Abstract Technologies are inserted in educational innovation, giving the possibility of incorporating digital tools in research approaches. In this scenario, Scrivener and Evernote are digital tools for academic writing; they allow you to insert written notes, voice notes, summaries, documents, images, quotes from authors, audios, links, among others. The formulation of the problem is based on the need to increase research at all educational levels in an easy and automated way. The objective of this study is to reflect on the significant contribution that virtual tools have in academic writing. The methodology used is framed within the qualitative paradigm of a non-experimental and documentary type, it has an intentional probabilistic sampling of 57 primary documentary sources that consist of scientific articles, books, official sources, technical reports, authors and organizations that support the theories of the tools. digital to scientifically support the article. The conclusion is that the Scrivener and Evernote tools generate a significant contribution to the development of academic writing, contributing to the promotion of the publication of academic and scientific articles, which associated with information and communication technologies promote the development of this type. of research communities, to achieve greater optimization of intellectual resources as a challenge to enhance academic culture.

Resumen Las tecnologías se insertan en la innovación educativa, dando la posibilidad de incorporar herramientas digitales en los abordajes investigativos. En este escenario Scrivener y Evernote son herramientas digitales para la escritura académica, permiten insertar notas escritas, notas de voz, resúmenes, documentos, imágenes, citas de autores, audios, links, entre otros. La formulación del problema parte de la necesidad de incrementar investigaciones en todos los niveles educativos de forma fácil y automatizada. El objetivo de este estudio es reflexionar sobre el aporte significativo que poseen las herramientas virtuales en la escritura académica. La metodología empleada está enmarcada dentro del paradigma cualitativo de tipo no experimental y documental, posee un muestreo probabilístico intencional de 57 fuentes documentales primarias que reúnen artículos científicos, libros, fuentes oficiales, informes técnicos, autores y organizaciones que respaldan las teorías de las herramientas digitales para sustentar de forma científica el artículo. La conclusión radica en que las herramientas Scrivener y Evernote generan un aporte significativo al desarrollo de la escritura académica, logrando contribuir al impulso de la publicación de artículos académicos y científicos que, asociados a las tecnologías de la información y comunicación, promueven el desarrollo de este tipo de comunidades investigativas, para lograr una mayor optimización de recursos intelectuales como un desafío para potenciar la cultura académica.

Abstract: Children’s literature is one of the devices to compose the social repertoire and collaborate with children’s identity formation. This work reflected on the presence of black protagonists in Brazilian children’s literature and the possibilities of mediation aimed at anti-racist education at school. This is a qualitative investigation using the methodology of bibliographic and documentary research, with the main documents being government and institutional websites where works of Brazilian children’s literature with black protagonists were located, published under Law No. 11,645/2008 and recognized by awards: Jabuti, National Children’s and Youth Book Foundation, and National Library. Searches in the aforementioned digital documents made it possible to identify the works: Obax, Hortência das braids, Contos de Moçambique and From my window with the aforementioned awards, using as a time frame the awards held between 2008 and 2022. These works were later analyzed and served as a basis for the construction of a pedagogical instrument for the school librarian. The analyzes showed that the four works meet all the principles listed in the National curricular guidelines for the education of ethnic-racial relations and for the teaching of Afro-Brazilian and African history, culture. It is concluded that the number of works of children’s literature with black protagonists awarded in Brazil is still small and those that exist need to be publicized to expand their circulation and use.

Resumo: A literatura infantil é um dos dispositivos para compor o repertório social e colaborar com a formação identitária das crianças. Nesse trabalho refletiu-se acerca da presença de protagonistas negros na literatura infantil brasileira e as possibilidades de mediações visando à educação antirracista na escola. Trata-se de uma investigação de natureza qualitativa usando a metodologia da pesquisa bibliográfica e documental, tendo como principais documentos os sites governamentais e institucionais onde foram localizadas as obras de literatura infantil brasileira com protagonistas negros, publicadas a partir da Lei n. 11.645/2008 e reconhecidas pelos prêmios: Jabuti, Fundação Nacional do Livro Infantil e Juvenil, e Biblioteca Nacional. As buscas nos referidos documentos digitais permitiram identificar as obras: Obax, Hortência das tranças, Contos de Moçambique e Da minha janela com os prêmios citados, usando como recorte temporal as premiações realizadas entre 2008 e 2022. Posteriormente essas obras foram analisadas e serviram de base para a construção de um instrumento pedagógico para o bibliotecário escolar. As análises mostraram que as quatro obras atendem a todos os princípios elencados na Diretrizes curriculares nacionais para a educação das relações étnico-raciais e para o ensino de história cultura afro-brasileira e africana. Conclui-se que o número de obras de literatura infantil com protagonistas negros premiadas no Brasil ainda é pequeno e as existentes necessitam de divulgação para ampliar sua circulação e uso.

Resumen El periodismo científico y la divulgación científica han tomado relevancia en los últimos años. Aunada a un incremento en la producción científica por la pandemia de la COVID19, la cobertura periodística publicó cada vez más contenidos sobre ciencia, lo cual también ocurrió en redes sociales digitales, donde diversos científicos difundían investigaciones o nuevos hallazgos. En ese sentido, el objetivo de la presente investigación es mostrar cómo los límites del periodismo científico y la divulgación científica han sido abordados en la literatura reciente a partir de las publicaciones aparecidas en las bases de datos SciELO, Scopus y EBSCO durante los últimos 10 años (2011 y 2021) en el espacio iberoamericano. A través del análisis de 44 artículos y ensayos de investigación en inglés, portugués y español se abordan las dos variables de la presente investigación. Los resultados muestran la poca claridad para referenciar el concepto de divulgación científica (en la mitad de los artículos no se explicita su significado), así como la semejanza teórica que se establece entre esta actividad y el periodismo científico en diversos estudios. Se destaca la ausencia de estudios sobre la recepción de las noticias de ciencia, así como el impacto de la divulgación científica. Las principales conclusiones muestran que los estudios sobre periodismo científico inciden cada vez más en los análisis de contenido de mensajes y las entrevistas con los periodistas para entender las características de su producción; no obstante, no se ha logrado generar consensos sobre las diferencias de ambas actividades profesionales.

Abstract Science journalism and science dissemination have gained prominence in recent years. Coupled with an increase in scientific production due to the COVID-19 pandemic, journalistic coverage published more and more content about science, which also occurred on digital social networks, where various scientists shared research or new findings. In this line, this research report aims to show how the boundaries of science journalism and science dissemination have been addressed in recent literature, based on publications in SciELO, Scopus, and EBSCO databases over the last 10 years (2011 to 2021) in the Ibero-American sphere. By analyzing 44 papers and research essays written in English, Portuguese, and Spanish languages, the two variables of this research were examined. Findings suggest some lack of clarity in referencing the concept of science dissemination (in half of the articles its meaning is not explicitly defined), as well as the theoretical similarity established between this and science journalism in various studies. The lack of studies on the reception of science news and the impact of science dissemination is highlighted. The main conclusions show that studies on science journalism increasingly focus on content analysis of messages and interviews with journalists to understand the characteristics of their production; however, consensus on the differences between the two professional activities has not yet been achieved.

Resumo O jornalismo científico e a divulgação científica ganharam destaque nos últimos anos. Juntamente com um aumento na produção científica devido à pandemia da COVID-19, a cobertura jornalística publicou cada vez mais conteúdo sobre ciência, o que também ocorreu nas redes sociais digitais, onde vários cientistas compartilharam pesquisas ou novas descobertas. Nessa linha, este relatório de pesquisa visou a mostrar como as fronteiras do jornalismo científico e da divulgação científica têm sido abordadas na literatura recente, com base em publicações nos bancos de dados SciELO, Scopus e EBSCO nos últimos 10 anos (2011 a 2021) na esfera iberoamericana. Ao analisar 44 artigos e ensaios de pesquisa escritos nos idiomas inglês, português e espanhol, as duas variáveis desta pesquisa foram examinadas. Os resultados sugerem certa falta de clareza na referência ao conceito de divulgação científica (em metade dos artigos, seu significado não é explicitamente definido), bem como a semelhança teórica estabelecida entre esse conceito e o jornalismo científico em vários estudos. Destaca-se a falta de estudos sobre a recepção de notícias científicas e o impacto da divulgação científica. As principais conclusões mostram que os estudos sobre jornalismo científico se concentram cada vez mais na análise de conteúdo das mensagens e em entrevistas com jornalistas para entender as características de sua produção; no entanto, ainda não se chegou a um consenso sobre as diferenças entre as duas atividades profissionais.

Abstract Digital teaching competence (DTC) stands out as a fundamental component in current education, demanding skills for educators to perform effectively in digital environments. The present research aims to analyze the sociocultural influence on the digital competence of teachers of first grade of General Unified Baccalaureate (BGU) of the Fiscal Educational Unit (UEF) 24 de Mayo, Quito, Ecuador, during the first quarter of the 2023-2024 school year. The importance of considering the cultural and social context of teachers in the integration of digital competencies in the planning of the didactic process is highlighted. For this purpose, a mixed methodological approach was used, combining quantitative and qualitative elements that link digital competence with empirical indicators. Participants were selected through purposive sampling. Research techniques such as content analysis of documents, surveys and semi-structured interviews allowed obtaining a comprehensive view of teachers' digital competence and how it is influenced by sociocultural factors present in context. The results reveal that the sociocultural perspective affects the integration of digital competencies, highlighting the need to overcome technological limitations and change perceptions rooted in the educational culture. It is concluded that addressing these challenges from a sociocultural perspective can improve the integration of technology in the teaching of Language and Literature.

Resumen La competencia digital docente (CDD) se destaca como un componente fundamental en la educación actual, exigiendo habilidades para que los educadores se desempeñen eficazmente en entornos digitales. La presente investigación tiene como objetivo analizar la influencia sociocultural en la competencia digital de docentes de Primero de Bachillerato General Unificado (BGU) de la Unidad Educativa Fiscal (UEF) 24 de Mayo, Quito, Ecuador, durante el primer trimestre del año lectivo 2023-2024. Se destaca la importancia de considerar el contexto cultural y social de los docentes en la integración de competencias digitales en la planificación del proceso didáctico. Para esto, se empleó el enfoque metodológico mixto, donde se combina elementos cuantitativos y cualitativos que vinculan la competencia digital con indicadores empíricos. Los participantes fueron seleccionados mediante muestreo deliberado. Las técnicas de investigación como el análisis de contenido de documentos, encuestas y entrevistas semiestructuradas permitieron obtener una visión integral de la competencia digital docente y cómo se ve influenciada por los factores socioculturales presentes contextualmente. Los resultados revelan que la perspectiva sociocultural afecta la integración de competencias digitales, destacando la necesidad de superar limitaciones tecnológicas y cambiar percepciones arraigadas en la cultura educativa. Se concluye que abordar estos desafíos desde una perspectiva sociocultural puede mejorar la integración de la tecnología en la enseñanza de Lengua y Literatura.

Abstract: Educational public buildings face challenges in the maintenance management (MM) of their envelopes due to the need for more information about the built asset and the absence of standardized and transparent processes. This study proposes a preliminary method to integrate drone images and BIM to support the MM of educational public buildings with low digital maturity. This investigation adopted a case study approach. The main stages involved a Systematic Literature Review (SLR) and a Case Study in a public university, including inspections of ten buildings and a questionnaire administered to the MM team. The SLR revealed a need for studies in contexts with low digital maturity, emphasizing using expensive and complex tools. The case study identified maintenance failures and the need for clear guidelines. Interviews confirmed the need for a preventive culture and a shortage of skilled labor. These insights supported the preliminary proposal for integrating drone images and BIM in educational buildings to support maintenance management. The following steps include implementing and evaluating the process in two case studies to improve transparency and efficiency in MM.

Resumen: Los edificios educativos públicos enfrentan desafíos en la gestión de mantenimiento (GM) de sus envolventes debido a la falta de información sobre el activo construido y a la ausencia de procesos estandarizados y transparentes. Este estudio propone un método preliminar para integrar imágenes de drones y BIM para apoyar la GM de edificios educativos públicos con baja madurez digital. La investigación adoptó un enfoque de estudio de caso. Las principales etapas incluyeron una Revisión Sistemática de la Literatura (RSL) y un Estudio de Caso en una universidad pública, incluyendo inspecciones de diez edificios y un cuestionario administrado al equipo de GM. La RSL reveló la necesidad de estudios en contextos con baja madurez digital, destacando el uso de herramientas costosas y complejas. El estudio de caso identificó fallas en el mantenimiento y la necesidad de pautas claras. Las entrevistas confirmaron la necesidad de una cultura preventiva y la falta de mano de obra calificada. Estos hallazgos respaldaron la propuesta preliminar para integrar imágenes de drones y BIM en edificios educativos para apoyar la gestión de mantenimiento. Los siguientes pasos incluyen la implementación y evaluación del proceso en dos estudios de caso para mejorar la transparencia y eficiencia en la GM.

Resumen Este estudio, presentado inicialmente como ponencia y ahora como artículo de investigación, examina cómo la incorporación de las tecnologías educativas (TE) está transformando la enseñanza y el aprendizaje de la escritura en la universidad. Por eso, a través de un estudio de caso en la Universidad Autónoma de Sinaloa, se analizaron las prácticas de cultura escrita en un entorno universitario dominado por la tecnología. Los resultados revelan una paradoja: a pesar del predominio tecnológico, tanto estudiantes como docentes utilizan de manera limitada las TE en los procesos de enseñanza-aprendizaje de la escritura. Sin embargo, los alumnos reconocen beneficios significativos en el uso de herramientas digitales para sus tareas de escritura, como una mayor interacción y motivación en el aprendizaje, una comunicación más efectiva con los profesores y el acceso a una amplia gama de recursos educativos digitales. La investigación concluye que la escritura colaborativa mediada por tecnologías puede ser una herramienta valiosa para mejorar la calidad de la educación universitaria, ya que promueve el aprendizaje colaborativo y la creatividad entre los estudiantes. Además, subraya la importancia de incorporar las TE de manera efectiva en los programas de formación profesional y de reconocer su papel en los procesos de enseñanza-aprendizaje en la universidad.

Resumo Este estudo, inicialmente apresentado como artigo e agora como artigo de pesquisa, examina como a incorporação de tecnologias educacionais (TE) está transformando o ensino e a aprendizagem da escrita nas universidades. Portanto, através de um estudo de caso na Universidade Autônoma de Sinaloa, foram analisadas as práticas da cultura escrita em um ambiente universitário dominado pela tecnologia. Os resultados revelam um paradoxo: apesar do predomínio tecnológico, tanto alunos quanto professores utilizam de forma limitada a ET nos processos de ensino-aprendizagem da escrita. No entanto, os alunos reconhecem benefícios significativos na utilização de ferramentas digitais para as suas tarefas de escrita, tais como maior interação e motivação na aprendizagem, comunicação mais eficaz com os professores e acesso a uma vasta gama de recursos educativos digitais. A pesquisa conclui que a escrita colaborativa mediada por tecnologias pode ser uma ferramenta valiosa para melhorar a qualidade do ensino universitário, uma vez que promove a aprendizagem colaborativa e a criatividade entre os alunos. Além disso, destaca a importância de incorporar efetivamente a ET nos programas de formação profissional e reconhecer o seu papel nos processos de ensino-aprendizagem na universidade.

Abstract This study, initially presented as a paper and now as a research article, examines how the incorporation of educational technologies (ET) is transforming the teaching and learning of writing at the university. Through a case study at the Universidad Autónoma de Sinaloa, the practices of writing culture in a university training environment dominated by technology were analyzed. The results reveal a paradox: despite the technological predominance, both students and teachers make limited use of ET in the teaching-learning processes of writing. However, students recognize significant benefits in the use of digital tools for their writing assignments, such as increased interaction and motivation in learning, more effective communication with teachers, and access to a wide range of digital educational resources. The research concludes that technology-mediated collaborative writing can be a valuable tool for improving the quality of university education, promoting collaborative learning and creativity among students. In addition, it emphasizes the importance of incorporating ET, in an effective way, in professional training programs, recognizing their status and mediation in the teaching and learning processes at the university.

Resumen Como parte de una serie de reflexiones de un proyecto posdoctoral1, se presenta este ensayo sobre la noción de transculturación digital docente en la educación superior, donde se aborda la evolución de la cultura computacional e informacional hacia una cultura digital y su transición permanente, desde la aparición de las computadoras personales con interfaz gráfica de usuario a la explosión de paquetes informáticos, condición que transformó el uso de la computadora y su inserción en las instituciones de educación superior, hasta la producción y consumo de contenidos digitales, dando origen a una aculturación permante en el uso de las TIC. A partir de dicho escenario se hace una reflexión sobre la transformación de la cultura digital en la educación superior, considerando la evolución tecnológica, la apropiación de conocimientos computacionales y saberes digitales como elementos culturales desde una dimensión digital, utilizando el concepto de transculturación digital como marco teórico para comprender este proceso en constante evolución. Abordando a la transculturación digital como un proceso de cambio continuo, influido por la adopción de nuevas tecnologías y digitalización de la cultura para analizar la adaptación de los docentes a dicha transición, destacando las etapas de resistencia, adaptación y apropiación de la cultura digital en la práctica educativa.

Abstract As part of a series of reflections from a postdoctoral project¹, this essay presents the notion of digital teacher transculturation in higher education, addressing the evolution of computational and informational culture towards a digital culture and its permanent transition. This transition began with the emergence of personal computers with graphical user interfaces and the explosion of software packages, a condition that transformed computer use and its integration into higher education institutions, leading to the production and consumption of digital content, giving rise to a permanent acculturation in the use of ICTs. From this scenario, a reflection is made on the transformation of digital culture in higher education, considering the technological evolution, the appropriation of computational knowledge and digital expertise as cultural elements from a digital dimension, using the concept of digital transculturation as a theoretical framework to understand this constantly evolving process. Addressing digital transculturation as a process of continuous change, influenced by the adoption of new technologies and the digitization of culture, this essay analyzes the adaptation of teachers to this transition, highlighting the stages of resistance, adaptation, and appropriation of digital culture in educational practice.

Abstract As its aesthetics, methods, and conceptual focus have, in many respects, merged with those of mainstream contemporary art, the boundaries of media art have become more unclear than when the use of technology in art was more of a rare occurrence. While the term "media art" may be helpful in designating a particular sphere of practice and discourse, its current meaning has shifted as a result of changing contexts surrounding the use of technology in art. From its close association with "new media" such as the digital computer, the internet, screen-based media, and interactive systems in the early days of media art as a field, this term now bears re-evaluation in light of the pervasive use of technology we are familiar with in the post-digital condition. As many of these defining forms of new media have lost their novelty and have also been adopted in mainstream artistic practices, media art may be defined less by its engagement with specific media than by stylistic and referential aspects derived from its historical lineage. This paper draws comparisons between early discussions on media art and recent developments in this area with the aim of developing insights into whether and in what capacity media art remains relevant as a term for addressing technologically engaged contemporary artistic practices. By considering media art in such terms, this investigation reconsiders what may be regarded as defining aspects of the field, enquiring into what potential this reframing may have for practitioners and theorists working with this topic.

Resumo À medida que a sua estética, os seus métodos e o seu foco conceptual se fundiram em diversos aspetos com os da arte contemporânea convencional, os limites da media art tornaram-se menos claros do que quando a utilização da tecnologia na arte era ainda pouco frequente. Embora o termo "media art" possa ser útil na designação de uma esfera de atuação ou discurso específica, o seu atual significado sofreu uma alteração decorrente da evolução das circunstâncias inerentes à utilização da tecnologia na criação de arte. Devido à sua íntima associação, desde os seus primórdios enquanto campo, com os "novos média", como o computador, a internet, os meios de comunicação à base de ecrãs e sistemas interativos, este termo requer agora uma reavaliação face ao panorama de computação pervasiva com o qual estamos familiarizados na condição pós-digital. Sendo que muitas destas formas definidoras dos novos média deixaram de ser novidade e foram integradas em práticas artísticas convencionais, a media art poderá não se definir tanto pela sua interação com meios de comunicação específicos, mas sim pelos aspetos estilísticos e referenciais provenientes da sua linhagem histórica. Este trabalho estabelece comparações entre os primeiros debates acerca da media art e desenvolvimentos recentes na área, com o propósito de compreender se, e de que forma, a media art continua a ser relevante enquanto termo referente a práticas artísticas contemporâneas que utilizam a tecnologia. Considerando-a de tal perspetiva, esta investigação propõe repensar que aspetos poderão ser considerados inerentes a esta área e questiona a forma como esta reestruturação poderá beneficiar os profissionais e teóricos que abordam este tópico.

Abstract This article examines aesthetic and performative action within a digital context, focusing on the impact of digital devices on theatrical performative narrative, in the context of creation and in the context of exhibition. The study highlights the productions from the 20th edition of the Annual Lisbon Academic Theatre Festival, which were presented online during the COVID-19 pandemic, as well as the development of a video-performance specifically created for a digital media art artefact. The aim of this performance is to understand the aesthetic phenomena resulting from the transition from physical performance to digital space. Methodologically, the article provides a brief historical contextualisation of video as a recording medium and aesthetic element in theatre performances. It also situates the three artistic languages explored in this study - video, film, and performance - alongside their interconnections within the festival's productions. In addition to examining the sensory signs that emerge from the intersection of performance, video, and the visual arts within the framework of the artefact's video-performance, this study analyses both that performance and those from the festival using Pedro Veiga's (2022) grid, which categorises the intersection of agents and vectors in cyber-performance, reappropriated and expanded for this investigation.

Resumo Este artigo explora a ação estética e performativa em contexto digital e foca na análise da influência dos dispositivos digitais na narrativa performativa teatral, tanto em contexto de criação como em contexto de exibição. O estudo abarca as produções da 20.ª edição do Festival Anual de Teatro Académico de Lisboa, apresentadas online durante a pandemia da COVID-19, e a produção de uma vídeo-performance criada especificamente para um artefacto de media art digital, visando compreender os fenómenos estéticos da transição da performance física para o espaço digital. Metodologicamente, este artigo traça uma breve contextualização histórica do recurso ao vídeo como registo e elemento estético de performances teatrais e contextualiza as três linguagens artísticas convocadas para este estudo - vídeo, cinema e performance -, bem como as suas influências nas produções do festival. Para além da observação dos signos sensoriais que emergem da experimentação do cruzamento entre a performance, o vídeo e as artes plásticas, no quadro da vídeo-performance do artefacto, este estudo analisa essa mesma performance, bem como as performances do festival, a partir da grelha do cruzamento dos agentes e dos vetores da ciberperformance, de Pedro Veiga (2022), reapropriada e expandida a esta investigação.

ABSTRACT This paper reviews various approaches to organizing the educational process and evaluates them in the context of improving the higher education system and the quality of teaching at the university. Various sources, such as research papers and official documents, were examined to explore the methodology of the educational process. The analysis of current methodologies revealed their effectiveness and competitiveness, as well as a high pace of development and the generation of new techniques that apply new technologies and scientific research. Results indicate a positive impact of these methodologies on the teaching quality and university environment, promoting a collaborative culture and the integration of digital technologies. The conclusion underscores the increasing significance of continuous faculty development and the alignment of educational standards with societal values, emphasizing a practical, competency-based approach to university teaching.

RESUMEN Este artículo revisa varios enfoques para organizar el proceso educativo y los evalúa en el contexto de la mejora del sistema de educación superior y la calidad de la enseñanza en la universidad. Se examinaron diversas fuentes, como trabajos de investigación y documentos oficiales, para explorar la metodología del proceso educativo. El análisis de las metodologías actuales reveló su efectividad y competitividad, así como un alto ritmo de desarrollo y generación de nuevas técnicas que aplican nuevas tecnologías e investigaciones científicas. Los resultados indican un impacto positivo de estas metodologías en la calidad de la enseñanza y el entorno universitario, promoviendo una cultura colaborativa y la integración de las tecnologías digitales. La conclusión subraya la creciente importancia del desarrollo continuo del profesorado y la alineación de los estándares educativos con los valores sociales, enfatizando un enfoque práctico y basado en competencias para la enseñanza universitaria.

Abstract In the era of globalization and constant technological advancement, the preservation of cultural traditions faces significant challenges. In Cuba, the preservation of traditional dances, an integral part of the country's cultural identity, is a collective effort involving educational institutions, cultural organizations, and local communities. However, these traditions are at risk of being forgotten by new generations due to the growing influence of foreign cultures and the prevalence of modern forms of entertainment. This research addressed the need for innovative methods to promote and preserve Cuban culture. A dance video game utilizing Kinect v2.0 motion capture technology was introduced to replicate and evaluate traditional Cuban dances, demonstrating effectiveness in teaching and promoting these dances. This video game combines entertainment and education, capturing precise movements and increasing interest in traditional Cuban dances. Initial tests showed that the video game not only efficiently replicated the movements but also increased knowledge and interest in Cuban dances among the young participants. The community and cultural experts highlighted its value as an educational tool and its potential to preserve and promote Cuban culture in the digital age.

Resumen En la era de la globalización y el constante avance tecnológico, la conservación de las tradiciones culturales enfrenta desafíos significativos. En Cuba, la preservación de los bailes tradicionales, parte integral de la identidad cultural del país, es una labor colectiva que involucra a instituciones educativas, culturales y comunidades locales. Sin embargo, estas tradiciones corren el riesgo de ser olvidadas por las nuevas generaciones debido a la creciente influencia de culturas extranjeras y la prevalencia de formas modernas de entretenimiento. La presente investigación abordó la necesidad de métodos innovadores para promover y preservar la cultura cubana. Se presentó un videojuego de baile que utiliza la tecnología de captura de movimiento Kinect v2.0 para replicar y evaluar bailes tradicionales cubanos, demostrando eficacia en la enseñanza y promoción de estas danzas. Este videojuego combina entretenimiento y educación, capturando movimientos precisos y aumentando el interés por las danzas tradicionales cubanas. Las pruebas iniciales mostraron que el videojuego no solo replicó eficientemente los movimientos, sino que también incrementó el conocimiento y el interés en las danzas cubanas entre los jóvenes participantes. La comunidad y los expertos en cultura destacaron su valor como herramienta educativa y su potencial para preservar y promover la cultura cubana en la era digital.

RESUMEN Introducción: la yerba mate (Ilex paraguariensis) constituye un recurso alimentario autóctono, formando parte de la tradición y cultura alimentaria del Paraguay. Sin embargo, existen pocos estudios locales sobre los hábitos de consumo y preferencias por los paraguayos. Objetivo: describir los hábitos de consumo de la yerba mate (Ilex paraguariensis) en el Departamento Central en el 2022. Metodología: estudio descriptivo, transversal, con datos primarios, realizado en el Departamento Central de Paraguay. Muestreo no probabilístico en racimos. Instrumento de elaboración propia, diseñado como encuesta digital en la plataforma Google Form® (EE.UU.). Las variables fueron agrupadas en datos demográficos, relacionados al consumo de mate, tereré y cocido, procesados en Microsoft Excel® (EE.UU.) y EPI INFO® 7.0 (EE.UU.). Resultados: participaron 207 personas, la mayoría contaban entre 18 a 40 años, sexo femenino (83,22 %, 119), solteros, universitarios. El consumo más frecuente fue mate+ tereré+ cocido (43,96 %, 91) y tereré + cocido (14,01 %, 29). Todos los encuestados percibían más de dos salarios mínimos, y eran trabajadores de tiempo completo. El 81,64 % (169) consumían tereré, 69,08 % (143) mate, 80,23 % (138) cocido. El tipo de yerba más consumido fue la “compuesta con hierbas medicinales”, con un promedio de 1,5 Litros diarios. Conclusión: las formas más consumidas son tereré, cocido y mate, el tipo de yerba es la compuesta con el agregado de hierbas medicinales. Se sugieren realizar estudios poblacionales más amplios sobre el consumo de bebidas a base de yerba mate en Paraguay, así como ampliar estudios sobre las posibles interacciones e inocuidad entre la yerba mate con hierbas medicinales.

ABSTRACT Introduction: yerba mate (Ilex paraguariensis) constitutes a native food resource, forming part of the food tradition and culture of Paraguay. However, there are few local studies on the consumption habits and preferences of Paraguayans. Objective: to describe the consumption habits of yerba mate (Ilex paraguariensis) in the Departamento Central in 2022. Methodology: descriptive, cross-sectional study, with primary data, carried out in the Departamento Central of Paraguay. Non-probability cluster sampling. Self-developed instrument, designed as a digital survey on the Google Form® platform (USA). The variables were grouped into demographic data, related to the consumption of mate, tereré and cocido, processed in Microsoft Excel® (USA) and EPI INFO® 7.0 (USA). Results: people participated was 207, the majority were between 18 and 40 years old, female (83.22 %, 119), single, university students. The most frequent consumption was mate + tereré + cooked (43.96 %, 91) and tereré + cooked (14.01 %, 29). All respondents received more than two minimum wages, and were full-time workers. 81.64 % (169) consumed tereré, 69.08 % (143) consumed mate, 80.23 % (138) cooked. The most consumed type of herb was “composed with medicinal herbs”, with an average of 1.5 Liters per day. Conclusion: the most consumed forms are tereré, cooked and mate, the type of yerba is the one composed with the addition of medicinal herbs. It is suggested to carry out larger population studies on the consumption of yerba mate-based drinks in Paraguay, as well as expand studies on the possible interactions and safety between yerba mate and medicinal herbs.

Resumo Este artigo investiga os processos de reconfiguração e percepção da vacinação infantil contra Covid-19 no Brasil e o cuidado da criança no pós-pandemia. Por meio da etnografia em ambientes digitais, analisamos os argumentos utilizados para questionar a vacina a partir de quatro campos (Telegram, Twitter, YouTube e Instagram). Com isso, buscamos compreender qual é a percepção dos indivíduos em relação à segurança e os riscos do imunizante, como se dá a reconfiguração da cultura da vacinação infantil no Brasil e como isso acaba reverberando em outras instâncias da vida social. Observamos que os argumentos apresentados pelos indivíduos para negar a vacina já foram utilizados em emergências sanitárias anteriores (como o HPV e a H1N1) e possuem um forte apelo por liberdade e pela manutenção dos direitos individuais, além de colocar a criança como responsabilidade da família, não cabendo esse papel ao Estado. Covid19 Covid 19 Covid-1 póspandemia. póspandemia pós pandemia. pandemia pós-pandemia digitais Telegram, Telegram (Telegram Twitter Instagram. Instagram . Instagram) imunizante social H1N1 HN H N individuais família Estado Covid1 1 Covid- H1N

Abstract This article investigates the processes of reconfiguration and perception of childhood vaccination against COVID-19 in Brazil and childcare in the post-pandemic context. Through ethnography in digital environments, we analyze the arguments used to question the vaccine across four platforms (Telegram, Twitter, YouTube, and Instagram). Thus, we seek to understand individuals’ perceptions of the safety and risks of the vaccine, how the reconfiguration of childhood vaccination culture occurs in Brazil, and how this resonates in other instances of social life. We observe that arguments used to reject the vaccine have been employed in previous health emergencies (such as HPV and H1N1), emphasizing a strong appeal for freedom, the preservation of individual rights, and positioning the child as the family’s responsibility, excluding the State from this role. COVID19 COVID 19 COVID-1 postpandemic post pandemic context environments Telegram, Telegram (Telegram Twitter YouTube Instagram. Instagram . Instagram) Thus individuals life such H1N1, H1N1 HN , H N H1N1) freedom rights familys family s responsibility role COVID1 1 COVID- H1N

The growing influence of algorithms in digital society raises questions about their legal and ethical status. As these algorithms make decisions that affect people, the question arises as to whether they should have rights and how these rights can be protected in a constantly evolving technological environment. Research question: Do algorithms have rights and what is their impact on individuals and society? Research objective: The objective of this research is to analyze the legal and ethical status of algorithms, and evaluate their impact on individuals and society as a whole, in order to propose solutions. A comprehensive documentary analysis of academic literature, organization reports, and relevant legal documents was conducted. Studies on the ethics of algorithms, existing regulations and proposed legal frameworks, as well as research on the social impacts of algorithms in areas such as privacy, discrimination, and automated decision-making were examined. The findings revealed that there is currently no clear consensus on whether algorithms should have rights. However, the need to establish regulations and ethical principles to ensure their responsible use and avoid negative consequences is recognized. Key challenges, such as algorithmic transparency, discrimination, and data privacy, were identified and require attention and appropriate regulation. Main conclusion: Regulation and transparency are essential to ensure that algorithms are used fairly and equitably, protecting individual rights and promoting social well-being.

Resumen En el contexto de la creciente adopción de tecnologías digitales en las organizaciones, surge la necesidad de comprender la interrelación entre los conceptos de digitización, digitalización y transformación digital. Esta investigación abordó la pregunta de cómo estas etapas se integran en un marco conceptual coherente y cómo dicho marco puede guiar a las organizaciones en su tránsito hacia la transformación digital. El objetivo principal fue analizar los factores críticos que influyen en el éxito de la transformación digital, proporcionando un marco teórico y práctico que guíe a las empresas en este proceso. La investigación examinó la progresión jerárquica y complementaria de estas etapas, donde la digitización sienta las bases, la digitalización optimiza procesos, y la transformación digital implica un cambio profundo en la estrategia, cultura y modelos de negocio. Los principales hallazgos resaltan la importancia de una sólida infraestructura digital, la optimización de procesos y la experiencia del cliente, la necesidad de cambio organizacional, una visión estratégica y liderazgo comprometido. Además, se destaca el valor generado por las tecnologías digitales en términos de eficiencia, innovación y adaptabilidad. En conclusión, el marco conceptual integrado de la tríada digital ofrece una guía estructurada y holística para que las organizaciones comprendan, adopten y gestionen su viaje hacia la transformación digital, aprovechando al máximo las oportunidades emergentes en un entorno cada vez más digitalizado.