The experiences of mentors, tutors, and writing consultants in the execution of their roles during unprecedented times, particularly the COVID-19 pandemic, remain insufficiently explored and inadequately documented. This article, which adopts a qualitative research methodology with a specific focus on a rural-based comprehensive university in South Africa, delves into the experiences and reflections of mentors, tutors, and writing consultants in the course of their duties during the COVID-19 pandemic. We contend that providing safe spaces for mentors, tutors and writing practitioners to share their experiences on their roles not only during the pandemic should be central to all student support initiatives. This fosters a sense of reflection on their practices which in turn results in professional growth and development as reflective practitioners capable of enhancing student success in higher education. In assessing their work, data was gathered from a population comprising seventy-two selected mentors and tutors (referred to as MenTuts), as well as writing consultants affiliated with the Academic Development Unit (ADU) of the institution. Content and thematic analysis were employed to examine the data after coding. The reflections and experiences of MenTuts and writing consultants were both positive and negative. They expressed enthusiasm for their roles during the COVID-19 pandemic but also conveyed feelings of being overwhelmed by the challenges they faced. This underscores the need for exploring alternative approaches to mentoring, tutoring, and writing consultancy to enhance effective student learning and success in higher education during both present and future unprecedented times. Given the plethora of recent unprecedented events, higher education institutions in South Africa as well as in Africa should start undertaking innovative radical approaches for student support initiatives that are centred around engaging with mentors, tutors, and writing consultants to ensure that they are able to reflect on their experiences to enhance student learning.

This contribution is structured in the genre of an academic letter to a deceased colleague, in this case Prof. Johan Adam Heyns (1928-1994). He was appointed for a short period from 1966 to 1970 as a senior lecturer at the Faculty of Theology at Stellenbosch University. This contribution offers a reappraisal of this period in the academic career of Prof. Heyns. His main focus at the time, in line with his teaching duties, was on apologetics and, to some extent, also ethics. The author engages with Prof. Heyns's views at the time and offers a sixfold mirror to position this phase of his career, namely in terms of the tensions between orthodoxy and modernity, between the philosophical influence of Henk Stoker and the theological influence of Herman Bavinck, and between the implementation of apartheid and the struggle against that. This mirror is held up in order to reflect on the early, middle and later stages of any academic career including that of the author, to contrast the radiance and risk of youthful academic rigour and the wisdom but also the rigidity that may come with mature age. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: The research done, is not of an interdisciplinary nature. This article contributes to a growing corpus of literature assessing the legacy of Prof. Johan Adam Heyns.

This article aims to analyze the role of school managers in overcoming learning gaps among their students. For this purpose, a literature review was conducted, drawing on the classic contributions of theorists widely recognized in the academic field to provide insights for the discussion and critical analysis of the performance of these professionals in the face of an educational challenge which impacts are extended beyond the academic students’ lives. In this regard, this research highlights the concepts of Libâneo (1994, 2001, 2011) and Lück (2000, 2006, 2009) concerning educational management and the responsibilities and duties of school managers as agents responsible for the overall organization and effective execution of the pedagogical work of the educational institutions under their administration. Concerning institutional assessment, we primarily referred to the ideas of Luckesi (2011), and specifically, in relation to understanding the learning gap and potential obstacles to overcoming this educational condition, we found relevant theoretical contributions in the studies of Vygotsky (2007) and Ausubel (2003). In the final considerations, it is worth highlighting the indispensability of directing evaluative practices toward understanding institutional weaknesses, as well as the continuous need for (re)formulating the strategic planning of these educational spaces and conducting an objective analysis of one's own practice and responsibilities as managers.

El presente artículo tiene como objetivo analizar el papel de los directores escolares en la superación de las deficiencias en el aprendizaje de sus estudiantes. Para ello, se llevó a cabo una revisión de la literatura basada en las contribuciones clásicas de teóricos ampliamente reconocidos en el ámbito académico, con el fin de obtener aportes para llevar a cabo la discusión y el análisis crítico sobre el desempeño de estos profesionales ante un desafío educativo cuyos impactos no se limitan a la vida escolar de los sujetos matriculados. En este sentido, esta investigación destaca os conceptos de Libâneo (1994, 2001, 2011) y Lück (2000, 2006, 2009) en cuanto a la gestión educativa y las responsabilidades inherentes a la función de los directores escolares como agentes responsables de la organización general y la adecuada conducción del trabajo pedagógico de las instituciones educativas bajo su administración. En cuanto a la evaluación institucional, nos basamos principalmente en las ideas de Luckesi (2011), y específicamente en lo que respecta a la comprensión de la brecha en el aprendizaje y posibles obstáculos para superar esta condición educativa, encontramos contribuciones teóricas relevantes en los estudios de Vygotsky (2007) y Ausubel (2003). En las consideraciones finales, es importante destacar la necesidad de dirigir las prácticas de evaluación hacia la comprensión de las debilidades institucionales, así como la necesidad continua de (re)formular la planificación estratégica de estos espacios escolares y realizar un análisis objetivo de la propia práctica y responsabilidad como gestores.

O presente artigo tem como objetivo analisar o papel dos gestores escolares para a superação da defasagem na aprendizagem de seus estudantes. Para tanto, recorreu-se à revisão de literatura amparada nas contribuições clássicas de teóricos com notória validação no campo acadêmico a fim de se obter subsídios para a realização da discussão e análise crítica sobre a atuação desses profissionais frente a um desafio educacional cujos impactos não se restringem à vida escolar dos sujeitos matriculados. Nesse sentido, essa pesquisa destaca os conceitos de Libâneo (1994, 2001, 2011) e Lück (2000) sobre a gestão educacional e as atribuições e responsabilidades inerentes à função dos gestores escolares enquanto agentes responsáveis pela organização geral e adequada condução do trabalho pedagógico das instituições de ensino sob sua administração. Sobre a avaliação institucional, recorreu-se principalmente aos ideias de Luckesi (2011) e, especificamente em relação à compreensão da defasagem na aprendizagem e os possíveis obstáculos à superação dessa condição educacional, foram encontradas contribuições teóricas relevantes nos estudos de Vygotsky (2007) e Ausubel (2003). Entre as considerações finais vale destacar a indispensabilidade de encaminhamento das práticas avaliativas à compreensão das fragilidades institucionais, assim como a necessidade contínua de (re)formulação do planejamento estratégico desses espaços escolares e análise objetiva da própria prática e responsabilidade enquanto gestores.

ABSTRACT We can often find in the literature (both popular and academic) ascriptions of complex collective duties to extensive unstructured collections of individuals. By ‘complex collective duties’, I mean collective duties that, plausibly, require that the individual members of an extensive unstructured collection should enact different contributory act-types to achieve an end jointly - for example, the alleged universal collective duty to end global poverty. In this paper, I argue that these duties are not action-guiding. The reason is that they do not pass what I call the ‘test of action-guidance’. This test assumes the intuitive belief that a moral duty is action-guiding only if it is clear to the duty-bearer the act-type that she should enact after the ascription of the duty. Complex collective duties ascribed to extensive unstructured collections fail to pass this test because, even though each duty-bearer (that is, each member of the collection) receives guidance on the end that they should achieve jointly, it is not clear to these agents the act-type that each of them should put into practice. both academic individuals duties, , duties’ plausibly acttypes act types example poverty paper actionguiding. actionguiding action guiding. guiding actionguidance. actionguidance . action-guidance’ dutybearer bearer acttype type because practice action-guidance

RESUMO Em geral, podemos encontrar na literatura (tanto na popular quanto na acadêmica) atribuições de deveres coletivos complexos a coletivos não estruturados extensos de indivíduos. Por “deveres coletivos complexos”, quero dizer deveres coletivos que, de maneira plausível, exigem que os membros individuais de um coletivo não estruturado extenso empreguem tipos diferentes de ações contributivas para alcançarem um objetivo coletivo - por exemplo, o suposto dever coletivo universal de acabar com a pobreza mundial. Neste artigo, defendo que esses deveres não orientam a ação. O motivo é por que eles não passam no que chamo de “teste de orientação de ação”. Esse teste pressupõe a crença intuitiva de que um dever moral orienta a ação apenas se, para o portador do dever, estiver claro o tipo de ação que ele deve praticar após a atribuição do dever. Deveres coletivos complexos atribuídos a coletivos não estruturados extensos não passam nesse teste porque, embora cada portador do dever (ou seja, cada membro do coletivo) receba orientação sobre o fim que se deve atingir em conjunto, não está claro para esses agentes o tipo de ação que cada um deles deve por em prática. geral tanto acadêmica indivíduos complexos, , complexos” plausível exemplo mundial artigo . ação” porque ou seja conjunto prática

Resumen El presente trabajo tiene como objetivo discutir, a partir de concursos públicos y procesos de selección de cuidadores profesionales, los elementos que son consistentes con la precariedad de la Educación Inclusiva en Rondônia, abarcando la remuneración, las atribuciones y la formación académica de estos profesionales. El método utilizado fue el materialismo histórico-dialéctico, entendiendo que el aumento de la contratación de cuidadores en Rondônia, de hecho, no revela la esencia de la realidad, requiriendo mediaciones para ello. Se basa en una investigación documental, teniendo como marco de tiempo para la recolección de avisos de licitación y procesos selectivos para el estado de Rondônia y sus municipios entre los años 2012 y 2019. Los resultados revelan la precarización de la Educación Inclusiva, la contratación de profesionales en condiciones degradantes en términos de salario y en relación con las posibilidades de formaciones escolares y académicas. discutir remuneración históricodialéctico, históricodialéctico histórico dialéctico, dialéctico histórico-dialéctico hecho realidad ello documental 201 2019 académicas 20 2

Abstract This paper aims to discuss, according to the notices of public tenders and selection processes that recruit professional caregivers, the elements that coexist with the precariousness of Inclusive Education in Rondônia, considering the salaries, duties, and academic qualifications of these professionals. The method used was the dialectical historical materialism, for understanding that the increase in hiring caregivers in Rondônia does not, in fact, reveal the essence of reality, requiring mediations for this. It is based on documentary research, using the years between 2012 and 2019 as a period for collecting the notices of tenders and selection processes for the state of Rondônia and its cities. The results reveal the precariousness of Inclusive Education, the hiring of professionals in demeaning conditions in terms of salary and of possibilities of school and academic training. discuss salaries duties materialism not fact reality this research 201 cities training 20 2

Resumo O presente trabalho tem como objetivo discutir, com base nos editais de concursos públicos e de processos seletivos para profissionais cuidadores, os elementos que coadunam com a precarização da Educação Inclusiva em Rondônia, abarcando as remunerações, as atribuições e as formações acadêmicas destes profissionais. O método utilizado foi o materialismo histórico-dialético, por compreender que o aumento de contratação de cuidadores em Rondônia não revela, de fato, a essência do real, necessitando de mediações para isto. Pauta-se na pesquisa documental, tendo como marco temporal para coleta dos editais de concursos e processos seletivos para o estado de Rondônia e de seus municípios entre os anos de 2012 e 2019. Os resultados revelam a precarização da Educação Inclusiva, a contratação de profissionais em condições aviltantes nos aspectos salariais e com relação às possibilidades de formações escolares e acadêmicas. discutir remunerações históricodialético, históricodialético histórico dialético, dialético histórico-dialético revela fato real isto Pautase Pauta se documental 201 2019 20 2

Abstract The impact of technological advancements on the duties of lecturers in the twenty-first century has been significant. The rapid integration of technological advancements in the academic setting, particularly among lecturers, necessitates a proficient comprehension of the function that technology serves in the instruction of foreign languages as a fundamental component of their professional skill set. This article seeks to unveil the views of university lecturers concerning the implementation of technologically assisted instruments for the instruction of foreign languages, while also taking into account the lecturers’ perspectives regarding the application of such technologies. The analysis follows the dimension of the “TPACK” model. This model acknowledges the awareness and proficiency of linguistics lecturers in incorporating technological advancements within the educational system. The incorporation of digital tools is achieved through an expansion of the “pedagogical content knowledge (PCK)” model originally proposed by Lee Shulman. Using this model, the purpose of this research is to conduct an analysis of three significant areas (subject, pedagogy, and technology) of the use of technology in the instruction of foreign languages by lecturers. Three hundred university lecturers of foreign languages are represented in this research, and they were drawn from different universities. There was no focus on any one specific foreign language, and the lecturers’ participation consisted only of providing information in the form of questionnaire responses. According to the results of the research, a significant number of university lecturers have already embraced the use of some of these technologies in teaching foreign languages. Despite this, it is nevertheless necessary for them to get familiarized with advanced technological tools. twentyfirst twenty first setting set TPACK “TPACK system pedagogical PCK (PCK) Shulman subject, subject (subject pedagogy universities language responses (PCK

Resumo O impacto dos avanços tecnológicos nas funções dos professores no século XXI tem sido significativo. A rápida integração dos avanços tecnológicos no ambiente acadêmico, particularmente entre os professores, exige uma compreensão proficiente da função que a tecnologia desempenha no ensino de línguas estrangeiras como um componente fundamental de seu conjunto de habilidades profissionais. Este artigo busca desvendar a visão de professores universitários sobre a implementação de instrumentos tecnologicamente assistidos para o ensino de línguas estrangeiras, levando em consideração também as perspectivas dos professores sobre a aplicação de tais tecnologias. A análise segue a dimensão do modelo “TPACK”. Esse modelo reconhece a consciência e a proficiência dos professores de linguística na incorporação de avanços tecnológicos no sistema educacional. A incorporação de ferramentas digitais é conseguida através de uma expansão do modelo de ”conhecimento pedagógico do conteúdo (PCK)” originalmente proposto por Lee Shulman. Usando esse modelo, o objetivo desta pesquisa é conduzir a análise em três áreas significativas (disciplina, pedagogia e tecnologia) do uso da tecnologia no ensino de línguas estrangeiras por professores. Trezentos professores universitários de línguas estrangeiras estão representados nesta pesquisa, e foram sorteados em diferentes universidades. Não houve foco em nenhuma língua estrangeira específica, e a participação dos palestrantes consistiu apenas em fornecer informações na forma de respostas a questionários. De acordo com os resultados da pesquisa, um número significativo de docentes universitários já aderiu ao uso de algumas dessas tecnologias no ensino de línguas estrangeiras. Apesar disso, é necessário que eles se familiarizem com ferramentas tecnológicas avançadas. acadêmico profissionais TPACK. TPACK . “TPACK” educacional conhecimento PCK (PCK) Shulman disciplina, disciplina (disciplina universidades específica questionários disso avançadas “TPACK (PCK

ABSTRACT The specialists training constitutes the academic modality of the postgraduate course. It is important to consider the rights that correspond to residents in their training stage, because compliance with duties is usually insisted on and demanded more. When analyzing and evaluating the methodological aspects included in the Residency Regulations, the obligations demanded by the teaching process and, in turn, the rights held by the staff in training are well defined. In this work, the current deficiencies to develop a quality teaching process are declared, essentially in the primary level of attention that has a smaller number of teachers with higher teaching category and with a smaller number of second-grade specialists and doctors in science, which has a negative impact on the management and advice of the postgraduate teaching process. Finally, it is encourage increasing the potential of the staff to train human capital with the required quality.

RESUMEN La formación de especialistas constituye modalidad académica de posgrado. Es importante considerar los derechos que corresponden a los residentes en su etapa de formación, porque habitualmente se insiste y se reclama más el cumplimiento de los deberes. Al analizar y evaluar los aspectos metodológicos comprendidos en el Reglamento de la Residencia quedan bien definidas las obligaciones que demanda el proceso docente y a su vez los derechos que posee el personal en formación. En este trabajo se declaran las deficiencias presentes para desarrollar un proceso docente de calidad, fundamentalmente en el nivel primario de atención que cuenta con menor número de profesores con categoría docente superior y con menor número de especialistas de segundo grado y doctores en ciencia, lo que repercute negativamente en la conducción y asesoramiento del proceso docente de posgrado. Se llama a incrementar las potencialidades del claustro ante la necesidad de formar un capital humano con la calidad requerida.

ABSTRACT Dental care requires compliance with all legal regulations regarding the care protocol, since both the professional and the patient must be protected anticipating any conflict that may arise. The objective of this study was to evaluate the level of knowledge about duties and obligations in dental practice in Paraguay. The study was descriptive, cross-sectional, observational, with a total sample of 100 dentists from the Rigoberto Caballero Central Police Hospital. The questionnaire had 20 questions of which 4 were about knowledge on sociodemographic and academic characteristics, 13 on duties and obligations in dental practice, 1 on training received on legislation, 1 on compliance with tax obligations and 1 on barriers used for protection againts X-ray. The level of knowledge was classified considering the percentage of correct answers: insufficient (<60%) and sufficient (≥60%). Eighty percent of those surveyed were female with an average age of 40 years. The level of general knowledge about duties and obligations that govern dental practice was sufficient in 71% of the surveyed dentists. No significant differences were found between the level of knowledge according to university (p = 0.21) and year of graduation (p = 0.34). The level of knowledge about duties and obligations that govern dental practice in Paraguay was sufficient, however, some specific aspects such as tax knowledge, documentations that govern the laws, receipt of commissions and notifications of communicable diseases must be even more explored, studied and disseminated.

RESUMEN La atención odontológica requiere del cumplimiento de todas las normas legales referente al protocolo de atención, ya que tanto el profesional como el paciente deben estar protegidos previendo cualquier conflicto que pudiera surgir. El objetivo de este trabajo fue evaluar el nivel de conocimiento sobre deberes y obligaciones en la práctica odontológica en el Paraguay. El estudio fue observacional descriptivo de corte transversal, con una muestra total de 100 odontólogos del Hospital Central de Policía Rigoberto Caballero. El cuestionario constó de 20 preguntas de las cuales 4 fueron sobre características sociodemográficas y académicas, 13 preguntas de conocimiento sobre deberes y obligaciones en la práctica odontológica, 1 sobre capacitación recibida en legislación, 1 sobre cumplimiento de obligaciones tributarias y 1 sobre barreras de protección usadas contra rayos X. El nivel de conocimiento fue clasificado teniendo en cuenta el porcentaje de respuestas correctas: insuficiente (<60%) y suficiente (≥60%). Ochenta por ciento de los encuestados fueron del sexo femenino con edad promedio de 40 años. El nivel de conocimiento general sobre deberes y obligaciones que rigen la práctica odontológica fue suficiente en el 71% de los odontólogos encuestados. No se encontraron diferencias significativas entre el nivel de conocimiento según la universidad (p=0,21) y año de egreso (p=0,34). El nivel de conocimiento sobre deberes y obligaciones que rigen la práctica odontológica en el Paraguay fue suficiente, sin embargo, algunos aspectos específicos como conocimiento tributario, documentaciones que rigen las leyes, recibo de comisiones y notificaciones de enfermedades transmisibles deben ser todavía más explorados, estudiados y difundidos.

Resumo a pesquisa apresenta reflexões a partir da Língua Gestual Portuguesa (LGP) e da Língua Brasileira de Sinais (Libras). As reflexões perpassam pelo campo da Tradução e Interpretação dessas duas línguas. Na pesquisa analisou-se dois documentos relacionados aos países: Portugal e Brasil. Os documentos, respectivamente, são: a lei nº 89 de 5 de julho de 1999 e a lei nº 12319 de 1º de setembro de 2010. Metodologicamente trata-se de uma pesquisa de abordagem qualitativa e de caráter documental. No tratamento dos dados optou-se pela vertente bakhtiniana de enxergar a palavra de cada documento em seu sentido amplo e contextual. Os resultados da pesquisa mostram as semelhanças e as diferenças sobre a trajetória profissional de Tradutores e Intérpretes de LGP e de Libras. Essa trajetória perpassa pelos planos histórico, legal e acadêmico, tanto em Portugal quanto no Brasil. Conclui-se que as principais palavras que demarcam os documentos são: função, formação, deveres e responsabilidades/atribuições.

Abstract the research introduces reflections from Portuguese Gesture Language (LGP) and Brazilian Sign Language (Libras). The reflections permeate the field of Translation and Interpretation of these two languages. In the research, two documents related to the countries were analyzed: Portugal and Brazil. The documents, respectively, are: No. 89 July 5, 1999 law and No. 12319 September 1, 2010 law. Methodologically, this is a qualitative research approach and a documentary character. In the treatment of the data, it opted for the Bakhtinian approach of seeing the word of each document in its broad and contextual sense. The survey results show the similarities and differences about the professional trajectory of LGP and Libras Translators and Interpreters. This trajectory runs through for the historical, legal and academic planes, both in Portugal and in Brazil. It concludes that the main words that demarcate the documents are: occupation, formation, duties and responsibilities/attributions.

Resumen Motivación: La evaluación del desempeño docente está asociada a la opinión del estudiantado y escasamente las instituciones integran cuestionarios que evalúen la perspectiva de la autoridad. Objetivo: Evaluar las funciones que desempeña el profesorado del Tecnológico Nacional de México (TecNM). Metodología: Se realizó una investigación no experimental de corte cuantitativo y diseño transversal, donde las dimensiones de las funciones que desempeña el profesorado y sus indicadores asociados fueron definidos por un grupo de personas docentes del TecNM; el instrumento resultante fue de 15 ítems en 4 dimensiones que incluyeron las funciones que desempeña el profesorado en docencia, tutoría, investigación y vinculación, esto desde la perspectiva de las jefaturas de departamento académico sobre una escala Likert de 5 puntos. Resultados: La prueba del instrumento con 5,781 personas exhibió muy buenos índices de grado, de acuerdo con las personas jueces —Lawshe, V de Aiken y Osterlind— y con la confiabilidad alfa de Cronbach y omega de McDonald para las cuatro dimensiones. Esto implicó un riguroso proceso de revisión por un jurado experto y una alta consistencia interna del instrumento. Los resultados del análisis factorial exploratorio indicaron que no hubo factores irrelevantes del constructo, los ítems incluidos, considerados como fuertes, coincidieron con la dimensión asignada teóricamente. Los resultados del análisis factorial confirmatorio verificaron el ajuste global del modelo propuesto; todos los ítems tuvieron contribuciones significativas en sus dimensiones. Conclusiones: La utilización del instrumento tiene potencial para la medición del nivel de efectividad de las funciones que desempeña el profesorado de educación superior tecnológica.

Abstract Teacher assessments tend to be associated with the opinion of the student body and higher learning institutions rarely use questionnaires to assess the perspective of school authorities. This study uses a non-experimental, quantitative and cross-sectional approach to design a questionnaire that evaluates the faculty of the National Institute of Technology of Mexico (TecNM). Associated indicators were defined by a group of TecNM instructors. The resulting questionnaire consists of 15 questions in 4 areas that assesses duties and tasks performed by the teaching faculty as well as other instructor activities such as, tutoring, research and liaison, based on the perspective of the academic department and using a 5-point Likert scale. The instrument was answered by 5,781 people and received good index reviews by the judges, based on Lawshe, V of Aiken and Osterlind- with Cronbach's alpha and McDonald's omega reliability for the survey´s four question areas. High scores were attained through a rigorous review process executed by an expert jury as well as an internally consistent instrument. The results of the exploratory factor analysis indicate that there were no irrelevant factors in the questionnaire design. Included items were deemed to be strong and coincided with the theoretically assigned dimension. The results of the confirmatory factor analysis verified the overall fit of the proposed model; all items proved to offer significant contributions for each of their fields. It was concluded that this survey does, in fact, have the potential to gauge the effectiveness of how well the teaching staff fulfills its duties at this higher education institution.

ABSTRACT This paper deals with the life and professional career of the Chilean diplomat James Holger Blair (1928-2014), who performed various tasks for the Chilean foreign service. His duties took place in the context of the Cold War and its immediate aftermath. The work uses the approach of the new Diplomatic History and is based on unpublished and cardinal primary sources of the General Historical Archive of the Ministry of Foreign Affairs of Chile, specifically the James Holger B. archive, the United Nations archive, the digital archive of President Patricio Aylwin, Chilean and German newspaper sources, complemented with secondary sources of high academic quality that have comprehended with the international historical context where this agent of Chilean diplomacy was involved.

RESUMEN Se aborda el decurso vital y profesional del diplomático chileno James Holger Blair (1928-2014), a quién le correspondió realizar diversas tareas para el servicio exterior de Chile. Su labor se desarrolló en el contexto de la Guerra Fría y de su período inmediatamente posterior. El trabajo utiliza el enfoque de la nueva Historia Diplomática y se basa en fuentes primarias inéditas y cardinales del Archivo General Histórico del Ministerio de Relaciones Exteriores de Chile, específicamente el archivo James Holger Blair, archivo de las Naciones Unidas, archivo digital del presidente Patricio Aylwin, fuentes hemerográficas chilenas y alemanas, complementadas con fuentes secundarias de alta calidad académica que han tratado el contexto histórico internacional donde este agente de la diplomacia chilena se desenvolvió.

The emergency confinement due to Covid-19 pandemic, faced universities with the challenge of performing their duties remotely to guarantee academic continuity. A large proportion of university faculty did not have previous systematic training in online education, showed resistance to the incorporation of technologies or did it reinforcing teaching practices based on information transmission. This scenario required the development of teacher training strategies that anticipated the immediate transfer of learnings to create good remote teaching practices. This work shares a possible approach to training university faculty in remote teaching, based on a comprehensive perspective of the online teaching process. The pedagogical criteria with which the training was designed is specified and a characterization of the focus of each formative action is undertaken. These formative actions include: a) techno pedagogical processes, b) teaching autonomy in the management of technological resources, c) student active participation in synchronous activities. Finally, the impact of its implementation is analysed and general considerations towards benefiting from this unique opportunity to forward teacher training in the use of technology in education beyond the current context is made.

La pandemia por Covid-19, y el consecuente confinamiento, enfrentó a las universidades al desafÃo de remotizar de emergencia los procesos de enseñanza para garantizar la continuidad académica. Gran parte del profesorado universitario no contaba con formación en enseñanza en lÃnea, se mostraba resistente a la inclusión de tecnologÃas o lo hacÃa reforzando prácticas educativas basadas en la transmisión de información. Este escenario requirió el desarrollo de estrategias de formación docente que prevean la transferencia inmediata de lo aprendido para generar buenas prácticas de enseñanza remota. El presente trabajo comparte un abordaje posible de formación del profesorado universitario para la remotización, basado en una mirada integral de los procesos de enseñanza con tecnologÃas y en lÃnea. Se explicitan los criterios pedagógicos desde los que fue construido junto a una caracterización de los dispositivos pedagógicos que conformaron los cuatro focos de trabajo: a) procesos tecno-pedagógicos, b) autonomÃa docente en la gestión de recursos tecnológicos, c) programación educativa, d) participación activa de estudiantes en la sincronÃa. Se analiza además el impacto de las acciones implementadas y finalmente se realizan algunas consideraciones generales que permiten aprovechar esta oportunidad inédita para avanzar en la formación en tecnologÃas en educación más allá del contexto actual.

Abstract Student engagement is the involvement of students in their learning process, for which they allocate time and energy, while Procrastination means that students postpone the execution of the duties and actions of the training process. This study proposes a functional relationship model between these phenomena. This relationship is applied in a sample of 412 students from a regional Chilean university. Thus, most of the students are in the low and very low range of procrastination (71.60% of the sample). The results show that, although procrastination and academic student engagement prove to be inversely related, they are not strictly antagonistic. Likewise, the levels of procrastination are refractory to personal and context factors, which reveals the need to analyze the psychological factors involved and to examine new relationships between student engagement and academic procrastination.

Resumen El compromiso estudiantil es el involucramiento del estudiante en su proceso formativo, para lo cual destina tiempo y energía a dicho proceso, mientras que la procrastinación en estudiantes implica aplazar la ejecución de los deberes y acciones del proceso formativo. Este estudio propone un modelo de relación funcional entre estos fenómenos. Dicha relación se aplica en una muestra de 412 estudiantes de una universidad regional chilena. Así, la mayor parte de los estudiantes se encuentran en el rango bajo y muy bajo de procrastinación (71,60% de la muestra). Los resultados evidencian que, si bien procrastinación y compromiso académico demuestran estar relacionados inversamente, no son estrictamente antagónicos. Asimismo, los niveles de procrastinación se muestran refractarios a los factores personales y de contexto, lo que lleva a la necesidad de analizar los factores psicológicos involucrados y de escudriñar nuevas relaciones entre el compromiso y la procrastinación académica.

Abstract This article is the result of a research focusing on understanding and interpreting the perceptions that mentor-teachers in the 4th grade of secondary school have built in relation to students who are in the “not-being” area, in formal educational institutions. These students are those who are not considered to be within the normality concept that rules in the educational institutions. With a paradigmatic interpretative approach and a qualitative methodology, 30 teachers were interviewed (all of them mentor-teachers of 4th grade in Chilean secondary school and with different features depending on variety of professional and personal criteria). With the help of NVivo 11.0 software, a content analysis (mainly inductive) was carried out. The conclusion is that teachers not only do not question the normality and abnormality conceptualization in which the school system operates, but also they use it in an acritical way to classify students. Academic results are the main factor for students to be considered close to or far from what teachers think as normal. Human factors are objectified and instrumentalized and are considered duties that should guide what students do. Teachers usually think that the family is the basis for understanding why these students are less normal.

Resumen El artículo que a continuación se presenta es el resultado de una investigación centrada y focalizada en comprender e interpretar las percepciones que los profesores(as) jefes de cuarto medio han construido con relación a los estudiantes situados en las zonas del no ser de las instituciones educativas formales. Entendemos como jóvenes situados en la zona del no ser a aquellos estudiantes que no son considerados dentro de ese concepto de normalidad por el que suele regirse la institución educativa. Bajo un enfoque paradigmático interpretativo y una metodología cualitativa, se han entrevistado a treinta docentes, todos ellos profesores jefes del curso de 4° de enseñanza media chilena y que presentan características diversas en función de variados criterios profesionales y personales. Con la ayuda del software NVivo 11.0 se realizó análisis de contenido de carácter, preponderantemente, inductivo. Se concluye que los docentes no sólo no cuestionan la conceptualización normalidad y anormalidad desde la que opera el sistema escolar, sino que la usan de manera acrítica para clasificar al alumnado. Son los resultados académicos obtenidos por los jóvenes el factor principal a partir del cual se caracteriza a los estudiantes como próximo o alejados de lo que los docentes consideran como normal. Lo humano se cosifica, se instrumentaliza y se aborda como un deber ser que debiera dirigir, según el profesorado, el quehacer de los y las estudiantes. El profesorado encuentra en la familia la principal causa en la comprensión de los motivos por los que esos jóvenes son menos normales.

Resumo: Introdução: Aspectos pessoais, como a maternidade e a paternidade podem representar grandes desafios acadêmicos e profissionais, uma vez que requerem tempo, envolvimento afetivo, atenção e cuidado. Principalmente no curso de Medicina, caracterizado pela extensa rotina de estudos e carga horária, essa conjuntura pode ser ainda mais impactante. Objetivo: Este estudo teve como objetivos avaliar o impacto da maternidade/paternidade no rendimento acadêmico de estudantes de Medicina, e analisar as principais percepções, motivações e desafios deles durante a formação médica. Método: Trata-se de um estudo transversal, quanti-qualitativo de abordagem descritiva e analítica que avaliou o perfil e as percepções de 85 mães/pais estudantes de Medicina em todo o país. Como instrumento de coleta, foi empregado um formulário virtual, semiestruturado, contendo questões sociodemográficas de única escolha e de percepções utilizando a escala Likert. A fim de avaliar o impacto da maternidade/paternidade no rendimento acadêmico, parte dos respondentes de uma das instituições avaliadas teve seus rendimentos acadêmicos obtidos para a comparação com amostras aleatórias e não identificadas de estudantes sem filhos da mesma instituição. Resultado: Os estudantes possuem clareza e não se arrependem de suas escolhas pessoais (93%), têm orgulho de ser mãe/pai universitários (93%) e ressaltam a importância e essencialidade da rede de apoio (88%). Ao serem questionados quanto ao rendimento acadêmico, as mães e os pais estudantes de Medicina expressaram limitação na compatibilidade dos afazeres e responsabilidades pessoais e profissionais (42%) e relataram que as obrigações parentais comprometem o rendimento no curso de Medicina (53%). Neste âmbito, porém, nossos dados apontam para um rendimento acadêmico de mães e pais similar aos de estudantes sem filhos. Conclusão: Os estudantes de Medicina com filhos, apesar de relatarem limitação na capacidade de associar os afazeres e as responsabilidades pessoais e acadêmicas, não se arrependem das suas escolhas e têm orgulho de exercer a dupla função. Além disso, eles apresentam rendimento acadêmico semelhante ao de estudantes sem filhos, apesar de acreditarem que as obrigações da maternidade/paternidade comprometem o seu rendimento acadêmico. Destacam-se a essencialidade da rede de apoio para realização das atividades acadêmicas e a uniformidade dessas percepções entre variáveis como sexo, estado civil e ciclo acadêmico.

Abstract: Introduction: Personal aspects such as maternity and paternity can represent major academic and professional challenges, as they require time, emotional involvement, attention and care. Mainly in the medical schools, characterized by the extensive study routine and workload, this situation can be even more impactful. Objective: To assess the impact of parenthood on the academic performance of medical students, as well as to analyze their main views, motivations and challenges during medical training. Method: Cross-sectional, quantitative-qualitative study with a descriptive and analytical approach that evaluated the profile and perceptions of 85 parents who are studying medicine in Brazil. A semi-structured virtual questionnaire was used containing single-choice sociodemographic questions and evaluation of views using the Likert scale. In order to assess the impact of parenthood on academic performance, the academic performance of some of the respondents from one of the institutions evaluated was considered for comparison with random and unidentified samples of childless students from the same institution. Result: Students are clear and do not regret their personal choices (93%), are proud to be parent students (93%) and emphasize the importance and essentiality of the support network (88%). When asked about academic performance, the parents who are medical students express limitations in the compatibility of personal and professional responsibilities (42%) and report that parental duties compromise their performance at medical school (53%). In this context, however, our data indicate that the academic performance of mothers and fathers is similar to that of childless students. Conclusion: Medical students with children, despite reporting limitations in the ability to combine personal and academic responsibilities, do not regret their choices and are proud to exercise both roles. Furthermore, their academic performance is similar to that of childless students, despite believing that parental duties compromise their academic performance. They highlight the essential role played by the support network for performing academic activities and these perceptions between variables such as gender, marital status and academic cycle are distinctively uniform.