RESUMEN Este artículo presenta los resultados de una investigación educativa cuyo propósito fue comprender la influencia de las prácticas educativas en el proceso autorregulatorio de los estudiantes en Colombia. El enfoque metodológico fue de tipo cualitativo con un alcance descriptivo que buscó detalles sobre el hacer docente y el aprendizaje de aula. La muestra se compone de 137 participantes distribuidos en 90 estudiantes, 24 docentes y 23 padres de familia a quienes se les aplicaron una ficha de caracterización, una entrevista y un grupo focal a lo largo de 9 zonas del país: Garzón (Huila), Fortul (Arauca), Bucaramanga (Santander), Bogotá, Tenjo, Guayabal de Siquima (Cundinamarca), Urabá, Medellín, Rionegro (Antioquia), Ibagué (Tolima), Granada (Meta), Santiago de Cali (Valle del Cauca) y Almaguer (Cauca). Para el análisis de la información se contó con una matriz de triangulación y su posterior ejercicio interpretativo. Los resultados muestran que la práctica docente fomenta en los estudiantes su autonomía y su autocontrol a la hora de aprender, mientras que se ve la necesidad de brindar formación sobre las pautas de monitoreo parental. En ese sentido, se reconoce que la educación en contexto a partir de los juegos, la creatividad y el trabajo en grupo incentivan las habilidades de autorregulación del aprendizaje como la metacognición, el monitoreo, la delegación de tareas, la planeación y proyección de las metas a alcanzar.

ABSTRACT This article shows the results of an educational research whose purpose was to understand the influence of educational practices on the self-regulatory process of students in Colombia. The methodological approach was qualitative with a descriptive scope that sought details about the teaching process and classroom learning. The sample is made up of 137 participants distributed among 90 students, 24 teachers and 23 parents to whom a characterization sheet, an interview and a focus group are applied throughout 9 areas of the country: Garzón (Huila), Fortul. (Arauca), Bucaramanga (Santander), Bogotá, Tenjo, Guayabal de Siquima (Cundinamarca), Urabá, Medellín, Rionegro (Antioquia), Ibagué (Tolima), Granada (Meta), Santiago de Cali (Valle del Cauca) and Almaguer (Cauca). For the analysis of the information, a triangulation matrix was used and its subsequent interpretative exercise. The results show that teaching practice encourages students' autonomy and self-control when learning, while there is a need to provide training on parental monitoring guidelines. In this sense, it is recognized that education in context based on games, creativity and group work encourages self-regulation learning skills such as metacognition, monitoring, delegation of tasks, planning and projection of goals to reach.

Abstract Maladaptive behaviors in children constitute a problem that affects their overall development. Various studies have explored the role of parenting styles as a factor associated with these behaviors. The objective of this study was to analyze the relationship between parenting styles and maladaptive behaviors in a sample of 100 students aged 8 to 11 from the city of Ambato, Ecuador. A non-experimental, correlational, cross-sectional design was used. Participants were selected through stratified probability sampling from a school in the city. The Behavior Assessment System for Children and Adolescents (BASC-3) was administered to measure maladaptive behaviors, and the Abbreviated Parenting Styles Perception Questionnaire (CRPBI) was used to assess perceived parenting styles. The results indicate that 48% of the sample exhibited some behavior problems according to the BASC-3, primarily of an externalizing nature. Correlational analysis revealed that the parenting style of affection is negatively associated with behavior problems, while psychological control and rejection are positively related. The parenting style that best predicts the presence of behavior problems is parental rejection according to the regression analysis conducted. In conclusion, parenting styles characterized by low levels of affection and high levels of psychological control and rejection are associated with a greater presence of maladaptive behaviors in children. It is recommended to implement parent guidance programs to promote positive parenting styles and prevent behavior problems from an early age.

Resumen Las conductas desadaptativas en los niños constituyen un problema que afecta su desarrollo integral. Diversos estudios han explorado el rol de los estilos parentales de crianza como factor asociado a estas conductas. El objetivo de este estudio fue analizar la relación entre los estilos parentales y las conductas desadaptativas en una muestra de 100 estudiantes de 8 a 11 años de la ciudad de Ambato, Ecuador. Se utilizó un diseño no experimental, correlacional y de corte transversal. Los participantes fueron seleccionados mediante un muestreo probabilístico estratificado de una escuela de la ciudad. Se administró el Sistema de Evaluación de la Conducta de Niños y Adolescentes (BASC-3) para medir las conductas desadaptativas y el Cuestionario de Percepción de Estilos de Crianza Abreviado (CRPBI) para evaluar los estilos parentales percibidos. Los resultados indican que la muestra presentó algún problema de comportamiento según el BASC-3, principalmente de tipo externalizante. El análisis correlacional evidenció que el estilo parental de afecto se asocia negativamente con los problemas de conducta, mientras que el control psicológico y el rechazo se relacionan positivamente. El estilo de crianza que mejor predice la presencia de problemas de conducta es el de rechazo parental según el análisis de regresión efectuado. En conclusión, los estilos parentales caracterizados por niveles bajos de afecto y altos de control psicológico y rechazo se asocian a mayor presencia de conductas desadaptativas en los niños. Se recomienda implementar programas de orientación a padres para promover estilos de crianza positivos y prevenir problemas de comportamiento desde edades tempranas.

The research that led to this article aimed to relate the perceived parental behavior with prosocial behavior and difficulties in adolescents from Simón Bolívar, Ecuador. It was carried out using a postpositivist paradigm, a quantitative approach, non-experimental design, and cross-sectional, with correlational analysis. The sample consisted of 343 adolescents aged between 12 and 16 years selected by non-probabilistic convenience sampling with inclusion criteria. The instruments analyzed were the Strengths and Difficulties Questionnaire (SDQ) as well as the Children's Perceived Parental Behavior Questionnaire – Abbreviated (CRPBI-A). The analysis showed a predominance of normal levels for prosocial behavior (85.1%) and difficulties (68.29%), high levels for paternal overprotective style (78.7%), paternal communicative (77.8%), maternal communicative (81.0%) and maternal overprotective style (77. 8%). Furthermore, it is evident that there is a significant relationship between perceived parental behavior with prosocial behavior and difficulties in adolescents, highlighting the practical implications for parents, educators, and policymakers.

O objetivo da pesquisa que deu origem a este artigo foi relacionar o comportamento percebido dos pais com o comportamento pró-social e as dificuldades dos adolescentes do cantão de Simón Bolívar, Equador. Foi conduzida sob um paradigma pós-positivista, usando uma abordagem quantitativa, desenho não experimental, transversal, com escopo correlacional. A amostra consistiu em 343 adolescentes com idade entre 12 e 16 anos, selecionados por amostragem de conveniência não probabilística com critérios de inclusão. Os instrumentos analisados foram o Questionário de Habilidades e Dificuldades (SDQ) e o Questionário de Comportamento Parental Percebido pela Criança - Abreviado (CRPBI-A). A análise mostrou uma predominância de níveis normais para comportamento pró-social (85,1%) e dificuldades (68,29%), bem como níveis altos para estilos de superproteção paterna (78,7%), comunicação paterna (77,8%), comunicação materna (81,0%) e superproteção materna (77,8%). Além disso, foi evidenciada uma relação significativa entre o comportamento parental percebido e o comportamento pró-social e as dificuldades dos adolescentes.

La investigación que originó el presente artículo tuvo como objetivo relacionar la conducta parental percibida con la conducta prosocial y dificultades en adolescentes del cantón Simón Bolívar, Ecuador. Se realizó bajo un paradigma post-positivista, mediante un enfoque cuantitativo, diseño no experimental, de corte transversal, con alcance correlacional. La muestra estuvo conformada por 343 adolescentes con edades entre 12 a 16 años, seleccionados por un muestreo no probabilístico por conveniencia con criterios de inclusión. Los instrumentos analizados fueron el Cuestionario de Capacidades y Dificultades (SDQ), así como el Cuestionario de Conducta Parental Percibida por los Niños-Abreviado (CRPBI-A). El análisis mostró un predominio de niveles normales para la conducta prosocial (85,1 %) y dificultades (68,29 %), así también, niveles altos para el estilo sobreprotector paterno (78,7 %), comunicativo paterno (77,8 %), comunicativo materno (81,0 %) y sobreprotector materno (77,8 %). Además, se evidenció una relación significativa entre la conducta parental percibida con la conducta prosocial y dificultades en adolescentes.

Abstract Parenthood represents a relationship with two dimensions: on the one hand, the bond with a child and, on the other, the sharing of that child with another member (of the parental couple), not necessarily in an active married life. Family life promotes increasing autonomy in parental relationships, coexisting with the marital relationship. Parenting usually implies coparenting, joint responsibility for someone, son or daughter. This text addresses male parenting, based on the answers given by men/fathers, within the scope of the “PARENT” project, which allowed us to understand the changes caused by crises, in family life and in the procreative project of men and women, who reside in the country, in this case, in four different social and regional contexts. Faced with a drastic reduction in the fertility rate, it was possible to verify how the decision to have another child cannot be reduced to a “financial” issue but represents a choice where the support network and the relationship with the market are considered. work, co-parenting, and the corresponding sharing of tasks. As a parity relationship, parenthood should not be confused with maternity or paternity and implies a decentralized view of women, who, in general, are attributed the main responsibility for changes in fertility indicators. Looking at male parenthood allows us to identify other dimensions of this phenomenon, the significant decline of which has worried European countries, particularly Portugal. With this reflection, perhaps, we can look at the transformation of gender roles in another way, from a perspective of cooperation and co-responsibility, from an approach to the conditions that allow shared parenting. Considering the father’s place in parenting could mean a new design of family policies, even now, centered on a traditional view of parental roles, which values ??the caring woman/mother and the provider man/father.

Resumo A parentalidade representa uma relação com duas dimensões: por um lado o vínculo com um/a filho/a e, por outro, a partilha desse/a filho/a com outro elemento (do casal parental), não forçosamente numa vida conjugal ativa, uma vez que a vida familiar atual promove uma crescente autonomia das relações de parentalidade, coexistindo com o relacionamento conjugal. A parentalidade implica habitualmente coparentalidade, responsabilidade conjunta por alguém, filho ou filha. O presente texto aborda a parentalidade no masculino, partindo das respostas dadas por homens/pais, no âmbito da realização do projeto “PARENT”, o qual permitiu conhecer as mudanças provocadas pelas crises, na vida familiar e no projeto procriativo dos homens e mulheres, que residem no país, neste caso, em quatro contextos sociais e regionais diferentes no país. Face a uma redução drástica da taxa de fecundidade, foi possível verificar como a decisão de ter mais um filho, não pode ser reduzida a uma questão “financeira”, mas representa uma escolha onde se pondera a rede de suporte, a relação com o mercado de trabalho, a coparentalidade e a correspondente partilha de tarefas. Enquanto relação paritária, a parentalidade, não deve ser confundida com maternidade ou paternidade e implica um olhar descentrado da mulher, a quem, em geral, se atribui a principal responsabilidade pelas alterações dos indicadores de fecundidade. Olhar a parentalidade no masculino permite identificar outras dimensões nesse fenómeno, cuja baixa significativa tem preocupado os países europeus, particularmente Portugal. Com esta reflexão, porventura, podemos encarar a transformação dos papéis de género de outra forma, numa ótica de cooperação e corresponsabilização, ou seja, numa abordagem às condições que permitem uma parentalidade partilhada. Considerar o lugar do pai na parentalidade poderá significar um novo desenho das políticas de família, ainda agora centradas numa visão tradicional dos papéis parentais, que valoriza a mulher/mãe cuidadora e o homem/pai provedor.

BACKGROUND. Globally, adolescent fertility rates (AFR) vary widely, with stark inequality in the Southern African subregion. Orphanhood and parental absence are key social factors studied in relation to adolescent fertility, but research focusing on girls aged 15 - 19 years is constrained by the international age cap of 17 years for collecting direct orphanhood and living arrangement data. OBJECTIVES. To characterise fertility among adolescents largely excluded from research because of age restrictions in the data. METHODS. The study uses the cross-sectional household-based Demographic and Health Survey (DHS) data for Southern Africa, defined according to both local and international geoschemes. It models parental absence and intrahousehold effects on fertility for adolescents aged 15 - 19 years old, using the fixed effects logistic regression, adjusting for inter-country differences. RESULTS. The relationship between orphanhood, parental absence and rates of adolescent childbearing varied across countries. Parent absence was associated with a higher likelihood of childbearing (adjusted odds ratio (aOR) 3.07, p<0.05). Conversely, having an orphaned child(ren) in the household was associated with a 36% lower likelihood of childbearing, though not statistically significant. Compared with South Africa (SA), all the countries in the study showed significantly higher odds of adolescent childbearing (aOR 1.4 - 5.4, p<0.05). The probability of adolescents giving birth was generally lower when residing with orphaned children in the household, with Angola, Malawi and Zambia showing the highest differences, and SA the smallest. CONCLUSIONS. The study underscores the critical role of household living arrangements and parental absence in understanding and addressing adolescent fertility in Southern Africa. Addressing this issue necessitates a dual approach, encompassing interventions for adolescents in general and specifically targeting those with absent parents.

Resumen Introducción: La adolescencia trae consigo nuevos desafíos, con repercusiones en la vida cotidiana de las familias, que modifican su dinámica familiar y conducen a constantes desafíos y consecuentes ajustes en las relaciones interfamiliares. Objetivo: analizar las características de padres y adolescentes que se relacionan con las fortalezas y procesos de resiliencia de las familias con hijos adolescentes. Métodos: Estudio cuantitativo, descriptivo y correlacional cuya recolección de datos se realizó en línea mediante la aplicación de un cuestionario sociodemográfico, el cuestionario de Fortalezas Familiares (Melo & Alarcão, 2011) y la Escala de Evaluación de la Comunicación Parental (COMPA-P) (Portugal & Alberto, 2014). La muestra está formada por padres con hijos adolescentes entre 14 y 17 años. Resultados: Se encontró que las variables sociodemográficos familiares no se asociaron con los procesos de resiliencia familiar. En relación a la comunicación parental, se encontró una relación positiva y significativa entre sus dimensiones y las dimensiones del cuestionario Fortalezas Familiares. En cuanto a las características del adolescente, se concluyó que el estado de salud del adolescente se asoció positivamente con los procesos de resiliencia familiar. El modelo de regresión realizado demuestra que el estado de salud del adolescente, así como las dimensiones de metacomunicación y confianza/compartición de los padres hacia sus hijos, constituyen factores explicativos de las fortalezas y procesos de resiliencia familiar. Conclusión: Conocer los puntos fuertes y los procesos de resiliencia de las familias nos permite desarrollar respuestas adaptadas y adecuadas a cada familia para promover la resiliencia familiar, ya que esto repercute en la salud y el bienestar de los miembros de la familia y en la propia familia como sistema.

Resumo Introdução: A adolescência traz consigo novos desafios, com repercussões no quotidiano das famílias, que vêm alterar as suas dinâmicas familiares e levam a constantes desafios e consequentes ajustes nas relações inter-famliliares. Objetivo: analisar as características dos pais e dos adolescentes que estão relacionadas com as forças e processos de resiliência das famílias com filhos adolescentes. Métodos: Estudo quantitativo, descritivo e correlacional cuja recolha de dados foi realizada online através da aplicação de um questionário sociodemográfico, do questionário de Forças Familiares (Melo & Alarcão, 2011) e da Escala de Avaliação da Comunicação na Parentalidade (COMPA-P) (Portugal & Alberto, 2014). A amostra é constituída por pais com filhos adolescentes entre os 14 e os 17 anos. Resultados: Verificou-se que as variáveis sociodemográficas familiares não se encontravam associadas aos processos de resiliência familiar. Em relação à comunicação parental, constatou-se uma relação positiva e significativa entre as suas dimensões e as dimensões do questionário de Forças Familiares. Quanto às características do adolescente, concluiu-se que o estado de saúde do adolescente estava positivamente associado aos processos de resiliência familiar. O modelo de regressão realizado demonstra que o estado de saúde do adolescente, assim como as dimensões da metacomunicação e confiança/partilha de progenitores para com os filhos, constituem fatores explicativos das forças e processos de resiliência familiar. Conclusão: Conhecer as forças e os processos de resiliência das famílias, permite desenvolver respostas adaptadas e adequadas a cada família no sentido de promover a resiliência familiar, uma vez que esta tem impacto na saúde e no bem-estar dos membros da família e na própria família enquanto sistema.

Abstract Introduction: Adolescence brings along new challenges, with effects on the families' daily lives, which change their dynamics and lead to constant challenges and consequent adjustments in interfamily relationships. Objective: analyze the characteristics of parents and adolescents that are related to the strengths and processes of resilience in families with adolescent children. Methods: Quantitative, descriptive, and correlational study whose data collection was carried out online through the application of a sociodemographic questionnaire, the Family Strengths Questionnaire (Melo & Alarcão, 2011), and the Communication Assessment Scale in Parenting (COMPA- P) (Portugal & Alberto, 2014). The sample consists of parents with teenage children between 14 and 17 years old. Results: It suggested that family sociodemographic variables were not associated with family resilience processes. Regarding parental communication, there was a positive and significant relationship between its dimensions and the dimensions of the Family Strengths questionnaire. As for the characteristics of the adolescent, it was concluded that the health status was positively associated with family resilience processes. The regression model demonstrates that the adolescent's health status, as well as the dimensions of meta-communication and trust/sharing of parents towards their children, are explanatory factors of the strengths and processes of family resilience. Conclusion: Knowing the strengths and resilience processes of families allows us to develop adapted and appropriate responses to each family in order to promote family resilience, since this has an impact on the health and well-being of family members and on the family itself as a system.

Abstract Objective: To know and compare the perception of parents and adolescents on the role of the family in the prevention of drug use. Materials and methods: Qualitative research, conducted in May 2022, in which group interviews were applied through the instrument called focus group, two groups were integrated, one with adolescents (five boys and six girls) and another with parents (one boy and eight girls), with no parental relationship between the groups, randomly recruited, belonging to the same high school in the city of Xalapa, Veracruz. After reading and signing the informed consent, answers were given to the nine questions of the questionnaire. Results: For the analysis of the information, discourse analysis was used, which technique studies what was said according to the context, which allowed us to compare what was expressed in both groups. Parents perceive that they provide trust, while adolescents perceive that they do not; parents perceive that their children have the necessary knowledge about drug use, while adolescents are concerned to know about the risks, parents perceive that their children have no lacks, no needs, while adolescents manifest insufficient love and attention from their parents. Conclusions: Parents and children have a different view on drug use and on the role of the family in prevention. The need to generate spaces for reflection that allow for greater communication between parents and children was identified.

Resumen Objetivo: Comparar la percepción de padres y adolescentes sobre el papel de la familia en la prevención del consumo de drogas. Materiales y métodos: Investigación de tipo cualitativa, realizada en mayo de 2022 en la ciudad de Xalapa Veracruz (México): se realizaron dos grupos focales de personas ligadas a una escuela preparatoria -uno con adolescentes (cinco varones y seis mujeres) y otro con padres (un varón y ocho mujeres)- sin relación parental entre los grupos, reclutados de manera aleatoria. Las personas accedieron a participar después de haber conocido los objetivos y alcances del proyecto, por lo que firmaron una carta de consentimiento informado, en el caso de los padres, y de asentimiento informado en el caso de los adolescentes. Para el análisis de la información recogida en la entrevista grupal se utilizó el análisis de discurso, técnica que analiza lo dicho de acuerdo con el contexto en que se dice, lo que permitió comparar lo expresado en ambos grupos. Resultados: Los padres consideran que ellos brindan confianza a sus hijos, mientras que los adolescentes perciben que esto no es así. Asimismo, los adultos perciben que sus hijos tienen los conocimientos necesarios sobre el consumo de drogas por lo que no consideran necesario ahondar en el tema: en contraste, los adolescentes se muestran preocupados al conocer sobre sus riesgos. Finalmente, los padres perciben que sus hijos no tienen carencias ni necesidad de mejorar la relación con ellos, mientras que los adolescentes manifiestan insuficiente amor y atención por parte de sus padres. Conclusiones: Los padres y los hijos tienen una percepción distinta sobre el consumo de drogas y sobre el papel de la familia en la prevención. Se identificó la necesidad de generar espacios de reflexión que permitan una mayor comunicación entre padres e hijos.

Education systems are shaped by various internal and external contextual forces (De Beer, 2017). External contextual trends typically include language, demography, geography, technology, politics, and financial and economic trends. Religion represents one of these external contextual trends that can affect an education system (see Van der Walt, Potgieter & Wolhuter, 2010; Wolhuter & Van der Walt, 2018). Making use of established metabletic-comparative methodology, this article seeks to highlight the impact of religion as a formative factor of education in the BRICS countries. Religion is treated significantly differently in the education systems of the BRICS member states. In schools in India and China, no religious activities are allowed in accordance with the respective constitutions, while any religious activities may take place in schools in Brazil, Russia and South Africa, provided that the activities comply with particular guidelines. Broadly considered, any religious activities are conducted in primary schools in Brazil, provided that attendance is voluntary. Religion in Brazilian schools is influenced by the strong position of the Roman Catholic faith in Brazilian society, which could potentially be detrimental to minority groups in Brazil (Senefonte, 2018:440). Learners in Russia, according to Russian law, are free to choose for themselves the religious module in which they wish to receive education. Schools in Russia do not, however, always implement this legislation correctly, since a school's resources actually determine which module the learners should take. The manner in which religion is being dealt with, causes unhappiness among learners and parents as they do not really have freedom of choice regarding the religious module in which they wish to receive instruction (Zöllner, 2016). The legislation in China clearly states that no religious activities may take place in public schools, yet the ruling party of China intends to enshrine tenets of atheism in learners in schools (Vickers, 2022; Wang & Froese, 2020). Compared to the other BRICS member states, China has the most officially, constitutionally recognised ethnic groups. In terms of legislation and policy formulations, the ethnic minority groups obtain various benefits in terms of education. The wide variety of ethnic groupings poses various challenges to the government of China as the views of all these groups in the education system have to be taken into account. Various documents, including the South African Schools Act 76 of 1996, and other education policies provide clear guidelines as to how religion ought to be dealt with in South African schools. In South Africa, learners are taught various major deities worldwide. All learners in South Africa are exposed to the concept of religion through the subject Life Orientation (Grades 7-12). Teachers in South Africaface the challenge of respecting all kinds of religions and not preaching their own views on a religion. This challenge of respecting all religions can result in conflict in schools, as learners may feel that they will be discriminated against if one type of religion is singled out, for example during assembly. This underscores the role and value of South African teachers in inculcating citizenship values (see Wolhuter, Janmaat, Van der Walt & Potgieter, 2020). The Government of India faces opposition from minority groups with regard to religion in schools as the socio-political hegemony religion is especially preferred in terms of the drafting of academic textbooks (Traub, 2018). This preferential treatment of a particular religion is contrary to the Indian constitution, as no single religion may be singled out, nor should any religion be discriminated against (Majumdar, 2018). The preference given to a particular religion in textbooks can result in a negative impact on the education system of India. The analysis and interpretation show that there is still a close relationship between religion and education in the BRICS countries. However, all five BRICS member states face different problems regarding religion and each of the five member states also deals with its problems differently. This conclusion is now unpacked in this summary, and in detail defended in the ensuing full text. In terms of dealing with religion, South Africa appears to be more tolerant than Brazil, Russia, India and China, although this tolerance still causes more problems for the South African government, in the sense of opposition from various adherents of a wide variety of faith groupings who would like schools to play a role in strengthening the religious beliefs of their children. Several court cases have been fought in South Africa as schools struggle to accommodate the wishes of all religious groups in South Africa (see Nthontho, 2020). In contrast to forces in all the BRICS countries trying to separate religion and (public) education, the United Nations Declaration of Human Rights, the proto-charter of Human Rights Charters in the contemporary world, Article 26 states that everyone has the right to education, education should be oriented towards the total development of the child's personality, and that parents have a preferential right to decide on the type of education their children should receive. The BRICS member states can learn from each other how to deal with religion in schools, even though none have yet managed to deal satisfactorily with religion in education. The common factor among all five BRICS countries is that religion is used again and again (consciously or unconsciously) to reinforce political or ideological hegemony. It seems that the shortcoming in all these countries is pointing to a lack of recognition of the place and role of religion in the lives of their citizens and that secular-political objectives, notably the forcing of official ideological hegemony, as well as the achievement of national unity above the full recognition of religious freedom, are also stated in the education system and in citizens 'choice of the kind of religious education of their children. As a result, the role of religion in creating a strong moral fibre for a society therefore never seems to come into its own. Moreover, judging by the United Nations Charter's Human Rights provisions on education, educative education (incl. teaching and learning), in accordance with its full scope of semantic value, does not currently come into its own. The same seems to be the case as regards the human right to parental advocacy with respect to religious education. The experience of the BRICS countries in terms of religion-in-education shows that it is sensible and even necessary, for example, along the path of enlarged parental speech in education and school autonomy, to allow more room for religious freedom in education. The BRICS countries are currently being proposed as the leading grouping of the Global South in a new formative world order. Against this background, current trends regarding religion-in-education in these countries therefore probably represent a bold example. However, it should nonetheless be denounced by the academic community and better examples should subsequently be extracted and presented from other national education systems from future research.

'n Onderwysstelsel word deur verskeie samelewingskontekstuele kragte gevorm. Hierdie kontekstuele faktore sluit taal, demografie, geografie, tegnologie, politiek en finansiële en ekonomiese tendense in. Godsdiens is een van die laasgenoemde tendense wat 'n onderwys-stelsel kan beïnvloed. Die BRICS-organisasie bestaan uit Brasilië, Rusland, Indië, Sjina en Suid-Afrika en is 'n supra-nasionale blok wat baie aandag in die openbare sowel as akademiese diskoers oor internasionale politiek en maatskaplike kwessies trek (De Beer, 2017). Godsdiens word wyd geag as 'n omstrede en sensitiewe faktor in onderwysstelsels (sien Van der Walt, Potgieter & Wolhuter, 2010). In hierdie artikel word godsdiens as vormgewende faktor van die onderwysstelsels in die BRICS-lande ondersoek, om die waarde daarvan as 'n aanskouingsles vir Suid-Afrika en ander lande te bepaal. Die BRICS-lidlande is doelbewus vir hierdie navorsing gekies weens die besondere waarde van hierdie lande as vertoonvenster van onderwysstelsels se antwoord op samelewingstendense van die een-en-twintigste eeu. Dokumentontleding is uitgevoer ten opsigte van beleidsdokumente, wetgewing, artikels en staatspublikasies, ten einde inligting in te samel. In die verwerking en interpretasie van inligting is die metableties-vergelykende metode gebruik ten einde beste praktyke ten opsigte van die hantering van godsdiens in die onderwysstelsels vanuit die BRICS-lidlande te identifiseer. Die ondersoek het ernstige tekortkominge in al die BRICS-lande se hantering van godsdiens in onderwys aan die lig gebring. Nie een van die lande se beleid of praktyk slaag die toets, soos gemeet aan die Verenigde Nasies se Handves van Menseregte nie. Die noodsaak van voortgesette navorsing oor die plek van godsdiens in die onderwysstelsels van die wêreld word ten slotte verduidelik.

Abstract The term teosinte applies to a group of species and subspecies of the genus Zea, including the wild ancestor of maize. In 2014, its presence was reported in corn fields in Aragon and Catalonia, where it can cause significant reductions in the harvest. Different control measures have been put in place to contain its advance, including the exceptional authorization of the cultivation of corn tolerant to the herbicide cycloxydim (acetyl CoA carboxylase enzyme inhibitor) in infested areas. The relationship between maize and teosinte allows hybridization and the possibility of gene flow from maize to the wild plant. Introgression of herbicide resistance genes from maize to teosinte has recently been reported in France where cycloxydim-tolerant maize is authorized for cultivation. In this study, the hybridization rate between a cycloxydim tolerant maize cultivar and teosinte introduced in Spain was determined during three years and the phenology during the vegetative and reproductive phase of hybrids and parents was monitored. For this purpose, free-flowering crosses between teosinte as female parent and maize as male parent were carried out under outside uncontrolled environmental conditions. Hybrid identification was carried out by spraying with cycloxydim (200 g. m.a. ha-1). Despite the flowering overlap between teosinte and maize, hybrids were obtained in only one of the three years at a rate of 3.4%.

Resumen El término teosinte se aplica a un grupo de especies y subespecies del género Zea, entre las que se encuentra el ancestro silvestre del maíz. En 2014 se notificó su presencia en campos de maíz de Aragón y Cataluña, donde ocasiona reducciones importantes en la cosecha. Se han puesto en marcha diferentes medidas de control para contener su avance, entre ellas la autorización excepcional del cultivo de maíz tolerante al herbicida cicloxidim (inhibidor del enzima acetil CoA carboxilasa) en las zonas infestadas. La relación entre el maíz y el teosinte permite su hibridación y la posibilidad de un flujo de genes del maíz a la planta silvestre. La introgresión de genes de resistencia a herbicidas del maíz a teosinte ha sido recientemente citada en Francia donde está autorizado el cultivo de maíz tolerante a cicloxidim. En este estudio se ha determinado durante dos años la tasa de hibridación entre un cultivar de maíz tolerante a cicloxidim y el teosinte introducido en España y se ha realizado un seguimiento de la fenología vegetativa y reproductiva de híbridos y parentales durante un año. Para ello, se han llevado a cabo cruzamientos de floración libre entre teosinte como parental femenino y maíz como parental masculino en el exterior en condiciones ambientales no controladas. La identificación de los híbridos se realizó mediante pulverización con cicloxidim (200 g. m.a. ha-1). A pesar del solapamiento de la floración entre el teosinte y el maíz, únicamente se obtuvieron híbridos en uno de los años en un porcentaje del 3,4%.

We acknowledge the existing educational inequalities that South Africa faces as a result of differences in developmental and equal educational opportunities. The aim with this study was to investigate the role of non-cognitive learning performance variables that affect the learning performance and success of secondary-school learners. Data were collected from a sample of 395 Grade 9 learners. The proposed learning performance structural model was empirically evaluated by using various instruments and was analysed by means of structural equation modelling. The results indicate statistically significant positive relationships between learning performance and cognitive engagement, learning performance and grit, cognitive engagement and conscientiousness, grit and learning motivation, grit and cognitive engagement, learning motivation and parental quality, learning motivation and tenacity, learning motivation and cognitive engagement, and conscientiousness and resilience. Both tenacity and parental quality acted as moderators of the relationship between environmental unfavourableness and cognitive engagement. The selection of variables was more effective in explaining variance in cognitive engagement than in learning performance. The results of the study could be used to facilitate cognitive engagement as a pivotal variable in learning success among secondary-school learners.

Resumen: Antecedentes: Mediante un meta-análisis de tres niveles, el objetivo de esta investigación fue examinar la relación entre la participación de los padres en los deberes escolares y el rendimiento académico de los estudiantes, así como estudiar el rol mediador en esta relación de ciertas variables que podrían haber estado relacionadas con algunos resultados inconsistentes en estudios primarios. Método: Se identificaron 28 estudios, con 252 tamaños del efecto, para un total de 378222 participantes. Resultados: Los resultados revelaron una débil relación negativa entre la implicación de los padres en los deberes y el rendimiento de los estudiantes (r = −0,064, p < 0,001). Esta relación fue moderada por el tipo de implicación parental. Específicamente, el rendimiento de los estudiantes se relacionó positivamente con el apoyo a la autonomía, pero no con el apoyo al contenido, el control de los padres, la frecuencia y la combinación de estas dimensiones. Además, dicha relación fue moderada por la medida de rendimiento, el curso de los estudiantes y el género de los padres. Conclusiones: Es necesaria más investigación cualitativa sobre lo que ocurre en torno a las interacciones entre padres e hijos a la hora de la realización de los deberes escolares.

Abstract: Background: Applying a three-level meta-analysis, the goal of our investigation was to examine the relationship between parental homework involvement and students' achievement, and to investigate whether certain study features could have resulted in the inconsistent results relating to this relationship from prior studies. Method: We identified a total of 28 studies (32 independent samples) with 252 effect sizes for a total of 378222 participants. Results: Our meta-analysis revealed an overall weak negative relationship between parental homework involvement and students' achievement (r = −0.064, p < .001). The overall relationship was moderated by the dimension of parental homework involvement. Specifically, students' achievement was positively related to autonomy support, but largely unrelated to content support, parental control, frequency, and mixed. Additionally, the overall relationship was moderated by achievement measure, grade level, and parent gender. Conclusions: Given that parental autonomy support was the only dimension that was positively related to students' achievement, it would be important to conduct qualitative research that provides longitudinal descriptions of parent-child interactions relating to homework tasks as children make their transition from elementary to middle and high school.

RESUMEN El objetivo de este estudio fue analizar los efectos del aislamiento social resultante de la pandemia de COVID-19 en la vida familiar, con énfasis en la experiencia de la maternidad y la relación con los niños. Participaron 20 madres de estratos sociales medios, de 29 a 45 años de edad, que mantenían actividades laborales a distancia y se encontraban en aislamiento social. Se realizaron entrevistas individuales exhaustivas por medios digitales. El material recopilado se transcribió y se sometió a un análisis de contenido temático. Los resultados mostraron que los cambios impuestos por la pandemia afectaban directamente a la vida familiar, lo que explicaba las desigualdades de género en la organización rutinaria, la distribución de las tareas domésticas y el cuidado de los niños. Se observó una relación ambivalente entre las madres y la maternidad y sus imperativos sociales, que reverberaban en el vínculo que establecen con sus hijos. El análisis revela que la sobrecarga emocional y física contribuye a exacerbar los sentimientos de culpa y soledad experimentados en la relación con la maternidad, además de mostrar conflictos en el desempeño de los papeles de madre, esposa y profesional. Las mujeres entrevistadas mostraron agotamiento con las demandas domésticas y el cuidado de sus hijos, además de conflictos relacionados con el desajuste entre las expectativas y las normas sociales que regulan el ejercicio de la maternidad y sus experiencias personales como madres. Las conclusiones sugieren la presencia de una crisis de identidad ligada a los ideales sociales vinculados a las experiencias de la maternidad, lo que invita a pensar en la urgencia de mirar el sufrimiento materno, tratando de comprender las dimensiones subjetivas de las transformaciones en tiempos de aislamiento social. COVID19 COVID 19 COVID-1 familiar niños 2 4 edad digitales temático rutinaria hijos madre profesional materno COVID1 1 COVID-

ABSTRACT This study aimed to analyze the impacts of the social isolation resulting from the COVID-19 pandemic on family life, with emphasis on the experience of motherhood and the relationship with children. Twenty mothers from the middle social strata, from 29 to 45 years old, who kept working activities at a distance and were in social isolation, participated. In-depth individual interviews were conducted by digital means. The collected material was transcribed and submitted to thematic content analysis. The results showed that the changes imposed by the pandemic directly impacted family life, highlighting gender inequalities in routine organization, distribution of household tasks and parental care. An ambivalent relationship was observed between mothers and maternity and their social imperatives, which reverberated in the bond they establish with their children. The analysis reveals that emotional and physical burden contributes to exacerbate feelings of guilt and loneliness experienced in the relationship with motherhood, in addition to showing conflicts in the performance of the roles of mother, wife and professional. The women interviewed showed exhaustion with domestic and child care demands, in addition to conflicts related to the mismatch between expectations and social standards that regulate the exercise of motherhood and their personal experiences as mothers. The conclusions suggest the presence of an identity crisis due to the social ideals linked to the experiences of motherhood, which invites us to think about the urgency of looking at maternal suffering, seeking to understand the subjective dimensions of the transformations that this experience goes through in the times of social isolation. COVID19 COVID 19 COVID-1 life children strata 2 4 old participated Indepth In depth means organization imperatives mother professional demands suffering COVID1 1 COVID-

RESUMO Este estudo teve por objetivo analisar o impacto do isolamento social decorrente da pandemia de Covid-19 sobre a vida familiar, com ênfase na vivência da maternidade e na relação com os filhos. Participaram 20 mães de camadas sociais médias, de 29 a 45 anos, que mantinham atividades laborais a distância e estavam em isolamento social. Foram realizadas entrevistas individuais em profundidade por meio digital. O material coletado foi transcrito e submetido à análise de conteúdo temática. Os resultados mostraram que as mudanças impostas pela pandemia impactaram diretamente a vida familiar, explicitando as desigualdades de gênero na organização da rotina, distribuição de tarefas domésticas e cuidados parentais. Observou-se uma relação ambivalente das mães com a maternidade e com seus imperativos sociais, que reverberam no vínculo que estabelecem com seus filhos. A análise revela que a sobrecarga emocional e física contribui para exacerbar sentimentos de culpa e solidão vivenciados na relação com a maternidade, além de evidenciar conflitos no desempenho dos papéis de mãe, esposa e profissional. As entrevistadas demonstraram exaustão com as demandas domésticas e de cuidados com os filhos, além de conflitos relacionados ao descompasso entre expectativas e padrões sociais que regulam o exercício da maternidade e suas experiências pessoais como mães. As conclusões sugerem a presença de uma crise identitária relacionada aos ideais sociais vinculados às vivências da maternidade, o que convida a pensar na urgência de se olhar para o sofrimento materno, buscando compreender as dimensões subjetivas das transformações que perpassam essa experiência na vigência do isolamento social. Covid19 Covid 19 Covid-1 familiar filhos 2 médias 4 anos digital temática rotina parentais Observouse Observou mãe profissional materno Covid1 1 Covid-

Abstract: This study investigates the mediating effect of life satisfaction between parental involvement and academic achievement orientation in a sample of Chilean adolescents. Life satisfaction is conceptualised as a family resource that adolescents utilise to manage their school life. Two statistical models were adjusted using data from a subsample of 426 students in 9th to 11th grade, derived from the National Survey on Student Trajectories and Transitions in Chile. The first analysis examines the mediating role of life satisfaction between parental involvement, specifically of both father and mother and achievement orientation. The findings suggest that life satisfaction almost completely mediates the effect of paternal involvement on achievement orientation, while maternal involvement exerts a partial effect through life satisfaction. The second analysis assesses the moderating effect of the adolescent’s gender on the relationship mediated by life satisfaction. The results show that gender moderates the mediation for maternal involvement, but not for paternal. This study highlights the importance of adolescents’ life satisfaction as an essential mediator between family and school contexts, also emphasising the moderating effect that gender composition in relationships between parents and adolescents has on this mediation.

Resumen: Este estudio investiga el efecto mediador de la satisfacción con la vida entre el involucramiento parental y la orientación al logro escolar en una muestra de adolescentes chilenos. La satisfacción con la vida se conceptualiza como un recurso familiar que los adolescentes utilizan para gestionar su vida escolar. Se ajustaron dos modelos estadísticos utilizando los datos de una submuestra de 426 estudiantes de 1° a 3° medio, obtenida de la Encuesta Nacional sobre Trayectorias y Transiciones Estudiantiles en Chile. El primer análisis examina el rol mediador de la satisfacción con la vida entre el involucramiento parental, específicamente de padre y madre, y la orientación al logro. Los hallazgos indican que la satisfacción con la vida media casi totalmente el efecto del involucramiento paterno en la orientación al logro, mientras que el involucramiento materno ejerce un efecto parcial a través de la satisfacción con la vida. El segundo análisis evalúa el efecto moderador del género del adolescente en la relación mediada por la satisfacción con la vida. Los resultados muestran que el género tiene un efecto moderador en la mediación para el involucramiento materno, pero no para el paterno. Este estudio resalta la importancia de la satisfacción con la vida de los adolescentes como un mediador esencial entre los contextos familiar y escolar, subrayando además el efecto de moderación que sobre esta mediación tiene la composición del sexo en las relaciones entre padres, madres y adolescentes.

Resumo Este trabalho analisa as atitudes dos estudantes que, mesmo em situações socioeconômicas adversas, tais como a baixa participação dos pais, baixa renda e constante convívio com a violência, principalmente em zonas de periferia, conseguem desempenho favorável em Matemática. O referencial teórico baseou-se nos estudos relativos à educação e desempenho escolar, sucesso escolar, equidade e atitudes em relação ao desempenho dos alunos de Matemática em diversas circunstâncias. A amostra foi composta por alunos de Ensino Médio de uma escola pública estadual do município de Cariacica, no Estado do Espírito Santo. A base de dados primária foi construída com a aplicação de questionários, constituídos de questões sobre a condição socioeconômica do aluno, suas atitudes e desempenho escolar. A partir da análise de regressão multivariada dos dados, a pesquisa apresenta resultados que em um contexto socioeconômico semelhante, o diferencial desempenho dos estudantes é explicado predominantemente com suas atitudes positivas em relação aos estudos e com maior probabilidade de figurarem no quartil superior, ou seja, os alunos com maior nota na amostra, assim como a escolaridade média dos pais. A relevância dessa pesquisa se dá na contribuição para os estudos da Educação Matemática, apontando a relação entre situação socioeconômica, atitudes e desempenho escolar e fazendo uma reflexão sobre igualdade de condições. adversas pais violência periferia baseouse baseou circunstâncias Cariacica Santo questionários aluno semelhante superior seja condições

Abstract This paper analyzes students’ attitudes who, even in adverse socioeconomic situations, such as low parental participation, low income, and constant contact with violence, mainly in suburban areas, achieve favorable performance in mathematics. The theoretical framework was based on studies related to education and school performance, school success, equity, and attitudes towards students’ performance in mathematics in different circumstances. The sample was composed of high school students from a state public school in the municipality of Cariacica, in the state of Espírito Santo. The primary database was built with the application of questionnaires, consisting of questions about the student's socioeconomic status, their attitudes, and school performance. From the multivariate regression analysis of the data, the research presents results that in a similar socioeconomic context, the differential performance of students is explained predominantly by their positive attitudes towards studies and with a higher probability of appearing in the upper quartile, i.e., students with higher grades in the sample, as well as the average education of their parents. The relevance of this research is given in the contribution to the studies of Mathematics Education, pointing out the relationship between socioeconomic status, attitudes, and school performance and making a reflection on equal conditions. who situations participation income violence areas success equity circumstances Cariacica Santo questionnaires student s status data context quartile ie i e i.e. parents Education conditions i.e

Resumo Objetivo Este artigo tem como objetivo avaliar impactos emocionais da deficiência física do bebê na mãe. Método Trata-se de um estudo exploratório realizado com duas díades, uma composta um bebê com deficiência e sua mãe e outra por um bebê sem deficiência e sua mãe, provenientes de uma pesquisa maior com desenho caso-controle. Foram utilizados a Entrevista Semiestruturada, Inventários Beck de Ansiedade e Depressão, Questionário de Função Reflexiva Parental e Ages and Stages Questionnaire. Resultados As mães demonstraram relatos e níveis de parentalidade semelhantes, mas a do bebê com deficiência apresentou maiores scores para ansiedade e depressão, relacionados ao baixo nível de desenvolvimento do filho. Conclusão Conclui-se que mecanismos de adaptação são necessários para se obter os mesmos níveis de parentalidade de uma condição típica. Tratase Trata díades casocontrole. casocontrole caso controle. controle caso-controle Semiestruturada Depressão Questionnaire semelhantes depressão filho Concluise Conclui típica

Abstract Objective This study aims to assess the emotional impacts of the baby’s physical disability on the mother. Method It is an exploratory investigation carried on with two mother-infant dyads, only one of which gave birth to a physically disabled baby, both participating in a larger case-control investigation. The tools used included the Beck Anxiety and Depression Inventories, the Parental Reflective Functioning Questionnaire, the Ages and Stages Questionnaire as well as semi-structured interviews. Results Both mothers showed similar reports and parenting levels, but the one whose baby had a disability scored higher on anxiety and depression, in connection with the baby’s low level of development. Conclusion It is concluded that, in order to achieve the same levels of a typical parenting condition, greater adaptation mechanisms are required. babys s mother motherinfant infant dyads casecontrol case control Inventories semistructured semi structured interviews depression development that condition required