Abstract: The objective of this study is to assess the association between the levels of reading comprehension, well-being, motivation, and academic performance. A quantitative approach of descriptive and correlational scope is applied through a cross-sectional design that evaluates, from an expository-argumentative text, the reading comprehension of a sample of business engineering students from a traditional university located in South-Central Chile. The results show that literal comprehension is completely achieved by 77.55% of the students, as well as the inferential level. However, in the organizational, critical, and appreciative areas, none of the students achieve the desired maximum. A weak and significant correlation is observed between the mood of the participants and the literal and inferential domains. It is concluded that the appreciative level of reading could have an impact on student university academic performance.

Resumen: El objetivo de este estudio es analizar la asociación entre los niveles de comprensión lectora, el bienestar, la motivación y el rendimiento académico. Se aplica un enfoque cuantitativo de alcance descriptivo y correlacional, a través de un diseño de corte transversal que evalúa a partir de un texto expositivo-argumentativo la comprensión lectora de una muestra de estudiantes de ingeniería comercial de una universidad tradicional del centro sur de Chile. Los resultados muestran que la comprensión literal es completamente lograda por el 77.55% de los estudiantes, así como el nivel inferencial. No obstante, en los ámbitos organizacionales, crítico y apreciativo ninguno logra el máximo deseado. Se observa una correlación débil y significativa entre el estado de ánimo de los participantes y el dominio literal e inferencial. Se concluye que el nivel apreciativo de lectura podría tener incidencia en el rendimiento académico universitario de los estudiantes.

Abstract This article aims to understand the inferential reading strategies employed by Spanish-speaking eleventh-grade students when reading English texts. The methodology used adopts a qualitative approach and its design is framed within a collective case. The instruments employed in this study were a reading test and a semi-structured interview. The study involved the participation of five eleventh-grade students from a public educational institution in the city of Medellin, Colombia. These students engaged in four readings encompassing descriptive, narrative, expository, and argumentative texts. The results showed that the most frequently applied inference strategies were retroactive, while the least frequently applied were logical and projective. The study concludes that enhancing inferential reading in English among Spanish-speaking students necessitates the development of pre-reading strategies that contribute to both situational and linguistic understanding of the text, as well as promoting re-reading practices among students.

Resumen El artículo tiene como objetivo comprender las estrategias de lectura inferencial de textos en inglés utilizadas por estudiantes hispanohablantes de grado once. La metodología empleada en el estudio tiene un enfoque cualitativo y su diseño está enmarcado en un caso colectivo. Se utilizaron un test de lectura y una entrevista semiestructurada como herramientas de recolección de datos. La investigación contó con la participación de cinco estudiantes de grado once de una institución educativa pública en Medellín, Colombia. Durante el estudio, los estudiantes realizaron la lectura de cuatro tipos de textos: descriptivo, narrativo, expositivo y argumentativo. Los resultados indicaron que las estrategias inferenciales más utilizadas fueron las retroactivas, mientras que las lógicas y proyectivas se aplicaron con menor frecuencia. Como conclusión, se sugiere la creación de estrategias de prelectura que enriquezcan la comprensión situacional y lingüística del texto, así como promover la relectura entre los estudiantes, como medios para fortalecer la lectura inferencial en inglés para estudiantes de habla hispana.

Abstract This article aims to revisit in a comprehensive and essayistic way the discussion on the protoforms, genesis and consolidation of the “social question” in Brazil, based on Marx's historical-dialectical materialism and rescuing the contributions of Florestan Fernandes and Octavio Ianni regarding Brazilian social formation, with some contributions from the works of Jacob Gorender, Clóvis Moura and Carlos Nelson Coutinho. Its expository path starts from the universal dimension of the genesis and development of bourgeois sociability to consider the national particularity inserted in this context. The first topic addresses the proto-forms of the “social question” in Brazil and, in the second topic, the genesis and consolidation of the Brazilian “social question” are discussed. Finally, the relevance of Florestan's characterization of dependent capitalism is concluded, formed through the double articulation of internal segregation and external domination, also reaffirming racism as a negative social mark that constitutes one of the dimensions of the essence of the “social question” in our particularity. protoforms question Marxs Marx s historicaldialectical historical dialectical formation Gorender Coutinho context proto forms discussed Finally Florestans concluded domination

Resumo O presente artigo objetiva revisitar de modo abrangente e ensaístico o debate sobre as protoformas, a gênese e a consolidação da “questão social” no Brasil, tendo como base o materialismo histórico-dialético de Marx e resgatando as contribuições de Florestan Fernandes e Octavio Ianni a respeito da formação social brasileira, com alguns aportes das obras de Jacob Gorender, Clóvis Moura e Carlos Nelson Coutinho. Seu percurso expositivo parte da dimensão universal da gênese e desenvolvimento da sociabilidade burguesa para considerar a particularidade nacional inserida neste contexto. No primeiro tópico são abordadas as protoformas da “questão social” no Brasil e, no segundo tópico, trabalha-se a gênese e a consolidação da “questão social” brasileira. Conclui-se, por fim, a pertinência e atualidade da caracterização florestaniana do capitalismo dependente, conformado através da dupla articulação segregação interna e dominação externa, reafirmando também o racismo enquanto marca social negativa que constitui uma das dimensões da essência da “questão social” em nossa particularidade. questão históricodialético histórico dialético brasileira Gorender Coutinho contexto trabalhase trabalha se Concluise, Concluise Conclui se, Conclui-se fim dependente externa

Electromagnetic waves play a crucial role in various technological applications in our daily lives, ranging from telecommunications to issues related to global warming and healthcare. Therefore, the inclusion of experimental, expository, and playful educational products on this subject cannot be neglected in formal education. This study introduces the development of an experimental and interactive educational product (EP) designed to elucidate the relationship between color and visible light, as well as the luminescent phenomenon exhibited by certain materials when exposed to ultraviolet radiation (UV). The EP is cost-effective and accessible, comprising a dark box equipped with red, green, blue, and UV lamps. These lamps can be turned on individually or collectively, influencing the perceived color of an object based on the illuminating light’s color. Thus, the EP serves as a valuable resource for studying the theory of colors. The inclusion of a UV light source allows for the observation of luminescent properties in objects exposed to it, a feature commonly portrayed in crime movies and TV series. Photoluminescent substances are present in various materials, including sulfite paper and laundry detergent. Consequently, this EP emerges as an effective tool for introducing quantum mechanics concepts in the classroom. lives healthcare Therefore expository education (EP UV. . (UV) costeffective cost accessible red green blue collectively lights s Thus colors it series detergent Consequently classroom (UV

As ondas eletromagnéticas estão presentes em diversas aplicações tecnológicas do cotidiano, desde telecomunicações até questões relacionadas ao aquecimento global e cuidados com a saúde. Assim, a inclusão de produtos educacionais experimentais, expositivos e lúdicos sobre este assunto não pode ser negligenciada no ensino formal. O presente trabalho apresenta a construção de um produto educacional (PE) experimental e interativo que apresenta a dependência da cor em relação à luz visível, assim como o fenômeno da luminescência em alguns materiais quando expostos à radiação ultravioleta. Trata-se de uma câmara escura equipada com lâmpadas nas cores, vermelha, verde e azul, além de uma fonte ultravioleta (UV). O dispositivo foi construído utilizando materiais acessíveis e de baixo custo. As lâmpadas podem ser ligadas independentemente ou em conjunto, e a percepção da cor do objeto dependerá das cores da luz que o ilumina. Portanto, o PE pode ser empregado no estudo da teoria das cores. A inclusão da fonte UV permite a observação da luminescência de objetos quando expostos a ela, fenômeno frequentemente retrato em filmes e séries policiais. Essas substâncias fotoluminescentes estão presentes em diversos materiais, como papel sulfite e sabão em pó. cotidiano saúde Assim experimentais formal (PE visível Tratase Trata se vermelha azul UV. . (UV) custo conjunto ilumina Portanto ela policiais pó (UV

ABSTRACT Introduction: In 2020, the new coronavirus pandemic affected the whole world, causing historic changes in several sectors, including education, in which students were forced to quickly adapt to online learning. Objective: This study aimed to compare medical students’ adaptation to remote learning during the COVID-19 pandemic depending on whether they were following a PBL curriculum or a curriculum based on an expository disciplinary model. Method: This was a cross-sectional study. The sample was composed of students enrolled in the 2nd to 4th year of the Medicine course who had fully completed the questionnaire and attended at least one semester of remote learning during 2020. Result: A significant difference was found between the students’ adaptation to remote learning during the Covid-19 pandemic according to their study methodology; students using the PBL model showed better adaptation than those following an expository learning model. Conclusion: The study corroborated the results in the existing literature on the subject, which defends PBL as a better alternative for online learning. Introduction 2020 world sectors education Objective COVID19 COVID 19 COVID-1 Method crosssectional cross sectional nd th Result Covid19 Covid Covid-1 methodology Conclusion subject 202 COVID1 1 COVID- Covid1 Covid- 20 2

RESUMO Introdução: Em 2020, o mundo foi afetado pelo novo coronavírus, e isso gerou mudanças históricas em diversos setores, incluindo o da educação, que teve que se adaptar rapidamente ao formato online. Objetivo: Este estudo teve como objetivo comparar se houve uma melhor adaptação ao ensino remoto durante a pandemia de Covid-19 dos acadêmicos de Medicina que estudam em currículos PBL quando comparada a de alunos com currículos em modelo disciplinar expositivo. Método: Trata-se de um estudo transversal. Foram incluídos na pesquisa os estudantes matriculados do segundo ao quarto ano do curso de Medicina que tenham preenchido o questionário completamente e cursado pelo menos um semestre de ensino remoto durante o ano de 2020. Resultado: Houve uma diferença significativa entre as metodologias, com maior adaptação dos estudantes que utilizaram o modelo PBL em comparação aos que cursaram no modelo disciplinar expositivo durante a pandemia de Covid-19. Conclusão: Na amostra estudada, o método PBL mostrou-se superior ao método disciplinar, nos quesitos avaliados, na adaptação de estudantes de Medicina ao ensino remoto. Introdução 2020 coronavírus setores educação online Objetivo Covid19 Covid 19 Covid-1 Método Tratase Trata transversal Resultado metodologias Covid19. 19. Conclusão estudada mostrouse mostrou avaliados 202 Covid1 1 Covid- 20 2

Abstract Theoretically delimited to Linguistic Historiography, this article answers the following question: how was the presence of formalisms in linguistics in Brazil in the 1960s-1970s? Such question leads to the objectives of the analysis: (i) to characterize formalist linguistics in Brazilian linguistics; (ii) to delimit scientific guidelines of these formalisms; (iii) to identify social processes of institutionalization to aforesaid linguistics. The corpus consists of (a) journal articles, scientific bulletin texts, reviews, historical review books and chapters; (b) theses and dissertations; (c) manuals; (d) official documents; (e) testimonies, interviews. The material was selected and analyzed through three phases: 1st) heuristic: definition of periodization and selection/treatment of the corpus; 2nd) hermeneutic: establishment of ruling guidelines for historiographic analysis; 3rd) expository: presentation of results in a historiographic narrative. In the 1960s-1970s, Brazilian linguistics was largely a linguistics of domain of structures through the adoption of methodological instruments that identified systematic regularities (at different levels that highlighted the structural nature of languages) and supported rhetorics in defense of scientific positions. This historical characterization is defended in this article.

Resumen Delimitado teóricamente a la Historiografía Lingüística, este artículo contesta a la siguiente pregunta: ¿cómo fue la presencia de formalismos en la lingüística en Brasil durante las décadas de 1960-1970? Esta pregunta lleva a los objetivos del análisis: (i) caracterizar lingüísticas formalistas en la lingüística brasileña; (ii) delimitar directrices y alcances científicos de estos formalismos; (iii) identificar procesos sociales de institucionalización de dichas lingüísticas. El corpus está compuesto por (a) artículos de revistas, textos de boletines científicos, reseñas, libros y capítulos de reseña histórica; (b) tesis y disertaciones; (c) manuales; d) documentos oficiales; (e) testimonios, entrevistas. Este material se seleccionó y se analizó en tres fases: 1ª) heurística: definición de periodización y selección/tratamiento del corpus; 2ª) hermenéutica: establecimiento de directrices para el análisis; 3ª) expositiva: presentación de resultados en una narrativa historiográfica. En los años 1960-1970, la lingüística brasileña fue en gran medida una lingüística del dominio de las estructuras mediante la adopción de un instrumental metodológico que identificaba regularidades sistemáticas (en diferentes niveles que evidenciaban la naturaleza estructural de las lenguas) y ofreció apoyo para retóricas de defensa de posicionamientos científicos. Esta caracterización histórica se defiende en este artículo.

Resumo Delimitado teoricamente à Historiografia Linguística, este artigo responde ao seguinte questionamento: como foi a presença de formalismos na linguística no Brasil das décadas de 1960-1970? Essa pergunta conduz aos objetivos da análise: (i) caracterizar linguísticas formalistas na linguística brasileira; (ii) delimitar diretrizes e alcances científicos desses formalismos; (iii) identificar processos sociais de institucionalização dessas linguísticas. O corpus é composto de (a) artigos de periódicos, textos de boletins científicos, resenhas, livros e capítulos de revisão histórica; (b) teses e dissertações; (c) manuais; (d) documentos oficiais; (e) depoimentos, entrevistas. Esse material foi selecionado e analisado em três fases: 1ª.) heurística: definição da periodização, seleção/tratamento do corpus; 2ª.) hermenêutica: estabelecimento de diretrizes para a análise; 3ª.) expositiva: apresentação de resultados em uma narrativa historiográfica. Nos anos 1960-1970, a linguística brasileira foi em grande parte uma linguística do domínio das estruturas por meio da adoção de instrumental metodológico que identificava regularidades sistemáticas (em diferentes níveis que evidenciavam a natureza estrutural das línguas) e oferecia suporte para retóricas de defesa de posicionamentos científicos. Essa caracterização histórica é defendida neste artigo.

Abstract The objective of this study was to develop and evaluate the application of computerized programming to teach how to study expository texts. Principles of programmed instruction were used, and different target behaviors were focused on: inspecting the text, locating and highlighting important information, paraphrasing, building schemes, and conceptual maps, and elaborating questions on the topic. The activities were designed and carried out using Google Forms, Socrative, and Wordwall applications. Nine students from the 3rd to the 6th year of elementary school, from public and private schools, participated in this study. Participation was online and remote. The results showed an improvement in the performance of the participants in seven of the ten selected objectives for evaluation. In conclusion, it is possible to teach how to study expository texts through programmed instruction based on a clear description of the objectives involved in this repertoire. used text information paraphrasing schemes maps topic Forms Socrative applications rd th school schools remote evaluation conclusion repertoire

Resumo O objetivo do estudo foi avaliar a aplicação de uma programação informatizada para ensinar a estudar textos didáticos. Utilizando princípios para a elaboração do ensino programado, teve-se como foco diferentes comportamentos-alvo: inspecionar o texto, localizar e grifar informações importantes, parafrasear, construir esquemas e mapas conceituais, e elaborar questões sobre o tema. As atividades foram elaboradas e realizadas utilizando os aplicativos Google Forms, Socrative e Wordwall. Participaram desse estudo nove estudantes do 3o ao 6o ano do ensino fundamental, de escolas públicas e privadas. A participação foi online e remota. Os resultados apontaram melhora no desempenho dos participantes em sete dos dez comportamentos selecionados para avaliação. Conclui-se que é possível ensinar comportamentos de estudo de textos didáticos por meio de uma programação de ensino a partir da descrição clara dos objetivos envolvidos neste repertório. programado tevese teve se comportamentosalvo alvo comportamentos-alvo texto importantes parafrasear conceituais tema Forms Wordwall fundamental privadas remota avaliação Concluise Conclui repertório

Resumo Neste estudo, analisamos as conversas e interações de famílias em visita ao Museu da Natureza, no estado do Piauí, Brasil, para a compreensão da construção de significados. Participaram do estudo sete grupos de famílias, totalizando 21 sujeitos. As visitas foram gravadas com o uso de uma câmera GoPro presa a um suporte elástico em forma de colete na altura do peito, para gravação de imagens e sons em uma perspectiva de primeira pessoa. O material audiovisual foi analisado no software Dedoose. Resultados evidenciam que as famílias interagiram como aprendizes autônomos, criando significados, continuamente, a partir de sua experiência com a exposição. As conversas sobre ciência e experiências anteriores favoreceram a construção, conexão e compreensão do processo de conhecimento científico. Identificamos que a leitura auxiliou no entendimento dos temas expositivos e as estratégias corporais, como gestos, foram complementares, enriquecendo as formas de comunicação do grupo para a construção de significados. Natureza Piauí Brasil significados 2 sujeitos peito pessoa Dedoose autônomos continuamente exposição científico corporais gestos complementares

Abstract In this study, we examine the conversations and interactions of families visiting the Museum of Nature (Piaui, Brazil) to understand the meaning-making process. Seven groups of families participated in the study, with a total of 21 subjects. The visits were recorded with a GoPro camera attached to an elastic vest-shaped support at chest height. The audiovisual material was analyzed using Dedoose software. Our results show that families interacted as autonomous learners, creating meaning from their experience with the exhibition. Conversations about science and previous experiences helped people build, connect, and understand the process of scientific knowledge. In addition, we found that reading helped to understand the expository themes, and bodily strategies, such as gestures, complemented and enriched the group's forms of communication for meaning-making. study Piaui, Piaui (Piaui Brazil meaningmaking making 2 subjects vestshaped vest shaped height software learners exhibition build connect knowledge addition themes strategies gestures group s meaningmaking. making.

The paper explores distinctive ways in which Kopano Matlwa's novel Evening Primrose (2018) employs continuities and discontinuities between surface-level literary expression and underlying identity and cultural literacy. It is a desktop study centred on Kopano Matlwa's novel Evening Primrose (2018) as a primary text, as well as of secondary expository texts for theoretical and earlier literary commentary that constitute the article's conceptual matrix. I demonstrate how the author's thematic manoeuvring challenges notions of determinist culture and official mapping as fixed, as well as espouse conceptions of globalism that accommodate identity and cultural heterogeneity. As I discuss stylistic dimensions of the narrative from the vantage point of the theory of ecocriticism, I include the tenets of Es'kia Mphahlele's concept of African humanism as well as the concepts of 'borderland', 'code-switching' and 'integration literacy'. My findings have led to the conclusion that the novelist's discourses are encoded in the texture of the novel in ways that portray the South African post-apartheid milieu as informed by an intricate intersection of distinctive identity and cultural literacies that the various characters display. My scrutiny of the environment-adoptive cognitive processes in the mind of Matlwa's characters has led to a novel analogy between integration identity and cultural literacy and unitary grammar, reached psycholinguistically through code-switching. CONTRIBUTION: This study provides new insights into how the novelist Kopano Matlwa employs literary discourse uniquely to explore South Africa's post-apartheid, evolving social psyche in ways that diagnostically assert alternative cultural identity intersections, readings and articulation. The paper plumbs beneath surface-level characterisation to externalise how key character categories of the novel under discussion do practicalise the potency of the post-apartheid context to forge a composite heterogeneity of cohabiting and mutually respecting cultures that have entered it. In novel ways, the theoretical matrix applied in the analysis of the novel galvanises a recognition of commonalities hitherto unidentified, mainly between tenets of originally Eurocentric ecocriticism and those of an Afrocentric African humanism. I compare the characters' successful creation of new cultural literacies, integrated with a new environment, to a successful integration of unitary grammar related to the linguistic process of code-switching. In this way, a new kind of relationship is projected between literary analysis and language learning.

BACKGROUND: Although the reading of science texts has been reported for high school learners, there is not much research on how younger learners engage with expository texts and how they develop academic language skills. In the instance of this study, the topic came from the curriculum content about animal reproduction AIM: The study from which this article emanated aimed to explore how a sample of learners engaged with a short text, which required cohesive reading and some background knowledge and vocabulary SETTING: This study was conducted in a suburban school where the learners use English as a second language METHODS: A sample (n = 25) was randomly selected from five Grade 4 classes. Their reading comprehension of a custom-designed test was assessed, along with their writing competence in their responses to content questions as well as their drawings. The data were analysed in a typical content analysis modality RESULTS: This study showed that the learners do not apply inferencing skills and do not read cohesively across sentences and paragraphs and that their vocabulary and prior knowledge of animal reproduction is limited CONCLUSION: The urgent need for the development of academic language skills in the early grades is foregrounded in this article, arguing that it can be infused in subjects across the curriculum of the early grades CONTRIBUTION: The task can be used by teachers and by researchers who may wish to replicate the study

Resumen La comprensión de textos es una habilidad compleja que se aprende a lo largo de la vida, requiere enseñanza explícita y es central en la escuela por su potencial epistémico. En este trabajo se presenta una revisión sistemática de propuestas destinadas a enseñar a comprender textos a estudiantes hispanohablantes de nivel secundario, en el contexto iberoamericano en el período 2012-2022. Se localizaron 14 estudios que cumplieron con los criterios de inclusión y que refieren a 12 propuestas de enseñanza. Se identificaron distintas actividades y se encontró que las más frecuentes promueven las habilidades de jerarquización de la información y de generación de inferencias. Además, se observó que en la mayoría de las propuestas se combinan actividades orientadas al desarrollo de habilidades cognitivas y metacognitivas, se trabaja con textos expositivos, y las secuencias didácticas se suelen estructurar en torno a la enseñanza explícita de estrategias de comprensión. Teniendo en cuenta que las propuestas revisadas tienden a implementarse al comienzo de la escolaridad secundaria, y que en solo tres casos el desarrollo de prácticas de lectura se combina con la enseñanza de contenidos curriculares, la presente revisión pone en evidencia que se requieren estudios que promuevan el abordaje de la comprensión de textos en conjunto con la enseñanza de los contenidos propios de las distintas asignaturas, en especial en los últimos años de la escuela secundaria.

Abstract Reading comprehension is a complex skill learned throughout life, it requires explicit teaching, and it is central at school because of its epistemic potential. This paper presents a systematic review of proposals aimed at teaching reading comprehension to Spanish-speaking secondary school students in the Ibero-American context in the period 2012-2022. Fourteen studies were located that met the inclusion criteria and allowed us to identify 12 teaching proposals. Among the different activities identified, the most frequent ones are those that promote the skills of hierarchizing information and generating inferences. Additionally, most proposals combine activities aimed at developing cognitive and metacognitive skills and work with expository texts. The teaching sequences are usually structured around the explicit teaching of reading strategies. Considering that the reviewed proposals tend to be implemented at the beginning of secondary school and that the development of reading practices is embedded in the teaching of curricular contents only in three cases, this review highlights the need for studies that promote reading comprehension in conjunction with the teaching of different subjects, especially in the final years of secondary school.

Resumo A compreensão de textos é uma habilidade complexa que é aprendida ao longo da vida, requer instrução explícita e é central para a escola por causa de seu potencial epistêmico. Este artigo apresenta uma revisão sistemática das propostas destinadas a ensinar a compreensão de textos aos estudantes falantes de espanhol do ensino médio no contexto ibero-americano no período de 2012 a 2022. Foram localizados 14 estudos que preenchiam os critérios de inclusão e permitiram identificar 12 propostas de ensino. Foram identificadas também diferentes atividades, e constatou-se que as mais frequentes promovem a capacidade de hierarquizar informações e gerar inferências. Além disso, observou-se que a maioria das propostas combina atividades destinadas a desenvolver habilidades cognitivas e metacognitivas, trabalho com textos expositivos, e as sequências didáticas costumam ser estruturadas em torno do ensino explícito de estratégias de compreensão. Considerando que as propostas analisadas tendem a ser implementadas no início do ensino médio e que em somente três casos o desenvolvimento de práticas de leitura aparece junto com o ensino do conteúdo curricular, esta revisão mostra que são necessários estudos que promovam a abordagem da compreensão de texto em conjunto com o ensino do conteúdo das diferentes disciplinas, especialmente nos últimos anos do ensino médio.

ABSTRACT It is recognized that the recreational activities used in the teaching-learning process contribute to the motivation and desire to learn in children. The objective of the research is to develop a methodological strategy to promote interculturality with the use of recreational activities. A quantitative approach is presented, of the correlational, experimental and longitudinal type and is based on applying theoretical research methods in the search for regularities and good practices in Ecuadorian conditions and a diagnosis in which empirical methods are used. A methodological strategy based on gamification is proposed for the development of interculturality and its effectiveness is verified by applying the Net Promoters Index to the participating teachers and subsequently, a verification is proposed for the students that evaluates the results and allow for continuous improvement. The proposal guarantees the development of interculturality (Montubia Culture) based on the use of gamification and the achievement of significant learning by incorporating autonomous learning, the use of technologies, promoting teamwork and the development of field research, conceive evaluation as learning and the development of expository skills.

RESUMEN Se reconoce que las actividades lúdicas utilizadas en el proceso de enseñanza- aprendizaje contribuyen a la motivación y el deseo de aprender en los niños. El objetivo de la investigación consiste en desarrollar una estrategia metodológica para fomentar la interculturalidad con el uso de actividades lúdicas. Se presenta un enfoque cuantitativo, del tipo correlacional, experimental y longitudinal y se parte de aplicar métodos teóricos de investigación en la búsqueda de regularidades y buenas prácticas en las condiciones ecuatorianas y de un diagnóstico en el que se emplean métodos empíricos. Se propone una estrategia metodológica sustentada en la gamificación para el desarrollo de la interculturalidad y se comprueba su efectividad por medio de la aplicación a los docentes participantes del Índice de Promotores Netos y posteriormente, se propone, una comprobación a los estudiantes que evalúe los resultados y permita la mejora continua. La propuesta garantiza el desarrollo de la interculturalidad (Cultura Montubia) basada en el uso de la gamificación y el logro de aprendizajes significativos al incorporar el aprendizaje autónomo, el uso de las tecnologías, fomentar el trabajo en equipo y el desarrollo de investigaciones de campo, concebir la evaluación como aprendizaje y el desarrollo de habilidades expositivas.

Abstract This article brings an expository study, through the technique of bibliographic review and case study, between the Criminal Justice system of Indigenous Peoples in Brazil and the United States of America, based on the analysis of legislation and case law in both countries, backed by specialized literature. From the theoretical matrix of legal pluralism, the study focuses on the rules of competence for the exercise of criminal jurisdiction, on how the Courts interpret and apply these rules and how these impacts on the recognition of self-determination of these peoples. Finally, considering that in the United States, the recognition of the right to self-determination is more consolidated, with the effective management of resources destined to public policies, for example, it is possible to point out an evolutionary parameter for the Brazilian criminal justice system. This is because Brazilian law not only disregards the right of indigenous peoples to resolve their own conflicts, but when administering justice, the Courts often violate the human rights of the accused, based on an assimilationist view outdated by the 1988 Constitution and international law. America countries literature pluralism jurisdiction selfdetermination self determination Finally consolidated policies example conflicts accused 198 19 1

Resumo Este artigo apresenta um estudo expositivo, por meio da técnica de revisão bibliográfica e estudo de caso, entre o sistema de Justiça Criminal dos Povos Indígenas no Brasil e nos Estados Unidos da América, a partir da análise de legislação e jurisprudência dos dois países, amparada em literatura especializada. A partir da matriz teórica do pluralismo jurídico, o estudo foca nas regras de competência para o exercício da jurisdição criminal, na forma como os Tribunais interpretam e aplicam essas regras e em como isso impacta no reconhecimento da autodeterminação desses povos. Por fim, considerando que nos Estados Unidos, o reconhecimento do direito à autodeterminação se apresenta mais consolidado, com a efetiva gestão de recursos destinados a políticas públicas, por exemplo, é possível se apontar um parâmetro de reflexão para o sistema de justiça criminal brasileiro. Isso porque, o direito brasileiro não apenas desconsidera o direito dos povos indígenas de solucionar seus próprios conflitos, como, ao administrar justiça, os Tribunais frequentemente violam direitos humanos dos acusados, a partir de uma visão assimilacionista ultrapassada pela Constituição de 1988 e pelo direito internacional. expositivo caso América países especializada jurídico fim consolidado públicas exemplo porque conflitos acusados 198 internacional 19 1

Resumen El objetivo general consistió en conocer la relación entre evaluación, educación y creatividad en estudiantes de la Escuela de Bachilleres Venustiano Carranza de la Universidad Autónoma de Coahuila. La metodología que se utilizó fue cuantitativa, que alude a la frecuencia relativa a partir del instrumento que contiene variables numéricas para procesarlas usando métodos estadísticos; cualitativa, que se ve reflejada en la integración de aportaciones y contribuciones de cada eje de la investigación; transeccional, puesto que es una investigación que recopila datos en un momento único; expositiva, ya que describe y explica lo que subyace en el fenómeno y correlacional e integracional, por definir las relaciones existentes y denota la relevancia entre los factores del fenómeno de estudio, por tales razones, se orienta al desarrollo original, ya que destaca estructuras subyacentes referentes a las temáticas. Las respuestas se alcanzaron con un instrumento de tipo numérico conformado por 158 variables en escala centesimal de razón. La muestra se integró por 150 sujetos, para ello, se empleó un muestro no probabilístico mediante la estrategia por conveniencia. Los análisis de los datos fueron: caracterización, correlación, comparación e integracional. Los principales hallazgos se desarrollaron a través del procesamiento estadístico factorial, del cual se desprende el paradigma propuesto que señala que la evaluación tiene un papel fundamental en la formación, la cual es necesaria para planificar de manera integral y cuidando promover aspectos cuantitativos y cualitativos, ya que estos buscan fortalecer la calidad educativa, así como la autenticidad del ser. Con ello se muestra un desarrollo pleno del individuo en actividades extracurriculares que impactan la calidad de vida y el medio ambiente. Las conclusiones destacadas indican que la educación en modalidad virtual es el eje central por el cual el estudiantado explota al máximo esplendor sus habilidades creativas; además, el cumplimiento de metas académicas del estudiantado reside en la aplicación de evaluaciones de carácter cuantitativo, que serán un pilar clave para fomentar una conducta responsable. Finalmente, la diversidad de enfoques pedagógicos en el diseño curricular coadyuva a la transformación del campo productivo, a partir de procesos educativos que detonen actitudes de reflexión.

Abstract The general objective of the research consisted of knowing the relationship between evaluation, education, and creativity in students of the Venustiano Carranza High School, of the Autonomous University of Coahuila. The methodology used was quantitative, which refers to the relative frequency from the instrument that contains numerical variables to process them using statistical methods. Likewise, the authors used the qualitative methodology, reflected in the integration of contributions of each axis of the investigation. For its part, thanks to the choice of a transactional methodology, this research collected data in a single moment. An expository methodology was also employed, through which the underlying phenomenon was described and explained. Regarding the correlational and integrational methodology, the authors used it to define the existing relationships and denote the relevance between the factors of the study phenomenon. For these reasons, it is oriented to the original development since it highlights referent underlying structures related to the themes. The answers were reached with a numerical type instrument made up of 158 variables on a centesimal ratio scale. Regarding the answers, these were reached with a numerical instrument made up of 158 variables in a centesimal ratio scale. The sample was integrated by 150 subjects; for which a non-probabilistic sample was used using the convenience strategy. The data analysis were frequencies and percentages, characterization, correlation, comparison, and integration. The main findings were developed through factorial statistical processing from which the proposed paradigm emerges, which indicates that evaluation has a fundamental role in training, which is necessary to plan comprehensively, taking care to promote quantitative and qualitative aspects, since they seek to strengthen the educational quality, as well as the authenticity of the being, and with this, full development of the individual is shown in extracurricular activities that impact the quality of life and the environment. The outstanding conclusions indicate that virtual education is the central axis by which the students exploit their creative abilities to the maximum splendor. In addition, the fulfillment of the student's academic goals lies in the application of quantitative evaluations, which will be a key pillar to promote responsible behavior, finally, the diversity of pedagogical approaches in curricular design contributes to the transformation of the productive field, based on educational processes that trigger attitudes of reflection.

Abstract In Mexico City, Natural Protected Areas are constantly threatened by urban sprawl, they are ideal spaces for environmental education and the formation of eco-citizenship; however, there is a lack of research regarding workshops in these areas. Through an ethnographical approach, participant observation and open interviews, the objective of this study was to characterize the issues, the way they were addressed, and the benefits of an environmental education workshop aimed at citizens who visited Cerro de la Estrella; with the goal to support the development of environmental education in these areas. At the workshop, the topics were such as ecosystem services, composting, and reforestation, among others. Eight categories of analysis, ordered into two classifications (themes and logistics of the workshop), are discussed. The study concludes that, although the workshops are a step towards eco-citizenship (a citizenship committed to nature) development, it was conducted from a limited vision of education, as an information and norms transmission method, which is why most of the sessions were expository and prescriptivist. A more critical view is needed, to reevaluate other theoretical frameworks, as well as environmental education official programs and strategies, accomplish interdisciplinary work, and pay attention to other theoretical contributions such as meta-citizenships and comunagogy (proposals based on community pedagogies), as well as improving employment conditions for environmental educators.

Resumen En la Ciudad de México, las Áreas Naturales Protegidas son amenazadas constantemente por la mancha urbana. Constituyen espacios ideales para la educación ambiental y la formación de ecociudadanía; sin embargo, poco se ha investigado sobre los talleres que se imparten en estas. Con un enfoque etnográfico, apoyado en la observación participante y entrevistas abiertas, este trabajo tiene como objetivo caracterizar las temáticas impartidas, la forma en que se abordaron y los beneficios de un taller de educación ambiental dirigido a las personas que visitan el cerro de la Estrella, con el fin de apoyar el desarrollo de la educación ambiental en estas áreas. En el taller se abordaron temas como servicios ecosistémicos, compostaje, reforestación, entre otros. Se discuten ocho categorías de análisis ordenadas en dos clasificaciones: temáticas y logística del taller. Se concluye que, si bien los talleres son un paso en la formación de la ecociudadanía (una ciudadanía comprometida con la naturaleza), partieron de una visión limitada de la educación, al verla como mera transmisión de normas e información, por lo que la mayoría de las sesiones fueron expositivas y prescriptivas. Es necesaria una mirada crítica, otros marcos teóricos, así como programas y estrategias oficiales de educación ambiental. De igual manera, se debe realizar trabajo interdisciplinario y prestar atención a otras aportaciones teóricas como las metaciudadanías y la comunagogía (propuesta basada en las pedagogías comunitarias), además de mejorar las condiciones de empleo para las(os) educadoras(es) ambientales.