Resumen: Desde un principio hedonista, el leer puede generar placer en el lector dependiendo de la postura que adopte frente al texto. En el ámbito de la educación, la enseñanza de la Literatura debe estar direccionada a desarrollar las posturas estética y eferente en todos los niveles de escolarización. Por ello, en el presente estudio se pretendió implementar una propuesta pedagógica en base a metodologías activas para fomentar la lectura por obras literarias en las personas estudiantes de primer y segundo año de bachillerato del colegio Gabriel Arsenio Ullauri durante el periodo lectivo 2022 - 2023. El enfoque de investigación fue mixto y los métodos utilizados: inductivo - deductivo, analítico - sintético e hipotético - demostrativo. Con la aplicación de las sesiones de plan lector, se constató que la apreciación de los educandos sobre las actividades de lectura en la asignatura de Lengua y Literatura cambiaron de algo interesantes a muy interesantes, siendo la máxima calificación. Además, la acción de relacionar las experiencias con los textos leídos adquirió relevancia durante la práctica en el aula. Esta variación se sustenta con el grado de acuerdo que el personal docente mantuvo en los dos procesos diagnóstico respecto a la incorporación de nuevas metodologías para la promoción lectora. Por último, para futuros estudios bajo esta misma línea investigativa se recomienda considerar a toda la población estudiantil del nivel de bachillerato con el fin de obtener resultados de la muestra poblacional ausente en este artículo.

Resumo: A partir de um princípio hedonista, a leitura pode gerar prazer no leitor dependendo da postura que ele adota diante do texto. No campo da educação, o ensino de Literatura deve ter como objetivo o desenvolvimento de posturas estéticas e eferentes em todos os níveis de escolaridade. Portanto, no presente estudo, objetivou-se implementar uma proposta pedagógica baseada em metodologias ativas para promover a leitura de obras literárias em pessoas estudantes do primeiro e segundo anos de ensino médio do colégio Gabriel Arsenio Ullauri durante o período letivo 2022-2023. O enfoque de investigação foi misto e os métodos utilizados: indutivo - dedutivo, analítico - sintético e hipotético - demonstrativo. Com a aplicação das sessões do plano de leitura, constatou-se que a apreciação dos alunos sobre as atividades de leitura na matéria de Língua e Literatura passou de algo interessante para muito interessante, com a classificação mais elevada. Além disso, a ação de relacionar experiências com os textos lidos tornou-se relevante durante a prática na aula. Esta variação é suportada pelo grau de concordância que o corpo docente manteve nos dois processos de diagnóstico a respeito da incorporação de novas metodologias de promoção da leitura. Por fim, para estudos futuros nesta mesma linha investigativa, recomenda- se considerar toda a população estudantil no nível do ensino médio para obter resultados da amostra populacional ausente neste artigo.

Abstract: From a hedonistic perspective, reading can bring pleasure to the reader, depending on the attitude he or she adopts toward the text. In the field of education, the teaching of literature should be oriented to the development of aesthetic and reflective attitudes at all educational levels. Therefore, this study aims to implement a pedagogical proposal based on active methodologies to encourage the reading of literary works in first and second year high school students of the Gabriel Arsenio Ullauri School during the school year 2022-2023. The research approach was mixed and the methods used were inductive-deductive, analytical-synthetic and hypothetical-deductive. After the application of the reading plan sessions, it was found that the students’ evaluation of the reading activities in Language and Literature changed from somewhat interesting to very interesting, with the highest rating. In addition, the relationship between the experiences and the texts read gained relevance during the classroom practice. This change is supported by the degree of agreement that the teachers maintained in the two diagnostic processes regarding the incorporation of new methodologies to promote reading. Finally, for future studies in the same line of research, it is recommended to consider the entire population of high school students in order to obtain results from the population sample absent in this article.

Resumen: La presente investigación intenta describir la influencia del proceso de doblaje de videos para reducir los niveles de ansiedad al hablar de los estudiantes de primaria en el aula de inglés como lengua extranjera (EFL). La intervención constó de 5 sesiones donde los estudiantes trabajaron en parejas practicando la lectura en voz alta del diálogo de una escena cinematográfica, utilizando el video como insumo para el doblaje intralingüístico, para finalmente grabar y sincronizar sus voces con la escena. Los participantes de este estudio fueron 8 estudiantes chilenos de 8º grado que fueron seleccionados por sus altos niveles de ansiedad al hablar en el aula de EFL. Para analizar el efecto de esta estrategia se realizó una escala Likert, entrevistas semiestructuradas y observaciones. Los hallazgos revelaron que el proceso de doblaje contribuyó a disminuir los niveles de ansiedad al hablar de los participantes, declarando sentirse más seguros, menos nerviosos y más dispuestos a participar en el aula de EFL, concluyendo que esta estrategia ha demostrado ser efectiva para este propósito.

Resumo: A presente pesquisa-ação busca descrever a influência do processo de dublagem de vídeos para reduzir os níveis de ansiedade ao falar entre alunos do ensino fundamental na sala de aula de Inglês como Língua Estrangeira (EFL). A intervenção consistiu em 5 sessões nas quais os alunos trabalharam em pares, praticando a leitura em voz alta do diálogo de uma cena de filme, usando o vídeo como insumo para a dublagem intralingual e, por fim, gravando e sincronizando suas vozes com a cena. Os participantes deste estudo foram 8 estudantes chilenos do 8º ano, selecionados com base em seus altos níveis de ansiedade ao falar na sala de aula de EFL. Para analisar o efeito dessa estratégia, foram aplicados uma escala Likert, entrevistas semiestruturadas, e observações. Os resultados revelaram que o processo de dublagem contribuiu para diminuir os níveis de ansiedade ao falar dos participantes, que declararam sentirse mais confiantes, menos nervosos e mais dispostos a participar na sala de aula de EFL, concluindo que essa estratégia se mostrou eficaz para esse propósito.

Abstract: The present action research attempts to describe the influence of the video dubbing process to reduce primary school students’ speaking anxiety levels in the English as a Foreign Language (EFL) classroom. The intervention consisted of 5 sessions where students worked in pairs practicing reading aloud the dialogue of a movie scene, using the video as an input for intralingual dubbing, to finally record and synchronize their voices with the scene. The participants of this study were 8 Chilean students from 8th grade who were selected based on their high levels of speaking anxiety in the EFL classroom. To analyze the effect of this strategy, a Likert scale, semi structured interviews, and observations were conducted. Findings revealed that the dubbing process contributed to decrease the participants’ speaking anxiety levels, declaring to feel more confident, less nervous, and more willing to participate in the EFL classroom, concluding that this strategy has proven to be effective for this purpose.

Resumen: La pandemia del COVID-19 transformó cada sistema educativo alrededor del mundo. Casi un año después de que la pandemia golpeara Costa Rica y la educación pública presencial fuera sustituida por un modelo de educación a distancia, el Ministerio de Educación Pública decidió implementar un modelo de educación combinada para el 2021, usando clases remotas y presenciales en el que el estudiantado alternara la asistencia a la escuela. El estudio, llevado a cabo en la Dirección Regional de Educación Norte-Norte de Costa Rica; específicamente los cantones de Upala y Guatuso, tuvo como propósito describir las opiniones de seis docentes de inglés de primaria sobre la educación combinada profundizar en la comprensión de la mediación pedagógica y el entorno laboral durante la crisis sanitaria. Este estudio utilizó un enfoque de investigación cualitativa inductiva con un diseño de estudio de caso con datos obtenidos y triangulados mediante entrevistas, recolección de documentos y foto elicitación; el análisis de los datos se llevó a cabo mediante el software ATLAS.ti. A pesar de una implementación teórica de dos modalidades combinadas, los docentes experimentaron múltiples modalidades debido a la asistencia irregular a las clases presenciales y virtuales, la poca conectividad a internet y la decisión de las familias a no enviar a sus hijos a la escuela. También, la gestión educativa y escolar jugaron un rol fundamental en la mediación pedagógica y en la percepción de descontextualización y sobrecarga laboral.

Resumo: A pandemia da COVID-19 transformou todos os sistemas educativos em todo o mundo. Quase um ano depois que a pandemia atingiu a Costa Rica e a educação pública presencial foi substituída por um modelo de educação a distância, o Ministério da Educação Pública decidiu implementar um modelo de educação combinada para 2021, utilizando aulas remotas e presenciais em que o estudantado alternasse a frequência na escola. O estudo, realizado na Direção Regional de Educação Norte-Norte da Costa Rica; especificamente os cantões de Upala e Guatuso, teve o objetivo de descrever as opiniões de seis professores de inglês de primária sobre a educação combinada para aprofundar a compreensão da mediação pedagógica e do ambiente de trabalho durante a crise sanitária. Este estudo utilizou uma abordagem de pesquisa qualitativa indutiva com design de estudo de caso com dados obtidos e triangulados por meio de entrevistas, coleta de documentos e foto-elicitação; a análise dos dados foi realizada no software ATLAS. ti. Apesar da implementação teórica de duas modalidades combinadas, os professores experimentaram múltiplas modalidades devido à frequência irregular às aulas presenciais e virtuais, à má conectividade à Internet e à decisão das famílias de não enviarem os seus filhos à escola. Além disso, a gestão educativa e escolar teve papel fundamental na mediação pedagógica e na percepção da descontextualização e da sobrecarga de trabalho.

Abstract: The COVID-19 pandemic reshaped every educational system worldwide. Almost a year after the pandemic hit Costa Rica obliging classes at public schools to be substituted by a distance education model, the Ministry of Public Education decided to implement a blended-learning model in 2021 which involved both face-to-face and remote teaching, with students alternating school attendance. This study, carried out in the Norte-Norte Educational Directorate in Costa Rica; specifically, the counties of Upala and Guatuso, had the main purpose of describing the perceptions of six primary English teachers regarding the blended model to arrive at a better understanding of the pedagogical methods these employed and the professional context they experienced during the COVID-19 public health crisis. This study used an inductive qualitative approach and implemented a descriptive case-study design in which data were obtained and triangulated via interviews, document gathering, and photo elicitation. Analysis of the data was then carried out using ATLAS.ti software. Despite the supposed implementation of two combined modalities, teachers experienced multiple modalities due to students’ irregular attendance of both face-toface and online classes, lack of internet connectivity, and parents’ fears impacting their decisions regarding sending their children to school. Additionally, education authorities and school management played key roles with regard to the pedagogical methods employed and the perception of decontextualization and work overload.

ABSTRACT: This article analyzes the skills and strategies used for brand positioning in the TikTok platform during the second round of elections in Ecuador, in the year 2023. The objective is to determine how the brand positioning strategies of the presidential candidates have an impact on the social network TikTok. The main identified strategies used by the candidates were to position their personal image, innovate in campaign jingles and music, the use of the political message and discourse, collaborations with national politicians and influencers, as well as collaboration with national product brands. Finally, the analysis of interactions and metrics in TikTok revealed that effective brand positioning in social networks depends on the ability of candidates to adapt to the style and language of the platform. In this context, Noboa and Gonzalez stood out for their ability to transform political messages into attractive content in line with the public's expectations.

RESUMEN: El presente artículo analiza las habilidades y las estrategias utilizadas para el posicionamiento de marca en la plataforma TikTok durante la segunda vuelta electoral en Ecuador, en el año 2023. El objetivo es determinar cómo inciden las estrategias de posicionamiento de la marca de los candidatos presidenciales en la red social TikTok. Las principales estrategias identificadas que utilizaron los candidatos fueron posicionar su imagen personal, innovar en jingles y músicas de campaña, el uso del mensaje y discurso político, colaboraciones con políticos e influencers nacionales, al igual que la colaboración con marcas de productos nacionales. Finalmente, el análisis de las interacciones y métricas en TikTok reveló que el posicionamiento de marca efectivo en redes sociales depende de la capacidad de los candidatos para adaptarse al estilo y lenguaje propio de la plataforma. En este contexto, Noboa y González destacaron por su habilidad para transformar los mensajes políticos en contenidos atractivos y en línea con las expectativas del público.

Abstract: Large Language Models (LLMs) are revolutionizing efficiency and automation in programming code generation. This study aims to provide an overview of these models' state-of-the-art and specific programming applications. The methodology enabled the identification of 549 initial publications, screened through successive phases to select 27 key articles for qualitative analysis. The results show that LLMs significantly improve the quality of generated code, enhance programmer productivity, and support learning through tools such as ChatGPT, Codex, and GitHub Copilot. The analysis highlights that 66.7% of the reviewed articles were published in 2024, reflecting a growing interest in this field. The United States leads research with 11 publications, followed by the Netherlands and Switzerland. The selected studies were filtered to generate a critical synthesis evaluating the quality and applicability of LLMs in code writing and debugging. This review examines the main advantages of LLMs, such as increased productivity and optimized code generation. However, it also addresses challenges like accuracy issues and the risk of generating errors or insecure code. LLMs can significantly enhance generated code quality and facilitate new programmers' learning curve. Nevertheless, the need for rigorous human oversight is emphasized to ensure the reliability of the solutions generated by these models.

Resumen: Los Modelos de Lenguaje de Gran Tamaño (LLM) están revolucionando la eficiencia y automatización en la generación de código de programación. Este trabajo tiene como objetivo proporcionar una visión general del estado del arte de estos modelos y su aplicación específica en la programación. La metodología permitió identificar 549 publicaciones iniciales, cribadas en fases sucesivas hasta seleccionar 27 artículos clave para el análisis cualitativo. Los resultados muestran que los LLM mejoran significativamente la calidad del código generado, optimizan la productividad de los programadores y apoyan el aprendizaje mediante herramientas como ChatGPT, Codex y GitHub Copilot. El análisis destaca que el 66,7% de los artículos revisados se publicaron en el 2024, reflejando el creciente interés en este campo. Estados Unidos lidera la investigación con 11 publicaciones, seguido de Países Bajos y Suiza. Los estudios seleccionados se filtraron para generar una síntesis crítica que evalúa la calidad y aplicabilidad de los LLM en la escritura y depuración de código. Esta revisión analiza las principales ventajas de los LLM, como la mejora en la productividad y la generación de código optimizado. Sin embargo, también aborda desafíos como la precisión y el riesgo de errores o código no seguro. Los LLM pueden mejorar significativamente la calidad del código generado. También pueden facilitar la curva de aprendizaje de los nuevos programadores. No obstante, se resalta la necesidad de mantener una supervisión humana rigurosa para garantizar la fiabilidad de las soluciones generadas por los modelos.

Abstract This contribution shows the development and evaluation of an educational process with mathematics teachers in training, focused on the use of teaching strategies with inductive characteristics, in Mathematics and Physics subject of the Bachelor’s Degree in Mathematics Teaching at the University of Colima, Mexico. The experience includes 19 students, who have had disciplinary training in mathematics and master the procedural knowledge and algebraic language involved in Physics at the basic levels, but they had had little access to conceptual knowledge of both classical physics and modern physics. With this principle, the course focused on reflection and problem solving. From this logic, the proposal included searching for both the procedural and conceptual domain, this second one is the central objective of this research. The inductive methods included the use of audiovisual materials and readings, that go more in the order of dissemination. The results of their work show that, without omitting a more traditional training process, such as problem-solving or classic physics textbooks, the incorporation of inductive strategies focused on the particularities of concepts like “motion” or “light” allows for a deeper understanding of fundamental principles, serving as a functional complement for a more comprehensive understanding.

Resumen El presente texto muestra el desarrollo y la evaluación de un proceso educativo con profesores de matemáticas en formación, centrado en el uso de estrategias didácticas con características inductivas, en el marco de la asignatura Matemáticas y Física de la Licenciatura en Enseñanza de las Matemáticas de la Universidad de Colima, México. La experiencia incluye a 19 estudiantes que han tenido formación disciplinar en matemáticas y dominan el conocimiento procedimental y el lenguaje algebraico que implica la física en los niveles básicos, pero con poco acercamiento al conocimiento conceptual, tanto de física clásica como de física moderna. Bajo este principio, el curso se centró en la reflexión y la resolución de problemas. Desde esta lógica, la propuesta incluyó buscar, tanto el dominio procedimental como conceptual, siendo este último el objetivo central de esta investigación. Los métodos inductivos incluyeron la utilización de materiales audiovisuales y lecturas que van en un sentido de divulgación. Los resultados de sus trabajos muestran que, sin omitir un proceso formativo de corte más tradicional, como la resolución de problemas o libros de texto de física clásicos, la incorporación de estrategias inductivas sobre las particularidades de conceptos como “movimiento” o “luz” permite una comprensión más profunda de principios fundamentales, siendo un complemento funcional para una formación más integral.

Abstract This paper analyzes the translation and validation of the instrument developed by Flores and Adlaon (2022) to apply the inductive method with the SAMR model in Spanish-speaking educational contexts. The justification for the topic lies in the need to adapt effective pedagogical tools to the Spanish language to facilitate their use in teaching and learning with technology. The main objectives were to translate the instrument and, through the judgment of experts in the educational and technological fields, to carry out its semantic validation. The methodology included the translation of the instrument “Extent of ICT Integration in Science Based on SAMR Model” into Spanish, followed by its validation. The 11 experts evaluated the relevance and clarity of the items using a Likert scale from 0 to 5. The content validity was calculated with the Aiken V methodology, obtaining a coefficient of 0.8163, which indicates a good validity index, the Cronbach’s Alpha value was 0.9682. The results showed that, although most of the items were well rated, some required reformulation to improve their clarity, relevance and comprehension in the Spanish translation. The instrument proved to be adequate for evaluating the degree of integration of ICT in education, facilitating its application in Spanish-speaking contexts and promoting the adoption of inductive methodologies supported by educational technologies.

Resumen El presente trabajo analiza la traducción y validación del instrumento desarrollado por Flores y Adlaon (2022) para aplicar el método inductivo con el modelo SAMR en contextos educativos hispanohablantes. La justificación del tema radica en la necesidad de adaptar herramientas pedagógicas efectivas al idioma español para facilitar su uso en la enseñanza-aprendizaje con tecnología. Los objetivos principales fueron traducir el instrumento y por medio del juicio de expertos en el área educativa y tecnológica, realizar su validación semántica. La metodología incluyó la traducción del instrumento Extent of ICT Integration in Science Based on SAMR Model al español, seguido de su validación. Los 11 expertos evaluaron la pertinencia y claridad de los ítems utilizando una escala Likert de 0 a 5. La validez de contenido se calculó con la metodología de la V de Aiken, obteniendo un coeficiente de 0,8163, lo que indica un índice de validez bueno, el valor alfa de Cronbach fue de 0,9682. Los resultados mostraron que, aunque la mayoría de los ítems fueron bien valorados, algunos requirieron reformulación para mejorar su claridad, pertinencia y comprensión en la traducción al idioma español. El instrumento demostró ser adecuado para evaluar el grado de integración de las TIC en la educación, facilitando su aplicación en contextos hispanohablantes y promoviendo la adopción de metodologías inductivas apoyadas por tecnologías educativas.

Abstract The variety of scientific methodologies aimed at obtaining knowledge, generating beliefs, and promoting action is very wide. Both philosophy of science and science education have been concerned with critically assessing the virtues of the various scientific methods, especially the inductive and deductive ones. However, the emergence of new procedures specific to non-academic sciences has encouraged the development of new reflective perspectives that can analyze those virtues. From randomized controlled trials to epidemiological or clinical procedures, the Philosophy of Science has been concerned with examining the virtues and also the defects of their practical set-up. The article assumes that modeling based on empirical evidence is a practice of high interest in linguistics. In order to substantiate this assumption, two philosophical approaches to scientific modeling distinguished by their respective research lines on the notion of representation are compared: the Representational and the Pragmatic. These accounts are then illustrated with a brief case taken from linguistics called “language parsing”, aimed at examining several particular samples collected as evidence in early stages of experimental modeling. By way of conclusion, it is emphasized that both philosophical accounts provide analytical elements that are relevant for the kind of scientific reasoning around models and whose scope in science education may be of great practical interest.

Resumen La variedad de metodologías científicas dedicadas a obtener conocimiento, generar creencias y motivar la acción es amplia. La filosofía de la ciencia y de la educación ha valorado críticamente las virtudes de los diversos métodos científicos, en especial de los inductivos y deductivos. Sin embargo, la aparición de nuevos procedimientos vinculados a ciencias no académicas ha promovido el desarrollo de nuevas perspectivas reflexivas que analicen dichas virtudes. Desde los métodos controlados aleatorios hasta los procedimientos epidemiológicos o clínicos, la filosofía ha examinado las virtudes y también los defectos de su puesta en práctica. El presente artículo asume que la modelación basada en evidencias empíricas es una práctica de alto interés en lingüística. Con el fin de sustanciar tal asunción, se comparan dos enfoques filosóficos de la modelación científica distinguidos por sus respectivas líneas de investigación en torno a la noción de representación: el representacional y el pragmático. Los enfoques se ilustran posteriormente con un caso de la lingüística denominado “análisis sintáctico del lenguaje”, dirigido a examinar muestras particulares recogidas como evidencias en fases iniciales de la modelación experimental. Como conclusión, se enfatiza que ambos enfoques filosóficos aportan elementos analíticos realmente pertinentes para el tipo de razonamiento científico que pivota en torno a modelos y cuyo alcance en la enseñanza de las ciencias puede resultar de gran interés práctico.

Abstract The general objective of this research was to identify and analyze the most relevant and recent studies that address educational management and soft skills in a technological higher institute (TGI). Methodologically it was approached from the principles of the PRISMA declaration. The following inclusion criteria were applied for the selection of documents: a) original and review scientific articles, b) published in the period 2013 to 2023, c) disseminated in Spanish or English, d) with open access; and those of exclusion: a) opinion articles, blogs, editorials and theses, b) outside the established range, c) in a language other than English or Spanish and d) studies with restricted access. The results of the search and application of the inclusion and exclusion criteria allowed to recognize 30 works that were analyzed from a quantitative perspective. It is concluded that educational management and soft skills play a fundamental role in the integral development of students of a TGI, evidencing the relevance of promoting the formation of socio-emotional competencies and transversal skills together with technical knowledge, since this contributes to prepare students to face the challenges of the working world and promote their professional success.

Resumen La presente investigación tuvo como objetivo general identificar los estudios más relevantes y recientes que aborden la gestión educativa y habilidades blandas en un instituto superior tecnológico (IST). Metodológicamente se abordó desde los principios de la declaración PRISMA. Para la selección de documentos se aplicaron los siguientes criterios de inclusión: a) artículos científicos originales y de revisión, b) publicados en el período 2013 al 2023, c) divulgados en idioma español o inglés, d) con acceso abierto; y los de exclusión: a) artículos de opinión, blogs, editoriales y tesis, b) fuera del rango establecido, c) en idioma diferente al inglés o español y d) estudios con acceso restringido. Los resultados de la búsqueda y aplicación de los criterios de inclusión y exclusión permitieron reconocer 30 trabajos que fueron analizados desde una perspectiva cuantitativa. Se concluyó que la gestión educativa y las habilidades blandas desempeñan un papel fundamental en el desarrollo integral de los estudiantes de un IST, evidenciando la relevancia de promover la formación de competencias socioemocionales y habilidades transversales en conjunto con los conocimientos técnicos, ya que esto contribuye a preparar a los estudiantes para enfrentar los retos del mundo laboral y fomentar su éxito profesional.

Despite significant technological advancements, there continues to be a considerable communication gap between individuals with hearing disabilities and the rest of society. This gap is exacerbated by the fact that the development and research of technologies, such as caption glasses, aimed at bridging this divide, primarily focus on sign languages used in countries with prominent tech industries, including European countries and USA. Consequently, there is a lack of resources and attention devoted to sign language recognition and translation systems for languages spoken in Africa. This research addresses this issue by concentrating on twenty-two common gestures in Kinyarwanda sign language. Through extensive exploration and evaluation of various machine learning algorithms, the study identifies the most effective approach for recognizing and translating these gestures. To validate the effectiveness of the developed system, real-world Kinyarwanda sign language video data is utilized for thorough training and testing. The research successfully culminates in the creation of a functional web application capable of accurately recognizing the 22 Kinyarwanda sign language gestures, both in live video feeds and recorded videos. This achievement represents a significant outcome of the research, as it addresses the specific needs of the Kinyarwanda signing community. By providing a reliable and accessible tool for gesture recognition and translation, the research contributes to narrowing the communication gap between individuals with hearing disabilities who use Kinyarwanda sign language and the wider society. OPEN LICENSE: CC-BY

RESUMO Este estudo teve como objetivo descrever a experiência de uma equipe de Consultório na Rua (eCnaR) em implantar ferramentas de cuidado para o enfrentamento da sífilis adquirida e gestacional na população vivendo em situação de rua. Trata-se de um estudo descritivo, tipo relato de experiência, realizado em uma eCnaR do município do Rio de Janeiro, Brasil, entre os meses de maio de 2022 e novembro de 2023. A experiência foi discutida à luz da teoria de autoeficácia de médio alcance, de Bárbara Resnick. Dentre as 371 Pessoas Vivendo em Situação de Rua cadastradas na equipe, 86 foram diagnosticadas com sífilis adquirida ou gestacional. A taxa de tratamento completo foi de 51,16%. Outros 12,79% tiveram o tratamento interrompido por ser considerado cicatriz ou sífilis primária. Dentre as gestantes, 90,91% concluíram o tratamento. Mudanças na linguagem profissional e no ambiente, que incluem a cultura organizacional, normas e rotina, tendem a contribuir para a melhora da autoeficácia do tratamento da sífilis entre as Pessoas Vivendo em Situação de Rua.

ABSTRACT This study aimed to describe the experience of a Consultório na Rua (eCnaR) team in implementing care strategies to combat acquired and gestational syphilis in the population living on the streets. This is a described study, an experience report type, carried out in an eCnaR in the city of Rio de Janeiro, Brazil, between the months of May 2022 and November 2023. The experience was discussed in the light of the medium reach self-efficacy theory, by Bárbara Resnick. Among the 371 people living on the streets registered with the team, 86 were diagnosed with acquired or gestational syphilis. The complete treatment rate was 51.16%, others 12.79% had treatment interrupted, as it was considered scarring or primary syphilis. Among pregnant women, 90.91% completed the treatment. Changes in professional language and the environment, which include organizational culture, norms and routine, tend to contribute to improving self-efficacy for treating syphilis among people living on the streets.

This study examines OpenAlex’s indexing of journals using Open Journal Systems (JUOJS), reflecting two open source software initiatives supporting inclusive scholarly participation. By analyzing a dataset of 47,625 active JUOJS, we reveal that 71% of these journals have at least one article indexed in OpenAlex. Our findings underscore the central role of Crossref DOIs in achieving indexing, with 97% of the journals using Crossref DOIs included in OpenAlex. However, this technical dependency reflects broader structural inequities, as resource-limited journals, particularly those from low-income countries (47% of JUOJS) and non-English language journals (55%-64% of JUOJS), remain underrepresented. Our work highlights the theoretical implications of scholarly infrastructure dependencies and their role in perpetuating systemic disparities in global knowledge visibility. We argue that even inclusive bibliographic databases like OpenAlex must actively address financial, infrastructural, and linguistic barriers to foster equitable indexing on a global scale. By conceptualizing the relationship between indexing mechanisms, persistent identifiers, and structural inequities, this study provides a critical lens for rethinking the dynamics of universal indexing and its realization in a global, multilingual scholarly ecosystem.

Abstract: The present study aims to generate a semi-structured dataset for student regulation frequently asked questions presented by students of the School of Systems Engineering and Computing at the Pedagogical and Technological University of Colombia. The methodology is conducted under a quantitative deductive and applied approach. A data collection instrument for questions is generated in natural language, undergoing preprocessing, analysis, and post-processing of data. Unsupervised machine learning is applied to clustering algorithms and techniques for assessing the importance of terminology relative to their frequencies in a document. As a result, 33 categories of words related to a central reference element are obtained from a set of 197 questions. In conclusion, the present research study provides a set of questions stored in a JSON format that serve as input for training a conversational agent based on Deep Learning.

Resumen: El presente estudio tiene como finalidad generar un conjunto de datos de arquitectura semiestructurada para preguntas frecuentes sobre el reglamento estudiantil que son realizadas por estudiantes de la Escuela de Ingeniería de Sistemas y Computación de la Universidad Pedagógica y Tecnológica de Colombia. La metodología se desarrolla bajo un enfoque cuantitativo de aproximación deductiva y aplicada. Un instrumento de recolección de preguntas es generado en lenguaje natural, siendo sometidas a preprocesamiento, análisis y postprocesamiento de datos. Se aplica el aprendizaje automático de tipo no supervisado a algoritmos de agrupamiento y técnicas de evaluación de importancia de términos. Como resultado, se obtienen 33 categorías de palabras relativas a un elemento central de referencia, partiendo de un conjunto de 197 preguntas. En conclusión, la presente investigación brinda preguntas almacenadas en un documento de formato JSON que sirven como insumo para el entrenamiento de un agente conversacional basado en Deep Learning.

Abstract Freestanding birth centers (FBCs) in Brazil are regulated to provide care for women with a straightforward pregnancy. The systematization of the literature on FBCs can broaden our knowledge of these facilities. We conducted a scoping review to answer the following research question: “What are the characteristics of the model of care in freestanding birth centers in Brazil?”. Relevant studies covering any period and in any language were included. Searches were performed of platforms, databases, repositories, and institutional websites. The searches followed the stages set out in the JBI Manual for Evidence Synthesis and the review protocol was registered with the OSF. A total of 85 documents were selected, involving ten FBCs. The maternal and neonatal outcomes described by the studies were categorized as follows: respect for women’s autonomy and needs; humanized evidenced-based care; feeling safe with and confident in care providers; use of integrative and complementary health practices; positive maternal experience and neonatal outcomes; and welcoming and comfortable environment. The findings reinforce that care delivery in FBCs is grounded in the biopsychosocial model of health care and that the physical environment and organization of these facilities and approach to childbirth are structured around the needs of pregnant people and their babies.

Resumo Os centros de parto normal peri-hospitalares (CPNp) são regulamentados no Brasil para atenção às mulheres e bebês de risco habitual. Sistematizar a produção científica pode ampliar o conhecimento sobre esses estabelecimentos. Realizou-se uma revisão de escopo a partir da questão: “quais são as características do modelo de atenção dos CPNp brasileiros?” Foram incluídos estudos sem delimitação temporal e em qualquer idioma. As buscas foram feitas em portais, bases de dados, repositórios e sites institucionais. As etapas da revisão foram guiadas pelo JBI Manual for Evidence Synthesis, e seu protocolo registrado na plataforma OSF. Foram selecionados 85 documentos, que abordam dez CPNp. Os estudos descrevem desfechos maternos e neonatais categorizados, entre outros, em: respeito à autonomia e às necessidades maternas; cuidado humanizado e baseado em evidências; confiança e segurança nos profissionais; uso de práticas integrativas e complementares em saúde; experiência materna e desfecho neonatal positivos; cuidado em ambiente acolhedor e confortável. Os resultados reforçam que os CPNp produzem um cuidado pautado no modelo biopsicossocial de saúde, cujas necessidades dos usuários são a base das estruturas física, organizacional, filosófica e assistencial dessas instituições.

Resumen Los Centros de Parto Normal Perihospitalarios (CPNp) están regulados en Brasil para atender a mujeres y bebés en riesgo normal. Sistematizar la producción científica puede ampliar el conocimiento sobre estos establecimientos. Se realizó una revisión de alcance a partir de la pregunta: “¿Cuáles son las características del modelo de atención del CPNp brasileño?”. Se incluyeron estudios sin delimitación temporal y en cualquier idioma. Las búsquedas se realizaron en portales, bases de datos, repositorios y sitios web institucionales. Los pasos de revisión fueron guiados por el Manual de Síntesis de Evidencia del JBI y su protocolo registrado en la plataforma OSF. Fueron seleccionados 85 documentos, que abordan diez CPNp. Los estudios describen resultados maternos y neonatales categorizados, entre otros, en respeto por la autonomía y las necesidades maternas; atención humanizada y basada en evidencia; confianza y seguridad en los profesionales; uso de Prácticas Integrativas y Complementarias de Salud; experiencia materna positiva y resultado neonatal; atención en un ambiente acogedor y confortable. Los resultados refuerzan que los CPNp producen atención basada en el modelo biopsicosocial de salud, cuyas necesidades de los usuarios son la base de las estructuras físicas, organizativas, filosóficas y de atención de estas instituciones.

ABSTRACT Purpose To map in the literature the effects of tactile, thermal and/or gustatory stimulation on oropharyngeal dysphagia (OD) post-stroke. Methods This scoping review was conducted following the recommendations of PRISMA- ScR and the Joanna Briggs Institute (JBI), registered on the Open Science Framework and developed without language or publication period restrictions. Different databases and grey literature were used for article selection, and the PCC mnemonics constructed the research question ad eligibility criteria, thus including clinical studies involving adults (over 18 years old) diagnosed with OD post-stroke, who received tactile-thermal (TTS) and/or taste-gustatory (TGS) and/or tactile-thermal-gustatory stimulation for treatment, and had their effect measured through examinations, scales, or clinical assessment. The review was conducted blindly and independently by two researchers, and a third was consulted in cases of disagreements. Results Three studies were included. None of them addressed an individual TGS protocol, and all presented a TTS protocol. The objectives and evaluation tests of each study were distinct, providing different perspectives about TGS in OD; there was uniformity in the presentation of the applied protocols, frequency, and materials used for therapy. Conclusion The studies mapped the effect of TTS from different methodological designs and specific measures; no articles were found that evaluated isolated TGS associated with another technique.

RESUMO Objetivo Mapear na literatura os efeitos da estimulação tátil, térmica e/ou gustativa na disfagia orofaríngea (DO) pós AVCi. Método Esta revisão de escopo foi conduzida segundo recomendações do PRISMA-SCR e do Joanna Briggs Institute (JBI). Registrada na Open Science Framework e desenvolvida sem restrições de idioma ou período de publicação. Foram utilizadas diferentes bases de dados e literatura cinzenta para seleção dos artigos, e os mnemônicos PCC construíram a pergunta e critérios de elegibilidade da pesquisa, assim, foram incluídos estudos clínicos envolvendo adultos (maiores de 18 anos) diagnosticados com DO pós AVCi, que receberam estimulação tátil-térmica (ETT) e/ou térmica-gustativa (ETG) e/ou estimulação tátil-térmica-gustativa para tratamento da DO e tiveram seu efeito medido a partir de exames, escalas ou avaliação clínica. A revisão foi conduzida de forma cega e independente por dois pesquisadores, e um terceiro foi consultado em casos de divergências. Resultados Três estudos foram incluídos. Nenhum deles abordou um protocolo individual de ETG, e todos apresentaram protocolo de ETT. Os objetivos e os testes de avaliação de cada estudo foram distintos, apresentando diversas perspectivas acerca da ETT na DO; houve uniformidade na apresentação dos protocolos aplicados, frequência e materiais utilizados para a terapia. Conclusão Os estudos mapearam o efeito da ETT a partir de diferentes desenhos metodológicos e medidas específicas; não foram encontrados artigos que avaliassem ETG isolada ou associada à outra técnica.