Resumen: La ingeniería civil industrial es una profesión con una fuerte base científica. En Chile, se ha comenzado a innovar los planes de estudios con un currículum basado en competencias con resultados de aprendizaje. Esto ha llevado a que los cuerpos académicos también deban ajustar sus metodologías y estrategias de enseñanza con el propósito de mejorar la formación profesional. Ante esto, la sistematización pedagógica se basó en una metodología de análisis de casos con estrategias de gamificación, el objetivo fue determinar el efecto del análisis de casos, con estrategias de gamificación como enfoque didáctico para la enseñanza de conceptos de innovación, competitividad, emprendimiento y creatividad. Participaron 32 estudiantes pertenecientes a la sección B del curso Gestión de la Innovación. Se planteó una secuencia didáctica de ocho sesiones, con diversos casos representativos de la temática. Para el análisis de los desempeños se construyó y validó una rúbrica analítica y se utilizó la escala de experiencia de aprendizaje (CEQ), adaptada por Marchant, Fauré y Abricot (2016) para el contexto chileno. Dentro de los hallazgos se evidencia que el estudiantado logra satisfactoriamente los desempeños esperados para la actividad curricular al presentar dificultades en elementos genéricos de la formación. Con respecto a la experiencia formativa y las dimensiones evaluadas, el alumnado considera que la experiencia formativa contó con una docencia de calidad, las metas y objetivos propuestos fueron claros, alcanzables y los instrumentos de evaluación son apropiados. En conclusión, proponer una secuencia didáctica con una metodología activa mejora el desempeño académico y la motivación.

Resumo: A engenharia civil industrial é uma profissão com forte base científica. No Chile, os planos de estudo começaram a ser inovados com um currículo baseado em competências com resultados de aprendizagem. Isto levou a que os órgãos académicos também tivessem de ajustar as suas metodologias e estratégias de ensino com o objetivo de melhorar a formação profissional. Diante disso, a sistematização pedagógica baseou-se em uma metodologia de análise de casos com estratégias de gamificação, o objetivo foi determinar o efeito da análise de casos, com estratégias de gamificação como enfoque didático para o ensino de conceitos de inovação, competitividade, empreendedorismo e criatividade. Participaram 32 alunos pertencentes à secção B do curso de Gestão da Inovação. Foi proposta uma sequência didática de oito sessões, com diversos casos representativos da temática. Para a análise dos desempenhos, foi construída e validada uma rubrica analítica e utilizada a escala de experiência de aprendizagem (CEQ), adaptada por Marchant, Fauré e Abricot (2016) para o contexto chileno. Dentro dos achados, fica evidente que o estudantado alcança satisfatoriamente os desempenhos esperados para a atividade curricular ao apresentarem dificuldades em elementos genéricos da formação. A respeito da experiência formativa e das dimensões avaliadas, os alunos consideram que a experiência formativa incluiu uma docência de qualidade, as metas e objetivos propostos foram claros, alcançáveis e os instrumentos de avaliação são adequados. Concluindo, propor uma sequência didática com metodologia ativa melhora o desempenho acadêmico e a motivação.

Abstract: Industrial civil engineering is a profession with a very solid scientific base. In Chile, it has begun to innovate the educational curricula with a curriculum based on competencies and learning outcomes. This has led academic institutions to adapt their methodologies and teaching strategies to improve professional training. In this context, the pedagogical systematization was based on a case analysis methodology with gamification strategies. The objective was to determine the effect of case analysis with gamification strategies as a didactic approach for teaching the concepts of innovation, competitiveness, entrepreneurship and creativity. Thirty-two students from Section B of the Innovation Management course participated. A didactic sequence of eight sessions was proposed, with a number of cases that were representative of the subject matter. To analyze the results, an analytical rubric was designed and validated, using the Course Experience Questionnaire (CEQ) adapted to the Chilean context by Marchant, Fauré and Abricot (2016). The results show, among other things, that students achieve the expected achievements for the curricular activity in a satisfactory manner when they encounter difficulties in the generic elements of the education. Regarding the formative experience and the dimensions evaluated, the students consider that the formative experience included quality teaching, that the proposed objectives were clear and achievable, and that the evaluation instruments were appropriate. In conclusion, the proposal of a didactic sequence with an active methodology improves academic performance and motivation.

Abstract This study examines the perception of Business Engineering students about the influence of personal and institutional factors on their academic performance. Variables such as interaction with peers and teachers, behavioral commitment, learning motivation, and perception of performance were analyzed. The research was conducted through a survey of 124 students at Universidad Católica del Maule in Chile during the second semester of 2022. The results, based on a regression analysis, indicated that all the variables studied were perceived as significant for academic performance. However, interaction with teachers stood out as the most influential factor, highlighting the need for the academic unit to focus on the design of pedagogical strategies that strengthen the performance of teachers in the educational process, through knowledge, teaching skills, and forms of interaction in the classroom.

Resumen Este estudio examina la percepción de estudiantes de Ingeniería Comercial sobre la influencia de factores personales e institucionales en su rendimiento académico. Se analizaron variables como la interacción con pares y profesores, el compromiso conductual, la motivación del aprendizaje y la percepción del desempeño. La investigación se realizó mediante una encuesta a 124 estudiantes de la Universidad Católica del Maule en Chile durante el segundo semestre de 2022. Los resultados, basados en un análisis de regresión, indicaron que todas las variables estudiadas fueron percibidas como significativas para el rendimiento académico. No obstante, la interacción con los profesores se destacó como el factor más influyente, dando relevancia a la necesidad de que la unidad académica refuerce el diseño de estrategias pedagógicas que fortalezcan la actuación de los profesores en el proceso educativo, mediante conocimientos, habilidades didácticas y formas de interacción en el aula.

A compreensão de leitura é considerada um elemento-chave no desenvolvimento de habilidades críticas nos alunos, pois facilita a análise e a interpretação do conteúdo textual e fortalece o raciocínio lógico e crítico. A pesquisa determinou a relação entre a compreensão de leitura e a aprendizagem de matemática, foi enquadrada em um paradigma positivista e foi desenvolvida por meio de uma metodologia quantitativa do tipo descritiva, correlacional e de campo. Foram utilizados dois instrumentos para a coleta de dados: um teste de conhecimento matemático adaptado do livro do nono ano do Ensino Fundamental Geral, unidade 3 do bloco curricular de álgebra e funções, e um questionário elaborado para determinar a compreensão de leitura. A população consistiu em alunos do subnível superior da Pacific Ocean School, selecionados por meio de amostragem de conveniência não probabilística, com um tamanho de amostra de 20 participantes. Os resultados revelaram uma correlação positiva significativa de 0,921 entre a compreensão de leitura e a aprendizagem de matemática, o que levou à conclusão de que o desenvolvimento das habilidades de leitura tem um impacto direto e significativo sobre o desempenho acadêmico nessa área.

Reading comprehension is considered a key element in developing critical skills in students since it facilitates the analysis and interpretation of textual content and strengthens logical and critical reasoning. The research determined the relationship between reading comprehension and mathematics learning, was framed in the positivist paradigm, and developed through a descriptive, correlational, and field quantitative methodology. Two instruments were used for data collection: a mathematical knowledge test adapted from the ninth-grade book of General Basic Education, unit 3 of algebra and functions curricular block, and a questionnaire designed to determine reading comprehension. The population consisted of students from the upper sublevel of the Pacific Ocean School, selected through a non-probabilistic convenience sampling, with a sample size of 20 participants. The results revealed a significant positive correlation of 0.921 between reading comprehension and mathematics learning, which led to the conclusion that the development of reading skills directly and significantly impacts academic performance in this area.

La comprensión lectora se considera un elemento clave para desarrollar habilidades críticas en los estudiantes, ya que facilita el análisis y la interpretación del contenido textual y fortalece el razonamiento lógico y crítico. La investigación determinó la relación entre la comprensión lectora y el aprendizaje de las matemáticas, se enmarcó en un paradigma positivista y se desarrolló mediante una metodología cuantitativa de tipo descriptivo, correlacional y de campo. Para la recolección de datos, se emplearon dos instrumentos: un test de conocimientos matemáticos adaptado del libro de noveno grado de Educación General Básica, unidad 3 del bloque curricular de álgebra y funciones, y un cuestionario diseñado para determinar la comprensión lectora. La población estuvo conformada por estudiantes del subnivel superior de la Escuela Océano Pacífico, seleccionados mediante un muestreo no probabilístico por conveniencia, con un tamaño muestral de 20 participantes. Los resultados revelaron una correlación positiva significativa de 0.921 entre la comprensión lectora y el aprendizaje de las matemáticas, lo que permitió concluir que el desarrollo de habilidades lectoras incide de manera directa y significativa en el rendimiento académico en esta área.

Universities face the challenges of substantial reforms such as new managerialism, corporatism, neoliberalism, McDonaldisation, entrepreneurialism, massification, decolonisation, and many other approaches, philosophies, and practices that influence the original idea of the university. In competitive environments, new managerialism in the public sector can be a means of achieving more efficient, flexible, and adaptable management, thus, the permeation and manifestation of new managerialism in public higher education engender business practices and private-sector ideas. Furthermore, these transformations include globalisation and internationalisation, mass participation and vocational credentialing; business-like administration and internal product and performance regimes; quasi-market competition between institutions; and the part marketisation of teaching and research and services. These managerialist ideas, embedded in a neo-liberal conception of globalisation, have specific implications for higher education in the sense that they have the potential to limit contribution to future public administration research and graduate products to serve as public servants. Compounding the situation is academic capitalism, academic entrepreneurs, entrepreneurial academics and the commodification and commoditisation of a public good (education). Furthermore, even research universities seem to be giving way to entrepreneurial universities and are associated with the emergence of corporate universities. The university's entrepreneurial behaviour is seen in professors' perspectives on the university's role in knowledge dissemination -innovation agents being entrepreneurial academics and academic entrepreneurs - the former resembles innovative university members, while the latter resembles a typical start-up entrepreneur. This "Stalinist plan or new managerialism or new functionalism" and entrepreneurialism represents a healthy capitalist enterprise and propel thinking about whether or not universities pursue epistemologies, ontological scholarship, research and curriculum to improve public administration. This conceptual paper identifies complexities in propelling universities to a higher fitness landscape in producing public administration research and graduates. This is because a public university now fends for itself as it influences distinctive segments of the economy and militates against origins of public administration.

RESUMEN Se presenta un sistema de recomendación creado para optimizar la designación de profesores en el área de Gestión Computacional. La problemática radica en la subjetividad y poca eficiencia y para abordarlo se emplean técnicas de machine learning, específicamente el filtrado colaborativo y el análisis predictivo, con el propósito de mejorar la selección en función de experiencia, formación académica, destrezas pedagógicas y contentamiento. Se recopiló información de los últimos cinco años a través de encuestas a estudiantes y evaluaciones de desempeño en la docencia, identificando patrones en las asignaciones previas y predecir qué persona se ajusta mejor a los cursos futuros. Las asignaturas consideradas: Organización y Arquitectura Computacional, Sistemas Operativos, Redes de Computadoras, Seguridad Informática, entre otros. Como resultados, se demuestra una gran precisión, incrementando la satisfacción y optimizando el desempeño académico a comparación de métodos tradicionales. En conclusión, existe una contribución significativa en la mejora de la calidad educativa.

ABSTRACT A recommendation systen created to optimize the appointment of professors in the area of Computational Management is presented. The problem lies in subjectivity and lack of efficiency, and to address it, machine learning techniques are used, specifically collaborative filtering and predictive analysis, with the purpose of improving selection based on experience, academic training, pedagogical skills and contentment. Information from the last five years was collected through student surveys and teaching performance evaluations, identifying patterns in previous assignments and predicting which person is best suited for future courses. The subjects considered: Computer Organization and Architecture, Operating Systems, Computer Networks, Computer Security, among others. As a result, great accuracy is demonstrated, increasing satisfaction and optimizing academic performance compared to traditional methods. In conclusion, there is a significant contribution to the improvement of educational quality.

Abstract: This research aims to analyze aspects of social workers’ occupation in positions within the municipal social assistance policy management body. To this end, data from the Suas Census and academic production in Social Work regarding professional insertion and performance in these spaces are systematized and analyzed. The results show a predominance of social workers in the management of this policy, challenges in continuous training, and the existence of gaps in academic production.

Resumo: Esta pesquisa objetiva analisar aspectos da ocupação de assistentes sociais em cargos no órgão gestor das políticas municipais de assistência social. Realizaram-se a sistematização e a análise dos dados do Censo Suas e da produção acadêmica em Serviço Social sobre a inserção e a atuação profissional nesses espaços. Os resultados mostram uma predominância dos(as) assistentes sociais na gestão desta política, desafios na formação continuada e a existência de lacunas na produção acadêmica.

ABSTRACT Introduction: The COVID-19 pandemic necessitated a shift from in-person to remote learning, including team-based learning activities. Many studies have explored several aspects of team-based learning; however, there is still a lack of knowledge regarding the factors affecting students’ attitudes and performance. Objective: To evaluate the impact of the COVID-19 pandemic on medical students’ performance in individual readiness assurance tests during team-based learning activities, given that their grades were excluded from the final course grades. Methods: We compared the number of team-based learning applications, student absences, and individual readiness assurance tests grades of medical undergraduate students in three different scenarios: Group 1, in-person individual readiness assurance tests before the pandemic; Group 2, remote individual readiness assurance tests during the lockdown period when their grades were excluded from the final grade calculation; and Group 3, in-person individual readiness assurance tests during the pandemic after lockdown restrictions eased. Results: Remote team-based learning led to significantly lower grades than in-person evaluations. Moreover, the number of students with failing or insufficient grades (below seven) increased during the remote learning period, when their grades were excluded from the final grade calculation, compared to in-person individual readiness assurance tests before the pandemic. Furthermore, absenteeism was higher when the online strategy was applied. Conclusion: We observed lower academic performance by medical students during remote team-based learning sessions, likely owing to the exclusion of individual readiness assurance tests grades from the final course grade calculations during the COVID-19 pandemic.

RESUMEN Este estudio analiza los factores que afectan el rendimiento académico de los estudiantes de Ingeniería Mecánica de la FIUNA durante la pandemia, 2020. La metodología utilizada es observacional, cuantitativa y retrospectiva, con una muestra de 66 estudiantes de la carrera. Se enfoca en diversos aspectos relacionados con la modalidad virtual de clases, como características, retos y experiencias. Los resultados de la encuesta institucional realizada a los estudiantes mediante un cuestionario de 5 dimensiones revelan aspectos formales asociados al aprendizaje, enseñanza para el aprendizaje, evaluación para el aprendizaje, comunicación y herramientas tecnológicas. La investigación destaca que los estudiantes universitarios enfrentan desafíos como la presión académica, la gestión del tiempo y las limitaciones financieras, especialmente en un contexto de pandemia. Los resultados revelan correlaciones débiles entre el rendimiento académico y las dimensiones analizadas; sin embargo, existen otros factores que afectan a las habilidades y capacidades individuales de los estudiantes en su proceso evaluativo. Así mismo, es fundamental la preparación del docente en el uso de herramientas tecnológicas para el aprendizaje virtual. Comprender las complejidades de los estudiantes es crucial para desarrollar estrategias efectivas que apoyen su trayectoria académica y éxito futuro.

ABSTRACT This study analyzes the factors affecting the academic performance of Mechanical Engineering students at FIUNA during the pandemic in 2020. The methodology used is observational, quantitative, and retrospective, with a sample of 66 students from the program. It focused on various aspects related to the virtual mode of classes, such as characteristics, challenges, and experiences. The results of the institutional survey conducted with students through a 5-dimensional questionnaire reveal formal aspects associated with learning, teaching for learning, assessment for learning, communication, and technological tools. The research highlights that university students face challenges such as academic pressure, time management, and financial limitations, especially in a pandemic context. The results reveal weak correlations between academic performance and the dimensions analyzed; however, there are other factors influencing students’ individual skills and capabilities in their evaluative process. Likewise, teacher preparation in the use of technological tools for virtual learning is fundamental. Understanding the intricacies of students is crucial for developing effective strategies that support their academic journey and future success.

ORIENTATION: This research aims to shed light on emerging trends, key themes and future directions in the nascent field of the metaverse and sustainable human resource management (HRM). RESEARCH PURPOSE: This study aims to explore the intersection of the metaverse and sustainable HRM through a bibliometric analysis. MOTIVATION FOR THE STUDY: The rapid evolution of digital technologies and the growing emphasis on sustainability in business practices necessitate an understanding of how these domains converge. This study is motivated by the need to map the scholarly landscape of this intersection. RESEARCH APPROACH/DESIGN AND METHOD: A bibliometric analysis was conducted using data from Scopus database. The study employed various techniques, including co-citation analysis, co-occurrence analysis and network visualisation, to identify key publications, influential authors and prevalent research themes within the intersection of the metaverse and sustainable HRM. MAIN FINDINGS: The analysis revealed a growing literature on the intersection. Key themes identified include the integration of virtual environments in HR practices, the role of the metaverse in enhancing engagement and training. Seminal works were mapped, highlighting the foundational contributions to this emerging field. PRACTICAL/MANAGERIAL IMPLICATIONS: This study provides valuable insights for HR professionals and organisational leaders on leveraging the metaverse for sustainable HRM practices. It underscores the potential of virtual environments to foster sustainable employee engagement, training and development. CONTRIBUTION/VALUE-ADD: The findings contribute to the academic discourse by outlining critical areas for future research and offering a foundational understanding of the convergence between the metaverse and sustainable HRM.

ORIENTATION: The invasion of neoliberalism in higher education institutions as an ideology has significantly changed how these institutions are governed. The emergence is primarily aimed at emphasising market-driven and consumerist principles. In turn, it has impacted the academic work environment and academics. A clear example of the impact is the subjection of academics to surveillance processes to promote productivity RESEARCH PURPOSE: This study aimed to explore the coping strategies academics employ to navigate their academic work environment within this framework of the neoliberal university MOTIVATION FOR THE STUDY: Diminutive attention has been given to how academics adapt to and cope with the shift to and the demands of the neoliberal institution. The exploration of their coping strategies provided an in-depth understanding of how they navigate the perceived negative effects they experience in their work environment RESEARCH APPROACH/DESIGN AND METHOD: This study employed a cross-sectional, qualitative interpretative phenomenological research design. Data were collected using semi-structured interviews with a diverse sample of 20 academics. Data were analysed following the principles of interpretative phenomenological analysis (IPA MAIN FINDINGS: The findings revealed that academics mainly rely on five key coping strategies. These strategies centred around social support, active coping, distraction coping, interpersonal communication and religiosity PRACTICAL/MANAGERIAL IMPLICATIONS: To embrace and sustain the changes in the governance of the modern university, engagement between academics and new management needs to be authentic CONTRIBUTION/VALUE-ADD: The findings of this study may aid managers in their efforts to address the ideological differences between academia and new management

Abstract The aim of this article is to analyze the perception of university professors regarding the determinants of adopting market technologies in the curriculums of undergraduate accounting courses in Latin America. This study is based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A survey was conducted with professors from undergraduate accounting courses located in the countries that make up Latin America, resulting in a sample of 151 professors distributed among 16 countries. The data was analyzed through a mixed-method approach using Partial Least Squares - Structural Equation Modeling and fuzzy-set Qualitative Comparative Analysis. The findings show the symmetrical influence of habit, performance expectancy, and social influence on the adoption of market technologies regardless of age, academic experience or gender. Furthermore, various asymmetrical combinations of conditions bring about a high adoption of market technologies in accounting curricula, with performance expectancy being present in all possible combinations. America UTAUT2. UTAUT2 UTAUT . (UTAUT2) 15 1 mixedmethod mixed method fuzzyset fuzzy set Analysis habit age gender Furthermore curricula (UTAUT2 (UTAUT

Resumo O objetivo deste artigo é analisar a percepção de professores universitários sobre os determinantes da adoção de tecnologias de mercado no currículo dos cursos de graduação em Ciências Contábeis da América Latina. Este estudo é baseado na Teoria Unificada de Aceitação e Uso de Tecnologia 2 (UTAUT2). Foi realizada uma survey com professores de cursos de graduação em contabilidade localizados em países que fazem parte da América Latina, resultando em uma amostra de 151 professores distribuídos em 16 países. Os dados foram analisados por meio de uma abordagem de métodos mistos, utilizando Modelagem de Equações Estruturais - Mínimos Quadrados Parciais e Análise Comparativa Qualitativa fuzzy-set. Os resultados mostram a influência simétrica do hábito, expectativa de desempenho e influência social na adoção de tecnologias de mercado, independentemente da idade, experiência acadêmica ou gênero. Além disso, várias combinações assimétricas de condições acarretam em uma alta adoção de tecnologias de mercado nos currículos de contabilidade, com a expectativa de desempenho presente em todas as combinações possíveis. Latina UTAUT2. UTAUT2 UTAUT . (UTAUT2) 15 1 mistos fuzzyset. fuzzyset fuzzy set. set fuzzy-set hábito idade gênero disso possíveis (UTAUT2 (UTAUT

RESUMO: A estrutura do sistema radicular do cafeeiro Conilon tem sido aprimorada ao longo dos anos por meio de propagação e estudos genéticos e agronômicos em resposta às demandas por melhorias no desenvolvimento vegetal, na produção e na sobrevivência da espécie. Entende-se que a pesquisa científica desempenha um papel importante na geração de tecnologias e também na segurança das aplicações. Porém, há necessidade de refinar o código gerado para descobrir descobertas e tendências sobre o assunto. Nesse sentido, o presente estudo tem como objetivo realizar uma revisão bibliométrica e análise na base de dados Web of Science (WOS) sobre as principais contribuições de estudos, pesquisadores, organizações e países relevantes nas pesquisas acadêmicas sobre o enraizamento de Coffea canephora. Dados da base de dados WOS publicados entre 1982 e 2021 e sistematizados no software VOSviewer, mostraram um conjunto de 92 artigos, em que a maioria teve origem no Brasil e na França, tendo como principais grupos a Empresa Brasileira de Pesquisa Agropecuária, a Universidade Federal de Viçosa e o CIRAD. O estudo está dividido em quatro áreas: diversidade genética, propagação assexuada, nematologia, tolerância ao estresse hídrico e micropropagação, porém, destaca-se que no contexto das mudanças climáticas e seu impacto na produção e longevidade da cafeicultura brasileira, podemos ver o surgimento de pesquisas focadas no sistema radicular, integrando-o em linhas que exploram e integram temas como risco climático, gestão hídrica, tolerância à seca e irrigação por gotejamento, incluindo reflexões sobre o desempenho da agronomia cafeeira. RESUMO vegetal espécie Entendese Entende se aplicações Porém assunto sentido (WOS pesquisadores canephora 198 202 VOSviewer 9 artigos França Agropecuária CIRAD áreas genética assexuada nematologia micropropagação porém destacase destaca brasileira integrandoo integrando climático hídrica gotejamento cafeeira 19 20 1 2

ABSTRACT: The structure of the root system of the conilon coffee tree has improved over the years through propagation, genetic, and agronomic studies in response to demands for improvements in plant development, production, and survival of the species. Scientific research plays an important role in generating technologies and the security of applications. However, there is a need to refine the content generated to analyze discoveries and trends on the subject. Therefore, the present study conduct a bibliometric review and analysis on the main contributions of relevant studies, researchers, organizations, and countries in academic research on the rooting of Coffea canephora in the Web of Science (WOS) database. Data from the WOS database published between 1982 and 2021 and systematized in the VOSviewer software showed a set of 92 articles, the majority of which originated in Brazil and France, with the main groups being the Brazilian Agricultural Research Corporation, the Federal University of Viçosa, and CIRAD. The study was divided into five areas: genetic diversity, asexual propagation, nematology, tolerance to water stress, and micropropagation. However, in the context of climate changes and its impact on the production and longevity of Brazilian coffee farming, research focused on the root system has increased significantly, integrating it into lines that explore and integrate topics such as climate risk, water management, drought tolerance, and drip irrigation, including reflections on the performance of coffee agronomy. ABSTRACT propagation development species applications However subject Therefore researchers organizations (WOS 198 202 9 articles France Corporation Viçosa CIRAD areas diversity nematology stress micropropagation farming significantly risk management irrigation agronomy 19 20 1 2

BACKGROUND. Academic exclusion is practised in many national and international higher education institutions (HEIs), significantly impacting students' futures. Associated stress and anxiety remain a source of conflict between all role players. Reasons for, and the rationale behind, academic exclusion are complex and multifactorial. OBJECTIVES. To investigate and describe contemporary practices and core themes relating to academic exclusion by reviewing the academic policies and procedures in a sample of six South African HEIs within a health professions education context. METHODS. A prospective, pragmatic design was followed. This involved simple content analysis of source documents to identify similarities and differences in approach to academic exclusion, including the rationale and potential implications thereof. RESULTS. The rationale for exclusion remains multifactorial. The majority of institutions linked exclusion to continued poor performance and failure to complete qualifications within the maximum time. All institutions allowed for an appeal process; however, this differed significantly between institutions. CONCLUSION. There is a clear, defendable rationale for exclusion, and practices that seek to prevent students from continuing should be guided by policies and procedures that are clear and contextually relevant. While the right to appeal exclusion is supported, arbitrary support for such appeals in the absence of merit defeats the aims, objectives and rationale for exclusion.

Resumo Objetivo: Analisar o desempenho em tarefas neuropsicológicas de crianças e adolescentes em situação de vulnerabilidade socioeconômica, com e sem queixa de mau desempenho acadêmico, durante a pandemia da COVID-19. Método: Estudo observacional analítico transversal realizado com 100 indivíduos de 7 a 17 anos, entre julho/2020 e janeiro/2021. Instrumentos: NEUPSILIN e NEUPSILIN-Inf. Resultados: Das avaliações, 42,9% dos participantes apresentaram queixa de mau desempenho acadêmico. Na análise multivariada observou-se diferença estatística nos subtestes de aritméticas e linguagem oral. Na análise univariada, observou-se diferença estatística em alguns subtestes de memória, aritmética, linguagem oral e escrita e funções executivas, na comparação dos grupos por desempenho acadêmico. E, por faixa etária, houve diferença estatística em subtestes de memória, linguagem oral e escrita. Não houve efeito significativo da idade no resultado das tarefas avaliadas. Considerações: Os resultados indicam que, na população estudada, os maiores prejuízos foram nas tarefas de habilidades aritméticas, linguagem oral e escrita.

Summary Objective: To analyze the performance in neuropsychological tasks of socioeconomically vulnerable children and adolescents with and without poor academic achievement during the COVID-19 pandemic. Methods: Observational analytical cross-sectional study comprising 100 individuals 7 to 17 years old. It was conducted between July 2020 and January 2021, with the following instruments: NEUPSILIN, and NEUPSILIN-Inf. Results: 84 assessments were validated, and 42.9% of participants had poor academic performance. The comparison between groups divided by academic performance revealed statistical differences in some memory, arithmetic, oral and written language, and executive functions subtests. The analysis per age group revealed statistical differences in memory and oral and written language subtests. The multivariate analysis revealed statistical differences in total arithmetic skills and oral language. Considerations: The results indicate that the study population performed worse in the arithmetic skills and oral and written language tasks.

Resumo A matemática é importante para o nosso dia a dia; por isso, cada vez mais aumenta a preocupação com escolares que demonstram dificuldades na aprendizagem dessa disciplina. É necessário identificar essas dificuldades e fornecer instruções frequentes e sistemáticas que auxiliem os escolares a melhorar o seu desempenho. O Modelo de Resposta à Intervenção (RTI) identifica escolares de risco para dificuldades acadêmicas matemáticas e fornece intervenções em multicamadas com base em evidências científicas. O objetivo deste estudo foi realizar uma revisão sistemática sobre o uso do Modelo de Resposta à Intervenção com as dificuldades matemáticas do 1° ao 3° ano do Ensino Fundamental I. Foram encontrados apenas dois estudos que examinaram os efeitos do uso do Modelo de Resposta à Intervenção para as dificuldades de matemáticas; entretanto, esses estudos demonstraram que o uso do Modelo RTI contribuiu para o sucesso do desempenho dos escolares em habilidades acadêmicas matemáticas.

Summary Mathematics is important for our daily lives; therefore, there is increasing concern regarding students who demonstrate difficulties in learning this subject. It is necessary to identify these difficulties and provide frequent and systematic instructions that help students improve their performance. The Response to Intervention (RTI) Model identifies at-risk students for mathematics difficulties and provides multi-tiered interventions based on scientific evidence. The objective of this study was to carry out a systematic review on the use of the RTI Model for mathematics difficulties in the 1st to 3rd year of Elementary School I. Only two studies were found that examined the effects of using the RTI Model for mathematics difficulties; however, these studies demonstrated that its use contributed to the students’ successful performance in mathematical academic skills.