensions of the civilizational and ecological crisis, highlighting the failure of the dominant capitalist development model and the unjust global concentration of wealth, resulting in profound social inequalities. At the local level, the ‘Cuidar é Resistir’ campaign has demonstrated that traditional populations can offer promising responses for the future. Through the coordination of various actions, such as food collection and distribution, support for local products, and effective communication, this campaign has promoted sanitary, economic, and food security, while reducing social and environmental pressures. The participation of civil society organizations, public institutions, and the Unified Health System has been crucial in this process. The campaign’s experience suggests that the future in the face of the pandemic and the climate crisis can be found in the ways of life of traditional communities, which can inspire new ways of inhabiting the planet, promoting a sustainable and compassionate relationship between humans and nature. By learning from traditional ways of life and combining their practices with the positive dimensions of scientific and technopolitical thinking, based on solidarity and collaborative knowledge, it is possible to employ strategies of living governance to promote the ‘Buen Vivir’ (Good Living) paradigm. COVID19 COVID 19 COVID-1 wealth inequalities level Cuidar Resistir actions distribution products communication sanitary economic security pressures organizations institutions process campaigns s communities planet nature thinking knowledge Buen Vivir Good Living paradigm COVID1 1 COVID-

RESUMO Este ensaio discute a dimensão metodológica na pesquisa qualitativa para apoiar movimentos de transição paradigmática da saúde coletiva. Busca refletir sobre limites, necessidades, desafios e avanços que os autores têm construído para trabalhar ‘junto com’ os territórios, as organizações comunitárias e os movimentos sociais que neles atuam a partir de metodologias sensíveis co-labor-ativas. Um dos objetivos principais dessas metodologias envolve o poder de agência em processos instituintes dos sujeitos que vivem, trabalham e se mobilizam nos territórios, em particular, no reconhecer, validar e apoiar a produção de conhecimentos voltados à transformação social, à luta por direitos, à busca por dignidade e do bem viver. A partir da construção de Territórios Sustentáveis e Saudáveis no contexto de uma agenda marcada por crises socioambientais, propõe-se um resgate da epistemologia com sabedoria que alie dimensões ontológicas, metodológicas, pedagógicas, artísticas e afetivas. Nesse sentido, a transformação social também implica a mudança de um modelo hegemônico de ciência que, em nome da objetividade, exclui sistemas de conhecimentos e experiências nascidas em outras esferas da vida em comunidade, inclusive as tradicionais. Encerra-se com uma breve apresentação de experiências recentes de encontros de saberes e projetos de pesquisa que ilustram as metodologias sensíveis propostas. coletiva limites necessidades junto territórios colaborativas. colaborativas co labor ativas. ativas co-labor-ativas vivem particular reconhecer direitos viver socioambientais propõese propõe ontológicas metodológicas pedagógicas afetivas sentido objetividade comunidade tradicionais Encerrase Encerra propostas

ABSTRACT This essay discusses the methodological dimension in qualitative research in supporting movements of paradigmatic transition in public health. It reflects on the limits, needs, challenges and advances that the authors have been building to ‘work together’ with territories, community organizations and social movements that act within them, based on sensible collaborative methodologies. One of the main objectives of these methodologies involves the power of agency in instituting processes of the subjects who live, work and mobilize within the territories, in particular in recognizing, validating and supporting the production of knowledges aimed at social transformation, the struggle for rights, the search for dignity and well living. From the construction of Sustainable and Healthy Territories in the context of an agenda marked by socio-environmental crises, we propose a retrieval of epistemology with wisdom that combines ontological, methodological, pedagogical, artistic and affective dimensions. In this sense, social transformation also implies changing a hegemonic model of science that, in the name of objectivity, excludes knowledge systems and experiences born in other spheres of community life, including traditional ones. We end with a brief presentation of recent experiences of knowledges encounters and research projects that illustrate the proposed sensible methodologies. health limits needs together territories them live recognizing rights living socioenvironmental socio environmental crises ontological pedagogical dimensions sense objectivity life ones

RESUMO Relato de experiência que apresenta parceria entre o Núcleo de Saúde Mental Álcool e Outras Drogas, o Observatório de Territórios Sustentáveis e Saudáveis da Bocaina e o Fórum de Comunidades Tradicionais de Angra dos Reis, Paraty e Ubatuba, o qual resultou em um projeto de intervenções territoriais e comunitárias em saúde mental em Paraty. O objetivo foi promover intervenções nesse campo considerando aspectos socioeconômicos, ambientais e de saúde, integrando os Objetivos de Desenvolvimento Sustentável e as metas da Agenda 2030. O projeto desenvolveu atividades de diagnóstico, articulação, intervenção e monitoramento, utilizando metodologias como educação popular, educação permanente, pesquisa-ação e sistematização de experiências. Participaram residentes do Programa de Residência Multiprofissional em Saúde Mental, Álcool e outras Drogas da Escola de Governo Fiocruz Brasília, além de um supervisor clínico institucional bolsista, fortalecendo a Rede de Atenção Psicossocial do município. Atividades como reconhecimento do território, rodas de conversa, entrevistas e trabalho em equipe multiprofissional foram realizadas para compreender o sofrimento mental valorizando os saberes comunitários e as tradições. A relação com a rede formal de saúde mental foi estabelecida para implementar o matriciamento e ampliar o acesso ao cuidado em saúde mental nas comunidades. Reis Ubatuba socioeconômicos 2030 diagnóstico articulação monitoramento popular permanente pesquisaação pesquisa ação experiências Brasília bolsista município território conversa tradições comunidades 203 20 2

ABSTRACT Experience report presenting a partnership between the Mental Health Alcohol and Other Drugs Center, the Observatory of Sustainable and Healthy Territories of Bocaina, and the Forum of Traditional Communities of Angra dos Reis, Paraty, and Ubatuba resulted in a project of territorial and community interventions in mental health in Paraty. The goal was to promote interventions in this field considering socioeconomic, environmental, and health aspects, integrating the Sustainable Development Goals and the targets of the 2030 Agenda. The project developed diagnostic, articulation, intervention and monitoring activities, using methodologies such as popular education, permanent education, action research and systematization of experiences. Residents of the Multiprofessional Residency Program in Mental Health, Alcohol, and other Drugs from the FIOCRUZ Brasília School of Government participated, as well as an institutional clinical supervisor fellow, strengthening the municipality’s Psychosocial Care Network. Activities such as territory recognition, conversation circles, interviews, and multiprofessional teamwork were carried out to understand mental suffering valuing community knowledge and traditions. The relationship with the formal mental health network was established to implement matrix support and expand access to mental health care in communities. Center Bocaina Reis Paraty socioeconomic environmental aspects 203 Agenda diagnostic articulation activities education experiences participated fellow municipalitys municipality s Network recognition circles interviews traditions communities 20 2

RESUMO Neste trabalho, destacam-se aprendizados com pesquisa realizada pelo Núcleo Ecologias e Encontros de Saberes para a Promoção Emancipatória da Saúde (Neepes) em parceria com o Centro de Integração na Serra da Misericórdia (CEM) e o Movimento dos Sem Teto da Bahia (MSTB), que atuam em territórios periféricos no Rio de Janeiro e em Salvador. A pesquisa buscou apoiar e sistematizar conhecimentos e práticas emancipatórias de promoção da saúde protagonizados por essas experiências, tendo por base quatro eixos temáticos transversais: alimentação, cuidado, moradia e proteção ambiental, além de comunicação. No artigo, enfocaram-se as reflexões coletivas em relação ao primeiro eixo temático, envolvendo estratégias para promover agroecologia e soberania alimentar, com experiências de produção, circulação e acesso a alimentos saudáveis. Com base nessas reflexões, visou-se contribuir com discussões sobre Territórios Sustentáveis e Saudáveis (TSS), especialmente pelos aprendizados possibilitados com a sistematização das experiências territoriais com base na noção de Promoção Emancipatória da Saúde, que aponta para importantes aportes nas dimensões de justiça ambiental e cognitiva. Com a sistematização dessas experiências, destaca-se sua capacidade de resistir, a partir de um movimento de reexistência de saberes tradicionais e comunitários em periferias urbanas, que apontam caminhos possíveis para a construção de TSS em periferias urbanas. trabalho destacamse destacam se Neepes (Neepes CEM (CEM MSTB, MSTB , (MSTB) Salvador transversais alimentação cuidado comunicação artigo enfocaramse enfocaram temático alimentar produção saudáveis visouse visou TSS, (TSS) cognitiva destacase destaca resistir urbanas (MSTB (TSS

ABSTRACT In this work, we highlight lessons learned from research carried out by the Nucleus Ecologies and Encounters of Knowledge for Emancipatory Health Promotion (NEEPES) in partnership with the Center of Integration in Serra da Misericórdia (CEM) and the Movement of Homeless People of Bahia (MSTB), in peripheral territories in Rio de Janeiro and Salvador. The research sought to support and systematize knowledge and emancipatory practices of health promotion carried out by these experiences, based on four transversal thematic axes: food, care, housing and environmental protection, in addition to communication. The article focused on collective reflections on the first thematic axis, involving strategies to promote agroecology and food sovereignty, with experiences of production, circulation, and access to healthy food. Based on these reflections, we aim to contribute to discussions regarding the idea of Sustainable and Healthy Territories (SHT), especially through the lessons learned from the systematization of territorial experiences based on the notion of Emancipatory Health Promotion, which points to important contributions from the dimensions of environmental and cognitive justice. The systematization of these experiences highlights a movement of re-existence of traditional and community knowledge, which points to possible paths for the construction of SHT in urban peripheries. work NEEPES (NEEPES CEM (CEM MSTB, MSTB , (MSTB) Salvador axes care protection communication axis sovereignty production circulation SHT, (SHT) justice reexistence re existence peripheries (MSTB (SHT