Abstract The history of Physical Education in Argentina that we know and have studied is told and reconstructed from a national perspective, in great depth, mostly considering the voices of Capital and the province of Buenos Aires. However, there are many stories waiting to be discovered and told. In this sense, this article is a review of recent and local history from a genealogical perspective, framed in the qualitative research paradigm. In particular, our work analyzes the subprogram that was part of "Program of Integral Assistance Cordoba" (Paicor for its acronym in Spanish), implemented within the framework of Educational Reform in Córdoba. This public policy stressed the field of physical education in the period of democratic recovery from 1983 until the closure of the Directorate of Physical Education of the provincial Ministry of Education in 1995. The paper describes and analyzes Paicor Deporte as a public policy device and its link with Physical Education after the return of democracy. For this task, official documents of the subprogram are recovered and people who were in charge of its implementation are interviewed. The challenge was to observe what had not been observed in depth before, recovering voices, interests and needs that gave rise to the subprogram as one of the political tools for the construction of a plural and democratic political subject in the province of Córdoba.

Resumen La historia de la Educación Física argentina que conocemos y hemos estudiado está contada y reconstruida a partir de una revisión nacional, con gran profundidad en la Ciudad y la Provincia de Buenos Aires. No obstante, existen muchas historias que esperan ser descubiertas y narradas. En este sentido, este artículo es una revisión de la historia reciente y local en una perspectiva genealógica, enmarcada en el paradigma cualitativo de investigación. Particularmente, analiza el subprograma que formó parte del Programa de Asistencia Integral Córdoba (Paicor), implementado en el marco de la Reforma Educacional Córdoba. Esta política pública tensionó el campo de la Educación Física en el período de la recuperación democrática, desde 1983 hasta el cierre de la Dirección de Educación Física del Ministerio de Educación provincial, en 1995. El trabajo describe y analiza el Paicor Deporte como dispositivo de la política pública y su vinculación con la Educación Física tras el retorno de la democracia. Para esta tarea se recuperan documentos oficiales del subprograma y se entrevista a personas que estuvieron a cargo de su implementación. El desafío consistió en focalizar lo no se había observado en profundidad, recuperando voces, intereses y necesidades que dieron lugar al subprograma, una de las herramientas políticas para la construcción de un sujeto político plural y democrático en la Provincia de Córdoba.

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.

The number of people on Earth and human activities are currently taking on frightening proportions with far-reaching consequences for our planet, its biodiversity and ultimately the human race itself. Ten thousand years ago, humans represented 1% of the total biomass of all land vertebrates. The rest was made up by wild animals. Currently, humans, livestock and pets make up 99% of terrestrial vertebrate biomass, while wild animals represent only 1%. It took millennia for the human population to reach the 1 billion mark and that only by 1890. By 1960, however, the world population had grown to 3 billion. Today there are 8 billion people living on our planet. According to Population Matters, the world population will be approximately 10,4 billion by the end of this century, despite the gradual decline in the growth rate in some countries. There is only a 23% chance that the total population growth rate will tail off before 2100. The population of the 47 least developed countries is likely to triple between 2017 and 2100 to around 3 billion. There are currently 62 million people in South Africa. About 67,9% of our population (in 2021) live in urban areas. The South African population grew by 0,87% in 2023. The fertility rate is 2,30 (2023). It is estimated that by 2050 75,5 million people will be living in South Africa, with 8 out of every 10 people living in urban areas, which would significantly increase the pressure on infrastructure. The Global Footprint Network states that humans currently use the resources of 1,75 Earths. If the situation does not improve, by 2050 we would need the equivalent of three Earths to survive. More than 4 billion people will have little or no water by 2050, and South Africa even now has been classified as a "water-stressed" country. Medical science is continually contributing to more babies surviving their entry into the world and to our living increasingly longer. Life expectancy has risen from 46 years in 1950 to 73,2 years in 2023. By 2050 it will be 77 years. What can be done? Empowerment of women is important. Population growth can be curbed to a reasonable extent by giving more girls access to education. This certainly does not mean that girls or women alone should be held responsible for the current population growth, but much more will have to be done about sex education, women's rights will have to be actively promoted and there will have to be better provision and use of contraceptives. Obviously, these issues should be approached and handled with due caution. In this regard, countries such as Thailand and South Korea have, in the recent past, proved that good education may result in lower birth rates. In Africa, women with no education have an average of 5,4 children; women who completed high school an average of 2,7 children and women with tertiary education an average of 2.2. In Nigeria, every year of school attendance by girls cuts the birth rate by a tenth. In addition, intensified efforts to reform economies and societies should be considered. For the sake of the survival of the human species and the sustainability of the Earth, ecological and economic justice and the empowerment ofwomen have to be encouraged. The Millennium Project - a global participatory think tank that was founded in 1996 under the auspices of the American Council for the United Nations University, but which became independent in 2009 and has since grown into a global network of institutions and individuals - aims to improve humankind's prospects for a better future. It recommends, among other things, the following: • Support a policy aimed at improving the survival of children, responsible family planning and educational opportunities for (especially) girls. • Improve methods that will ensure skills and employment opportunities for young people, as well as care and services for the elderly. • Implement the UN's urban agenda. • Create enough smart cities where citizens with urban intelligence can help in eco-smart ways with the necessary improvements in the city. • Increase training in resilience, and improve disaster prediction and management. • Provide guidance for people about urban ecology. • Intensify research and development in saltwater agriculture (halophytes or salt plants) on coastlines to produce food for humans and animals, biofuel and pulp for the paper industry, and to absorb carbon dioxide (CO2). This will ease the pressure on freshwater agriculture. • Improve agricultural and irrigation management. • Invest in precision agriculture and aquaculture. • Reduce food losses from the "farm to the mouth" (one third or 1,3 billion tons of agricultural production is wasted in this way every year). • Establish seaweed to restore wild fish populations along coastlines. The World Bank estimates that 90% of marine life is completely depleted. • Expand the production of insects for animal feed and human diets (insects have a low environmental impact, and 2 billion people already supplement their diet with insects today). • Encourage vegetarianism. Although there are more ways to address these important global challenges, responsible family planning remains one of the most important. This is an extremely sensitive issue for many people (especially in Africa), but if it is not promoted in a humane, informed and responsible way, the sustainability of life on our planet will increasingly come under tremendous pressure in various respects.

Die aantal mense op aarde en hulle/ons aktiwiteite neem tans skrikwekkende afmetings aan met wydlopende gevolge vir ons planeet, biodiversiteit en uiteindelik onsself. Die moderne mens het sy teenwoordigheid op die aarde en die benutting van hulpbronne baie lank as sy onaantasbare reg gesien. Die huidige uitwerking van byvoorbeeld bevolkingsgroei en besoedeling versteur die aarde se natuurlike ritme in so 'n mate dat ons nou nie meer op 'n kitsoplossing kan hoop nie. Die mens se getalle neem teen so 'n tempo toe dat dit nie net nadelig vir die planeet is nie, maar ook vir die mensdom self. Wat kan gedoen word? Bemagtiging van vroue speel 'n belangrike rol. Dit beteken beslis nie dat meisies en vroue alleen vir die huidige bevolkingsgroei verantwoordelik gehou moet word nie. Die bevolkingsgroei kan egter in 'n redelike mate vertraag word deur veral meer meisies toegang tot onderwys en opleiding te gee - asook hul lewensomstandighede te verbeter. Ook sal daar heelwat meer aan seksopvoeding gedoen moet word, vroueregte sal daadwerklik bevorder moet word en daar sal beter voorsiening en gebruik van voorbehoedmiddels moet wees. Uiteraard moet hierdie kwessies met die nodige omsigtigheid benader en hanteer word. In hierdie verband kan onder andere Thailand en Suid-Korea genoem word wat in die onlangse verlede bewys het dat goeie onderwys geboortesyfers laat daal. In Afrika het vroue wat geen onderwys ontvang nie, gemiddeld 5,4 kinders; vroue wat hoërskool voltooi het gemiddeld 2,7 kinders en vroue wat tersiêre studie deurloop het, gemiddeld 2,2 kinders. In Nigerië sny elke jaar wat meisies skool bywoon, die geboortesyfer met 'n tiende. Hiermee saam sal daar ook verskerpte pogings moet wees om ekonomieë en samelewings te hervorm. Ter wille van die mens se voortbestaan en die volhoubaarheid van lewe op aarde moet ekologiese en ekonomiese geregtigheid, en die bemagtiging van vroue aangemoedig word.

Resumen Este trabajo tiene como objetivo analizar las políticas de evaluación educativa en Brasil, considerando sus efectos sobre las condiciones de realización de una Educación pública escolar democrática. Se trata de una investigación teórica y bibliográfica que discute, en primer lugar, las disposiciones de la Constitución Federal de 1988 que permiten definir conceptual y jurídicamente el Estado Democrático de Derecho, analizando sus implicaciones con la cuestión de la Educación pública democrática. En seguida, se presentan las políticas de evaluación educacional practicadas en el país, considerando sus características generales y sus principales incidencias en el campo de la Educación escolar. Finalmente, se problematizan las posibilidades de democratización y alcance de una efectiva calidad de la Educación escolar en Brasil. Brasil democrática discute lugar 198 Derecho seguida país Finalmente 19 1

Abstract This work aims to analyze the educational evaluation policies in Brazil, considering their effects on the conditions of accomplishment of a democratic public school Education. It is a theoretical and bibliographical research that discusses, first, the provisions of the Federal Constitution of 1988 that make possible to define conceptually and legally the Democratic State of Law, analyzing its implications with the question of democratic public Education. Then, the policies of educational evaluation practiced in the country are presented, considering their general characteristics and main incidences on the field of school Education. Finally, the possibilities of democratization and achievement of an effective quality of school Education in Brazil are problematized. discusses first 198 Law Then presented Finally problematized 19 1

Resumo Este trabalho tem como objetivo analisar as políticas de avaliação educacional, no Brasil, considerando seus efeitos sobre as condições de realização de uma Educação escolar pública democrática. Trata-se de uma pesquisa teórica, de cunho bibliográfico, que discute, primeiramente, as disposições da Constituição Federal de 1988 que possibilitam definir conceitual e juridicamente o Estado Democrático de Direito, analisando suas implicações para a Educação pública democrática. Em seguida, apresentam-se as políticas de avaliação educacional praticadas no país, considerando-se suas características gerais e suas principais incidências no campo educativo escolar. Por fim, problematizam-se as possibilidades de democratização e de realização de uma efetiva qualidade da Educação escolar no Brasil. Brasil democrática Tratase Trata se teórica bibliográfico discute primeiramente 198 Direito seguida apresentamse apresentam país considerandose fim problematizamse problematizam 19 1

Abstract: The purpose of this text is to show corporate practices that the link between the National Union of Education Workers in Mexico (SNTE) and the present administration of the federal government carry out around the allocation, promotion, and dedication to the teaching function. The education reform of 2019 gives more active participation to the (SNTE), in a scenario where it does not hold power or representation but has generated forms of negotiation that have allowed it to survive. The (SNTE) is regaining control of teaching positions through three elements that were articulated in its favor in the present federal administration: work, politics, and technology. Hope lies in the plurality of trade union organizations and the specific management that is generated in the diverse entities, which can be an important counterweight in different teaching processes.

Resumen: El propósito de este texto es mostrar las prácticas corporativas que la vinculación entre el Sindicato Nacional de Trabajadores de la Educación en México (SNTE) y la presente administración de gobierno federal llevan a cabo en torno a la asignación, promoción y dedicación a la función docente. La reforma educativa de 2019 le otorga una participación más activa al SNTE, en un escenario donde éste no ostenta el poder ni la representación, pero ha generado formas de negociación que le han permitido sobrevivir. El SNTE está recuperando el control de las plazas docentes a través de tres elementos que se articularon a su favor en la presente administración federal: lo laboral, lo político y lo técnico. La esperanza está en la pluralidad de las organizaciones sindicales y la gestión específica que se genera en las diversas entidades, lo cual puede ser un contrapeso importante en los diferentes procesos docentes.

Abstract: Between 2015 and 2017, a reform of teacher training policies was carried out in Colombia. The process of implementing this normativity is analyzed using the multiple case study methodology with five institutions in Bogota and the consequences for these programs are examined: higher prices and reduction of students. It is evident that the implementation of the studied reform discouraged the training of teachers in philosophy. The changes implemented showed fractures in the legislation and a failure in the strategy of commercialization of education, since in an inequitable context like the Colombian one, solving the problems of education is not enough to regulate the education market.

Resumen: Entre 2015 y 2017 se llevó a cabo en Colombia una reforma a las políticas de formación de maestros. Se analiza el proceso de implementación de dicha normatividad empleando la metodología de estudio de caso múltiple con cinco instituciones en Bogotá y se examinan las consecuencias que tuvo para estos programas: encarecimiento y reducción de estudiantes. Se evidencia que la implementación de la reforma estudiada desestimuló la formación de docentes en filosofía. Los cambios implementados evidenciaron fracturas en la legislación y un fracaso en la estrategia de mercantilización de la educación, pues en un contexto inequitativo como el colombiano, para resolver los problemas de la educación no es suficiente con regular el mercado educativo.

ABSTRACT With the dissemination and development of the concept of Ideological and Political Teaching in all Courses in many specialties of Chinese universities, a new trend of teaching strategy reform emerged. However, the limited EIPC reform in the Hispanic philology major at LinYi University limits the development of the educational level. The purpose of this article is to socialize the current situation of the EIPC in the PEA of the audiovisual course at LinYi University. In this research, research methods and techniques are adopted that recognize documentary review and survey, carrying out an analysis of a quantitative and qualitative nature. The results demonstrate the current situation of the EIPC, in this context, highlighting the limitations in the knowledge and management of the EIPC of teachers in the audiovisual PEA, corresponding with other results at an international level and in China. This reality expresses the need to transform the current state from a scientific perspective, for which it will be necessary to conceive alternatives in the future.

RESUMO Com a disseminação e desenvolvimento do conceito de Ensino Ideológico e Político em todos os Cursos de muitas especialidades das universidades chinesas, surgiu uma nova tendência de reforma da estratégia de ensino. No entanto, a reforma limitada do EIPC na especialização em filologia hispânica da Universidade LinYi limita o desenvolvimento do nível educacional. O objetivo deste artigo é socializar a situação atual do EIPC no PEA do curso de audiovisual da Universidade LinYi. Nesta pesquisa são adotados métodos e técnicas de pesquisa que reconhecem a revisão e levantamento documental, realizando uma análise de natureza quantitativa e qualitativa. Os resultados demonstram a situação atual do EIPC, neste contexto, destacando as limitações no conhecimento e gestão do EIPC dos professores do PEA audiovisual, correspondendo a outros resultados a nível internacional e na China. Esta realidade expressa a necessidade de transformar o estado atual a partir de uma visão científica, a partir de alternativas no futuro.

RESUMEN Con la difusión y el desarrollo del concepto de Enseñanza Ideológica y Política en todos los Cursos en muchas especialidades de las universidades chinas, surgió nueva tendencia de reforma de estrategia didacta. Sin embargo, la escasa reforma de EIPC en la carrera de filología hispánica en la Universidad de LinYi limita el desarrollo del nivel educativo. El propósito de este artículo es socializar la situación actual de la EIPC en el PEA del curso audiovisual en la Universidad de LinYi. En esta investigación se adoptan métodos y técnicas de investigación que reconoce la revisión documental y encuesta, realizando un análisis de naturaleza cuantitativa y cualitativa. Los resultados demuestran la situación actual de la EIPC, en este contexto, singularizando las limitaciones en el conocimiento y la dirección de la EIPC de los profesores en el PEA audiovisual, haciéndose corresponder con otros resultados a nivel internacional y en China. Esta realidad expresa la necesidad de transformación del estado actual desde una visión científica, desde alternativas en el futuro.

Abstract The objective of this essay is to analyze educational reform in Mexico through the shared interests of the economic elites and the political class. Authoritarian neoliberalism is examined using a qualitative methodology of exploratory and descriptive nature. The concept of authoritarian neoliberalism posits that we are living a stage of capitalism in which states have augmented their authoritarian features in decision making, without the consensus of the population, to reinforce processes of capital accumulation. This has allowed them to generate legal scaffolding and reinforce the repressive apparatus to immunize themselves against social protest, renouncing negotiation and co-optation. All this has been done in alliance with the economic and financial elites. The results show that the educational reform was imposed by the economic elites in an agreement with the political power, without any negotiation with the teachers. With the help of the mass media, teachers were blamed for the failures of the educational system, creating a climate of lynching, especially against those who went out to demonstrate in public. We conclude that the educational reform and its imposition -far from aiming at educational quality- sought to control the teaching profession and consolidate the precarious labor conditions that are characteristic of the neoliberal model.

Resumen El objetivo del presente artículo es analizar la reforma educativa en México focalizando la sinergia de intereses entre las élites económicas y la clase política. Sobre la base de una metodología cualitativa, de índole exploratoria y descriptiva, se examina el neoliberalismo autoritario; este concepto establece que atravesamos una etapa del capitalismo en la cual los Estados han aumentado sus rasgos autoritarios en la toma de decisiones sin tener en cuenta el consenso de la población, con el fin de apuntalar los procesos de acumulación de capital. Lo anterior les ha permitido generar andamiajes jurídicos y reforzar los aparatos represivos con el fin de crear inmunidad ante la protesta social, renunciando a la negociación y a la cooptación; todo ello en alianza con las élites económicas y financieras. Los resultados demuestran que la reforma educativa fue impuesta por las élites económicas en acuerdo con el poder político, sin mediar una postura de negociación con el profesorado. Apoyados por los medios de comunicación masivos, se culpó al personal docente del fracaso del sistema educativo, creando un clima de linchamiento, sobre todo contra quienes salieron a manifestarse en el espacio público. Se concluye que la reforma educativa y su imposición, lejos de pretender una mejora en la calidad, buscaba controlar al magisterio y consolidar la precarización laboral, una medida distintiva del modelo neoliberal.

Abstract The objective of this article was to carry out an analysis of the motivations that guided secondary education teachers to choose teaching as a profession within the framework of the Professional Teaching Service. The methodological approach was qualitative; the data collection instruments were the in-depth interview. Twenty-six interviews (12 women and 14 men) were conducted with graduates of Higher Education Institutions, Normal Schools (public) and Universities (public and private). The field work was carried out from October 2019 to July 2020 in the State of Mexico. The interpretation of the information was made from the structural analysis of stories to understand the motivations of people to choose teaching as a profession. This, in the midst of changes made to educational public policies in 2013, which modified the process of admission to teaching in the public sector. The main findings were that, in people graduated from Normal Schools, intrinsic and altruistic motivations predominate. And, to a lesser extent, the improvement of learning conditions and overcoming the inequalities of their students. In university graduates, extrinsic motivations prevail due to the economic benefits of being employed in the public sector. By way of conclusion, the motivations to be a teacher is not only a matter of vocation or altruism, but of job opportunity. It is opportune to integrate critical perspectives such as the gender approach to broaden the frameworks of analysis on the motivations for choosing teaching as a profession.

Resumen El objetivo de este artículo fue realizar un análisis sobre las motivaciones que guiaron a docentes de educación secundaria para la elección de la docencia como profesión en el marco del Servicio Profesional Docente. El enfoque metodológico fue cualitativo, los instrumentos de recolección de información fue la entrevista en profundidad. Se realizaron 26 entrevistas (12 mujeres y 14 hombres) a personas egresadas de Instituciones de Educación Superior, Escuelas Normales (públicas) y Universidades (públicas y privadas). El trabajo de campo se realizó de octubre de 2019 a julio de 2020 en el Estado de México. La interpretación de la información se hizo desde el análisis estructural de relatos para comprender las motivaciones de las personas para elegir la docencia como profesión. Esto, en medio de cambios realizados a las políticas públicas educativas en 2013, que modificó el proceso de ingreso a la docencia en el sector público. Los principales hallazgos fueron que, en las personas egresadas de Escuelas Normales predominan las motivaciones intrínsecas y altruistas. Y, en menor medida el mejoramiento de las condiciones de aprendizaje y superación de las desigualdades de sus estudiantes. En las personas egresadas de universidades prevalecen las motivaciones de tipo extrínseco por los beneficios económicos que representa emplearse en el sector público. A guisa de conclusión, las motivaciones para ser docente no solo es un tema de vocación o altruismo, sino de oportunidad laboral. Es oportuno integrar perspectivas críticas como el enfoque de género para ampliar los marcos de análisis sobre las motivaciones para la elección de la docencia como profesión.

Abstract This essay aims to systematize the characteristics of the process developed between 2017 - 2023 to build political advocacy towards a reform in Costa Rican technical vocational education and training (TVET), in the framework of the projects called: Link between education and the labor market: under what conditions can technical vocational education and training improve the economic income of the young population? and Thematic Observatory of Technical Vocational Education and Training (OBEFOTEP), from collaborative action research, as a conceptual and methodological approach. In this specific case, collaborative action research has been used as a strategy for accompanying the personnel responsible for making decisions and carrying out curricular and political changes in TVET in Costa Rica, as a mechanism for joint construction, critical comprehensive reflection and continuous improvement based on research evidence. It is based on the experience shared with the Department of Technical Education and Entrepreneurial Skills of the Ministry of Public Education (DETCE - MEP) and the curriculum design and evaluation teams of the National Learning Institute (INA) to carry out actions aimed at curricular transformation and the creation of synergies for joint work under the framework of the National System of Technical Vocational Education and Training (SINEFOTEP). Collaborative action research not only allows the appropriation of research processes by all participating social actors, but also the possibility of generating research evidence that allows for feedback and key information regarding the reforms, since the greatest contribution of this strategy is the trust and credibility shared in the process, which is fundamental for decision making.

Resumen Este ensayo tiene como objetivo presentar las características del proceso de acompañamiento a instituciones vinculadas con la educación y formación técnica profesional (EFTP) desarrollado entre el 2017-2023 para construir incidencia política hacia una reforma de la EFTP costarricense, en el marco de los proyectos denominados: Vínculo entre educación y el mercado laboral: ¿bajo cuáles condiciones puede la educación y formación técnica profesional mejorar el ingreso económico de la población joven? y Observatorio Temático de la Educación y Formación Técnica Profesional (OBEFOTEP), desde la investigación acción colaborativa, como enfoque conceptual y metodológico. En el caso específico se ha utilizado la investigación acción colaborativa como la estrategia de apoyo y seguimiento al personal responsable de tomar decisiones y de realizar los cambios tanto curriculares como políticos en la EFTP en Costa Rica, como un mecanismo de construcción conjunta, reflexión comprensiva crítica y de mejora continua basada en evidencia producto de la investigación. Se retoma en la experiencia compartida con el Departamento de Educación Técnica y Capacidades Emprendedoras del Ministerio de Educación Pública (DETCE - MEP) y los equipos de diseño curricular y evaluación del Instituto Nacional de Aprendizaje (INA) para realizar acciones con miras a la transformación curricular y creación de sinergias para el trabajo en conjunto bajo el marco del Sistema Nacional de Educación y Formación Técnica Profesional (SINEFOTEP). La investigación acción colaborativa, no solo permite la apropiación de procesos investigativos de todos los actores sociales participantes, sino también la posibilidad de generar evidencias de investigación que permitan realimentar las reformas y contar con información clave respecto a estas, ya que la mayor contribución de esta estrategia es la confianza y la credibilidad compartida en el proceso, pues es fundamental para la toma de decisiones.

Abstract: Collaborative networking is one of the key principles of the new public education system in Chile. This reform establishes that public education will be progressively managed by local public education services (SLEP). Research on the implementation of SLEPs indicates that it is necessary to accelerate, strengthen and improve the articulation of territorial networks; however, evidence on their functioning is scarce. The objective of this research is to analyze the functioning of the educational networks coordinated by the SLEPs, with emphasis on their purposes, methodology and activities. Based on an online questionnaire validated in Chile and applied in 2022, 412 responses were obtained from 59 educational networks of six SLEPs. The results allow us to identify a medium level of coherence in the purposes defined by the educational networks. There is a predominance of activities in which the coordinators play a leading role, and the presentation of successful experiences of their participants in the network meetings. Significant differences have been found in the activities carried out by the SLEPs, so it is suggested to strengthen collaborative learning among the SLEPs from a systemic approach, especially on the leadership of the educational networks, to strengthen the professional capacities of their teams and their territorial accompaniment.

Resumen: El trabajo colaborativo en red es uno de los principios clave del nuevo sistema de educación pública en Chile. Esta reforma establece que la educación pública sea administrada progresivamente por servicios locales de educación pública (SLEP). Investigaciones sobre la implementación de los SLEP indican que es necesario acelerar, fortalecer y mejorar la articulación de redes territoriales; no obstante, la evidencia sobre su funcionamiento es escasa. El objetivo de esta investigación es analizar el funcionamiento de las redes educativas coordinadas por los SLEP, con énfasis en sus propósitos, metodología y actividades. A partir de un cuestionario online validado en Chile y aplicado en 2022, se obtuvieron 412 respuestas de 59 redes educativas de seis SLEP. Los resultados permiten identificar un nivel de coherencia media en los propósitos definidos por las redes educativas. Predominan actividades con protagonismo de quienes coordinan, y la presentación de experiencias exitosas de sus participantes en las reuniones de red. Se han encontrado diferencias significativas en las actividades que realizan los SLEP, por lo que se sugiere fortalecer un aprendizaje colaborativo entre los SLEP desde un enfoque sistémico, especialmente sobre el liderazgo de las redes educativas, para fortalecer las capacidades profesionales de sus equipos y su acompañamiento territorial.

Resumo: A rede colaborativa é um dos princípios fundamentais do novo sistema de educação pública no Chile. Essa reforma estabelece que a educação pública seja progressivamente gerenciada pelos serviços locais de educação pública (SLEP). As pesquisas sobre a implementação dos SLEP indicam que é necessário acelerar, fortalecer e melhorar a articulação das redes territoriais; no entanto, as evidências sobre seu funcionamento são escassas. O objetivo desta pesquisa é analisar o funcionamento das redes educacionais coordenadas pelos SLEP, com ênfase nos seus propósitos, metodologia e atividades. A partir de um questionário on-line validado no Chile e aplicado em 2022, foram obtidas 412 respostas de 59 redes educacionais de seis SLEP. Os resultados permitem identificar um nível médio de coerência nos propósitos definidos pelas redes educacionais. Há uma predominância de atividades com protagonismo dos coordenadores, e a apresentação de experiências bem-sucedidas de seus participantes nas reuniões da rede. Foram encontradas diferenças significativas nas atividades realizadas pelos SLEP, portanto, sugere-se fortalecer a aprendizagem colaborativa entre os SLEP a partir de uma abordagem sistêmica, especialmente na liderança das redes educacionais, para fortalecer as capacidades profissionais de suas equipes e seu acompanhamento territorial.

Resumen El artículo analiza las estrategias dirigidas a profesores y alumnos del periódico Resumo Escolar, publicado en 1929; comprendiéndolo como un dispositivo pedagógico de difusión e implementación de principios de la reforma escolanovista. Basado en el método indiciário (Ginzburg, 2002), utiliza como fuentes: siete ediciones de la publicación investigada, informes gubernamentales e informes de inspección escolar. En el contexto de la reforma educativa elaborada en Espírito Santo entre 1928 y 1930, el proyecto editorial del periódico Resumo Escolar y las estrategias adoptadas por parte de la Secretaría de Instrucción Pública, se configuraron como una caja de utensilios (Carvalho, 2006) que transmitía el ideal de hombre nuevo y las orientaciones didáctico-pedagógicas que guiarían a las escuelas locales. 1929 escolanovista Ginzburg, Ginzburg (Ginzburg 2002, 2002 , 2002) fuentes investigada escolar 192 1930 Pública Carvalho, Carvalho (Carvalho 2006 didácticopedagógicas didáctico pedagógicas locales 200 19 193 20 1 2

Abstract The article analyzes the strategic uses of Resumo Escolar, published in 1929, in addressing teachers and students, understanding it as a pedagogical device for the dissemination and implementation of the principles of school reform in Espírito Santo. Based on the evidentiary method (Ginzburg, 2002), it uses as sources: seven editions of the investigated journal, government reports, school inspection reports and journalistic materials. In the context of the educational reform produced in Espírito Santo between 1928 and 1930, it is understood that the editorial project of Resumo Escolar and its strategic uses by the Secretariat of Public Education, conform it as a box of utensils (Carvalho, 2006) that conveyed the new man ideal and the didactic-pedagogical guidelines that would guide local schools. 1929 students Ginzburg, Ginzburg (Ginzburg 2002, 2002 , 2002) sources journal materials 192 1930 Education Carvalho, Carvalho (Carvalho 2006 didacticpedagogical didactic schools 200 19 193 20 1 2

Resumo O artigo analisa os usos estratégicos do Resumo Escolar, publicado em 1929, no endereçamento a professores/as e estudantes, compreendendo-o como dispositivo pedagógico para a divulgação e implementação dos princípios da reforma escolanovista no Espírito Santo. Com base no método indiciário (Ginzburg, 2002), utiliza como fontes sete edições do impresso investigado, relatórios de governo, relatórios de inspeção escolar e matérias jornalísticas. No contexto da reforma educacional produzida no Espírito Santo, entre 1928 e 1930, conclui que o projeto editorial do Resumo Escolar e os seus usos estratégicos pela Secretaria da Instrução Pública conformam-no como caixa de utensílios (Carvalho, 2006) que veiculava o ideal de homem novo e as diretrizes didático-pedagógicas que orientariam as escolas locais. 1929 professoresas professores estudantes compreendendoo compreendendo Santo Ginzburg, Ginzburg (Ginzburg 2002, 2002 , 2002) investigado governo jornalísticas 192 1930 conformamno conformam Carvalho, Carvalho (Carvalho 2006 didáticopedagógicas didático pedagógicas locais 200 19 193 20 1 2

Resumen En el último cuarto del siglo XIX, el Imperio brasileño se vio presionado por cuestiones políticas, económicas y sociales, que sacudieron sus estructuras consolidadas. En este panorama, entre ciertas iniciativas emprendidas para mantener el apoyo del régimen monárquico, destaca la Reforma de la Instrucción Pública (1879). Entre otras medidas, esta legislación educativa dispuso la enseñanza intuitiva en el currículo de la educación primaria y de las Escuelas Normales del municipio de Corte. Así, se examinaron tres obras didácticas ilustradas, circulantes en el período, guiadas por este método, buscando señalar algunas posibles relaciones y convergencias entre ellas con la prescripción metodológica oficial. Se pretendía, por tanto, conocer algunas visiones del mundo, la educación, la escuela y la infancia de aquel presente. XIX políticas sociales consolidadas panorama monárquico 1879. 1879 . (1879) medidas Corte Así ilustradas período método oficial pretendía tanto mundo presente 187 (1879 18 (187 1 (18 (1 (

Abstract In the last quarter of the 19th century, the Brazilian Empire was pressured by political, economic, and social issues, which shook its consolidated structures. In this panorama, among certain initiatives undertaken to maintain the support of the monarchical regime, the Reform of Public Instruction (1879) stands out. Among other measures, this educational legislation prescribed intuitive teaching in the curriculum of primary education and Normal Schools in the municipality of Corte. Thus, three illustrated didactic works, circulating in the period, guided by this method, were examined, seeking to indicate some possible relations and convergences between them with the official methodological prescription. It was intended, therefore, to know some visions of the world, education, school, and childhood of that present. th century political economic issues structures panorama regime 1879 (1879 out measures Corte Thus works period method examined prescription intended therefore world school present 187 (187 18 (18 1 (1 (

Resumo No último quartel do século XIX, o Império brasileiro foi premido por questões de ordem política, econômica e social que abalaram suas estruturas consolidadas. Nesse panorama, dentre algumas iniciativas empreendidas para manter a sustentação do regime monárquico, destaca-se a Reforma da Instrução Pública (1879). Dentre outras medidas, essa legislação educacional prescreveu o ensino intuitivo no currículo do ensino primário e das Escolas Normais do município da Corte. Assim, examinaram-se três obras didáticas ilustradas, circulantes no período, orientadas por esse método, buscando indiciar algumas possíveis relações e convergências entre tais obras com a prescrição metodológica oficial. Tencionou-se, pois, conhecer algumas visões de mundo, a educação, a escola e a infância daquele presente. XIX política consolidadas panorama monárquico destacase destaca se 1879. 1879 . (1879) medidas Corte Assim examinaramse examinaram ilustradas período método oficial Tencionouse, Tencionouse Tencionou se, Tencionou-se pois mundo educação presente 187 (1879 18 (187 1 (18 (1 (

Résumé L’orientation educatif a été installée dans l’enseignement secondaire chilien à travers un parcours non exempté de difficultés, grâce au souci du choix professionnel approprié et de la formation intégrale de la personnalité des élèves. À la lumière de la documentation officielle et pédagogique et des entretiens, cet article analyse le développement de ce domaine dans le cadre des transformations aiguës vivées par l’éducation chilienne dans une période qui varie entre les paradigmes développementaliste et socialiste, en soulignant ses difficultés à devenir une innovation éducative avec un impact efficace sur le système. Lorientation L orientation lenseignement l enseignement élèves entretiens léducation éducation socialiste système

RESUMO A orientação educacional foi instalada no ensino médio chileno através de um caminho não isento de dificuldades, graças à preocupação com a adequada escolha profissional e a formação integral da personalidade dos alunos. À luz da documentação e das entrevistas oficiais e pedagógicas, este artigo analisa o desenvolvimento deste campo no âmbito das agudas transformações experimentadas pela educação chilena em um período que vai entre os paradigmas desenvolvimentolista e socialista, destacando suas dificuldades para se tornar uma inovação educaçional com impacto eficaz no sistema. alunos pedagógicas socialista sistema

Abstract The educational guidance was installed in the chilean secondary education through a journey not exempt from difficulties, thanks to the concern about the appropriate vocational choice and the integral training of the personality of the students. In the light of official and pedagogical documentation and interviews, this article analyzes the development of this field within the framework of the acute transformations experienced by chilean education in a period that ranges between developmentalist and socialist paradigms, highlighting its difficulties for become an educational innovation with an effective impact on the system. students interviews paradigms system

Resumen La orientación educacional se instaló en la enseñanza secundaria chilena, a través de un recorrido no exento de dificultades, gracias a la preocupación por la adecuada elección vocacional y la formación integral de la personalidad de las y los estudiantes. En este artículo se analiza, a la luz de documentación oficial, pedagógica y entrevistas, el devenir de este campo en el marco de las agudas transformaciones experimentadas por la educación chilena, en un período que oscila entre paradigmas desarrollistas y socialistas, relevando sus dificultades para constituirse en una innovación educacional con impacto efectivo en el sistema. chilena estudiantes analiza oficial entrevistas socialistas sistema

RESUMEN Este trabajo reflexivo pretende reflexionar sobre el estatus epistemológico de la Administración Educativa a partir de los principales aportes a su afirmación como disciplina autónoma, identificando algunos aspectos que dificultan y apalancan su comprensión como ciencia. Abordamos algunos aspectos explicativos de la biografía reciente de la designación de Administración Educativa, identificando la forma en que el concepto se establece en el contexto portugués y haciendo referencia a sus dimensiones técnicas y políticas, dando cuenta de la relación de dependencia que entre establecidas, aunque hay perspectivas que enfatizan cada dimensión en detrimento de la otra. autónoma ciencia políticas establecidas otra

ABSTRACT This reflective work addresses the epistemological status of Educational Administration from the main contributions to its affirmation as an autonomous discipline, identifying some aspects that hinder and leverage its understanding as a science. We approach some explanatory aspects for the recent biography of the designation of Educational Administration, while identifying the way in which the concept is established in the Portuguese context and referring to its technical and political dimensions, giving an account of the relationship of dependence that holds between them, although there are perspectives that emphasize each dimension to the detriment of the other. discipline science dimensions them other

RESUMO Este trabalho de natureza reflexiva tem o propósito de realizar uma abordagem do estatuto epistemológico da Administração Educacional baseada nos principais contributos para a sua afirmação como disciplina autônoma, identificando alguns aspetos que dificultam e alavancam o seu entendimento como ciência. Realizamos uma abordagem a alguns aspetos explicativos para a recente biografia da designação de Administração Educacional, não deixando de identificar o modo como o conceito se estabelece em contexto português, e fazemos referência às suas dimensões técnica e política, dando conta da relação de dependência que entre elas se estabelece, muito embora existam perspetivas que enfatizam cada uma das dimensões em prejuízo da outra. autônoma ciência português política outra