Resumo: Desde a década de 1960, uma série de pesquisas tem questionado a capacidade das escolas para igualar os níveis de aprendizagem entre alunos de diferentes origens sociais. Apesar da diversidade de programas e políticas que buscaram equalizar as diferenças, pesquisas em diversos contextos constataram repetidamente que as diferenças não apenas persistem, mas são reproduzidas nas escolas. Este artigo aborda o problema de uma perspectiva um pouco diferente: seu objetivo é identificar práticas e atitudes de estudantes e docentes associadas a diferenças no desempenho escolar entre estudantes de condição social e econômica mais baixa no Brasil e na Argentina. O objetivo não é entender os mecanismos que reproduzem as diferenças entre os estratos, mas sim aqueles que geram maior desempenho relativo entre os estudantes com menos recursos. Para isso, foi realizada uma análise comparativa dos resultados do teste PISA de 2018 por meio de modelos estatísticos multivariados. Essa análise mostrou que determinados fatores, como a empatia docente, a motivação e perseverança estudantil ou as modalidades de estudo, estão associados ao desempenho. Mas também mostrou que a magnitude da associação varia de acordo com o contexto. Esses resultados contribuem para a elaboração de políticas educacionais que buscam aumentar o desempenho em estratos desfavorecidos, indicando algumas condições que podem favorecê-lo, mas também alertando sobre as dificuldades de extrapolar resultados entre contextos de forma acrítica

Abstract: Since the 1960s, a vast array of studies has questioned the ability of schools to equalize learning levels among students from different social backgrounds. Despite various programs and policies aimed at reducing these disparities, research in diverse contexts has repeatedly found that not only do these differences persist, but they are also reproduced within the school system. This article approaches the issue from a slightly different perspective: its objective is to identify practices and attitudes of students and teachers that are associated with differences in school performance among students from lower socioeconomic backgrounds in Brazil and Argentina. The focus is not on understanding the mechanisms that perpetuate differences between social strata, but rather on identifying those that lead to higher relative achievements among students with fewer resources. A comparative analysis of the 2018 PISA test results was conducted using multivariate statistical models. This analysis revealed that certain factors, such as teacher empathy, student motivation and perseverance, and study methods, are associated with academic performance. However, it also showed that the strength of these associations varies depending on the context. These findings contribute to the design of educational policies aimed at improving performance in disadvantaged groups by highlighting conditions that may foster better outcomes, while also cautioning against uncritically extrapolating results across different contexts

Resumen: Desde la década de 1960 en adelante una extensa serie de estudios ha puesto en duda la capacidad de la escuela para igualar los niveles de aprendizaje entre estudiantes de distinto origen social. Pese a la diversidad de programas y políticas que han buscado igualar las diferencias, distintas investigaciones en diversos contextos han encontrado una y otra vez que las diferencias no solo persisten, sino que se reproducen en la escuela. En este artículo se aborda el problema desde una óptica ligeramente diferente: su objetivo es identificar prácticas y actitudes de estudiantes y docentes asociadas a las diferencias de desempeño escolar entre estudiantes de menor nivel económico social en Brasil y Argentina. No se busca comprender los mecanismos que reproducen las diferencias entre estratos, sino aquellos que generan mayores logros relativos en los estudiantes con menos recursos. Se realizó para ello un análisis comparativo de los resultados de las pruebas PISA del 2018 mediante modelos estadísticos multivariados. Este análisis mostró que ciertos factores, como la empatía docente, la motivación y perseverancia estudiantil o las modalidades de estudio se asocian al desempeño. Pero también evidenció que la magnitud de la asociación varía con el contexto. Estos resultados aportan al diseño de políticas educativas que procuren incrementar el desempeño en estratos desfavorecidos, al indicar algunas condiciones que pueden favorecerlo, pero advirtiendo también sobre las dificultades de extrapolar resultados entre contextos de manera acrítica

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.

BACKGROUND: Despite benefits, structured mentorship needs to be better recognised within health profession training institutions (HPI) in Southern Africa (SA). Given the need to transform faculties and retain skilled personnel, mentoring programmes can be used to address these needs and warrant further exploration OBJECTIVE: To explore mentorship models within HPI in SA METHODS: During the annual South African Health Educationalists Conference (SAAHE) in 2022, five academics from HPIs in the region conducted an interactive national workshop on mentorship in health professions education. Following a presentation on mentorship models, participants were allowed to share their perspectives on current mentorship practices, gaps and recommendations for enhancing mentorship. Key concepts and themes generated are reported RESULTS: Three key approaches to mentorship models were identified during the workshop. These were 'top-down', 'ad-hoc' and 'supportive' approaches. Mentorship models were largely self-initiated and followed a traditional dyadic style with little innovation. Mandatory 'top-down', over-regulated programmes compared with 'grassroots' approaches were the two extremes reflected on the spectrum of models. While the benefits of mentorship were recognised, institution-wide implementation is lacking, reflecting varied or no widescale adoption. Mentorship could serve as a focused, formal strategy to ensure the demographic transformation of HPIs. Recommendations were made to measure the effectiveness of mentorship programmes against academic promotion criteria and research outputs CONCLUSION: While mentorship is positively viewed as a means to ensure improved equity and outputs, practical implementation is lacking. Mentorship programmes require further exploration of models and processes to facilitate successful implementation

Abstract The article presented here is based on some reflections on the first findings and the methodology followed in the research that I began in 2021 on the life and work of Dr. María Bertely, which is titled: “María Bertely Academic Activism: contributions and tensions in educational research. The analysis of her intellectual work and pedagogical practice constitutes the object of study that guides this qualitative research and has a narrative biographical approach. This study has made it possible to identify her main contributions by exploring relevant aspects of her interdisciplinary training and academic career. Something that must be highlighted is that most of her contributions focused on collaborative educational research committed to indigenous peoples. The reconstruction and recognition of the work of this great researcher as an academic activist has been carried out through the collection of verbal, observational, and textual data, which, given its great extension, are currently in the process of artisanal analysis. However, preliminary results show the links Dr. Bertely created in various teaching and educational research spaces, which refer to some significant experiences and the main shared learnings. This exploration and inquiry have been possible thanks to the voices of indigenous educators and Mexican academics, and those of other nations, with whom she shared efforts in the multiple projects she coordinated, who have been configured as nodes of the networks she wove. These voices are the ones that are currently naming María.

Resumen El artículo que aquí se presenta se basa en algunas reflexiones sobre los primeros hallazgos y la metodología seguida en la investigación que inicié en el año 2021 sobre la vida y obra de la Dra. María Bertely, misma que lleva por título: “El activismo académico de María Bertely: aportes y tensiones en la investigación educativa”. El análisis de su obra intelectual y práctica pedagógica constituyen el objeto de estudio que orienta esta investigación cualitativa y tiene un enfoque biográfico narrativo. Este trabajo ha permitido identificar sus principales aportes mediante la exploración de aspectos relevantes de su formación interdisciplinaria y trayectoria académica. Un aspecto que cabe resaltar es que la mayoría de sus contribuciones estuvieron enfocadas a la investigación educativa colaborativa y comprometida con los pueblos originarios. La reconstrucción y reconocimiento de la labor de esta gran investigadora como académica activista se ha realizado a través de la recopilación de datos verbales, observacionales y textuales, mismos que, dada su gran extensión, actualmente están en proceso de análisis artesanal. No obstante, se presentan resultados preliminares que dan cuenta de los vínculos que la Dra. Bertely creó en diversos espacios de docencia e investigación educativa, que refieren algunas experiencias significativas y los principales aprendizajes compartidos. Dicha exploración e indagación ha sido posible gracias a las voces de los educadores indígenas y de los académicos mexicanos, y de otras naciones, con los que ella compartió esfuerzos en los múltiples proyectos que coordinó, quienes se han configurado como nodos de las redes que tejió. Estas voces son las que actualmente nombran a María.

Abstract Introduction: Organizational management models influence supervisory activity in nursing. Collaborative practice between students and health professionals in the provision of person- and family-centred care allows them to evolve in the process of autonomy and knowledge transfer. However, this does not guarantee the acquisition of supervisory practices and inter-organisational interaction between the hospital and the academy, which are necessary for carrying out safe and qualified clinical procedures. However, this does not guarantee efficient acquisition of supervisory practices and inter-organizational interaction between hospital and academia, which are necessary to provide safe and effective clinical procedures. Objectives: The aim is to understand the possible dimensions of inter-organisational collaborative practice (academic and hospital), identifying its possible processes and results capable of guaranteeing the safety and quality of clinical procedures. Methods: This study emerges from a first mixed research intervention with N=50 nurse supervisors, non-randomized, using the snowball technique. We will, nevertheless, focus on its qualitative, exploratory, and descriptive approach, using the Focus Group technique in which seven nurse supervisors took part. By using Bardin's assumptions, we conducted the content analysis of the participants' speech. Results: The content analysis allowed us to recognise the Processes of Inter-Collaborative Supervision in Nursing as the main dimension of analysis. The results identify, on the one hand, potential threats, highlighted by the time dedicated to supervision and access to information in the hospital context and, on the other hand, opportunities for articulation, highlighted by the importance of involving the various actors in each context, both in planning training programmes and in using supervisory strategies. Conclusion: This study explores the collaborative processes of nursing supervision between academia and hospitals, highlighting common elements of care and education. It reveals the influence of both bureaucratic and anarchic models in shaping these relationships. The findings underscore the importance of inter-organizational coordination, which plays a critical role in effective health promotion practices.

Resumen El Lean Startup proporciona un enfoque iterativo y basado en hipótesis para la creación de negocios y el desarrollo de productos, promoviendo la toma de decisiones basada en datos al involucrar a los potenciales usuarios y clientes desde el principio. A pesar del creciente interés académico, la discusión sobre la utilidad y los beneficios del Lean Startup continúa. Con el objetivo de contribuir a la comprensión de cómo las organizaciones incorporan los principios del Lean Startup, se realiza una revisión sistemática de la literatura para identificar los sectores en los que se ha analizado su aplicación, los modelos de adaptación seguidos por las organizaciones, y los factores clave para su adopción en organizaciones establecidas. Estos hallazgos contribuyen a avanzar en el conocimiento sobre la adopción de los principios, herramientas y técnicas del Lean Startup en las organizaciones, y facilitan el progreso en el debate académico en torno a su utilidad y aplicación en diversos contextos organizacionales.

Abstract Lean Startup provides an iterative, hypothesis-driven approach to business creation and product development, promoting data-driven decision-making by involving potential users and customers during the development cycle. Despite increased academic attention, the debate on the benefits of Lean Startup is open. To contribute to the understanding of how organisations incorporate Lean Startup principles, this study conducts a systematic literature review and identifies the industries in which its application has been analysed, the adaptation models followed by organisations, and the key drivers for its adoption in new and established organisations. The study's findings contribute to advancing knowledge on the adoption of Lean Startup principles, tools, and techniques in organisations. The results also help to the academic debate surrounding the usefulness and application of Lean Startup principles across different organisational contexts.

RESUMEN Introducción: la salud mental es crucial para el bienestar y el rendimiento académico de los estudiantes universitarios. Los estudiantes de Kinesiología y Fisioterapia enfrentan desafíos únicos que pueden afectar su salud mental. Objetivo: determinar la frecuencia de trastornos mentales comunes en estudiantes de kinesiología y fisioterapia de la Universidad Nacional de Asunción. Metodología: se trata de un estudio observacional, descriptivo y transversal. La muestra no probabilística estuvo compuesta por 150 estudiantes de Kinesiología y Fisioterapia de la Universidad Nacional de Asunción. Se recogieron datos sociodemográficos, académicos, ocupacionales, de estilo de vida y psicopatológicos mediante la Escala de Depresión, Ansiedad y Estrés - 21 (DASS-21). El análisis se realizó mediante Jamovi con regresión logística binomial multivariada. Resultados: la frecuencia de depresión, ansiedad y estrés fue del 61,3 %, 72 % y 54,7 %, respectivamente. Los factores importantes para la depresión incluyeron ser un estudiante irregular, trabajar y no realizar actividad física. Para la ansiedad, fueron significativos ser estudiante irregular y ser mujer. Respecto al estrés, se encontraron relevantes ser estudiante irregular, trabajar y no realizar actividad física. Los modelos resultantes tuvieron clasificaciones correctas del 90,2 %, 88 % y 72 % para depresión, ansiedad y estrés, respectivamente. Conclusión: Este estudio reveló una alta frecuencia de depresión, ansiedad y estrés entre estudiantes de kinesiología y fisioterapia, lo que se asoció significativamente con irregularidad académica, empleo y falta de actividad física. Estos hallazgos subrayan la necesidad de implementar estrategias de intervención y programas de apoyo que aborden estos factores de riesgo para promover la salud mental y el bienestar de los futuros profesionales de la salud.

ABSTRACT Introduction: mental health is crucial for university students’ well-being and academic performance. Kinesiology and Physical Therapy students face unique challenges that can affect their mental health. Objective: to determine the frequency of common mental disorders in kinesiology and physical therapy students at the Universidad Nacional de Asunción. Methodology: this was an observational and descriptive cross-sectional study. The nonprobabilistic sample included 150 Kinesiology and Physiotherapy students from the Universidad Nacional de Asunción. Sociodemographic, academic, occupational, lifestyle, and psychopathological data were collected using the Depression, Anxiety and Stress Scale - 21 (DASS-21). The analysis was performed using Jamovi with multivariate binomial logistic regression. Results: the frequency of depression, anxiety, and stress was 61.3 %, 72 %, and 54.7 %, respectively. The significant factors for depression included being an irregular student, working, and not engaging in physical activity. For anxiety, being an irregular student and being a woman were significant. Regarding stress, being an irregular student, working, and not engaging in physical activity were found to be relevant. The resulting models had correct classifications of 90.2 %, 88 %, and 72 % for depression, anxiety, and stress, respectively. Conclusion: this study revealed a high frequency of depression, anxiety, and stress among kinesiology and physical therapy students, which was significantly associated with academic irregularity, employment, and a lack of physical activity. These findings underscore the need to implement intervention strategies and support programs that address these risk factors in order to promote the mental health and well-being of future health professionals.

RESUMEN Estudio para conocer, caracterizar y definir las prácticas pedagógicas que se identifican en docentes de primaria debido a los cambios producidos por la pandemia Covid 19, los avances tecnológicos y la presencia de modelos educativos humanistas. La investigación efectuada como fuente del presente artículo, se sustentó en el paradigma interpretativo y diseño fenomenológico, con apoyo de redes semánticas y entrevistas a 65 profesores de diversos municipios de Chihuahua, México. En los hallazgos se encontraron prácticas centradas en el logro del aprendizaje, uso de secuencias didácticas y fragmentación del conocimiento por asignatura; hay ausencia de recursos tecnológicos; se consideran los conocimientos previos de estudiantes respecto a los contenidos y ajustes para el logro académico y no para el desarrollo integral; la evaluación es formativa, centrada en lo cognitivo. Se concluye que falta un cambio en los significados y acciones del profesorado, perciben su función y sus acciones para alcanzar el aprendizaje académico, lo que se contrapone con los modelos educativos vigentes, centrados en el alumno y su desarrollo integral, evidenciando un reto para el sistema educativo que, a pesar de las reformas y capacitaciones, no ha fortalecido un sistema de conocimientos y creencias orientados a una práctica más constructivista y menos instructiva.

ABSTRACT Study to know, characterize, and define the pedagogical practices identified in primary school teachers due to the changes produced by the COVID-19 pandemic, technological advances, and the presence of humanistic educational models. The research carried out as a source of this article was based on the interpretive paradigm and phenomenological design, with the support of semantic networks and interviews with 65 teachers from various municipalities of Chihuahua, Mexico. The results found practices focused on learning achievement, use of didactic sequences, and fragmentation of knowledge by subject; technological resources are absent; students' prior knowledge regarding the contents and adjustments for academic achievement and not for comprehensive development are considered. The evaluation is formative and focused on the cognitive. It is concluded that there is a lack of change in the meanings and actions of the teachers. They perceive their function and actions to achieve academic learning; it contrasts with the current educational models, which focus on the student and their integral development. It evidences a challenge for the teacher educational system that, despite the reforms and training, has not strengthened a system of knowledge and beliefs oriented towards a more constructivist and less instructive practice.

Resumo Este ensaio explora as convergências e singularidades do diálogo entre a educação popular (EP) e a educação alimentar e nutricional (EAN) a partir de fragmentos biográficos do percurso formativo da graduação em Nutrição de três docentes universitários que constituíram as suas trajetórias acadêmico-profissional mediados pela Educação Popular. Inspirando-se na autobiografia, as narrativas revelaram que as indignações iniciais com as desigualdades sociais foram mobilizadoras do percurso formativo, possibilitando a compreensão dos fenômenos da fome, do sofrimento e do cuidado humano. Assim, o exercício de buscarem espaços e oportunidades na qual pudessem conhecer e experienciar o trabalho social em contextos de vulnerabilidades mostrou-se decisivo nas construções pessoais e profissionais, revelando as contradições dos modelos tradicionais de formação e foram o ponto de partida para a gênese do pensamento crítico. Assim, pretende-se oferecer pistas para compreender as interfaces entre EP e EAN, na convergência de ações em torno da luta contra a fome e pelo Direito à Alimentação, sem, entretanto, reduzir-se uma à outra, quando a alimentação e nutrição se projetam no horizonte das práticas.

Abstract This essay explores the convergences and singularities of popular education and Food and Nutrition Education based on biographical fragments of the undergraduate training program in Nutrition of three university professors who established their academic and professional trajectories at these crossroads of knowledge and actions mediated by popular education. Inspired by the autobiographical method, the narratives revealed that the initial indignations with social inequalities were mobilizing the routes in the formative path toward understanding hunger, suffering, and human care. To this end, seeking spaces and opportunities to learn about and experience social work in contexts of vulnerabilities was a decisive factor in their personal and professional constructions, revealing the contradictions of traditional training models and the starting point for the genesis of critical thinking. Thus, clues are offered to understand the interfaces of Popular Education (PE) and Food and Nutrition Education (FNE) in the converging actions around the fight against hunger and the right to food without, however, reducing one to the other when food and Nutrition are projected on the horizon of practices.

Resumo Introdução: A resistência muscular do corpo superior (UBME) e a capacidade aeróbica (AC) são componentes essenciais da aptidão física. Baixos níveis desses componentes estão relacionados a doenças cardiovasculares. Propósito: Avaliar a associação entre os níveis de UBME e AC em estudantes universitários de cultura física. Metodologia: Estudo transversal analítico realizado com 192 estudantes (169 homens, 23 mulheres; idade média 20 anos). Todos os participantes do estudo assinaram consentimento por escrito. UBME foi a variável dependente avaliada pelo teste de flexão de braço, e AC foi a principal variável independente avaliada pelo teste de corrida de vaivém de 20 m. Para analisar diferenças por sexo e semestre acadêmico, foram aplicados testes exatos de Fischer, t de Student e U de MannWhitney. Análises descritivas, bivariadas e multivariadas foram realizadas usando modelos de regressão logística. Resultados: 82,29 % dos participantes apresentaram níveis saudáveis de UBME. Respeitando o semestre acadêmico, os estudantes tiveram uma probabilidade maior de ter níveis saudáveis de UBME conforme os semestres aumentavam (OR: 1,23, IC 95 %: 1,06 a 1,44, p = 0,007). Em relação à AC, 58,33 % dos participantes registraram níveis saudáveis. Após ajuste por sexo, idade, nível socioeconômico e semestre acadêmico, o consumo máximo de oxigênio (VO2max) foi associado a níveis saudáveis de UBME (OR: 1,157, IC 95 %: 1,071 - 1,249, p <0,001). Conclusões: Os estudantes tiveram uma probabilidade maior de apresentar níveis saudáveis de UBME conforme os semestres de estudo aumentaram, e aqueles com um VO2max mais alto tiveram maior probabilidade de ter níveis saudáveis de UBME.

Abstract Introduction: Upper-body muscular endurance (UBME) and aerobic capacity (AC) are essential components of physical fitness. Low levels of these components are related to cardiovascular disease. Purpose: To assess the association between UBME and AC levels in college students of physical culture. Methodology: Analytical cross-sectional study carried out in 192 students (169 men, 23 women; median age 20 years). Every participant of the study signed written consent. UMBE was the dependent variable assessed by the push-up test, and AC was the main independent variable assessed using the 20 m shuttle run test. To analyze differences by sex, and academic semester, Fischer exact, Student's T, and U Mann-Whitney tests were applied. Descriptive, as well as bivariate and multivariate analysis, were realized using logistic regression models. Results: 82.29 % of participants had healthy levels of UBME. Respecting the academic semester, students had a higher probability of having healthy levels of UBME as semesters increased (OR: 1.23, 95 % CI: 1.06 to 1.44, p = 0.007). Concerning AC, 58.33 % of participants registered healthy levels. After adjusting by sex, age, socioeconomic level, and academic semester, maximum oxygen consumption (VO2max), was associated with healthy levels of UBME (OR: 1.157, CI 95 %: 1.O71 - 1.249, p=<0.001). Conclusions: Students had a higher probability of presenting healthy levels of UBME as semesters of study increased, and those with a higheVO2max were more likely to have healthy levels of UBME.

Resumen Introducción: La fuerza resistencia de miembros superiores (FRMS) y la capacidad aeróbica (CA) son componentes esenciales de la condición física. Bajos niveles de estos componentes están relacionados con la enfermedad cardiovascular. Propósito: El objetivo de este estudio fue evaluar la asociación entre los niveles de FRMS y la CA en estudiantes universitarios de cultura física. Metodología: Estudio transversal analítico realizado en 192 estudiantes (169 hombres, 23 mujeres; mediana de edad, 20 años). Cada participante firmó el consentimiento informado. FRMS fue la variable dependiente y se valoró con la prueba de flexiones de brazo, y la CA fue la variable independiente y se evaluó usando la prueba de ida y vuelta de 20 m. Para analizar las diferencias por sexo y semestre académico, fueron utilizadas las pruebas exacta de Fischer, T de Student y U de Mann-Whitney. Se realizaron análisis descriptivos, bivariados y múltiples, usando modelos de regresión logística. Resultados: El 82.29 % de los participantes registraron niveles saludables de FRMS. Respecto al semestre académico, se evidenció una probabilidad más alta de tener niveles saludables de FRMS al incrementarse los semestres de estudio (OR: 1.23, 95 % CI: 1.06 to 1.44, p = 0.007). En lo concerniente a la CA, el 58.33 % de los participantes registro niveles saludables. Después de realizar ajustes por sexo, edad, nivel socioeconómico y semestre académico, el consumo máximo de oxígeno (VO2máx), estuvo asociado con niveles saludables de FRMS (OR: 1.157, CI 95 % 1.O71 - 1.249, p=<0.001). Conclusiones: Los participantes presentaron una mayor probabilidad de tener niveles saludables de FRMS, a medida que incrementaron los semestres de estudio, y aquellos con niveles de VO2máx más alto, fueron más proclives a tener niveles saludables de FRMS.

Resumo O avanço da Inteligência Artificial (IA) nas últimas três décadas pode impactar positiva ou negativamente o desenvolvimento das sociedades. No início de 2023, esta disciplina começa a repercutir no campo do ensino superior com a evolução do ChatGPT. Portanto, esta pesquisa tem dois propósitos específicos: por um lado, testar esta tecnologia introduzindo uma série de questões em sua linha de captura de texto relacionadas à originalidade de seus produtos e ao plágio acadêmico para serem posteriormente examinadas. Em segundo lugar, analisar e discutir o seu efeito no processo de formação e produção acadêmica no campo do ensino superior. Como parte dos resultados obtidos constatou-se que esta tecnologia não está isenta de erros, pelo que se recomenda utilizá-la com cautela. Da mesma forma, conclui-se que o seu impacto negativo pode ser neutralizado se for possível promover uma formação crítica, reflexiva e de valores no corpo discente de forma a promover a sensibilização para utilizar este tipo de tecnologias a seu favor sem qualquer prejuízo. Por fim, o resultado desta pesquisa tem implicações para que as universidades transformem seus modelos educacionais e acadêmicos de acordo com as demandas atuais das sociedades do conhecimento.

Abstract The advance of Artificial Intelligence (AI) in the last three decades can positively or negatively impact the development of societies. At the beginning of 2023, in the field of higher education, this discipline began to resonate with the evolution of ChatGPT. This research has two purposes in particular, on the one hand, to test this technology by exposing a series of questions about a specific topic and examining its results. Second, analyze and discuss its effect on the process of training and academic production in the field of higher education. As part of the results obtained, it was confirmed that this technology cannot be error-free, so it is recommended to use it with caution. Likewise, it is concluded that its negative impact can be neutralized if it is possible to promote critical, reflective, and values training in the student body in order to promote awareness to use this type of technology in their favor without any harm. Finally, the result of this research has implications for universities to transform their educational and academic models in accordance with the current demands of knowledge societies.

Resumen El avance de la Inteligencia Artificial (IA) en las últimas tres décadas puede impactar de manera positiva o negativa en el desarrollo de las sociedades. A principios del año 2023, en el ámbito de la educación superior comienza a tener eco esta disciplina con la evolución del ChatGPT. Por tanto, esta investigación tiene dos propósitos concretos: por un lado, poner a prueba esta tecnología mediante la introducción de una serie de cuestionamientos en su línea de captura de texto relacionados con la originalidad de sus productos y el plagio académico para posteriormente ser examinado. Segundo, analizar y discutir sobre su efecto en el proceso de formación y producción académica en el ámbito de la educación superior. Como parte de los resultados obtenidos, se logró constatar que esta tecnología no está exenta de errores, por lo que se recomienda usarla con cautela. Asimismo, se concluye que su impacto negativo puede ser neutralizado si se logra fomentar una formación critica, reflexiva y de valores en el estudiantado con el fin de promover la consciencia para usar este tipo de tecnologías a su favor sin perjuicio alguno. Por último, el resultado de esta investigación tiene sus implicaciones para que las universidades logren transformar sus modelos educativos y académicos según las demandas actuales de las sociedades del conocimiento.

Resumo Este ensaio explora as convergências e singularidades do diálogo entre a educação popular (EP) e a educação alimentar e nutricional (EAN) a partir de fragmentos biográficos do percurso formativo da graduação em Nutrição de três docentes universitários que constituíram as suas trajetórias acadêmico-profissional mediados pela Educação Popular. Inspirando-se na autobiografia, as narrativas revelaram que as indignações iniciais com as desigualdades sociais foram mobilizadoras do percurso formativo, possibilitando a compreensão dos fenômenos da fome, do sofrimento e do cuidado humano. Assim, o exercício de buscarem espaços e oportunidades na qual pudessem conhecer e experienciar o trabalho social em contextos de vulnerabilidades mostrou-se decisivo nas construções pessoais e profissionais, revelando as contradições dos modelos tradicionais de formação e foram o ponto de partida para a gênese do pensamento crítico. Assim, pretende-se oferecer pistas para compreender as interfaces entre EP e EAN, na convergência de ações em torno da luta contra a fome e pelo Direito à Alimentação, sem, entretanto, reduzir-se uma à outra, quando a alimentação e nutrição se projetam no horizonte das práticas.

Abstract This essay explores the convergences and singularities of popular education and Food and Nutrition Education based on biographical fragments of the undergraduate training program in Nutrition of three university professors who established their academic and professional trajectories at these crossroads of knowledge and actions mediated by popular education. Inspired by the autobiographical method, the narratives revealed that the initial indignations with social inequalities were mobilizing the routes in the formative path toward understanding hunger, suffering, and human care. To this end, seeking spaces and opportunities to learn about and experience social work in contexts of vulnerabilities was a decisive factor in their personal and professional constructions, revealing the contradictions of traditional training models and the starting point for the genesis of critical thinking. Thus, clues are offered to understand the interfaces of Popular Education (PE) and Food and Nutrition Education (FNE) in the converging actions around the fight against hunger and the right to food without, however, reducing one to the other when food and Nutrition are projected on the horizon of practices.

Abstract With the upsurge of community uptake in popula tion-based early screening for autism, the main obstacle to increasing access to early treatment and intervention services is the extremely limited access to high quality diagnosis, specifically the shortage of expert clinicians. Diagnostic evaluation models deployed by academic cen ters of excellence, which typically require the investment of 6-10 hours by specialized multidisciplinary teams, is not a viable solution to the vast needs of communities, resulting in parents’ “diagnostic odysseys” and delays, often of several years, for treatment, interventions and supports. Biomarker-based objective procedures for early diagnosis and assessment of autism are now available, clinically validated, and cleared for broad implementa tion by the US Food and Drug Administration (FDA). They are intended to increase access while maintaining high quality. Such solutions, however, will require change in entrenched models of diagnostic care, and aggressive prioritization of the needs of the community at large. If these innovations are successful, the number of children diagnosed in the first three years of life will double or triple. This will, in turn, require much greater inves tments in resources for treatment, including massive workforce training of providers capable of delivering community-viable caregiver-mediated interventions, and of early educators capable of serving autistic children in therapeutic inclusive preschool settings.

Resumen Con el aumento de la aceptación comunitaria de la detección temprana del autismo basada en la pobla ción, el principal obstáculo para aumentar el acceso al tratamiento temprano y a los servicios de intervención es el acceso extremadamente limitado a un diagnóstico de alta calidad, específicamente la escasez de médicos expertos. Los modelos de evaluación diagnóstica imple mentados por centros académicos de excelencia, que normalmente requieren la inversión de 6 a 10 horas por parte de equipos multidisciplinarios especializados, no son una solución viable para las vastas necesidades de las comunidades, lo que resulta en “odiseas diagnósti cas” y retrasos, a menudo de gran importancia, para los padres varios años, para tratamiento, intervenciones y apoyos. Los procedimientos objetivos basados en bio marcadores para el diagnóstico temprano y la evaluación del autismo ya están disponibles, clínicamente validados y aprobados para su amplia implementación por la Ad ministración de Alimentos y Medicamentos de EE. UU. (FDA). Su objetivo es aumentar el acceso manteniendo una alta calidad. Sin embargo, tales soluciones requeri rán cambios en los modelos arraigados de atención de diagnóstico y una priorización agresiva de las necesida des de la comunidad en general. Si estas innovaciones tienen éxito, el número de niños diagnosticados en los primeros tres años de vida se duplicará o triplicará. 51 Esto, a su vez, requerirá inversiones mucho mayores en recursos para el tratamiento, incluida la capacitación masiva de la fuerza laboral de proveedores capaces de brindar intervenciones comunitarias viables mediadas por cuidadores, y de educadores tempranos capaces de atender a niños autistas en entornos preescolares terapéuticos inclusivos.

Abstract In April 2023, a Training Workshop on mixed methods in Health Education and Research was held at the University of Aveiro. In this training, a problem was posed about what plagiarism and/or self-plagiarism is, and we found very few correct answers regarding the definition of these concepts. This led us to question what is really known about this topic and where we can find concrete examples of plagiarism and self-plagiarism that have gone unnoticed in society. To carry out this study, a bibliometric and systematic review of the literature was carried out, between the years 2014 and 2022, in the International databases WOS and SCOPUS with the use of the keywords “Plagiarism”, “Scientific” and “Education”, using VOSViewer Software. As a result of this search, 40 documents with the greatest impact on education were selected, analyzing the content of their summaries and conclusions through CAQDAS NVivo. Among the conclusions obtained, we observe that there is a real need to make known: various recurrent instances of plagiarism and self-plagiarism that occur in academic environments of higher education and analytical models that shed light on the moments prone to these behaviours, offering concrete recommendations to prevent them. his persistence. As a limitation, since this is an exploratory study, the results obtained were not compared with other databases, such as ERIC. Finally, to obtain more significant data in the future, we intend to expand this research by conducting interviews and focus groups with different students and education professionals, to compare the information compiled with new, broader searches that include other databases.

Resumen En abril de 2023 se realizó un Taller de Capacitación en métodos mixtos en Educación e Investigación en Salud en la Universidad de Aveiro. En esta capacitación se planteó un problema sobre qué es el plagio y/o el autoplagio, encontrándonos con muy pocas respuestas correctas sobre la definición de estos conceptos. Esto nos llevó a cuestionarnos qué se sabe realmente sobre este tema y dónde podemos encontrar ejemplos concretos de plagio y autoplagio que han pasado desapercibidos en la sociedad. Para llevar a cabo este estudio, se realizó una revisión bibliométrica y sistemática de literatura, entre los años 2014 y 2022, en las bases de datos Internacionales WOS y SCOPUS con el uso de las palabras-claves “Plagio”, “Científico” y “Educación”, utilizando el Software VOSViewer. Como resultado de esta búsqueda, fueron seleccionados 40 documentos con mayor impacto en el área de educación, analizando el contenido de sus resúmenes y conclusiones por medio del CAQDAS NVivo. Entre las conclusiones obtenidas, observamos que existe una necesidad real de dar a conocer: diversas instancias recurrentes de plagio y autoplagio que ocurren en entornos académicos de educación superior y modelos analíticos que arrojen luz sobre los momentos propensos a estas conductas, ofreciendo recomendaciones concretas para prevenir su persistencia. Como limitación, por ser este un estudio exploratorio, no fueron comparados los resultados obtenidos con otras bases de datos, como por ejemplo ERIC. Por último, para obtener en el futuro datos más significativos, pretendemos ampliar esta investigación realizando entrevistas y grupos focales a diferentes estudiantes y profesionales de la educación, para comparar las informaciones compiladas con nuevas búsquedas, más amplias, que incluyan otras bases de datos.

Abstract In the last decades, Argentine rurality has changed and, along with it, so have peasants’ conditions of subordination in the capitalist system. This article dismisses the false paths to which abstract models of the peasantry as a “concept” lead; our argument is based on detailing the characteristics of the direct producers in the current context in which they live. Through documentary research on agrarian social studies, we compiled a corpus with the main academic and stateproduced contributions referring to similar socioeconomic, political, and cultural issues about the peasantry and we present this as a “first peasant question”, focused on the period between 1970 and 2000. Then, we present six theses that cut across the current social experiences of family farmers: social decomposition and exclusion; the eco-territorial turn; the emergence of social movements; re-ethnicization; agroecology and food sovereignty, and statehood. We conclude that these topics have opened a “new question” that points to lines of research with new theoretical and epistemological consensuses for understanding the actually existing Argentine peasantry.

Resumen En las últimas cuatro décadas la ruralidad argentina ha cambiado, y junto con ella las condiciones de subordinación del campesinado al sistema capitalista. En el presente artículo nos proponemos abandonar los falsos caminos a los que conduce elaborar modelos abstractos de lo campesino como “concepto”; nuestro argumento se basa en desarrollar las características que tienen productoras y productores directos en el actual contexto que les toca vivir. A través de una investigación documental de los estudios sociales agrarios, elaboramos un corpus con los principales aportes de trabajos académicos y estatales que reúnen las problemáticas socioeconómicas, políticas y culturales similares en torno al campesinado y lo catalogamos como una “primera cuestión campesina”, concentrada en el periodo 1970-2000. Luego, se plantean seis tesis que atraviesan la experiencia social actual de las producciones familiares: la descomposición y exclusión social; el giro ecoterritorial; el surgimiento de movimientos sociales; la reetnización; la agroecología; y la soberanía alimentaria y la estatalidad. Se concluye que estos tópicos han inaugurado una “nueva cuestión” que apunta a la construcción de líneas de investigación con nuevos consensos teóricos y epistemológicos para comprender al campesinado argentino realmente existente.