SUMMARY: The purpose of this research was to understand how second-semester students of the Medicine and Surgery academic program at Universidad del Valle learn about the main ideas of Human Macroscopic Anatomy (HMA). As a methodological proposal, a case study was carried out. Students' knowledge and understanding of HMA was assessed. For this, the Pedagogical Content Knowledge (PCK) model was taken into account, which includes the motivations and interests for learning, as well as the student’ previous ideas. A participant observation of the theoretical and practical classes was carried out for 16 weeks, recording observations in a field diary, and obtaining audiovisual material. All the information was organized in an analytical index, creating codes for the analysis. The analysis, interpretation and representation of results were done using the ATLAS.ti 22 software. It was found that students learn the main ideas of HMA through a process that implies commitment to their academic training, where interests, motivations, prior knowledge and participation are involved. It is important that different study methods are used during this process, and that there is the support from the professor and the institution, who should favor the learning and immersion of the students into the academic world and university culture, through the design of proposals that integrate teaching, learning and assessment, and also take into account the social and cultural realities of their students.

RESUMEN: El propósito de esta investigación fue comprender cómo los estudiantes de segundo semestre del programa académico de Medicina y Cirugía de la Universidad del Valle aprenden sobre las ideas principales de la Anatomía Macroscópica Humana (AMH). Como propuesta metodológica se realizó un estudio de caso. Se evaluó el conocimiento y comprensión de los estudiantes sobre la AMH. Para ello se tomó en cuenta el modelo de Conocimiento Pedagógico del Contenido (CPC), que incluye las motivaciones e intereses por el aprendizaje, así como las ideas previas de los estudiantes. Se realizó una observación participante de las clases teóricas y prácticas durante 16 semanas, registrando las observaciones en un diario de campo y obteniendo material audiovisual. Toda la información se organizó en un índice analítico, creando códigos para el análisis. El análisis, interpretación y representación de los resultados se realizó mediante el software ATLAS.ti 22. Se encontró que los estudiantes aprenden las ideas principales de la AME a través de un proceso que implica compromiso con su formación académica, en donde se involucran intereses, motivaciones, conocimientos previos y participación. Es importante que durante este proceso se utilicen diferentes métodos de estudio, y que se cuente con el apoyo del docente y de la institución, quienes deben favorecer el aprendizaje y la inmersión de los estudiantes en el mundo académico y la cultura universitaria, mediante el diseño de propuestas que integren la enseñanza, el aprendizaje y la evaluación, y que además tengan en cuenta las realidades sociales y culturales de sus estudiantes.

Abstract: This work explores managerialism's influence on social sciences in Latin American universities. It looks at how management structures and practices impact academic work in this area of knowledge. It is proposed that managerialism, emphasizing efficiency and effectiveness, restricts the development of theoretical and methodological diversity in the discipline, endorsing easily measurable approaches that are more aligned with academic productivity indicators. Through Niklas Luhmann’s theory, this work offers an understanding of universities as decision systems. It analyzes how these institutions manage complexity through regulatory programs that organize their decisions around specific purposes determined by principles such as quantification and bureaucratization. Last, it is suggested that current models in the context of social sciences of Latin American universities, where critical thinking, and commitment to social problems should play a central role in academic work, need to be reviewed.

Resumen: En este trabajo se explora la influencia del gerencialismo en las ciencias sociales en las universidades latinoamericanas. En particular, se observa cómo las estructuras y las prácticas de gestión afectan las labores académicas en esta área del conocimiento. Se plantea que el gerencialismo, con su énfasis en la eficiencia y la eficacia, limita el desarrollo de la diversidad teórica y metodológica en la disciplina, favoreciendo enfoques que son fácilmente medibles y, por lo tanto, más alineados con los indicadores de productividad académica. A través de la teoría de Niklas Luhmann, este trabajo ofrece una comprensión de las universidades como sistemas de decisiones. Se analiza cómo estas instituciones gestionan la complejidad a través de programas regulatorios que ordenan sus decisiones en torno a fines específicos determinados por principios como la cuantificación y la burocratización. Finamente, se sugiere la necesidad de revisar los modelos actuales en el contexto de las ciencias sociales de las universidades latinoamericanas donde el pensamiento crítico y el compromiso con las problemáticas sociales deberían jugar un papel central en la definición de su quehacer.

RESUMEN La cultura organizacional abarca las características, creencias y comportamientos arraigados en el seno de una organización. Por otro lado, el compromiso organizacional, particularmente en el contexto universitario, desempeña un papel esencial para las instituciones educativas al impulsar la colaboración, fortalecer valores, políticas y filosofías que inciden en el rendimiento organizativo. Este estudio tiene como objetivo la realización de una revisión sistemática de investigaciones relacionadas con la cultura y el compromiso organizacional en el ámbito de la educación superior. Para llevar a cabo esta revisión sistemática, se adoptó la metodología PRISMA y se seleccionaron cuidadosamente 15 artículos que cumplían con los criterios de inclusión. Estos artículos se extrajeron de las bases de datos Scopus y SciELO y abarcaron el período desde 2017 hasta 2023. En el análisis de la literatura, se identificaron cuatro categorías fundamentales: compromiso social, teorías y métodos pedagógicos, prácticas educativas, cultura de respeto e interculturalidad. Se concluyó que, aunque se observa un avance en la comprensión de la relación entre cultura y compromiso organizacional en el entorno educativo, persiste la necesidad de consolidar estas concepciones dentro de los programas académicos universitarios como parte integral de su cultura educativa.

ABSTRACT Organizational culture encompasses the characteristics, beliefs and behaviors embedded within an organization. Organizational commitment, particularly in the university context, plays an essential role for educational institutions by promoting collaboration, strengthening values, policies and philosophies which affect organizational performance. This study aims to conduct a systematic review of research related to culture and organizational commitment in the field of higher education. The PRISMA methodology was adopted and 15 articles that met the inclusion criteria were carefully selected. These articles were extracted from the Scopus and SciELO databases within the period from 2017 to 2023. In the analysis of the literature, four fundamental categories were identified: social commitment, pedagogical theories and methods, educational practices, culture of respect and interculturality. It was concluded that although there is progress in understanding the relationship between culture and organizational commitment in the educational environment, the need to consolidate these conceptions within university academic programs as an integral part of their educational culture persists.

Resumen: Este artículo analiza el proceso de constitución y consolidación del campo de la ecología política en América Latina como espacio interdisciplinar en las ciencias sociales. Afirmo que la configuración del campo de estudios surge de la intersección entre dinámicas sociopolíticas y académicas en dos momentos fundamentales: en un primer momento, se decantan las principales líneas de análisis, donde las proposiciones teórico-empíricas se imbrican al activismo y compromiso político de sus principales representantes con procesos específicos; en un segundo momento, se produce la formalización académica y el ensanchamiento del campo de estudios, con nuevas preguntas que se inscriben en el contexto geopolítico global de cambio climático y transición energética, donde desatacan nuevas agendas de investigación transversales en su aporte a la discusión internacional. El artículo aporta una mirada original a los debates interdisciplinares de las ciencias sociales, así como a las discusiones en la relación academia/sociedad.

Abstract: This article analyzes the process of constitution and consolidation of the field of political ecology in Latin America as an interdisciplinary space in the social sciences. We argue that the configuration of the field of study arises from the intersection between sociopolitical and academic dynamics in two fundamental moments: the first moment, the main lines of analysis, where the theoretical-empirical propositions overlap with the activism and political commitment of their principal representatives with specific processes; a second moment, of academic formalization and broadening of the field of studies, with new questions that are part of the current global geopolitical context of climate change and energy transition, where the new cross-cutting research agendas and their contribution to the discussion stand out international. The article provides an original look at the interdisciplinary debates in the social sciences and the discussions on the relationship between academia and society.

Abstract. The findings resulting from an investigation carried out at the Universidad Iberoamericana of Mexico City from January to December 2022 aimed at analyzing the educational experiences of indigenous students, graduates and graduates in order to identify the problems related to the intercultural inclusion of “the indigenous” in a private university characterized by a humanistic approach and an explicit commitment to social justice are presented. The background of intercultural inclusion in higher education institutions is reviewed and this problem is characterized from a critical and decolonial approach. The collaborative and dialogical methodological approach that was implemented through the participation of eleven indigenous students in the elaboration, analysis and interpretation of stories that account for their educational experiences is described. The following are analyzed: expectations related to access to higher education and related personal, family and community tensions; the social and academic barriers that indigenous students face in their entry, permanence and graduation; and relationships with teachers. Proposals are defined to include "the indigenous" in the university and recommendations are made to promote inclusive intercultural university processes.

Resumen. En este artículo se presentan los hallazgos resultantes de una investigación realizada de enero a diciembre 2022 en la Universidad Iberoamericana de la Ciudad de México, dirigida a analizar las experiencias educativas de estudiantes, egresadas y egresados indígenas, a fin de identificar las problemáticas relacionadas con la inclusión intercultural de “lo indígena” en una universidad privada de élite caracterizada por un enfoque humanista y un compromiso explícito con la justicia social. Se revisan los antecedentes sobre el tema de la inclusión intercultural en instituciones educativas de nivel superior, y se caracteriza dicha problemática desde un enfoque crítico y decolonial. Se describe la aproximación metodológica colaborativa y dialógica que se implementó a través de la participación de once estudiantes indígenas en la elaboración, análisis e interpretación de relatos que dan cuenta de sus experiencias educativas. Se analizan las expectativas relacionadas con el acceso a la educación superior y las tensiones personales, familiares y comunitarias relacionadas; las barreras sociales y académicas que el estudiantado indígena enfrenta en su ingreso, permanencia y egreso; y las relaciones con los docentes. Se definen propuestas para incluir lo indígena en la universidad y se formulan recomendaciones para promover procesos universitarios inclusivos interculturales.

Abstract Throughout the team’s investigations, efforts were made to build knowledge about the Cementerio Municipal de La Plata, which we understand to be in danger. It is characterized by forming a funerary landscape subject to a hermeneutic interpretation that accounts for its production, its material and symbolic organization, the circulation and differential reception of meanings by the various social moments and sectors that make up and have made up the city and its surroundings. However, this knowledge constructed from the research did not manage to engage the public outside the academic sphere. Recognizing that knowledge should be a shared construction with the community to which the Universidad Nacional de La Plata is dedicated and serves, we have proposed to promote a dynamic, inclusive, and organized exchange with the residents of the locality where the cemetery is located. To this end, we aim to rescue the historical and current funerary heritage value of the cemetery, based on the commitment to build an active and engaged citizenship that appropriates, narrates, and experiences its own local history. Ultimately, the goal is to find a formula that allows us to integrate some of the theoretical aspects of our our analytical framework and resources as researchers with the interests of the community.

Resumen A lo largo de las investigaciones del equipo se procuró construir un saber sobre el Cementerio Municipal de La Plata el cual entendemos en peligro. El mismo se caracteriza por conformar un paisaje funerario sujeto a una hermenéutica que da cuenta de la producción de este, su ordenación material y simbólica, la circulación y recepción diferencial de sentidos por los distintos momentos y sectores sociales que conforman y han conformado la ciudad y sus alrededores. Sin embargo, estos saberes construidos desde las investigaciones no llegaban a interpelar al público por fuera del ámbito académico. Reconociendo que el conocimiento debe ser una construcción compartida con la comunidad a la que la Universidad Nacional de La Plata se dedica y sirve, nos hemos propuesto fomentar un intercambio dinámico, inclusivo y organizado con los residentes de la localidad donde se encuentra el cementerio. Para ello apuntamos a rescatar el valor patrimonial funerario histórico y actual del mismo, a partir del compromiso por construir una ciudadanía activa y comprometida con apropiarse, narrar y vivenciar su propia historia local. Se apunta, en definitiva, a buscar una fórmula que nos permitiera integrar algunas de las aristas teóricas de nuestro recorte analítico y recursos como investigadores con los intereses de la comunidad

ABSTRACT As a result of the 2020 pandemic, an unexpected change occurred in university teaching, which mobilized higher education institutions to make a change in the way in-person teaching was conceived and consequently mobilized institutions towards a new educational paradigm, moving from face-to-face models to hybrid teaching and learning models with synchronous and asynchronous classes. This study aims to describe and analyze the impact of the implementation of evaluation strategies based on the empowerment and active participation of students. The methodology addressed complies with a qualitative approach with case studies. The results obtained show that the commitment of the students, from an evaluation process, which required them to make decisions, has a positive impact showing their expectations of academic achievement. Therefore, it is concluded that the possibility of generating and agreeing with the evaluation students in accordance with the learning results formally established in the program and the syllabus, promoting social justice at the time of evaluation, having each and every possibility to achieve the expected learning, it mobilized them towards a collective commitment among their peers, as well as the confidence of achieving the expected performances. The possibility of going beyond traditional tests, giving space to the generation of other products or evidence that confirms the achievement of learning implied placing students at the center of their own learning.

RESUMEN A raíz de la pandemia del año 2020, se produce un cambio inesperado en la docencia universitaria, que movilizó a las instituciones de educación superior, a realizar un cambio en la forma cómo se concebía la docencia presencial y en consecuencia movilizó a las instituciones hacia un nuevo paradigma educativo, pasando de modelos presenciales a modelos híbridos de enseñanza y aprendizaje con clases sincrónicas y asincrónicas. Este estudio tiene por objetivo analizar el impacto de la implementación de estrategias de evaluación basadas en el empoderamiento y participación activa de los estudiantes. La metodología abordada cumple con un enfoque cualitativo con estudios de casos. Los resultados que se obtienen dan cuenta que el compromiso de los estudiantes, desde un proceso de evaluación, que les demandó la toma de decisiones, impacta de manera positiva mostrando sus expectativas del logro académico. Por lo tanto, se concluye que la posibilidad de generar y acordar con los estudiantes de evaluación conforme a los resultados de aprendizaje formalmente establecidos en el programa y el syllabus, promoviendo en ello la justicia social en momento de evaluar, teniendo todos y todas las posibilidades de lograr los aprendizajes esperados, los movilizó hacia un compromiso colectivo entre sus pares, así como también en la confianza de lograr los desempeños esperados. La posibilidad de ir más allá de las pruebas tradicionales dando espacio a la generación de otros productos o evidencias que confirme el logro de aprendizajes implicó situar a los estudiantes en el centro de su propio aprendizaje.

RESUMO Em consequência da pandemia de 2020, ocorreu uma mudança inesperada no ensino universitário, que mobilizou as instituições de ensino superior para uma mudança na forma como o ensino presencial foi concebido e, consequentemente, mobilizou as instituições para um novo paradigma educativo, passando do presencial para o presencial. modelos presenciais até modelos híbridos de ensino e aprendizagem com aulas síncronas e assíncronas. Este estudo tem como objetivo analisar o impacto da implementação de estratégias de avaliação baseadas na capacitação e participação ativa dos estudantes. A metodologia abordada obedece a uma abordagem qualitativa com estudos de caso. Os resultados obtidos mostram que o comprometimento dos alunos, a partir de um processo avaliativo, que exigiu deles a tomada de decisões, tem um impacto positivo mostrando suas expectativas de desempenho acadêmico. Portanto, conclui-se que é possível gerar e pactuar com os alunos avaliados os resultados de aprendizagem formalmente estabelecidos no programa e no plano de estudos, promovendo a justiça social no momento da avaliação, tendo todas e cada uma das possibilidades de alcançar a aprendizagem esperada. , mobilizou-os para um compromisso coletivo entre os seus pares, bem como a confiança para alcançar os desempenhos esperados. A possibilidade de ir além dos testes tradicionais, dando espaço à geração de outros produtos ou evidências que confirmassem o alcance da aprendizagem implicava colocar os alunos no centro da sua própria aprendizagem.

Organizational culture encompasses the characteristics, beliefs and behaviors embedded within an organization. Organizational commitment, particularly in the university context, plays an essential role for educational institutions by promoting collaboration, strengthening values, policies and philosophies which affect organizational performance. This study aims to conduct a systematic review of research related to culture and organizational commitment in the field of higher education. The PRISMA methodology was adopted and 15 articles that met the inclusion criteria were carefully selected. These articles were extracted from the Scopus and SciELO databases within the period from 2017 to 2023. In the analysis of the literature, four fundamental categories were identified: social commitment, pedagogical theories and methods, educational practices, culture of respect and interculturality. It was concluded that although there is progress in understanding the relationship between culture and organizational commitment in the educational environment, the need to consolidate these conceptions within university academic programs as an integral part of their educational culture persists.

La cultura organizacional abarca las características, creencias y comportamientos arraigados en el seno de una organización. Por otro lado, el compromiso organizacional, particularmente en el contexto universitario, desempeña un papel esencial para las instituciones educativas al impulsar la colaboración, fortalecer valores, políticas y filosofías que inciden en el rendimiento organizativo. Este estudio tiene como objetivo la realización de una revisión sistemática de investigaciones relacionadas con la cultura y el compromiso organizacional en el ámbito de la educación superior. Para llevar a cabo esta revisión sistemática, se adoptó la metodología PRISMA y se seleccionaron cuidadosamente 15 artículos que cumplían con los criterios de inclusión. Estos artículos se extrajeron de las bases de datos Scopus y SciELO y abarcaron el período desde 2017 hasta 2023. En el análisis de la literatura, se identificaron cuatro categorías fundamentales: compromiso social, teorías y métodos pedagógicos, prácticas educativas, cultura de respeto e interculturalidad. Se concluyó que, aunque se observa un avance en la comprensión de la relación entre cultura y compromiso organizacional en el entorno educativo, persiste la necesidad de consolidar estas concepciones dentro de los programas académicos universitarios como parte integral de su cultura educativa.

A cultura organizacional abrange as características, crenças e comportamentos incorporados em uma organização. Por outro lado, o comprometimento organizacional, particularmente no contexto universitário, desempenha um papel essencial para as instituições de ensino, promovendo a colaboração, fortalecendo valores, políticas e filosofias que afetam o desempenho organizacional. Este estudo tem como objetivo realizar uma revisão sistemática de pesquisas relacionadas à cultura e ao comprometimento organizacional no campo do ensino superior. Para a realização desta revisão sistemática foi adotada a metodologia PRISMA e foram criteriosamente selecionados 15 artigos que atendiam aos critérios de inclusão. Esses artigos foram extraídos das bases de dados Scopus e SciELO e abrangeram o período de 2017 a 2023. Na análise da literatura foram identificadas quatro categorias fundamentais: compromisso social, teorias e métodos pedagógicos, práticas educativas, cultura de respeito e interculturalidade. Concluiu-se que, embora haja avanços na compreensão da relação entre cultura e comprometimento organizacional no ambiente educacional, persiste a necessidade de consolidação dessas concepções nos programas acadêmicos universitários como parte integrante de sua cultura educacional.

Resumen En el contexto actual, es especialmente importante que las universidades se vinculen con la comunidad e instituciones externas. La sociedad demanda que las instituciones académicas se comprometan verdaderamente con el desarrollo de soluciones a los problemas prioritarios del entorno, para lograr una transformación social y económica real. Esta investigación tiene como objetivo analizar la influencia de la motivación y el apoyo organizacional en los resultados de extensión universitaria de docentes y estudiantes de posgrado. Se realizó una encuesta a 50 participantes de programas de doctorado en ciencias e ingeniería de una universidad pública de Chile, seleccionados mediante un muestreo no probabilístico intencional. Los datos obtenidos fueron analizados a través de un Modelo de Ecuaciones Estructurales con Mínimos Cuadrados Parciales (PLS-SEM). Los hallazgos muestran que los factores motivacionales tienen una influencia directa, fuerte y significativa en los resultados individuales de extensión y, también, actúan como una variable mediadora del apoyo organizacional. Las motivaciones más relevantes están relacionadas con el deseo de fortalecer el campo disciplinario, investigar colaborativamente y generar conocimiento con impacto en la sociedad y el territorio. En conclusión, el estudio proporciona resultados exploratorios valiosos sobre la relación entre la motivación y el apoyo organizacional, así como la efectividad de las acciones de extensión universitaria. Estos hallazgos ofrecen información clave para que las instituciones de educación superior desarrollen políticas y estrategias destinadas a mejorar su vinculación con sus grupos de interés externos

Abstract Universities' engagement with the community and external institutions is particularly important in the current context. Society demands from academic institutions a real commitment to developing solutions to prioritize environmental problems to achieve a genuine social and economic transformation. This research aims to analyze the influence of motivation and organizational support on the results of engagement with the community and external institutions of teachers and students of postgraduate programs. A survey was carried out on 50 participants from doctoral programs in science and engineering at a public university in Chile, selected through intentional non-probabilistic sampling. The data obtained were analyzed through a Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The findings show that motivational factors directly, strongly, and significantly influence individual engagement results with the community and external institutions and act as mediator variables for organizational support. The most relevant motivations are related to the desire to strengthen the disciplinary field, collaborate in research, and generate knowledge with an impact on society and the territory. In conclusion, the study provides valuable exploratory findings on the relationship between motivation and organizational support, as well as the effectiveness of engagement actions with the community and external institutions. These findings provide key information for higher education institutions to develop policies and strategies aimed at improving their engagement with external stakeholders.

Resumo No contexto atual, o envolvimento das universidades com a comunidade e instituições externas é particularmente importante. A sociedade exige que as instituições acadêmicas se comprometam verdadeiramente no desenvolvimento de soluções para os problemas prioritários da comunidade, visando alcançar uma transformação social e econômica real. Esta pesquisa tem como objetivo analisar a influência da motivação e do suporte organizacional nos resultados da Extensão universitária de professores e estudantes de programas de pós-graduação. Foi realizado um levantamento com 50 participantes de programas de doutorado em ciências e engenharia de uma universidade pública no Chile, selecionados por amostragem não probabilística intencional. Os dados obtidos foram analisados por meio de um Modelo de Equações Estruturais de Mínimos Quadrados Parciais (PLS-SEM). Os resultados mostram que os fatores motivacionais têm uma influência direta, forte e significativa nos resultados individuais de extensão, e também atuam como uma variável mediadora do suporte organizacional. As motivações mais relevantes estão relacionadas ao desejo de fortalecer o campo disciplinar, colaborar em pesquisas e gerar conhecimento com impacto na sociedade e no território. Em conclusão, o estudo fornece descobertas exploratórias valiosas sobre a relação entre motivação e suporte organizacional, bem como a eficácia das ações de extensão universitária. Essas descobertas fornecem informações importantes para as instituições de ensino superior desenvolverem políticas e estratégias destinadas a melhorar seu envolvimento com seus grupos de interesse externos.

ABSTRACT The Brazilian Journal of Transplantation, through its activities and commitment to high ethical and academic standards, aims to consolidate itself as a reference in the dissemination of knowledge and scientific advancement in the field of transplants, both nationally and internationally. BJT's social contribution as a reliable and peer-reviewed dissemination vehicle is undeniable. It reaches the scientific community and the population in general, demystifying the organ donation processes, highlighting the organ distribution model through the national single queue and raising awareness of the need for donation. Transplantation standards transplants internationally BJTs BJT s peerreviewed peer reviewed undeniable general processes

RESUMO O Brazilian Journal of Transplantation, por meio de sua atuação e comprometimento com altos padrões éticos e acadêmicos, almeja consolidar-se como uma referência na disseminação de conhecimento e avanço científico no campo dos transplantes, tanto nacional quanto internacionalmente. É inegável a contribuição social da BJT como um veículo de divulgação confiável e avaliado por pares. Alcança não apenas a comunidade científica, mas também a população em geral, desmistificando os processos de doação de órgãos, evidenciando o modelo de distribuição dos órgãos por meio da fila única nacional e sensibilizando para a necessidade da doação. Transplantation acadêmicos consolidarse consolidar se transplantes internacionalmente pares científica geral

Resumen: Este artículo es el resultado de un esfuerzo por construir un mapa teórico para comprender y profundizar los significados de la interseccionalidad. En el texto se hace una revisión bibliográfica y se estructura a partir de tres elementos fundamentales: (1) la historia previa al surgimiento del concepto, (2) algunas formas complejas de entender qué es la interseccionalidad y, (3) la justicia social como elemento fundante e innegociable de cualquier estrategia que surja de la interseccionalidad. Es un mapa provisorio, localizado y abierto, que pretende sumarse a otras concepciones particulares de la interseccionalidad y contribuir a la construcción colectiva de su sentido, criticando sus usos como moda académica o vaciados de su compromiso político emancipatorio. Resumen fundamentales 1 (1 concepto 2 (2 3 (3 provisorio abierto sentido emancipatorio (

Abstract: This article is the result of the effort to construct a theoretical framework to understand and delve into the meanings of intersectionality. The text includes a literature review and is structured around three fundamental elements: (1) the history prior to the emergence of the concept, (2) some complex forms of understanding what intersectionality is, and (3) social justice as a foundational and non-negotiable element of any strategy arising from intersectionality. It is a provisional, situated, and open map that aims to add to other particular conceptions of intersectionality and contribute to the collective construction of its meaning, criticizing its use as an academic fad or emptied of its emancipatory political commitment. Abstract elements 1 (1 concept 2 (2 3 (3 nonnegotiable non negotiable provisional situated meaning commitment (

Resumo: Este artigo é resultado do esforço de construção de um mapa teórico para compreender e aprofundar os significados da interseccionalidade. No texto há uma revisão de literatura e ele está estruturado a partir de três elementos fundamentais: (1) a história anterior ao surgimento do conceito, (2) algumas formas complexas de entendimento do que é a interseccionalidade, e (3) a justiça social como elemento fundante e inegociável de qualquer estratégia que surja a partir da interseccionalidade. Trata-se de um mapa provisório, localizado e aberto, que pretende se somar a outras concepções particulares de interseccionalidade e contribuir na construção coletiva de seu significado, criticando seus usos como um modismo acadêmico ou esvaziado de seu compromisso político emancipador. Resumo fundamentais 1 (1 conceito 2 (2 3 (3 Tratase Trata provisório aberto significado emancipador (

For an institution of higher education such as the Universidad de Antofagasta, it is imperative to emphasize the importance of state funding for public universities. State support is crucial to preserve their autonomy and contribute to society's development. Recently, the solidarity expressed by the Consortium of State Universities of Chile (CUECH) towards the Interuniversity Council of Argentina (CIN) underlines the importance of public education and scientific research in solving our societies' structural problems. Throughout its history, Chile has faced persistent socioeconomic inequalities manifested in a disparate distribution of resources and educational opportunities. Low-income families are significantly affected, encountering more significant obstacles to accessing quality education, which contributes to perpetuating the educational gaps in the country. The State's higher education institutions have a fundamental and missionary role in this context: finding solutions through their teaching and research to propel Chile toward full development. Nevertheless, these public universities must have adequate funding to achieve this goal. Adequate financial resources guarantee the quality of the education they offer and strengthen their capacity to face the country's social and economic challenges. Studies in European and North American countries reinforce the importance of state funding for higher education. Research such as that of Barr and Crawford 1 in the United Kingdom has shown that adequate government support is essential to ensure academic excellence and equality of opportunity in public universities. Additionally, studies in the United States have highlighted that government investment in research and development in public institutions boosts innovation and economic progress 2. Doyle and Skinner's work 3, which has highlighted how state funding in scholarship and student aid programs in public universities in the United States has contributed to improving accessibility and equity in higher education, is another relevant example 3. Various studies in Chile have highlighted the challenges public universities face regarding funding and educational quality. The report of the National Accreditation Commission (CNA) has identified significant inequalities in funding and quality among higher education institutions in the country. Moreover, academic studies conducted by institutions such as the Center for Public Studies (CEP) and Foundation Chile21 have highlighted the need to increase state funding to ensure equitable access to higher education and improve the quality of education (CEP). These researches highlight the importance of adequate public policies that promote equity and access to higher education in our country. Meanwhile, studies such as 4 have evidenced how excessive dependence on the market as a regulator of public universities' success can undermine their mission of generating knowledge and serving society. Therefore, it is paramount that the state recognize the strategic role of regional universities in developing the country and sustainably increase its financial support. This distinction will contribute to reducing territorial inequalities and strengthening the educational system's capacity to face the challenges of the 21st century. Adequate state funding is an indispensable requirement to guarantee the quality, equity, and autonomy of state universities. From the Universidad de Antofagasta, we reaffirm our commitment to public higher education and call on all interested parties to rally in defense of this fundamental principle for our society's human and social development.

Resumo: O Conselho Federal de Psicologia (CFP) celebra 50 anos de existência com uma trajetória marcada por movimentos importantes que efetivaram, por meio da inserção em políticas públicas, a contribuição da psicologia ao projeto de uma sociedade mais justa e socialmente inclusiva. Nesse percurso, o investimento do CFP no reposicionamento da formação acadêmica e da atuação profissional a partir de uma leitura contextualizada dos cenários nacionais de desigualdades e iniquidades sociais foi capacitando a psicologia para dar respostas mais críticas e comprometidas com a diversidade cultural, social e subjetiva da população brasileira, além de fortalecer os princípios gerais de equidade e justiça social, alinhados com a garantia de direitos. A Saúde Pública, a Assistência Social e a Educação são políticas públicas e campos de atuação em que esses movimentos de reconfiguração ético-política da categoria foram se desenhando ao longo do período e tiveram intensa visibilidade no país. Este artigo objetiva relatar um pouco dessa história, ressaltando a luta política do CFP ao longo dos seus 50 anos, em defesa da psicologia e do seu trabalho na garantia dos direitos humanos e sociais para a população brasileira. Resumo (CFP 5 efetivaram inclusiva percurso cultural brasileira Pública éticopolítica ético país história

Abstract: The Federal Council of Psychology (CFP) celebrates 50 years of its existence with a trajectory marked by important movements that have made, by insertion into public policies, the contribution of psychology to the project of a more just and socially inclusive society. In this pathway, the investment by the CFP in repositioning academic training and professional performance from a contextualized reading of the national scenarios of social inequalities and inequities has empowered psychology toward more critical responses and a commitment to the cultural, social, and subjective diversity of the Brazilian population, strengthening the general principles of equity and social justice in line with the guarantee of rights. Public health, social care, and education configure public policies and fields of activity in which these movements of ethical-political reconfiguration of the category were designed throughout the period and had intense visibility in Brazil. This study aims to report a portion of this story, highlighting the political struggle of the CFP over its 50 years in defense of psychology and its work to guarantee human and social rights for the Brazilian population. Abstract (CFP 5 made society pathway cultural population health care ethicalpolitical ethical Brazil story

Resumen: El Consejo Federal de Psicología (CFP) celebra 50 años de existencia con una trayectoria marcada por importantes movimientos que ha efectuado mediante la inclusión de políticas públicas y el aporte de la psicología al proyecto de una sociedad más justa y socialmente inclusiva. De esta manera, el investimento del CFP en reposicionar la formación académica y el desempeño profesional a partir de una lectura contextualizada de los escenarios nacionales de desigualdades e inequidades sociales permitió a la psicología dar respuestas más críticas y comprometidas con la diversidad cultural, social y subjetiva de la población brasileña, además de fortalecer los principios generales de equidad y justicia social, alineados con la garantía de derechos. Salud pública, atención social y educación son políticas públicas y campos de actividad donde se diseñaron estos movimientos de reconfiguración ético-política de la categoría a lo largo del período y tuvieron una intensa visibilidad en el país. Este artículo tiene como objetivo relatar un poco esta historia destacando la lucha política del CFP a lo largo de sus 50 años, en defensa de la psicología y su trabajo en la garantía de los derechos humanos y sociales para la población brasileña. Resumen (CFP 5 inclusiva manera cultural brasileña pública éticopolítica ético país

PURPOSE: This study examines the interplay of psychosocial career pre-occupation, social connectedness, and organisational commitment in higher education and offers insights for academia and practitioners. It also explores the impact of gender, job level, and the moderating effect of psychosocial career pre-occupation on employees' commitment in this sector DESIGN/METHODOLOGY/APPROACH: A purposeful sample of 288 senior academic and administrative staff, mostly married males aged 31-40 years, completed the Psychosocial Career Pre-occupation Scale (PCOS), Workplace Friendship Scale (WFS), and Organisational Commitment Scale (OCS FINDINGS/RESULTS: Significant relationships were found among psychosocial career pre-occupation, social connectedness, and organisational commitment in higher education. Moderated analysis revealed predictive roles of gender, job level, and psychosocial career pre-occupation on organisational commitment, and illuminating sector dynamics PRACTICAL IMPLICATIONS: For human resource managers and practitioners in Ghana's public higher education, this study offers insights to boost workforce commitment and engagement, which is vital for national progress ORIGINALITY/VALUE: By validating essential elements of career self-management practices, this research extends career construction theory, enriching understanding and fostering professionals' careers in higher education. It contributes to practical applications and scholarly knowledge by providing a deepening insight into organisational dynamics in this sector

Abstract: The research explores academic production over the years on video game streaming on Twitch, highlighting a lack of prior bibliographic review. The study uses a qualitative approach, combining systematic review, bibliometric analysis and scientific mapping to identify relevant themes from the Media Ecology framework. Findings based on 70 articles show increasing interest since 2016. As of 2020, it focuses on viewer motivations, behaviors, and relationships. It delves into meanings associated with consumption, interaction, commitment, toxicity and moderation in streaming. Minority cultures such as the queer community and female streamers are explored. The phenomenon and its monetization are conceptualized. Evident social inequalities are reflected in the production of the field, with Asian, American and English predominance, and little Latin and female representation. It is suggested to explore the streaming culture in Latin America to better understand the phenomenon, considering Spanish-speaking viewers in second place on Twitch.

Resumen La investigación explora la producción académica por años sobre streaming de videojuegos en Twitch, resaltando una falta de revisión bibliográfica previa. El estudio usa un enfoque cualitativo, combinando revisión sistemática, análisis bibliométrico y mapeo científico para identificar temas relevantes desde el marco de la Media Ecology. Hallazgos basados en 70 artículos muestran creciente interés desde 2016. A partir de 2020, se enfoca en motivaciones, comportamientos y relaciones de espectadores. Se profundiza en significados asociados al consumo, interacción, compromiso, toxicidad y moderación en los streaming. Se exploran culturas minoritarias como la comunidad queer y mujeres streamers. Se conceptualiza el fenómeno y su monetización. Se refleja desigualdades sociales evidentes en la producción del campo, con predominio asiático, estadounidense e inglés, y escasa representación latina y femenina. Se sugiere explorar la cultura de streaming en América Latina para entender mejor el fenómeno, considerando a los espectadores hispanohablantes en segundo lugar en Twitch.