RESUMO Introdução: a cada dia a tecnologia da informação e comunicação contribui para o trabalho de diferentes áreas da arbitragem desportiva, no caso particular do futebol, a videoarbitragem (VAR) auxilia o processo de tomada de decisão em quatro situações determinantes para o resultado dos jogos. Porém, também tem impacto psicológico sobre ele, pois está em constante processo de avaliação. Objetivo: avaliar a relevância de uma alternativa para identificar o impacto psicológico do uso do VAR na arbitragem do futebol equatoriano. Materiais e métodos: na pesquisa foram utilizados métodos e técnicas teóricas empíricas e matemática estatística; onde partimos de um estudo descritivo preditivo Resultados: tabulados os resultados da consulta aos especialistas das áreas conveniadas, percebe-se que a alternativa apresentada é viável e relevante para ser aplicada na prática social. Conclusões: os resultados obtidos demonstram alto nível de validade, pois foram obtidos através da aplicação do método científico.

ABSTRACT Introduction: every day information and communications technology contributes to the work of different areas of sports refereeing, in the particular case of soccer, video assistant referee (VAR) helps the decision making process in four situations that determine the outcome of matches. However, also has a psychological impact on this, as it is in a constant process of evaluation. Objective: to assess the relevance of an alternative for identifying the psychological impact of the use of VAR in Ecuadorian soccer refereeing. Materials and methods: empirical theoretical and mathematical statistical methods and techniques were used in the research; where the starting point was a descriptive and predictive study. Results: once the results of the consultation with the specialists in the convened areas were tabulated, it was possible to appreciate that the alternative presented is viable and pertinent to be applied in social practice. Conclusions: the results obtained demonstrate a high level of validity, since they were obtained through the application of the scientific method.

RESUMEN Introducción: cada día la tecnología de la información y las comunicaciones contribuyen al trabajo de diferentes áreas del arbitraje deportivo en el caso particular del fútbol el arbitraje por video (VAR) ayuda al proceso de toma de decisiones en cuatro situaciones determinantes para el resultado de los partidos. Sin embargo, también incide psicológicamente en este, pues está en un constante proceso de evaluación. Objetivo: valorar la pertinencia de una alternativa para la identificación de la incidencia psicológicas del uso del VAR en el arbitraje del fútbol ecuatoriano. Materiales y métodos: en la investigación se utilizaron métodos y técnicas teóricas empíricas y matemáticas estadísticas; donde se parte de un estudio descriptivo predictivo Resultados: una vez tabulados los resultados de la consulta a los especialistas de las áreas convocadas, se puedo apreciar que la alternativa presentada es viable y pertinente para ser aplicada en la práctica social. Conclusiones: los resultados obtenidos demuestran un alto nivel de validez, pues se obtuvieron mediante la aplicación del método científico.

The continuing educational crises and the recurrent discourse on educational reform in South Africa foreground critical questions on what constitutes a viable philosophical and pedagogical strategy for the country. This article examines the transformative praxis of a dissident teachers' organisation, the Teachers' League of South Africa (TLSA or the League), and how the development of its distinctive non-racist and non-collaborationist worldview provide meaningful possibilities for present-day educationists seeking a progressive educational alternative. The article draws on decolonial and critical education theories to engage the views of TLSA teachers and non-League education activists. Documentary material on the TLSA and its umbrella body, the Unity Movement, provide key primary sources for the article. In addition, secondary information linked to the broader liberation movement offers valuable insights and perspectives on what could be defined as an alternative educational praxis. Overall, the article examines whether the coexistence of the TLSA's holistic educational outlook and 'egalitarian oriented' counter-consciousness, offers tangible possibilities for exploring an emancipatory decolonial education.

Thirty-eight years into the HIV and AIDS pandemic, the world is still striving to reduce global HIV infections towards zero new infections and AIDS-related deaths by 2030. Sub-Saharan Africa continues to carry the burden of global HIV infections as governmental and nongovernmental agencies try out different prevention strategies (UNAIDS, 2024b). Several scholars have argued that comprehensive sexuality education (CSE) is the best preventive strategy to reach youth and key populations with factual information regarding HIV and AIDS. This paper draws from the project, Mentoring as a Method to Promote Women's Health in the Context of HIV-Prevention and Unequal Gender Relations, which employed memory work, photo-voice, drama, drawings, and focus group discussions with third-year student teachers in a life orientation module. Focussing on the data generated through drama, I present an arts-based activity that was used to teach about HIV transmission to student teachers in a bid to equip them with alternative ways of teaching school-learners about HIV and AIDS. The findings highlight student teachers' lived experiences and how they have shaped their perceptions of HIV infections and living with AIDS. I argue from the findings, that arts-based pedagogies allow for enhanced understanding of complex phenomena due to their participatory and in-built intervention nature. Thus, I posit that pedagogies that employ participatory, arts-based, and visual methodologies should be extensively employed in teacher-education towards reducing new HIV infections among the youth.

Resumen Introducción. Actualmente el adoctrinamiento es un tema ampliamente debatido en la teoría social y educativa, con discusiones en torno a su definición, causas, relación con la educación y alternativas. Este trabajo analiza el adoctrinamiento desde el punto de vista del enfoque radical e inclusivo de la educación, desarrollado por los autores hace treinta años, incorporando perspectivas y conceptos orientales clásicos a la pedagogía y la educación. Objetivos. Los objetivos del estudio son examinar las relaciones entre egocentrismo, aprendizaje y adoctrinamiento y esbozar una alternativa educativa basada en la conciencia desde el enfoque radical e inclusivo. Discusión. Mediante un ensayo pedagógico dialéctico se analiza el adoctrinamiento desde el egocentrismo humano y la actual educación basada en el aprendizaje, los saberes disciplinares y las competencias. Se deduce como alternativa una educación basada en la conciencia y que incluya procesos de descondicionamiento y evolución educativa del ego a la conciencia. Conclusiones. El adoctrinamiento es un opuesto a la educación; el primer reto de la enseñanza educativa es saber si con ella se va a adoctrinar o a educar; la educación basada en el aprendizaje y competencias es compatible con el adoctrinamiento; los sistemas egocéntricos (nacionales, religiosos, ideológicos, militares, científicos, culturales, educativos o de otro tipo) pueden ser fuentes de adoctrinamiento; el criterio didáctico más relevante es si la enseñanza se desarrolla por centros educativos y educadores conscientes. Estas conclusiones tienen amplias implicaciones para la formación inicial y continua de docentes y de otros educadores, bien personales, bien sistémicos.

Resumo Introdução. A doutrinação é atualmente um tema amplamente debatido na teoria social e educacional, com discussões em torno da sua definição, causas, relação com a educação e alternativas. Este documento analisa a doutrinação sob o ponto de vista da abordagem radical e inclusiva da educação desenvolvida pelos autores há trinta anos, incorporando perspectivas e conceitos clássicos orientais na pedagogia e na educação. Objetivos. Os objetivos do estudo são examinar as relações entre egocentrismo, aprendizagem e doutrinação e delinear uma alternativa educacional baseada na consciência a partir da abordagem radical e inclusiva. Discussão. Um ensaio pedagógico dialético analisa a doutrinação a partir do egocentrismo humano e a educação atual baseada na aprendizagem, nos conhecimentos disciplinares e nas competências. Como alternativa, propõe-se uma educação baseada na consciência, que inclui processos de descondicionamento e evolução educativa do ego para a consciência. Conclusões. A doutrinação é o oposto da educação. O primeiro desafio do ensino educativo é saber se é para doutrinar ou para educar. A educação baseada na aprendizagem e nas competências é compatível com a doutrinação. Os sistemas egocêntricos (nacionais, religiosos, ideológicos, militares, científicos, culturais, educativos ou outros) podem ser fontes de doutrinação. O critério didático mais relevante é saber se o ensino é realizado por instituições educativas e educadores conscientes. Estas conclusões têm amplas implicações para a formação inicial e contínua de professores e outros educadores, sejam eles pessoais ou sistémicos.

Abstract Introduction. Indoctrination is currently a widely debated topic in social and educational theory, with discussions about its definition, causes, relationship with education, and alternatives. This paper analyzes indoctrination from the point of view of the radical and inclusive approach developed by the authors thirty years ago, incorporating classical Eastern perspectives and concepts into pedagogy and education. Aims. The objectives of the study are to examine the relationships between egocentrism, learning, and indoctrination and to outline a consciousness-based educational alternative from the radical and inclusive approach to education. Discussion. A dialectical pedagogical essay analyzes indoctrination from human egocentrism and current education based on learning, disciplinary knowledge, and competencies. As an alternative, the paper proposes an education based on consciousness, which includes processes of deconditioning and educational evolution from ego to consciousness. Conclusions. Indoctrination is the opposite of education. The primary challenge in educational teaching is determining whether to indoctrinate or educate. Education based on learning and competencies can be compatible with indoctrination. Egocentric systems (national, religious, ideological, military, scientific, cultural, educational, or other) can be sources of indoctrination. The most relevant didactic criterion is whether conscious educational institutions and educators conduct teaching. These conclusions have broad implications for the initial and in-service training of teachers and other educators, whether at personal or systemic levels.

Resumen Este texto investiga la actuación de la Congregación del Oratorio, especialmente en la Capitanía de Pernambuco, y plantea su pedagogía y relevancia para los estudios en el área de la historia de la educación en Brasil. La investigación es de carácter bibliográfico y documental. La actividad educacional de los oratorianos se ha desarrollado a partir de las demandas de la Corona y de la élite de la sociedad portuguesa. Los privilegios regios posibilitaron a los oratorianos su inserción en el ámbito de la educación, como una alternativa a la enseñanza jesuítica. Sus acciones también repercutieron fuera de la metrópoli portuguesa, como ocurrió en Pernambuco, y en la América Portuguesa y en Goa. El papel político, religioso y educacional de los oratorianos em Pernambuco fue significativo entre los siglos XVII y XVIII y se extendió hasta 1830. Las escuelas oratorianas se volvieron hacia el estudio de la lengua nacional en lugar del latín; Además, había una gran valoración de la matemática, de las ciencias naturales, de la historia vinculada a la geografía y de la experimentación. Oratorio Brasil documental portuguesa jesuítica Goa político 1830 latín Además matemática naturales experimentación 183 18 1

Abstract This text studies the work carried out by the Congregation of the Oratory - especially in the Captaincy of Pernambuco. It also discusses its pedagogy and its relevance to the studies in the field of history of education in Brazil. The research is bibliographic and document-based. The educational activity of the Oratorians was developed from the Crown’s and the Portuguese society’s elite demands. The royal privileges enabled the Oratorians to enter the field of education as an alternative to Jesuit teaching. Their actions also had repercussions outside the Portuguese metropolis, as they happened in Pernambuco - in Portuguese America - and in Goa. The political, religious, and educational role of the Oratorians was relevant between the 17th and 18th centuries and lasted until 1830. The Oratorian schools were focused on the study of the national language rather than Latin. In addition, there was a strong emphasis on mathematics, natural sciences, history related to geography, and experimentation. Brazil documentbased. documentbased document based. based document-based Crowns Crown s societys society demands teaching metropolis Goa political religious th 1830 Latin addition mathematics sciences geography experimentation 183 18 1

Resumo Este texto investiga a atuação da Congregação do Oratório, especialmente na Capitania de Pernambuco, e discute sua pedagogia e relevância para os estudos na área de história da educação no Brasil. A pesquisa é de caráter bibliográfico e documental. A atividade educacional dos oratorianos foi se desenvolvendo a partir das demandas da Coroa e da elite da sociedade portuguesa. Os privilégios régios possibilitaram aos oratorianos sua inserção no campo da educação, como uma alternativa ao ensino jesuítico. Suas ações também repercutiram fora da metrópole portuguesa, como ocorreu em Pernambuco, na América Portuguesa e em Goa. O papel político, religioso e educacional dos oratorianos em Pernambuco foi significativo entre os séculos XVII e XVIII e se estendeu até 1830. As escolas oratorianas eram voltadas para o estudo da língua nacional em vez do latim; além disso, havia uma grande valorização da matemática, das ciências naturais, da história ligada à geografia e da experimentação. Oratório Brasil documental portuguesa jesuítico Goa político 1830 latim disso matemática naturais experimentação 183 18 1

Résumé Les principaux objectifs de cet article sont de réfléchir sur la réception de la pédagogie Freinet au Portugal, entre les années 1920 et les années 1980, d'analyser comment elle a été appropriée dans différents contextes de renouveau pédagogique et d'évaluer sa contribution à la construction d'une tradition pédagogique progressiste. Nous commençons par nous intéresser à son apparition à la fin de la période de l'Éducation nouvelle, puis nous soulignons son importance dans le cadre des expériences alternatives développées à partir des années 1950, et enfin nous analysons sa présence dans la trajectoire du Mouvement de l'École moderne, créé au milieu des années 60, où il a conservé une centralité indiscutable jusqu'au « déplacement » théorique opéré dans les années 80. La perspective adoptée s'appuie sur l'Histoire culturelle et nous avons eu recours à différentes sources, notamment des articles de la presse pédagogique et un ensemble d'ouvrages d'intellectuels portugais dans le domaine de l'éducation. Portugal 192 1980 danalyser d analyser dévaluer évaluer dune progressiste lÉducation l Éducation nouvelle 1950 lÉcole École moderne 60 jusquau jusqu 80 sappuie s appuie lHistoire Histoire sources douvrages ouvrages dintellectuels intellectuels léducation. léducation éducation. éducation l'éducation 19 198 195 6 8 1

Resumen Este artículo tiene como objetivos principales reflexionar sobre la recepción de la Pedagogía Freinet en Portugal, entre las décadas de 1920 y 1980; analizar cómo fue apropiada en diferentes contextos de renovación pedagógica y evaluar su contribución a la construcción de una tradición pedagógica progresista. Comenzamos describiendo su aparición al final del período de la escuela nueva; luego destacamos su importancia en el ámbito de las experiencias alternativas desarrolladas a partir de la década de 1950; y finalmente analizamos su presencia en la trayectoria del movimiento de la escuela moderna, creado a mediados de 1960, en la que mantuvo una centralidad indiscutible hasta el “desplazamiento” teórico operado en la década de 1980. la perspectiva adoptada se basa en la historia cultural y recorrimos a diferentes fuentes, en particular artículos de la prensa pedagógica y un conjunto de obras de intelectuales portugueses del campo de la educación. Portugal 192 1980 progresista nueva 1950 moderna 1960 desplazamiento “desplazamiento fuentes educación 19 198 195 196 1

Abstract The main objectives of this article are to reflect on the reception of Freinet pedagogy in Portugal, between the 1920s and the 1980s, to analyse how it was appropriated in different contexts of pedagogical renewal and to evaluate its contribution to the construction of a progressive pedagogical tradition. We begin by describing its appearance at the end of the New Education period, then highlighting its importance within the scope of alternative experiences developed from the 1950s onwards, and finally analysing its presence in the trajectory of the Modern School Movement, created in the mid-1960s, in which it maintained an indisputable centrality until the theoretical “displacement” operated in the 1980s. The perspective adopted is based on Cultural History and uses various sources, in particular articles from the pedagogical press and a set of works by Portuguese intellectuals from the field of education. Portugal s 1980s tradition period onwards Movement mid1960s, mid1960s mids mid 1960s, 1960s mid-1960s displacement “displacement sources education

Resumo Este artigo tem como principais objetivos refletir sobre a receção da Pedagogia Freinet em Portugal, entre os anos 20 e os anos 80 do século XX; analisar a forma como foi apropriada em diversos contextos de renovação pedagógica e avaliar o seu contributo para a construção de uma tradição pedagógica progressista. Começamos por dar conta da sua aparição no final do momento Educação Nova para, a seguir, destacar a sua importância no âmbito das experiências alternativas desenvolvidas a partir dos anos 50 e, finalmente, analisar a sua presença na trajetória do Movimento da Escola Moderna, criado em meados dos anos 60, em que manteve uma indiscutível centralidade até ao “deslocamento” teórico operado nos anos 80. A perspetiva adotada tem por base a História Cultural e recorre-se a fontes diversas, em particular artigos da imprensa pedagógica e um conjunto de obras de intelectuais portugueses do campo educativo. Portugal 2 8 XX progressista seguir 5 finalmente Moderna 60 deslocamento “deslocamento recorrese recorre se diversas educativo 6

This article arose from the study of apophatic theology also known as the via-negativa. Apophatic theology, by definition, refrains from stating what and who God is instead of focusing on what God is not. It renders religious language as a sign-system inadequate in describing God, his nature, and human numinous experiences. Yet, language is the fundamental modelling system that stimulates our everyday phenomenological, spiritual, and religious developments. This article is demonstrating how the apophatic theological view attempted to solve or investigate the inadequacy of religious language or the lack of God's language. The research drew from contemporary scholarship on Augustine's use of apophatic theology in developing its hypothesis of the importance of music as a transcendental language. Moreover, through music and prayer, language becomes an intermediary beyond the physical to the metaphysical. In this instance, Augustine of Hippo, coming to terms with the inadequacy of religious language, considered music a succinct communicative tool in his theology and divine pedagogy. So, due to the challenges of language, the purpose of this article is using Augustine and his view of music within the Sitz im Leben of his spiritual development to solve a theological problem. In this article, the following will be discussed: (1) Augustine's Confessions as a dialogue where he speaks to God through Scriptures and hymns; (2) Augustine's earlier philosophical theory of music; (3) and Augustine's use of apophatic theology in our spiritual development. The importance of this research will help us understand God's immanence (over his ineffable) through our use and understanding of music as a harmonious language consisting of unchanging mathematical properties. Furthermore, the truthfulness of music as a harmonious language about God's mystery can be better understood. CONTRIBUTION: Through Augustine's apophatic theology, this study contributes to our understanding and revitalisation of spirituality using music as an alternative form of harmonious language of the spirit. Moreover, it considers music a universal language that transcends all senses and other modes of cognitive activities. By establishing a basic principle of what makes us spiritual, we can transform our cognitive abilities and become better spiritual beings. Furthermore, this study examined the harmonic nature of music in the seven liberal arts as a significant mathematical aspect of the cosmos.

BACKGROUND: Theatre involves expressing meaning in a collaborative art using words, movements, and visual elements. However, theatre remains poorly used as a viable teaching strategy or a method for communicating health messages. Instead, it is relegated to solemnly transmitting indigenous knowledge AIM: To explore and describe communication of educational health messages through theatre using an appreciative inquiry approach SETTING: The study was conducted among the Ubuntu theatre group from a rural province in South Africa. The group is famous for using theatre to communicate educational health messages through the lens of Ubuntu philosophy METHODS: A qualitative exploratory descriptive design was followed. A non-probability purposive sampling was used to select thirteen members of the Ubuntu theatre group. Data were collected by two moderators from the two focus group discussions through conference calls. Deductive thematic content data analysis was used to describe the 4-Ds of appreciative inquiry RESULTS: Theatre is a playful pedagogy that can cut through language and cultural barriers when used to communicate educational health messages. There is a need to formalise it as an alternative pedagogy within the health care sciences curriculum. Furthermore, the sustainability of theatre as an educational tool is dependent on expanding educational practices, documenting its success stories and periodical in-service training CONCLUSION: Using Ubuntu innovation to communicate complex educational health messages through theatre can maximise learning. This study recommends that Ubuntu-infused health messages be conveyed using theatre CONTRIBUTION: The study adds to the body of knowledge by presenting Ubuntu innovation in communicating health messages through theatre

Resumen La discusión acerca de la capacidad de nuestra inteligencia para acceder al conocimiento de la realidad en sí es y sigue siendo una de las más antiguas y apasionantes de la filosofía. Piaget revolucionó la historia de la psicología y la pedagogía a partir de sus descubrimientos científicos relativos al modo en que el ser humano conoce. Sin embargo, por su misma inclinación filosófica, su constructivismo pedagógico quedó fuertemente arraigado en tradiciones filosóficas inmanentistas, a punto tal que la asociación entre constructivismo pedagógico y antirrealismo constituye una suerte de lugar común y un cierto presupuesto dogmático. Este trabajo intentará demostrar que esta asociación no constituye la única alternativa posible y que, hasta cierto punto, ni siquiera parece responder cabalmente a los principios o consecuencias últimas de los hallazgos del constructivismo de Piaget. Es posible justificar el constructivismo pedagógico desde posiciones realistas, siempre y cuando se revisen algunos supuestos que la modernidad ha instalado de manera no muy crítica en los círculos educativos y filosóficos. La revisión de la noción de representación, concebida según la tradición aristotélica y aggiornada por los aportes del constructivismo, permite abrir un camino de conciliación entre el constructivismo pedagógico y un tipo de realismo que sea, como sugiere Charles Taylor, a la vez robusto y plural.

Abstract The discussion about the ability of our intelligence to access reality in itself remains one of the oldest and most exciting questions in philosophy. Piaget reinvented the history of psychology and pedagogy from his scientific discoveries regarding the understanding of the process of knowledge. However, due to his own philosophical inclination, his pedagogical constructivism remained strongly rooted in an immanentist philosophical tradition, to such an extent that the association between pedagogical constructivism and anti-realism constitutes a kind of commonplace and a certain dogmatic assumption. This paper states that this association is not the only possible alternative and that, to a certain extent, it does not even seem to fully respond to the ultimate principles or consequences of Piaget’s constructivist findings. It is possible to justify pedagogical constructivism from realistic positions, as long as we reconsider some assumptions that modernity has installed in educational and philosophical circles in an uncritical way. The revision of the notion of representation, conceived according to the Aristotelian tradition and updated by the contributions of constructivism, allows to find a pathway of reconciliation between pedagogical constructivism and a kind of realism that be, in the words of Charles Taylor, at the same time robust and plural.

Resumo Objetivo. Analisar as percepções sobre a educação alternativa no projeto La Fábrica de Sueños (A Fábrica de Sonhos), voltado para o reflorestamento da consciência e a transformação cultural em meninos e meninas de sete anos de instituições educativas para o cuidado da natureza e convivência. Metodologia. A metodologia centra-se na sistematização da experiência vivida, recolhida através de entrevistas semi-estruturadas, histórias e desenhos, junto de pais e mães de família, docentes, meninos e meninas. A análise foi feita com o programa Atlas ti, com base em pesquisa qualitativa e análise categorial. Coincidências, relações e correlações foram estabelecidos por meio de uma categoria central, reflorestamento da consciência, e cinco categorias axiais: empoderamento pessoal, ser humano, autoconsciência, convivência e relação com a natureza, que emergiram de experiências e compromissos educativos com foco na ética e pedagogia. Resultados. Constatou-se que a abordagem vivencial aplicada, especialmente o contato com a natureza e a arte, sensibiliza para novas aprendizagens a partir do estímulo à criatividade e imaginação, sendo motores para a livre expressão e narração de meninos e meninas. A Fábrica de Sonhos contribui para uma formação integral, e leva ao despertar de meninos e meninas na convivência com seu ambiente social e natural. A vivência fortalece o desenvolvimento do pensamento criativo, crítico e reflexivo que parte do empoderamento e compreensão do seu espaço de convivência.

Resumen Objetivo. Analizar las percepciones sobre la educación alternativa en el proyecto La Fábrica de Sueños - FS, orientada a la reforestación de la conciencia, y a la transformación cultural en niños y niñas de siete años de instituciones educativas para el cuidado de la naturaleza y la convivencia. Metodología. La metodología se centra en la sistematización de la experiencia vivida, recolectada mediante entrevistas semiestructuradas, relatos y dibujos, de padres y madres de familia, personal docente, niños y niñas. El análisis se hizo con el programa Atlas ti, a partir de la investigación cualitativa y análisis categorial. Se establecieron coincidencias, relaciones y correlatos a través de una categoría central, la reforestación de conciencia, y cinco categorías axiales: empoderamiento personal, ser humano, conciencia de sí, convivencia y relación con la naturaleza, que emergieron de las experiencias y de las apuestas educativas centradas en lo ético y pedagógico. Resultados. El enfoque experiencial aplicado, en especial el contacto con la naturaleza y con el arte, sensibiliza hacia nuevos aprendizajes desde el estímulo a la creatividad y la imaginación, son motores para la libre expresión y narración de los niños y niñas. La Fábrica de Sueños, aporta a la formación integral, y conduce al despertar de los niños y niñas en convivencia con su entorno social y natural. La experiencia, fortalece el desarrollo del pensamiento creativo, crítico y reflexivo que parte del empoderamiento y comprensión de su espacio vital.

Abstract Aim. This study aims to analyze the perceptions of alternative education in the La Fábrica de Sueños (Dream Factory) project. The project aimed at the reforestation of consciousness and the cultural transformation in seven-year-old children from educational institutions for the care of nature and coexistence. Methodology. The methodology focuses on the systematization of an experience that parents, teaching staff, and children lived. The data was collected through semi-structured interviews, stories, and drawings; it was analyzed with the Atlas ti program based on qualitative research and categorical analysis. Coincidences, relationships, and correlations were established through the central category of reforestation of awareness and the following five axial categories: personal empowerment, human being, self-awareness, coexistence, and relationship with nature. These five categories emerged from experiences and educational commitments, focused on ethics and pedagogy. Results. It was found that the applied experiential approach, especially the contact with nature and art, sensitizes toward new learning from the stimulation of creativity and imagination that are motors for children’s free expression and narration. The Dream Factory project contributes to comprehensive training and leads to the children’s awakening in coexistence with their social and natural environment. The experience strengthens the development of creative, critical, and reflective thinking that starts from the empowerment and understanding of children’s vital space.

Abstract This case study argues for the use of online distance education as an emerging alternative to face the educational confinement generated by the COVID-19 pandemic, which forced academics from Higher Education Institutions in face-to-face mode to transit the digital world, without the relevant digital skills. Recognize if teachers have the UNESCO recommendations on digital skills?, establishes as an objective to carry out the self-assessment of a group of postgraduate students on the mastery of digital skills and the pedagogical dimension with which they have before the challenge of academic confinement. The methodology is qualitative, the population is a group of ten master's level students in the area of Educational Innovation. Heuristics are used as a means of direct participation to know the experiences of the students and it is conducted through the pedagogy of the question. The results are represented in a percentage that defines the behavior of the degree of mastery of the digital skills recommended in 2008 and of the ICT Skills and standards from the pedagogical dimension of 2016. It is concluded that the mastery of digital skills and the pedagogical dimension is unknown by the study group until the moment of the application of the evaluation instrument. Likewise, that the use of this diagnosis improves the educational quality in the emergent design of the courses in online distance mode.

Resumen Este estudio de caso argumenta el uso de la educación a distancia en línea como una alternativa emergente para enfrentar el confinamiento educativo generado por la pandemia COVID-19, que obligó a los académicos de las Instituciones de Educación Superior en modalidad presencial a transitar al mundo digital sin contar con las competencias digitales pertinentes. El objetivo de este estudio es reconocer si los docentes cuentan con las recomendaciones de la UNESCO sobre competencias digitales y realizar una autoevaluación de un grupo de estudiantes de nivel posgrado sobre el dominio de las competencias digitales y de la dimensión pedagógica necesarias para enfrentar el reto del confinamiento académico. La metodología utilizada es cualitativa y la población de estudio está conformada por un grupo de diez estudiantes de nivel maestría en el área de Innovación Educativa. Se emplea la heurística como medio de participación directa para conocer las experiencias de los estudiantes y se lleva a cabo a través de la pedagogía de la pregunta. Los resultados se presentan en forma de porcentaje, que define el grado de dominio de las competencias digitales recomendadas en 2008 y de las competencias y estándares de las TIC desde la dimensión pedagógica en 2016. Se concluye que hasta el momento de la aplicación del instrumento de evaluación, el grupo de estudio desconoce el dominio de las competencias digitales y de la dimensión pedagógica necesarias. Asimismo, se observa que el uso de este diagnóstico mejora la calidad educativa en el diseño emergente de los cursos en modalidad a distancia en línea.

Resumo Este estudo de caso defende o uso da educação a distância online como uma alternativa emergente para enfrentar o confinamento educacional gerado pela pandemia do COVID-19, que obrigou acadêmicos de Instituições de Ensino Superior na modalidade presencial a migrar para o mundo digital. as competências digitais relevantes. O objetivo deste estudo é reconhecer se os professores cumprem as recomendações da UNESCO sobre competências digitais e realizar uma autoavaliação de um grupo de pós-graduandos sobre o domínio das competências digitais e a dimensão pedagógica necessária para enfrentar o desafio do confinamento académico. A metodologia utilizada é qualitativa e a população de estudo é constituída por um grupo de dez mestrandos na área da Inovação Educacional. A heurística é utilizada como meio de participação direta para conhecer as experiências dos alunos e é realizada por meio da pedagogia da pergunta. Os resultados são apresentados em percentagem, que define o grau de domínio das competências digitais preconizado em 2008 e das competências e padrões TIC da dimensão pedagógica em 2016. Conclui-se que até ao momento da aplicação do instrumento de avaliação, o grupo de estudo não conhece o domínio das competências digitais e a necessária dimensão pedagógica. Da mesma forma, observa-se que o uso desse diagnóstico melhora a qualidade educacional no design emergente de cursos a distância online.

Abstract The present work relates the problem of childhood within modern and contemporary philosophy, as well as the conceptual relation that it has with the literature, especially with which it is analyzed as a children’s novel and a family novel. Taking from the philosophy of Deleuze and Guattari, as well as Schérer and Hocquenghem, along with fragments of novels, it seeks to establish a critique of notions of ontology and liberty that modernity has established around childhood. This criticism will allow us to understand childhood and its possible emancipation as the plastic alternative to create new subjectivities or political experiences within the world.

Resumen El presente trabajo aborda el problema de la infancia dentro de la filosofía moderna y contemporánea, así como la relación conceptual que ésta tiene con la literatura, en especial, con lo que se analiza como novela infantil y novela familiar. Con apoyo de algunas ideas de Deleuze y Guattari, así como de Schérer y Hocquenghem, a la par de fragmentos de novelas, se busca establecer una crítica a las nociones de ontología y libertad establecidas en torno a la infancia por la modernidad. Esta crítica permitirá comprender la infancia y su posible emancipación como alternativa plástica para crear nuevas subjetividades o experiencias políticas dentro del mundo.

Abstract This article is a qualitative research about the perspective of teachers working in Montessori and Waldorf-Steiner schools, in the Chilean educational context. The objective is to analyze the teacher identity specifically in the types of school, in order to understand the way they interpret, assume and define their work in unique teaching contexts. Semistructured interviews were conducted with six Chilean teachers, which were transcribed and analyzed using Grounded Theory techniques, and then discussed with the participants themselves. The emerging categories highlight that, despite a high Montessori and Waldorf- Steiner pedagogical normativity, teachers recognize a motivating teaching autonomy and describe enabling professional contexts that also contribute to the active construction of their professional self-image. At the same time, they identify themselves as professionals in disruption with the traditional system and part of a small and limited community. Consequently, the hypothesis of a professional identity based on a democracy of learning in the various dimensions of educational work is raised. We suggest delving into the identity arrangements of teachers in different schools, as well as questioning their role in the educational debate beyond their pedagogical boundaries. WaldorfSteiner Waldorf schools context school interpret techniques normativity selfimage. selfimage self image. image self-image time community Consequently raised boundaries

Resumen Este artículo aborda desde un enfoque cualitativo las concepciones que tienen profesores y profesoras que ejercen en escuelas Montessori y Waldorf-Steiner, presentes en el contexto educativo chileno. El objetivo es examinar las identidades docentes de quienes ejercen en este tipo de establecimientos para comprender la manera en que ellos (as) interpretan, asumen y se definen su labor en contextos singulares de enseñanza. Se realizaron entrevistas semiestructuradas a seis docentes chilenos, las que fueron transcritas y analizadas mediante técnicas de la Teoría fundamentada, posteriormente fueron sometidas a discusión con los mismos participantes. Las categorías emergentes destacan que, a pesar de una alta normatividad pedagógica Montessori y Waldorf-Steiner, los docentes reconocen una autonomía docente movilizadora y describen contextos profesionales habilitantes que también contribuyen en la construcción activa de su autoimagen profesional. A su vez, estos se identifican como profesionales en ruptura con el sistema tradicional y parte de una comunidad pequeña y limitada. En consecuencia, se plantea la hipótesis de una identidad profesional desde una democracia del aprendizaje en las diversas dimensiones de la labor docente. Se sugiere como perspectiva ahondar en las configuraciones identitarias de docentes de escuelas diferentes, así como cuestionar su papel en el debate educativo más allá de sus fronteras pedagógicas. WaldorfSteiner, WaldorfSteiner Waldorf Steiner, Steiner Waldorf-Steiner chileno as (as interpretan enseñanza chilenos fundamentada participantes vez limitada consecuencia diferentes pedagógicas

RESUMO A criança errante e a errância da infância no ‘Teatro Infantile’ de Chiara Guidi – O artigo discute o status da criança no Teatro Infantile com base em entrevistas e publicações de Chiara Guidi e leituras críticas sobre a poiesis e a praxis de seu trabalho. A análise das criações infantis permitiu identificar a transformação da criança-espectadora para a criança-atriz. A Escola Experimental e o Festival Puerilia conduzem a criança ao papel de atuante e mestre de jogo das experiências teatrais. Por fim, os métodos e práticas de Chiara Guidi consideram a criança como modelo e imago, origem e finalidade do teatro de laboratório.

ABSTRACT The wandering child and the wandering of the childhood of Chiara Guidi’s ‘Teatro Infantile’ – From the Chiara Guidi’s speech and writings and the critical readings of the poietic and praxis of works, it would be a question of examining the status of the child in the Teatro Infantile. The analysis of her youth creations would make it possible to identify the shift from childspectator to that of child-actor. Then, those of the experimental school and the Puerilia festival would lead to giving the child the role of actor and master of the play of theatrical experiences. Finally, those of the Chiara Guidi’s methods and practices would contribute to placing the child both as model and imago, origin and purpose of laboratory theatre.

RÉSUMÉ L’enfant errant et l’errance de l’enfance du ‘Teatro Infantile’ de Chiara Guidi – À partir des entretiens et publications de Chiara Guidi et des lectures critiques de la poïétique et praxis des œuvres, il s’agirait de questionner le statut de l’enfant dans le Teatro Infantile. L’analyse des créations jeunesse permettrait d’identifier le basculement de l’enfant-spectateur à celui d’enfant-acteur. Puis, celles de l’école expérimentale et du festival Puerilia conduiraient à accorder à l’enfant le rôle d’actant et de maître du jeu des expériences théâtrales. Enfin, celles des méthodes et pratiques de Chiara Guidi concourraient à placer l’enfant à la fois comme modèle et imago, origine et finalité du théâtre laboratoire.

BACKGROUND: Mature age admission at universities is increasing rapidly all over the world and Ghanaian universities, both private and public, are no exception. The language proficiency of the admitted mature students, especially in reading, is often low, which affects their comprehension abilities and academic work OBJECTIVES: The purpose of the study was to evaluate the effectiveness of a task-based language teaching approach to improve the reading proficiency of mature students METHOD: An intervention using a designed instructional model was undertaken with a group of mature students. Control groups were included and instructed through the traditional mode. The study used a convergent parallel mixed-methods design, with pre and post-tests, interviews, and observations. The quantitative data were analysed using t-tests in combination with effect sizes, and the qualitative data were analysed through content analysis RESULTS: The results showed that the mature students who participated in the intervention obtained higher post-test scores than the control groups. The improvement in their reading proficiency as shown in the test results was statistically significant, with large effect sizes. The qualitative data supported the findings of the quantitative data and provided further insight into the improvement of the experimental group. For example, frequent feedback, an enabling classroom environment, motivation, and collaborative learning were some of the factors that emerged as contributors to the experimental group's improved post-test results CONTRIBUTION: The research has been beneficial in providing an alternative teaching pedagogy for mature students CONCLUSION: Based on the findings, recommendations are made for the use of an adapted task-based language teaching approach for improving the reading proficiency of mature age students