Résumé Dans cet article, l'accent est mis sur la constitution de l'école maternelle rattachée à l'Escola Normal de Brasília (ENB) pour les pratiques engendrées par les enseignants dans les années 1970. Depuis 1966, il est possible de trouver mention de la construction de l'Escola Normal de Brasília. dans le journal Correio Braziliense, soulignant l'existence d'une garderie, d'un jardin d'enfants et d'une crèche. Ces espaces sont peu connus à travers les études qui se sont concentrées sur l'histoire de l'éducation à Brasilia depuis la constitution de la capitale en 1960. À travers la comparaison des publications scientifiques, du point de vue de l'Histoire culturelle, et des documents officiels, des informations dans les journaux, et des traces de pratiques qui apparaissent également dans les cahiers des enfants inscrits dans cette école maternelle, il est possible de signaler un dialogue entre les pratiques pédagogiques de l'école maternelle ENB et celles qui circulaient dans les manuels destinés aux enseignants du préscolaire au cours de cette période.

Abstract In this article, the focus turns to the constitution of the Kindergarten attached to the Escola Normal de Brasília (ENB) for the practices engendered by the teachers in the 1970s. Since 1966, it has been possible to find mention of the construction of the Escola Normal de Brasília in the newspaper Correio Braziliense, pointing out the existence of a daycare center, a kindergarten, and a nursery unit. Little is known about these spaces from studies that have focused on the history of education in Brasília since the capital's constitution in 1960. Through the comparison of scientific publications, from the perspective of Cultural History, official documents, news in the newspaper, and traces of practices that also appear in notebooks of children who were enrolled in this kindergarten, it is possible to point out a dialogue between teaching practices in the kindergarten of ENB and those that circulated in manuals aimed at pre-school teachers during the period.

Resumo Neste artigo o foco se volta para a constituição do Jardim de Infância anexo à Escola Normal de Brasília (ENB) para as práticas engendradas pelas professoras, na década de 1970. Desde 1966 é possível encontrar a menção da construção da Escola Normal de Brasília no jornal Correio Braziliense, apontando a existência de uma creche, um jardim de infância e uma unidade maternal. Pouco se sabe sobre esses espaços pelos estudos que se voltaram para a história da educação em Brasília desde a constituição da capital, em 1960. Por meio do cotejamento de publicações científicas, pela perspectiva da Histórica Cultural, e documentos oficiais, notícias no jornal, e vestígios de práticas que também comparecem em cadernos de crianças que estiveram matriculadas nesse jardim, é possível apontar um diálogo entre as práticas docentes no Jardim de Infância da ENB e as que circulavam em manuais voltados para professoras do pré-escolar durante o período.

Resumen En este artículo la atención se centra en la creación del Jardín de Infantes adscrito a la Escuela Normal de Brasilia (ENB) para las prácticas engendradas por los profesores en la década de 1970. Desde 1966, es posible encontrar menciones a la construcción de la Escuela Normal de Brasilia en el periódico Correio Braziliense, señalando la existencia de una guardería, un jardín de infantes y una unidad de guardería. Poco se sabe sobre estos espacios a partir de estudios que se centraron en la historia de la educación en Brasilia desde la constitución de la capital en 1960. Al comparar publicaciones científicas, desde la perspectiva de la Historia Cultural, y documentos oficiales, noticias en el periódico y rastros de prácticas que también aparecen en los cuadernos de los niños que estuvieron inscritos en este jardín, es posible señalar un diálogo entre las prácticas docentes en el Jardín de la ENB y los que circularon en manuales dirigidos a docentes de preescolar durante el período.

RESUMEN El insuficiente aprovechamiento de la enseñanza de la historia social como contribución al desarrollo turístico y territorial en la provincia de Esmeraldas, limita a que la pertinencia social sea parte del proceso de formación en la Universidad Técnica Luis Vargas Torres. En consonancia, este artículo tiene como objetivo proponer actividades docentes, como parte de la enseñanza de la historia social, para contribuir al conocimiento de las potencialidades turísticas que poseen los esmeraldeños. Se utilizaron métodos como el análisis-síntesis, el análisis de contenido y la revisión de documentos. Los resultados sirven como premisa para una formación universitaria socialmente más pertinente.

ABSTRACT The insufficient use of the teaching of social history as a contribution to tourism and territorial development in the province of Esmeraldas, limits social relevance to being part of the training process at the Luis Vargas Torres Technical University. Accordingly, this article aims to propose teaching activities, as part of the teaching of social history, to contribute to the knowledge of the tourist potentialities that the people of Esmeraldas have. Methods such as analysis-synthesis, content analysis and document review were used. The results serve as a premise for a more socially relevant university education.

RESUMEN El presente artículo versa sobre la Historia de la educación médica superior en Matanzas, un libro escrito por un colectivo de autores de la Universidad de Ciencias Médicas de Matanzas, para promover el conocimiento de la cultura de la profesión y la identidad como parte esencial de la memoria histórica. Es la primera obra que sintetiza información inédita y valiosa, a partir de manuscritos, mimeografiados, impresos y digitales, que facilitan la periodización y sistematización de los elementos más importantes del devenir histórico de la educación médica en la provincia de Matanzas. Los autores se inspiraron en las personalidades e instituciones más importantes, como parte de su reconocimiento a tan noble labor de formar a quienes cuidan y salvan vidas. El volumen puede ser utilizado en la docencia en los niveles de pregrado y posgrado, ya que incide de manera significativa en la cultura integral del estudiante, contribuyendo a la formación de valores y a la preservación de la memoria histórica. Sería de interés y utilidad para los especialistas y profesionales que intervienen en la formación del capital humano en salud, no solo de Matanzas, sino también para otros del resto del país y foráneos, que desarrollen la docencia/investigación/extensión en el ámbito de la pedagogía y la educación, con énfasis en la educación médica superior, así como para los estudiosos de la historia y el desarrollo local.

ABSTRACT This article is about History of higher medical education in Matanzas, written by a group of authors from the Matanzas University of Medical Sciences, to promote knowledge of the culture of the profession and identity as an essential part of historical memory. It is the first work that synthesizes unpublished and valuable information, from mimeographed, printed and digital manuscripts, which facilitate the periodization and systematization of the most important elements of the historical evolution of medical education in the province of Matanzas. The authors have been inspired by the most prominent personalities and institutions in the field thus recognizing the work of those with such a noble profession who teach people that care and save lives. The work can be used in teaching at the undergraduate and postgraduate levels, since its content significantly affects the comprehensive cultural training of the student, history and local development, contributing to the formation of values and the preservation of historical memory. It would be of interest and usefulness for all specialists and professionals involved in the formation of human capital in Health in the province of Matanzas, as well as other specialists and professionals in Cuba and abroad, who develop Teaching/Research/Extension in the field of Pedagogy and Education, with an emphasis on Higher Medical Education, as well as scholars of local history.

Die doel van hierdie artikel is om die 2023-matriekeksamenresultate te gebruik ter beligting van die situasie betreffende moedertaalonderwys en onderwys vir veeltaligheid in Suid-Afrika. Die artikel begin met 'n beskrywing van die maatskaplik-kontekstuele en onderwysstelsel-kontekstuele raamwerk van tale in die onderwysstelsel in Suid-Afrika. Terwyl dit bemoedigend is dat die Suid-Afrikaanse onderwysstelsel ruim voorsiening maak vir die bestudering van tale, is die rekord van die onderwysstelsel die afgelope dekades, wat betref die bemagtiging van die amptelike tale as voertale in die onderwys, nie goed nie. In 2023 het 48 385 kandidate die matriekeksamen in die vak Afrikaans Huistaal afgelê. Hierdie getal het die afgelope vyfjaar gegroei. Terselfdertyd blyk dit dat 'n substansiële getal Afrikaans Eerstetaal-leerders asook eerstetaalsprekers van die ander inheemse tale, eksamen ook in die vak Engels Huistaal afgelê het. Die getal matriekeksamenkandidate wat die eksamen in die vak Afrikaans Eerste Addisionele Taal afgelê het, is eweneens bemoedigend, en het die afgelope vyf jaar beduidend toegeneem, vanaf 83 889 in 2018 tot 97 654 in 2023. Dit blyk dat slegs Engels en Afrikaans, as vakke by wyse van Afrikaans Huistaal, Afrikaans Eerste Addisionele Taal, Engels Huistaal, en Engels Eerste Addisionele Taal, die totale beeld van die onderrig van die amptelike tale (en alle tale) in die Suid-Afrikaanse onderwysstelsel vervat, en geen van die ander amptelike tale as vakke nie. Die bestudering van die inheemse amptelike tale anders as Afrikaans, blyk dus nog nie pos te gevat het in die Suid-Afrikaanse onderwys-stelsel nie. Ten slotte word enkele aanbevelings ten opsigte van onderwyspraktykverbetering ten aansien van die aanbod van die ander inheemse amptelike tale gemaak.

Hitherto the scholarly as well as the public discourse on the issue of language in education has largely evolved around the use of Afrikaans as language of learning and teaching. This article is an attempt to expand the discourse into three directions. The first is to include the other official languages as well in the discourse, secondly to consider not only the issue of language of learning and teaching, but also the study of the languages as subjects, and thirdly to take a system-wide view of the education system, assessing the extent to which the entire system is conducive to mother tongue education and to the promotion of multilingualism. The attempt is offered out of the belief that firstly, one of the preconditions for the empowerment and elevation of the official languages in South Africa to languages of learning and teaching, is the study of these languages as school subjects; and secondly out of the belief that the education sector in South Africa has a pivotal role to play in the promotion and realisation of multilingualism in South Africa. The study analyses the 2023 matric examination results, as these present a valuable perspective on these topics. The article commences with an overview of the societal-contextual and education system-contextual framework of languages in the education system of South Africa. While the desirability of education through the medium of the mother tongue has been indisputably argued, the choice or availability of language(s) of learning in teaching in any education system depends on a number of factors, including the official language of the national jurisdiction of the particular education system, and historical inertia. The teaching and learning of languages throughout history have occupied an important place in school curricula. Typically 25 percent of curricula time of national education systems is allocated to the study of the official language or mother tongue, and eight percent to the study of additional or foreign languages. With regard to which languages are selected for school curricula, the image of a set of concentric circles can be used. From the inside outwardly these circles denote the following: home language(s), official language(s), regional languages, world languages, and other indigenous languages. To commence with mother tongue as language of learning and teaching, despite the most congenial of constitutional guarantees and the most lofty policy statements, after thirty years since the dawn of the current socio-political dispensation, there is little evidence of the empowerment of the indigenous official languages as language of learning and teaching in education instutions. To aggravate matters, in the case of Afrikaans a trend to downscale the language as language of learning and teaching is evident, and it is difficult not to suspect animosity from government to phase out Afrikaans as language of learning and teaching. For the study of languages as subjects, it is heartening that copious space has been made available in prescribed school curricula, right up to matric level. For the National Senior Certificate (matriculation examination) at the end of Grade 12, learners are required to offer seven subjects, of which four are compulsory. The four compulsory subjects are two of the official languages (one Home Language and one First Additional Language), Mathematics or Mathematics Literacy, and Life Orientation. Furthermore, learners are required to offer three subjects, out of a list of 25 approved subjects. A maximum of two additional languages may be included in these three subjects. The 2023 matric examinations were taken in 28 languages, at all three levels namely Home Language, First Additional Language, and Second Additional Language. In the 2023 matric examination 48 385 learners completed the examination for the subject Afrikaans Home Language. This number has been growing the past five years. In the same year, 12 7 623 learners completed the examination for the subject English Home Language. It seems as ifsubstantial numbers of Afrikaansfirst language speakers as well as first language speakers from the other indigenous language groups, completed the English Home Language examination. The number of matric examination candidates who took the language in Afrikaans as First Additional Language too is encouraging, and furthermore, the past five years this number has increased from 83 889 in 2018 to 9 7 654 in 2023. It appears that the picture of Afrikaans Home Language and Afrikaans Additional Language, English Home Language and English First Additional Language, and the other official languages as Home Languages, encompasses to a large extent the total image of the teaching and learning of the official languages in the South African education system. The study of the indigenous languages other than Afrikaans has not gained noteworthy traction in the South African education system the past thirty years. While the numbers of candidates who sat for the 2023 matric examination in the subjects Afrikaans Home Language and Afrikaans First and Second Additional Language, are heartening, it is for those having the interest of the Afrikaans language at heart still no reason to resign to unqualified self-complacency. In conclusion some recommendations for the improvement of practice are made.

Resumo: Apresenta-se uma análise bibliométrica baseada em artigos de pesquisa publicados entre 2010 e 2022 para responder à pergunta: Como são organizados os conteúdos de ensino nas ciências naturais e quais são seus fundamentos teóricos e metodológicos? A busca foi realizada nas bases de dados SciELO, Dialnet, Scopus, ProQuest e no motor de busca Google Scholar, utilizando as seguintes palavras-chave: sequências de ensino e aprendizagem, sequência de ensino, sequência de aprendizagem, proposta didática, proposta de ensino, estratégia didática, unidade didática, sequência didática, experiência de sala de aula, projeto de aula, sistema didático e ciências naturais (biologia, física, química, astronomia e geologia). Foram encontrados 85 artigos, para cuja análise foram estabelecidas três categorias: 1) características gerais dos artigos, 2) natureza das experiências propostas e 3) elementos mediadores na construção. Foi estabelecido que os sistemas de organização de conteúdo mais comumente implementados são "sequência de ensino e aprendizagem", "sequência didática" e "unidade didática", e foi observado que os docentes estão começando a considerar os contextos e as realidades dos alunos, tanto em termos de conteúdo quanto de estratégias. Também foram estabelecidos elementos importantes para os docentes na elaboração da organização do conteúdo: a história da ciência, as habilidades cognitivo-linguísticas, as novas tecnologias informáticas e a avaliação

Abstract: This paper presents a bibliometric analysis based on research studies published between 2010 and 2022 to address the question: How are the contents of natural sciences teaching organized, and what are their theoretical and methodological foundations? The search was conducted in the SciELO, Dialnet, Scopus, ProQuest, and Google Scholar databases using the following keywords: teaching and learning sequences, teaching sequence, learning sequence, didactic proposal, teaching proposal, didactic strategy, didactic unit, didactic sequence, classroom experience, classroom project, didactic system, and natural sciences (biology, physics, chemistry, astronomy, and geology). A total of 85 articles were found and analyzed according to three categories: 1) general characteristics of the articles, 2) the nature of the proposed experiences, and 3) mediating elements in the construction. The study established that the most commonly implemented content organization systems are "teaching and learning sequence," "didactic sequence," and "didactic unit." It was also observed that teachers are increasingly considering the contexts and realities of students in both content and strategies. Additionally, important elements were identified for teachers when designing content organization, including the history of sciences, cognitive-linguistic skills, new information technologies, and evaluation

Resumen: Se presenta un análisis bibliométrico realizado con base en trabajos de investigación publicados entre el año 2010 y 2022 para responder a la pregunta: ¿Cómo se organizan los contenidos objeto de enseñanza en las ciencias naturales y en qué se fundamentan teórica y metodológicamente? La búsqueda se hizo en las bases de datos SciELO, Dialnet, Scopus, ProQuest y el buscador Google Académico usando las siguientes palabras clave: secuencias de enseñanza y aprendizaje, secuencia de enseñanza, secuencia de aprendizaje, propuesta didáctica, propuesta de enseñanza, estrategia didáctica, unidad didáctica, secuencia didáctica, experiencia de aula, proyecto de aula, sistema didáctico y ciencias naturales (biología, física, química, astronomía y geología). Se encontraron 85 artículos para cuyo análisis se establecieron tres categorías: 1) características generales de los artículos, 2) naturaleza de las experiencias planteadas y 3) elementos mediadores en la construcción. Se estableció que los sistemas de organización de contenidos mayormente implementados son “secuencia de enseñanza y aprendizaje”, “secuencia didáctica” y “unidad didáctica” y se observó que los docentes comienzan a considerar los contextos y realidades del estudiantado, tanto en contenidos como en estrategias. También se establecieron elementos importantes para los docentes a la hora de diseñar una organización de contenidos: la historia de las ciencias, las habilidades cognitivo-lingüísticas, las nuevas tecnologías informáticas y la evaluación

Game-Based Learning (GBL) is increasingly recognised for its ability to enhance educational outcomes through interactive and immersive experiences. However, there is limited empirical data on its effectiveness in promoting historical thinking and Self-Directed Learning (SDL), particularly in history education. This study examines the impact of the Dogs of War (DoW) card game on historical thinking skills and SDL among history student teachers. It also explores the potential of GBL to enhance history teaching by fostering critical analysis skills. A qualitative research approach was employed, analysing playtest sessions with 15 history education students who played DoW. An open survey collected participants' experiences, focusing on the game's complexity, rule clarity, engagement level, effectiveness in conveying historical content, and stimulating interest in World War II history. The DoW game effectively increased players' interest in historical subjects and promoted strategic thinking and problem-solving skills. While responses varied regarding the game's complexity and rule clarity, the study identified a need for modifications to maximise educational benefits. Participants reported heightened motivation to explore World War II history further due to the game. This study highlights the importance of GBL in history education, demonstrating its potential to improve historical thinking and SDL. Balancing challenge and clarity in game rules is crucial. Further research is needed to enhance game design and implementation for better educational outcomes in history and other fields.

The South African grade 10 history curriculum as outlined in the Curriculum and Assessment Policy Statement (CAPS) requires learners to develop historical thinking skills that promote interpretation, analysis, and critical thinking competencies. One way of developing these skills is through revisiting historical events through reenactments to explore untold stories and develop historical empathy. However, reenactments can become sensational, one-sided events that lack the transformative power to offer varied versions of the events such as the Battle at Egazini and its key historical figures. The paper proposes reenactment for learning as an interdisciplinary methodology that draws on art exhibitions, history literature, and applied theatre techniques. The paper shows how these teaching tools actively and creatively engaged the learner-audiences in the reenactment of the 1819 Battle at Egazini between the amaXhosa and the British in Makhanda, formerly Grahamstown. The facilitators moved learner-audiences from four local schools beyond passive reenactment modes of engagement using games, pantsula dancing, facilitator-in-role, enrolling participants, and reflection exercises in one-hour workshops. The activities helped learners explore the relevance of colonial expansion and conquest themes within the Battle at Egazini context. The art-based interpretation framework also helped address misconceptions and cultivated an interest in wanting to know more about Makhanda, the war hero that the town is now named after. The paper argues for a creative and engaging pedagogy that helps learners make sense of broad topics. It contributes to current literature advocating for creative historical interpretation and teaching approaches in and outside the classroom space.

This article examines the embedding of iingoma and izibongo as valuable historical sources that should be utilised by educators in history classrooms in South African secondary schools. It shows how these sources can be used effectively by history teachers to re-enact the past in the classroom. Interviews with elderly people and iimbongi as well as written sources showed that traditional songs and izibongo are valuable historical sources that can be used to present a balanced account of the past in the classroom. Iimbongi claim that the use of izibongo in teaching history enhances understanding of South African history. Thus, iimbongi gave their own perspective on the significance and implications of employing izibongo as historical sources in the decolonisation ofhistory. Written sources and interviews with iimbongi and elderly people were used as a basis for arriving at why and how sources like iingoma and izibongo may be incorporated into the history classroom to decolonise South African history. Using these historical sources in the teaching and learning of history helps to present different perspectives on the history of South Africa. The incorporation of iingoma, freedom songs, and izibongo in the Further Education and Training (FET) phase, as well as in Social Sciences, is a strategy to acknowledge and address the biases that exist in written history. It became evident that there is a link between written history on the one hand, and iingoma and izibongo on the other hand. The link is critical for engaging in the process of transforming and decolonising South African history. It is recommended that the Department of Basic Education (DBE) should conduct in-service training/workshops for history teachers.

The recommendation by the Basic Education Ministerial Task Team to phase in history as a compulsory school subject from Grades 10 to 12 in the Further Education and Training (FET) phase has been one of the most controversial curriculum topics in South Africa in recent years. This uproar can be connected to the fact that the importance of history as a school subject has been topical at local and international levels including certain countries phasing out the subject. This study aimed to establish the views ofhistory teachers from the Frances Baard District on the effectiveness of the call to make history a compulsory subject in South Africa particularly during the FET phase. This study used a qualitative research approach that employed an interpretive paradigm. Semi-structured interviews were employed for data collection and a thematic analysis technique was used to distinguish different themes. Social constructivism was adopted as the theoretical framework to nuance the findings and determine what influenced the teachers' perspectives. The findings indicated that history is still full of great worth in the social and academic fabric of South Africa and for this reason it should be made a compulsory subject in school. The study also assumes that implementing history in the FET band will give more dignity to the discipline leading to improved teaching slots and times.

Resumen Durante la década de 1930, los gobiernos de la provincia de Entre Ríos impulsaron una política agraria que articulaba la distribución de tierras, la capacitación de los agricultores y el cooperativismo -Ley N.° 2.985/1934- la cual se constituyó en un antecedente de legislaciones similares que fueron implementadas en otras jurisdicciones. Esta política pública fue investigada desde la historia agraria, destacando su carácter integral y las contribuciones económicas y sociales en un contexto de crisis. Sin embargo, los componentes educativos de la misma fueron explorados tangencialmente, sin profundizar en las características que asumió la capacitación agraria y rural. En este artículo analizamos la escolarización agrotécnica -de carácter provincial- los cambios curriculares que experimentó y su vinculación con las demandas económicas. Además, reconstruimos la agenda parlamentaria provincial para ampliar las propuestas de enseñanza e investigación agropecuaria. Sostenemos que, a diferencia de las décadas previas, en la periodización aquí tratada se generó mayor articulación con la política agraria, pero los problemas que atravesaba este tipo de formación, las consecuencias del inicio de la Segunda Guerra y la crisis productiva fueron en detrimento de tal propósito. La metodología empleada es cualitativa y se articulan aportes de la historia social de las instituciones escolares y el estudio de las políticas públicas desde una escala subnacional.

Abstract During the 1930s, the governments of the province of Entre Ríos promoted an agrarian policy that articulated the distribution of land, the training of farmers and cooperativism -Law 2985/1934 -which constituted a precedent of similar legislation that was implemented in other jurisdictions. This public policy was investigated from the agrarian history, highlighting its integral character and economic and social contributions in a context of crisis. However, the educational components of it were explored tangentially, without delving into the characteristics assumed by agrarian and rural training. In this article we analyze the agro-technical schooling- of provincial character- the curricular changes that it experienced and its link with the economic demands. In addition, we reconstructed the provincial parliamentary agenda to expand teaching and agricultural research proposals. We maintain that, unlike the previous decades, in the periodization discussed here generated greater articulation with the agrarian policy, but the problems that this type of formation was going through, the consequences of the start of the Second War and the productive crisis were to the detriment of such purpose. The methodology used is qualitative and contributions from the social history of school institutions and the study of public policies are articulated from a subnational scale.

Resumen La presente conversación nos permite recorrer algunos pensamientos desde el campo de la enseñanza de la historia de la arquitectura, el diseño y el urbanismo, de carácter fundante pero aún vigentes, en la mirada del Prof. Dr. Arquitecto Mario Sabugo. Su amplia trayectoria en el marco de la educación superior, como investigador, profesor y director de un instituto de investigaciones en Historia de la Arquitectura, nos abren la puerta a una visión sumamente enriquecedora sobre dilemas, inquietudes y preocupaciones que surgen tanto en las prácticas educativas, como en los espacios de crítica y reflexión. Transitando sus escritos más actuales, Mario Sabugo nos introduce en problemáticas surgidas en los espacios de enseñanza, particularmente en los talleres de Historia, las cuales nos exponen relaciones dispares entre la teoría y la práctica, las miradas subalternas hacia el campo de la historia dentro de las disciplinas proyectuales, como aquellas ligadas a la interpretación sobre los diversos protagonistas del aprendizaje. Para ello, propone el concepto de discurso oculto, tanto en el sujeto estudiante como el sujeto formador, que incorpora mayor complejidad a su análisis.

Abstract This conversation allows us to explore some thoughts regarding the teaching field of architecture, design, and urbanism, with a foundational but still current character, from the view of Professor Doctor Architect Mario Sabugo. His extensive career in higher education as researcher, professor, and director of a History of Architecture and Design research institute gives rise to a highly enriching vision of dilemmas and concerns arising in educational practices and spaces of criticism and reflection. Throughout his most current writings, Mario Sabugo introduces problems that have been raised in teaching spaces, particularly in History workshops, which expose us to diverse relationships between theory and practice along with the subordinate views dealing with the field of history within design disciplines as well as those linked to the interpretation of the various learning protagonists. Thus, he proposes the concept of hidden discourse -in both the learning subject and the teaching subject- which incorporates greater complexity into his analysis.

Resumen Para toda aquella persona que se haya formado en una facultad de arquitectura, al menos de la Argentina, hablar del taller puede resultar absolutamente cotidiano. Hace más de cien años se lo concibe indiscutidamente como un lugar donde se aprende haciendo. Como sucede con la mayoría de las palabras, nadie se cuestiona a diario qué significa en otros contextos, de dónde proviene o por qué no se llaman aulas. Es porque se trata de una metáfora muerta, que esconde connotaciones ideológicas e imágenes características que no son visibles cada vez que se menciona. El término taller proviene de artilaria, atelier . lehrwerkstatt en las distintas lenguas, todas expresiones particularmente vinculadas a tecnologías productivas de cada época. Por eso, este artículo presenta un estudio de lo no dicho del taller que se revela detrás de su metáfora, para pensar lo que esta dice en cuanto a tecnologías educativas y así reconocer los límites y fronteras en que es posible imaginar talleres híbridos en la actualidad. Volver brevemente sobre la historia y la semántica del taller ofrece un nuevo marco para pensar las tecnologías educativas digitales en la enseñanza de arquitectura, superado el contexto de educación de emergencia y pos-pandemia.

Abstract For anyone who has studied in an architecture faculty, at least in Argentina, talking about the workshop can be something absolutely daily. For more than a hundred years it has been unquestionably conceived as a place where learning means doing. As with most words, no one questions every day what it means in other contexts, where it comes from or why workshops are not called classrooms. This occurs because it is a dead metaphor hiding ideological connotations and characteristic images which are not visible every time it is mentioned. The term workshop comes from artilaria, atelier or lehrwerkstatt in different languages, all of them are expressions particularly linked to productive technologies of each era. For this reason, this article presents a study of the unsaid of the workshop that reveals what the metaphor entails leading to the reflection on what it says about the world in terms of educational technologies. Thus, this allows the recognition of the limits and borders in which it is possible to imagine hybrid workshops nowadays. Returning briefly to the history and semantics of the workshop offers a new framework for thinking about digital educational technologies in architecture teaching, beyond the context of emergency and post-pandemic education.

Resumen Los tiempos de pandemia a causa del COVID 19 marcaron un antes y después dentro del ámbito educativo, provocando que la vuelta a la presencialidad en las cursadas en 2022 significara un reto. En ese año se recibieron en las aulas estudiantes que cursaron a distancia durante dos años, en el aislamiento de sus hogares, sin haber acudido con anterioridad a la universidad. En la carrera de Arquitectura, el espacio de taller junto a las dinámicas grupales son la base en la enseñanza de todas las asignaturas de la carrera. Por ende, la vuelta a la presencialidad resultó una oportunidad y un desafío significativos para docentes y estudiantes. Pensar la educación superior postpandemia, requiere de un alto compromiso por parte de los docentes, con la necesidad de adoptar estrategias que acompañen a los estudiantes ante la nueva realidad. En este sentido, la evaluación de los aprendizajes como instancia de formación es una oportunidad de monitoreo y acompañamiento necesarios. Este trabajo aborda la experiencia deriva de autoevaluación realizada en el taller de la asignatura Historia de la Arquitectura en la UNDAV, como herramienta de acompañamiento para los estudiantes que regresan a la presencialidad, fomentando prácticas reflexivas y críticas en el proceso de formación universitaria.

Abstract The years of the COVID 19 pandemic determined a before and an after for the educational field which led to the challenge of returning to face-to-face courses in 2022. That year, students who carried out distance learning for two years, in the isolation of their homes, without having previously attended the University, were received in the classrooms. In the Architecture career, the workshop space and the group dynamics embody the basis for teaching all the subjects. Therefore, in this context, the return to face-to-face attendance implied a significant opportunity and a challenge for teachers and students. Thinking about post-pandemic higher education requires great commitment from the teaching staff due to the need to adopt strategies devised to accompany students facing the new reality. In this sense, learning assessment as an instance of training is an opportunity for necessary monitoring and accompaniment. This paper deals with the experience of self-assessment drift developed in the workshop of the History of Architecture course at UNDAV. It is considered a tool for accompanying students who return to the classroom which encourages practices that help them to learn how to use the new reality.

Resumen La presente investigación tuvo como objetivo analizar la efectividad de la Empatía Histórica como recurso didáctico en la enseñanza de la Historia de Género para estudiantes de la región del Biobío, Chile. El estudio se basó en un enfoque cualitativo con un diseño fenomenológico y contó con una muestra de 120 estudiantes de educación secundaria. Para cumplir con el objetivo del estudio, se analizaron las bitácoras de trabajo realizadas por los estudiantes en cuatro actividades. Los resultados indicaron una comprensión y un rol activo frente a los roles de género por parte de los estudiantes. Sin embargo, se observó un reduccionismo histórico en la comprensión de ciertos aspectos de la experiencia femenina. En cuanto a la Empatía Histórica, los estudiantes lograron contextualizarse en la historia, evitando el presentismo, y pudieron identificar las emociones que habrían sentido los personajes históricos.

Abstract The present research aimed to analyze the effectiveness of Historical Empathy as a didactic resource in the teaching of Gender History for students in the Biobío region, Chile. The study was based on a qualitative approach with a phenomenological design and included a sample of 120 secondary school students. To meet the study's objective, the work logs created by the students in four activities were analyzed. The results indicated an understanding and active engagement in addressing gender roles by the students. However, a historical reductionism was observed in the comprehension of certain aspects of the female experience. Regarding Historical Empathy, the students were able to contextualize themselves in history, avoiding presentism, and could identify the emotions that historical figures would have felt.

Resumen El presente estudio se enfoca en la vida y el trabajo de Mercedes Cervelló, una educadora del siglo xix que dedicó gran parte de su carrera a la enseñanza en la provincia de Ñuble. También se analizan las estrategias y los enfoques de enseñanza que Cervelló utilizó en sus clases, así como su impacto en la comunidad local. El artículo presenta a Cervelló como una figura importante en la historia de la educación en Chile y destaca su compromiso con la enseñanza de calidad y la promoción de la igualdad de oportunidades para todos los estudiantes.

Abstract This study focuses on the life and work of Mercedes Cervelló, a 19th century educator who dedicated a large part of her career to teaching in the province of Ñuble. The teaching strategies and approaches that Cervelló used in his classes, as well as their impact on the local community, are also analyzed. The article presents Cervelló as an important figure in the history of education in Chile and highlights his commitment to quality teaching and the promotion of equal opportunities for all students.

Resumo Este estudo enfoca a vida e a obra de Mercedes Cervelló, uma educadora do século xix que dedicou grande parte de sua carreira ao ensino na província de Ñuble. Também são analisadas as estratégias e abordagens de ensino que Cervelló utilizava em suas aulas, bem como seu impacto na comunidade local. O artigo apresenta Cervelló como uma figura importante na história da educação no Chile e destaca seu compromisso com o ensino de qualidade e a promoção da igualdade de oportunidades para todos os alunos.