Abstract Purpose: To describe the participatory process of community monitoring using aquatic insects as a tool to assess environmental quality in Cuitzmala y Purificacion basins. Methodological design: A participatory environmental monitoring model is proposed, which involves key actors, covering the upper, middle and lower part of each basin. A workshop was designed in appropriate way to the context of local actors and basin characteristics. The workshop consisted of four stages, involving theory and practice. Field diary was developed thought descriptive notes about what is seen and doing the participants. Results: Six community groups were formed, five in schools and one a Citizen Environmental Committee. Most participants found the workshop beneficial and expressed a desire for an increased number of monitoring sessions and additional monitoring sites. Participants successfully assessed their river section using aquatic insects, and it is recommended to provide technical support to strengthen monitoring skills and long-term monitoring. Research limitations: Still this action is considered an extracurricular activity. For this reason, is necessary work with professor to integrate these activities in the education program of the schools. Findings: Aquatic insects community monitoring strength and complement the scientific monitoring. The methodology used can be replicated in other coastal basins.

Resumen Objetivo: Describir el proceso participativo para el monitoreo comunitario a fin de evaluar la calidad ambiental de los ríos de las cuencas Cuitzmala y Purificación mediante un índice biótico multimétrico con insectos acuáticos previamente desarrollado para esta región. Diseño metodológico: Se propone un modelo de proceso participativo para el monitoreo ambiental. Con actores clave se seleccionaron localidades que abarcaron parte alta, media y baja de cada cuenca. Se diseñó un taller con base en protocolos para monitoreo, adecuado al contexto de las cuencas y actores elegidos. El taller consistió en cuatro etapas, en las que se capacitó con teoría y práctica. En un diario de campo se tomaron notas descriptivas respecto a lo que dijeron e hicieron los participantes. Resultados: Se conformaron seis grupos comunitarios, en cinco escuelas, y un Comité Ciudadano Ambiental. A la mayoría de los participantes les pareció bien el taller y les gustaría ampliar el número de monitoreos y los sitios a monitorear. Los participantes lograron evaluar su tramo de río con los insectos acuáticos y recomendaron continuar el acompañamiento técnico para fortalecer sus habilidades y asegurar el monitoreo a largo plazo. Limitaciones de la investigación: Aún esta actividad es considerada como extracurricular, por lo que es necesario trabajar con los docentes para que quede integrada en las materias del programa curricular de cada grado. Hallazgos: El monitoreo comunitario de los insectos acuáticos fortalece y complementa al monitoreo científico. Esta metodología puede ser replicada en otras cuencas costeras.

Abstract Incorporating BIM in the education of professionals has become a demand and a topic of high importance for higher education. Several proposals for a curricular implementation of BIM exist. However, in most cases, they are specific to a single university or domain, do not consider academic policies or simplify practice by segmenting knowledge. This work proposes a protocol for the curricular implementation of BIM similar to the industry, considering aspects of process, technology, and policies aligned with the educational institution's mission and with existing competencies. Action research was the used method. Three actions were conducted: (1) proposition, (2) systematization and (3) application. The actions were executed in cycles incrementally, resulting in (1) guidelines, (2) supporting tools and (3) implementation plans. Two Brazilian universities participated in pilot studies of Project Construa Brasil. The pilot studies inspired a network of BIM cells that have synchronously applied curricular BIM implementation guidelines on a large scale. The guidelines proved to be generic and comprehensive, guiding the transformation with an empirical basis for the academics' decision-making. Leadership of a BIM specialist was confirmed as an essential factor of success. It is observed that even with a timid introduction of BIM competence in a limited scope of engineering solutions, the impact on the BIM maturity curriculum is significant. exist However cases domain knowledge industry process technology institutions institution s competencies method conducted 1 (1 proposition 2 (2 3 (3 application incrementally plans Brasil scale comprehensive academics decisionmaking. decisionmaking decision making. making decision-making success solutions significant (

Resumo Incorporar o BIM na formação de profissionais tornou-se uma demanda e um tema de grande importância para o ensino superior. Existem várias propostas de implementação curricular do BIM. No entanto, na maioria dos casos, são específicos de uma única universidade oudomínio, não contemplam políticas acadêmicas ou simplificam a prática segmentando o conhecimento. Este trabalho propõe um protocolo para a implementação curricular do BIM semelhante aoda indústria, considerando aspectos de processo, tecnologia e políticas alinhados com a missão da instituição de ensino e com as competências existentes. Pesquisa-ação foi o método utilizado. Três ações foram realizadas: (1) proposição, (2) sistematização e (3) aplicação. As ações foram realizadas em ciclos de forma incremental, resultando em (1) diretrizes, (2) ferramentas de apoio e (3) planos de implementação. Duas universidades brasileiras participaram de estudos-piloto do Projeto Construa Brasil. Os estudos-piloto inspiraram uma rede de células BIM que aplicaram as diretrizes curriculares de implementação BIM em larga escala. As diretrizes mostraram-se genéricas e abrangentes, orientando a transformação com base empírica para a tomada de decisão dos acadêmicos. A facilitação de um especialista BIM foi confirmada como fator essencial de sucesso. Observa-se que, mesmo com uma tímida introdução de competências BIM em um escopo limitado de soluções de engenharia, o impacto na maturidade BIM do currículo é significativo. tornouse tornou se superior entanto casos oudomínio conhecimento indústria processo existentes Pesquisaação Pesquisa ação utilizado 1 (1 proposição 2 (2 3 (3 aplicação incremental estudospiloto estudos piloto Brasil escala mostraramse mostraram abrangentes acadêmicos sucesso Observase Observa engenharia significativo (

RESUMEN El estudio se orienta a la búsqueda de la mejora continua en la preparación de los estudiantes de Pedagogía de los Idiomas Nacionales y Extranjeros. Su objetivo es fundamentar la modificación curricular de las asignaturas de la etapa de admisión y su integración con las de los primeros semestres de la carrera como estrategia para el fortalecimiento de la proficiencia de los estudiantes en inglés. Como resultado se favorece una transición fluida desde la etapa de nivelación hacia las materias especializadas. La integración estratégica de habilidades lingüísticas, contenidos académicos y competencias profesionales es la base de esta propuesta.

ABSTRACT The study is oriented to the search for continuous improvement in the preparation of students of Pedagogy of National and Foreign Languages. Its objective is to support the curricular modification of the subjects of the admission stage and their integration with those of the first semesters of the career as a strategy to strengthen the students' proficiency in English. As a result, a smooth transition from the leveling stage to the specialized subjects is favored. The strategic integration of language skills, academic content and professional competencies is the basis of this proposal.

RESUMEN Uno de los problemas que limitan una formación más integral de los futuros docentes de la facultad de Pedagogía son las insuficiencias en la gestión curricular de dicho proceso formativo. Para ello, este artículo tiene como objetivo identificar algunos retos que deben enfrentar docentes y directivos para coadyuvar a dicha integralidad. Se utilizaron métodos como el análisis-síntesis, el análisis de contenido y la revisión de documentos. Los resultados apuntan a un consenso en un conjunto de desafíos para el proceso de gestión curricular que, atendidos oportunamente, pueden hacer más pertinente el cumplimiento de la misión de la Universidad con su sociedad.

ABSTRACT One of the problems that limit a more comprehensive training of future teachers of the Pedagogy faculty are the insufficiencies in the curricular management of this training process. For this reason, this article aims to identify some challenges that teachers and managers must face in order to contribute to such integrality. Methods such as analysis-synthesis, content analysis and document review were used. The results point to a consensus on a set of challenges for the curriculum management process which, if addressed in a timely manner, can make the fulfillment of the University's mission more pertinent to its society.

RESUMEN Uno de los problemas que se identifica en función de la integralidad en la formación pedagógica de los futuros docentes de Física y Matemática es el insuficiente aprovechamiento de las potencialidades de las estrategias curriculares. Para ello, este artículo tiene como objetivo definir este concepto y ofrecer pautas para la implementación de dichas estrategias. Se utilizaron métodos como el análisis-síntesis, el análisis de contenido y la revisión de documentos. Los resultados evidencian consenso en el uso de dichas estrategias, para lo cual, el trabajo curricular, la preparación de los docentes y el protagonismo de los estudiantes es condición indispensable.

ABSTRACT One of the problems identified in terms of integrality in the pedagogical training of future Physics and Mathematics teachers is the insufficient use of the potential of curricular strategies. To this end, this article aims to define this concept and to offer guidelines for the implementation of such strategies. Methods such as analysis-synthesis, content analysis and document review were used. The results show consensus in the use of such strategies, for which curricular work, teachers' preparation and students' protagonism are indispensable conditions.

Abstract Purpose: To describe the participatory process of community monitoring using aquatic insects as a tool to assess environmental quality in Cuitzmala y Purificacion basins. Methodological design: A participatory environmental monitoring model is proposed, which involves key actors, covering the upper, middle and lower part of each basin. A workshop was designed in appropriate way to the context of local actors and basin characteristics. The workshop consisted of four stages, involving theory and practice. Field diary was developed thought descriptive notes about what is seen and doing the participants. Results: Six community groups were formed, five in schools and one a Citizen Environmental Committee. Most participants found the workshop beneficial and expressed a desire for an increased number of monitoring sessions and additional monitoring sites. Participants successfully assessed their river section using aquatic insects, and it is recommended to provide technical support to strengthen monitoring skills and long-term monitoring. Research limitations: Still this action is considered an extracurricular activity. For this reason, is necessary work with professor to integrate these activities in the education program of the schools. Findings: Aquatic insects community monitoring strength and complement the scientific monitoring. The methodology used can be replicated in other coastal basins.

Resumen Objetivo: Describir el proceso participativo para el monitoreo comunitario a fin de evaluar la calidad ambiental de los ríos de las cuencas Cuitzmala y Purificación mediante un índice biótico multimétrico con insectos acuáticos previamente desarrollado para esta región. Diseño metodológico: Se propone un modelo de proceso participativo para el monitoreo ambiental. Con actores clave se seleccionaron localidades que abarcaron parte alta, media y baja de cada cuenca. Se diseñó un taller con base en protocolos para monitoreo, adecuado al contexto de las cuencas y actores elegidos. El taller consistió en cuatro etapas, en las que se capacitó con teoría y práctica. En un diario de campo se tomaron notas descriptivas respecto a lo que dijeron e hicieron los participantes. Resultados: Se conformaron seis grupos comunitarios, en cinco escuelas, y un Comité Ciudadano Ambiental. A la mayoría de los participantes les pareció bien el taller y les gustaría ampliar el número de monitoreos y los sitios a monitorear. Los participantes lograron evaluar su tramo de río con los insectos acuáticos y recomendaron continuar el acompañamiento técnico para fortalecer sus habilidades y asegurar el monitoreo a largo plazo. Limitaciones de la investigación: Aún esta actividad es considerada como extracurricular, por lo que es necesario trabajar con los docentes para que quede integrada en las materias del programa curricular de cada grado. Hallazgos: El monitoreo comunitario de los insectos acuáticos fortalece y complementa al monitoreo científico. Esta metodología puede ser replicada en otras cuencas costeras.

Resumo: O plano de estudos das carreiras de engenharia considera a formação em ciências básicas e ciências da engenharia. Portanto, esta análise aborda investigações que implementam metodologias ativas para o ensino de engenharia como construção de uma experiência formativa. As informações coletadas nas bases de dados Web of Science, Scopus e SciELO, sob o modelo PRISMA de revisão sistemática da literatura, analisaram as me- todologias ativas, os instrumentos de avaliação e seu enfoque e impactos curriculares. Obteve-se uma amostra de 646 artigos, dos quais, devido à aplicação de critérios de inclusão e exclusão, apenas 85 foram selecionados. A investigação concentra-se em matérias relacionadas às ciências da engenharia mediadas pela aprendizagem cooperativa e pela aprendizagem baseada em projetos; além disso, são utilizadas técnicas de coleta de dados baseadas em questionários e pesquisas focadas na experiência de inovação. Os impactos das decisões pedagó- gicas estão focados no desempenho acadêmico e na aquisição de conteúdos. Conclui-se que a configuração estabelecida entre o objeto de ensino e os sujeitos é mediada por experiências de aprendizagem nas quais interagem currículo, didática e avaliação. Isso permite aos estudantes mapear uma experiência formativa que aponta para a subjetivação, ou seja, reconstruir sua visão do mundo tanto no nível pessoal quanto profissional.

Resumen. El plan de estudio de las carreras de ingeniería considera una formación en ciencias básicas y ciencias de la ingeniería. Por lo que este análisis aborda las investigaciones que implementan metodologías activas para la enseñanza de la ingeniería como construcción de una experiencia formativa. La información recolectada en las bases de datos Web of Science, Scopus y SciELO, bajo el modelo PRISMA de revisión sistemática de la literatura, analizó las metodologías activas, instrumentos de evaluación y su enfoque e impactos curriculares. Se obtuvo una muestra de 646 artículos, de los cuales, debido a la aplicación de criterios de inclusión y exclusión, fueron seleccionados únicamente 85. Las investigaciones se centran en asignaturas relacionadas a las ciencias de la ingeniería mediadas por aprendizaje cooperativo y aprendizaje basado en proyectos; además, se utilizan técnicas de recolección de datos basadas en cuestionarios y encuestas focalizadas en la experiencia de la innovación. Los impactos de las decisiones pedagógicas están centrados en el rendimiento académico y la adquisición de con- tenidos. En conclusión, la configuración que se establece entre el objeto de enseñanza y los sujetos es mediada por experiencias de aprendizaje en las que interactúan el currículum, la didáctica y la evaluación. Esto le permite al estudiantado mapear una experiencia formativa que apunta hacia la subjetivación, es decir, a reconstruir su visión del mundo tanto a nivel personal como profesional.

Abstract: The curriculum of engineering careers includes training in basic sciences and engineering sciences. This analysis addresses research that applies active methodologies to teaching engineering as a formative ex- perience. The information collected in the Web of Science, Scopus and SciELO databases, under the PRISMA model of systematic literature review, analyzed the active methodologies, evaluation tools and their curricular approach and impact. A total of 646 articles were obtained, of which only 85 were selected according to the inclusion and exclusion criteria. The research focuses on engineering subjects taught through cooperative learning and project-based learning, using data collection techniques such as questionnaires and surveys focused on the experience of innovation. The effects of pedagogical choices are focused on academic achievement and content acquisition. In conclusion, the relationship between the teaching object and the subjects is mediated by learning experiences in which curriculum, didactics, and evaluation interact. This allows students to map a formative experience aimed at subjectivation, that is, reconstructing their vision of the world at both the personal and professional levels.

RESUMEN El objetivo general del estudio es determinar la percepción de los estudiantes de una universidad privada en Asunción frente a las medidas de seguridad implementadas en un caso específico de amenaza de tiroteo en el año 2023. El enfoque del estudio es cuantitativo, de diseño no experimental de corte transversal y alcance descriptivo. La población considerada para el estudio estuvo conformada por 8089 estudiantes, determinándose una muestra de 385 personas. La tasa de respuesta fue de 99,7% (384). Los criterios de inclusión considerados fueron estar activo e inscripto en la modalidad presencial, tomar clases presenciales en la sede central y estar de acuerdo en completar la encuesta. Se utilizó la encuesta como recolección de datos mediante un cuestionario diseñado con Google Forms de 12 preguntas. Los resultados más relevantes fueron: 41,9% se encuentra muy de acuerdo que sus pertenencias sean revisadas al ingreso a la institución y 39,3% muy conforme con los mecanismos de seguridad implementados por la universidad. Otras opiniones sobre las medidas de seguridad para prevenir y responder a una amenaza de tiroteo son: uso de detectores de metales manuales, mayor presencia de guardias de seguridad, proponer a la administración el abordaje de la salud mental en la malla curricular, habilitar botón de pánico, simulacros de emergencia y rayos-X para los bolsos y mochilas. Se concluye que el estudiantado se encuentra satisfecho ante las dos dimensiones analizadas: seguridad institucional ante el peligro e identificación, satisfacción y sensación de seguridad por parte del estudiante.

ABSTRACT The general objective of the study is to determine the perception of students at a private university in Asunción regarding the security measures implemented in a specific case of a shooting threat, 2023. The approach of the study is quantitative, with a cross-sectional, non-experimental design. and descriptive scope. The population considered for the study was made up of 8089 students, determining a sample of 385 people. The response rate was 99.7% (384). The inclusion criteria considered were being active and enrolled in the in-person modality, taking in-person classes at the headquarters, and agreeing to complete the survey. The survey was used as data collection through a 12-question questionnaire designed with Google Forms. The most relevant results were: 41.9% strongly agree that their belongings are searched upon entry to the institution and 39.3% strongly agree with the security mechanisms implemented by the university. Other opinions on security measures to prevent and respond to a shooting threat are: use of manual metal detectors, increased presence of security guards, proposing to the administration to address mental health in the curriculum, enabling a stop button panic, emergency drills and X-rays for bags and backpacks. It is concluded that the student body is satisfied with the two dimensions analyzed: institutional security in the face of danger and identification, satisfaction and feeling of security on the part of the student.

Global databases such as Web of Science and Scopus have determined the standard indicators to measure the research output in national comparisons and its quality evaluation for decades. Already classic studies of science proved that this landscape of scientific production was distorted by using overly selective bibliographical indexes that were considered “international databases” while their coverage was severely limited. A relevant part of the bibliometric literature in the last 10 years has revolved around the limitations of these global data sources and the search for alternatives to explore more comprehensive universes of the scholarly output, considering all disciplines and languages. Particularly relevant in this debate are some recently created bibliographic services and search engines that provide new opportunities: Dimensions, Lens, Open Alex, CrossRef and Google Scholar. Our specific contribution to these studies relies on a methodological shift based on a convergence between prosopography and bibliometrics. For that end, we selected two countries that can be considered “peripheral centers” in the Latin American region. Firstly, we determined a universe of national researchers of the National Council for Scientific and Technological Development (CNPq, Brazil) and the National Council for Scientific and Technical Research (CONICET, Argentina). The target populations are composed of 10,619 tenured researchers at CONICET and 14,418 holders of the CNPq’s “research productivity fellowship”. Secondly, we built a database with their comprehensive publishing performance uploaded in the national curricular information systems, the Brazilian Lattes and Argentina’s SIGEVA, that includes metadata for all articles. After computational and manual data cleaning of this database, we retained a total 464,361 articles for Brazil and 81,005 for Argentina published in 2013-2020. The comparative study shows that Argentina and Brazil have similar patterns of coverage in the global databases, although they differ in terms of collaboration practices and national publishing.

En los últimos cincuenta años, la tecnología de la información se ha integrado gradualmente en el sistema educativo brasileño. Esta integración pasó por varias fases y programas, cada uno con sus propios objetivos y desafíos. Desde el Decreto N° 84.067 de 1979, que estableció la Política Nacional de Tecnologías de la Información, hasta la creación de ProInfo en 1997 y la Política de Innovación en Educación Conectada (PIEC) en 2023, ha habido importantes avances, pero también dificultades en la implementación efectiva de estos. políticas. Este estudo busca comprender las políticas públicas enfocadas en tecnologías de la información en un contexto histórico, explorando su evolución dentro de la educación brasileña y destacando iniciativas y programas que moldearon la inserción de las tecnologías digitales en la enseñanza. Para la construcción de este artículo se adoptó un enfoque cualitativo, con investigación bibliográfica. Con esta historia, fue posible construir una línea de tiempo interactiva que presenta las políticas públicas diseñadas en Brasil para la informatización de las escuelas y la formación de profesores, culminando con la enseñanza de la informática, actualmente propuesta para las escuelas de educación básica brasileñas, en el Currículo Base Común Nacional y su Complemento.

Nos últimos cinquenta anos, a informática tem sido gradualmente integrada ao sistema educacional brasileiro. Essa integração passou por várias fases e programas, cada um com suas metas e desafios. Desde o Decreto nº 84.067 em 1979, que instituiu a Política Nacional de Informática, até a criação do ProInfo em 1997 e a Política de Inovação Educação Conectada (PIEC) em 2023, houve progressos significativos, mas também dificuldades na implementação eficaz dessas políticas. Este estudo busca compreender em um contexto histórico as políticas públicas voltadas para a informática, explorando a sua evolução no âmbito da educação brasileira, e destacando iniciativas e programas que moldaram  a inserção de tecnologias digitais no ensino. Para a construção deste artigo, foi adotada uma abordagem qualitativa, com pesquisa bibliográfica. Com esse histórico, foi possível construir uma linha do tempo interativa que apresenta as políticas públicas concebidas no Brasil para a informatização das escolas e formação de professores, culminando no ensino da computação, proposto atualmente para as escolas de educação básica brasileiras, na Base Nacional Comum Curricular e seu Complemento.

Over the past fifty years, computer science has been gradually integrated into the Brazilian education system. This integration has gone through several phases and programs, each with its own goals and challenges. Since Decree No. 84,067 in 1979, which established the National Computer Science Policy, to the creation of ProInfo in 1997 and the Connected Education Innovation Policy (PIEC) in 2023, there has been significant progress, but also difficulties in the effective implementation of these policies. This study seeks to understand public policies aimed at computer science in a historical context, exploring their evolution within the scope of Brazilian education, and highlighting initiatives and programs that shaped the insertion of digital technologies in teaching. To construct this article, a qualitative approach was adopted, with bibliographical research. With this history, it was possible to build an interactive timeline that presents the public policies designed in Brazil for the computerization of schools and teacher training, culminating in the teaching of computer science, currently proposed for Brazilian basic education schools, in the National Common Curricular Base and its Complement.

The objective of this work is to present the preliminary results of a study that aims to investigate the consequences of the implementation of the educational itineraries in the public system on the experience of teaching and learning of faculty and students. To achieve this, we conducted qualitative research with field observation work in a full-time school in Campinas-SP and semistructured interviews with the faculty and students. The interviews were analyzed from the perspective of Content Analysis, which resulted in thematic categories, with the following most frequent themes: strategies, affections, time, university entrance exam, relation to conventional classes and methodology among the faculty; and of affections, relation to conventional classes, university entrance exam and relevance of the teacher among the students. These themes point to the perception of the deepening of inequality brought by the itineraries, to the distancing between the expectations and interests of the school community and the policy and to the centrality of the faculty work in the process of curriculum adaptation.

O objetivo deste trabalho é apresentar os resultados preliminares de uma pesquisa que busca investigar as consequências da implementação dos itinerários formativos na rede pública para a experiência de ensino e aprendizagem de docentes e estudantes. Para isso, foi realizada uma pesquisa qualitativa com trabalho de observação de campo em uma escola de tempo integral de Campinas-SP, além de entrevistas semiestruturadas com docentes e estudantes. As entrevistas foram analisadas sob a perspectiva da Análise de Conteúdo que resultou em categorias temáticas, constatando-se a maior frequência dos temas: estratégias, afetos, tempo, vestibular, relação com as disciplinas tradicionais e metodologia entre as docentes; e afetos, relação com as disciplinas tradicionais, vestibular e relevância do professor entre as estudantes. Essas temáticas apontam para a percepção do aprofundamento da desigualdade proporcionada pelos itinerários, para o distanciamento entre as expectativas e interesses da comunidade escolar e a política e para a centralidade do trabalho docente no processo de tradução do currículo.

Abstract Introduction: Gender is a social determinant of people's health. Integrating a gender perspective into medical education makes improving clinical skills and investigating biopsychosocial differences possible, contributing to health equity. Despite the global concern of reducing the gender gap in education and society, incorporating the gender approach in health in medical schools in Chile is uncertain. This study aims to report whether student representatives from medical schools in Chile perceive the incorporation of gender-related topics in their respective curricula and to understand these perceptions by considering some indicators of gender equity in their medical schools and universities as a context. Methods: This is an exploratory study in 2023 that surveyed student representatives from all accredited medical schools in our country. Results: With a response rate of 75%, most students identified some educational intervention related to a gender approach in health in their training. The review of public data showed progress in the presence of organizations in charge of ensuring gender equality in the country's universities. These data are observed when the percentage of female enrollment is higher than that of men. However, this feminization does not coincide with female representation, which decreases as one rises in positions of authority. Discussion: More studies are needed to explore the perception of the academic community about this issue and identify curricular opportunities to implement the gender approach in health.

Resumen Introducción: el género es una determinante social de la salud de las personas. Integrar en la educación médica una perspectiva de género permite mejorar habilidades clínicas y pesquisar diferencias biopsicosociales, contribuyendo a la equidad en salud. A pesar de la preocupación global por reducir la brecha de género en educación y sociedad, la incorporación del enfoque de género en las escuelas de medicina en Chile es incierta. El objetivo de este estudio es reportar si las representaciones estudiantiles de las escuelas de medicina de Chile perciben la incorporación de las temáticas de género en sus currículos y comprender estas percepciones considerando como contexto algunos indicadores de equidad de género de sus facultades de medicina y universidades. Material y método: se trata de un estudio exploratorio realizado el 2023 que encuestó integrantes de la representación estudiantil de las escuelas de medicina acreditadas en Chile. Resultados: con una tasa de respuesta del 75%, la mayoría del estudiantado identifica alguna intervención educativa relacionada con enfoque de género en salud en su formación. La revisión de los datos públicos arrojó un avance en la presencia de organismos encargados de velar por la equidad de género en las universidades. Estos datos se observan en un momento en que el porcentaje de ingreso femenino es mayor que el masculino. Sin embargo, en la estructura organizacional de la unidad académica, la representación femenina disminuye conforme se asciende en cargos de autoridad. Discusión: existen instancias formativas relacionadas al género en las escuelas de medicina Chilenas, sin embargo, se necesitan más estudios que exploren la percepción de la comunidad académica acerca de este tema e identifiquen oportunidades curriculares para implementar el enfoque de género en salud.

INTRODUCTION: The COVID-19 pandemic significantly impacted dental education and resulted in unprecedented curricular changes. While virtual teaching enabled theoretical content delivery, practical training was temporarily postponed. Upon resumption, innovative approaches were required to safeguard students, staff and patients. AIMS AND OBJECTIVES: This study aimed to provide a comprehensive overview of COVID-19's impact on dental education at a South African institution. The objectives were to explore the resultant changes, staff and students' experiences in adapting to the implemented changes, the opportunities for innovation and growth that emerged in response to the pandemic, and the potential long-term implications of these changes for dental education. METHODS: A qualitative study was conducted. The 2021 and 2022 final year Dental Therapy students were invited to participate in separate, virtual focus group discussions. In 2022, all 12 academic staff members were invited to participate in individual interviews. Among others, participants responded to structured questions regarding pandemic-related changes and how they adapted. Data were audio-recorded with consent, transcribed verbatim and thematically analysed. RESULTS: Study participants included eight staff members and two groups of six students. Four pandemic-related themes were identified, namely the sudden shift to online learning and virtual communication, safety protocols, students' wellbeing and long-term implications. Among other findings, home-based learning posed opportunities and challenges for students. Furthermore, the 2021 cohort reported concerns regarding limited clinical training. CONCLUSION: The knowledge acquired by institutions during the pandemic must serve as a foundation for future curricular disruptions. This may be achieved through consultation between institutions and dissemination of information.

Abstract: Games of chance among the indigenous peoples of Latin America have a long history. Used with a ludic purpose and to make decisions in situations of uncertainty, they are a source of cultural knowledge for the development of statistical reasoning. This study proposes a curricular and teaching development alternative that links cultural knowledge about indigenous people's games of chance and the statistical reasoning expected in the curriculum, in the framework of a pedagogical duo established by a mathematics teacher and a cultural scholar. By means of a content analysis in the modeling of the activities, we studied the assessment of the proposal. The results show that the teachers focus on the equiprobability of the events, leaving aside the complexity of the cultural mathematical artifact, while the cultural scholars estimate the limits and scope of the processes in order to make them coherent with local practices.

Resumen: Los juegos de azar de los pueblos indígenas de Latinoamérica gozan de larga data. Utilizados con un propósito lúdico y para tomar decisiones en situaciones de incerteza, son una fuente de conocimiento cultural para el desarrollo del razonamiento estadístico. Este estudio propone una alternativa de desarrollo curricular y de enseñanza que vincula el conocimiento cultural sobre los juegos de azar de pueblos indígenas y el razonamiento estadístico esperado curricularmente, en el marco de una dupla pedagógica establecida por un profesor de matemática y un sabio cultural. Mediante un análisis del contenido en la modelación de las actividades, estudiamos la valoración de la propuesta. Los resultados muestran que los profesores atienden a la equiprobabilidad de los sucesos dejando de lado la complejidad del artefacto matemático cultural, mientras que los sabios culturales estiman los límites y alcances de los procesos para hacerlos coherentes con las prácticas locales.

Resumen La moderna Sociedad del Conocimiento percibe una innovadora característica basada en manejar los contenidos curriculares, potenciando el pensamiento lógico matemático por medio de plataformas y aplicaciones digitales. El objetivo del presente trabajo se centraliza en analizar estrategias didácticas aplicadas por docentes para potenciar las habilidades matemáticas en los estudiantes del nivel de Bachillerato General Unificado dentro de la Unidad Educativa “Eidan Abel Erique Cercado” del cantón San Vicente. El aspecto metodológico se basó en el enfoque mixto, empleando como instrumento primordial una prueba pedagógica que mide las destrezas del pensamiento numérico, así como los indicios de una entrevista semi estructurada y los aportes de docentes del área de matemáticas como participantes dentro de un grupo focal. Se comprobó la predisposición para un trabajo orientado bajo la plataforma Khan Academy, necesaria para beneficiar las habilidades del pensamiento numérico poco perfeccionadas en el estudiante. Finalmente, se denotaron aquellas estrategias empleadas por los docentes las cuales no afirman una estimulación consistente para potenciar las habilidades numéricas, demostradas bajo un nivel poco aceptable en el afianzamiento de la resolución de problemas con enfoque matemático en los estudiantes.

Abstract The modern knowledge society perceives an innovative characteristic based on managing curricular contents, promoting mathematical logical thinking through digital platforms and applications, the purpose of this work is focused on determining the existing perception with the use of the Khan Academy platform in the mathematical skills and how teachers focus didactic strategies to enhance mathematical skills in students of the Unified General Baccalaureate level within the "Eidan Abel Erique Cercado" Educational Unit of the San Vicente canton. The methodological aspect was based on the paradigm of the mixed approach, using as a primary instrument a pedagogical test that measures the skills of numerical thinking, as well as the indications of a semi-structured interview and the contributions of teachers in the area of mathematics as participants within a focus group. The predisposition for a work oriented under the Khan Academy platform, necessary to benefit the slightly improved numerical thinking skills in the student, was verified. Finally, those strategies used by teachers were denoted which do not affirm a perennial stimulation to enhance numerical skills, demonstrated under an unacceptable level in the consolidation of problem solving with a mathematical approach in students.