Abstract: The Linguistic Landscape, a relatively recent area of research, deals with the visible written form of languages in public space. The methodology of data collection involves photographing and documenting the distinct types of support, languages and their functions in urban space. Linguistic Landscape research usually considers the simultaneous presence of several languages or varieties and their relation to each other. However, within the so-called Spot German approach, not necessarily used for academic purposes, data collection can be carried out for a specific purpose, without documenting all visible signs. In this article, I discuss the characteristics, definitions, and differences between the approaches and briefly present the possible sources of data collection based on research conducted in different countries. In addition, I present as an example of application the case of the German language in its relation to the space near a German school and its influence on the linguistic landscape of the city in which it is located. Finally, I present pedagogical possibilities for exploring the linguistic landscape in language teaching, as it offers the opportunity to investigate the relationship of the city and people with the languages in their surroundings, as well as presenting numerous entries for didactic exploration. Abstract support other However socalled so called approach purposes purpose signs article characteristics definitions countries addition located Finally teaching surroundings exploration

Resumo: A Paisagem Linguística, área de pesquisa relativamente recente, trata da forma escrita das línguas visível no espaço público. A metodologia de coleta de dados engloba fotografar e documentar os diferentes tipos de suporte, de línguas e suas funções no espaço urbano. As pesquisas em Paisagem Linguística geralmente consideram a presença simultânea de várias línguas ou variedades e sua relação umas com as outras, porém, dentro da abordagem denominada Spot German , não necessariamente utilizada com fins acadêmicos, a coleta de dados pode ser realizada com um objetivo específico, sem documentação de todos os sinais visíveis. Assim, neste artigo, discorro sobre as características, definições e diferenças entre as abordagens e apresento brevemente as possíveis fontes de coleta de dados com base em pesquisas realizadas em diversos países. Além disso, trago como exemplo de aplicação a língua alemã em sua relação com o espaço próximo a um colégio alemão e sua possível influência na paisagem linguística da cidade na qual se encontra. Por fim, apresento possibilidades pedagógicas para explorar a paisagem linguística no ensino de línguas, que oferece oportunidade de investigar a relação da cidade e das pessoas com as línguas do entorno, da mesma forma que apresenta inúmeras entradas para exploração didática. Resumo recente público suporte urbano outras porém acadêmicos específico visíveis Assim artigo características países disso encontra fim entorno didática

Resumen El profesional de Pedagogía-Psicología tiene entre sus funciones profesionales la asesoría psicopedagógica, la cual exige eficiencia para estar a la altura de las exigencias socioeducativas. Así, esta competencia profesional precisa de vías efectivas que orienten la actuación consciente de los participantes en la búsqueda de soluciones a problemáticas que se presenten. Este artículo emana de una investigación científica, donde se emplea como método general el dialéctico materialista y la consulta a especialistas, seleccionados de acuerdo con su coeficiente de competencia, para determinar la factibilidad de la propuesta práctica. Se ofrece una metodología para la competencia asesoría psicopedagógica que favorece el desempeño del profesional de Pedagogía-Psicología. Como resultado se constata que es una vía factible y eficaz para la asesoría, es en sí una guía para el profesional en Pedagogía-Psicología que precise asesorar y transformar formas de sentir, pensar y actuar de los sujetos en sus contextos de actuación profesional. Se aporta un método particular que dinamiza el proceso, el reflexivo-colaborativo. Se concluye que la metodología constituye una herramienta valiosa, organiza y traza el camino en la asesoría psicopedagógica.

Abstract The professional of Pedagogy-Psychology has among its professional functions the psycho-pedagogical counseling, which demands efficiency to be at the height of the socio-educational demands. Thus, this professional competence requires effective ways to guide the conscious action of the participants in the search for solutions to problems that arise. This article emanates from a scientific research, where the dialectical materialist method and the consultation to specialists, selected according to their competence coefficient, are used as a general method to determine the feasibility of the practical proposal. A methodology is offered for the psychopedagogical counseling competence that favors the performance of the Pedagogy-Psychology professional. As a result, it is found that it is a feasible and effective way for counseling, it is in itself a guide for the professional in Pedagogy-Psychology who needs to advise and transform ways of feeling, thinking and acting of the subjects in their contexts of professional performance. A particular method that dynamizes the process, the reflexive-collaborative one, is provided. It is concluded that the methodology constitutes a valuable tool, organizes and traces the path in psycho-pedagogical counseling.

ABSTRACT Rural Extension has a long history as a discipline of the Faculty of Agronomy of the "Universidad de la República", in Uruguay. The case study of this work is the experience of the course "Comunicación y Extensión Rural", which has been taking place since 2012 involving students both from Communication and of Agronomic Engineering careers. The pedagogical proposal integrates the three university functions (teaching, research, extension) into one single teaching core, embracing the territorial focus and the interdisciplinary perspective as a model for approaching social reality. The evaluative research analyzes the course's pedagogical proposal (2021 and 2022 editions), and the application of the methodologies and participatory tools used (critical workshop, diagnoses with a territorial approach, social cartography and preparation of proposals for rural development projects). In dialogue with inhabitants of the rural municipality of Los Cerrillos (department of Canelones), the teaching-learning processes developed throughout the two editions of the course are discussed. The conclusions affirm the central role of the critical workshop in the pedagogical proposal and highlight the challenges of the dialogue between different knowledge and disciplines, generating possible synergies between institutions and rural actors.

RESUMEN La Extensión Rural cuenta con larga trayectoria como una disciplina de la Facultad de Agronomía de la Universidad de la República, en Uruguay. El caso de estudio de este trabajo es la experiencia del curso Comunicación y Extensión Rural, que se desarrolla desde 2012 con la participación de estudiantes de las carreras de Comunicación y de Ingeniería Agronómica. La propuesta pedagógica integra las tres funciones universitarias (enseñanza, investigación, extensión) en un solo núcleo de enseñanza, incorporando el enfoque territorial y la perspectiva interdisciplinaria como modelo de aproximación a la realidad social. La investigación, de tipo evaluativa, analiza la propuesta pedagógica del curso (ediciones 2021 y 2022), y la aplicación de las metodologías y herramientas participativas utilizadas (taller crítico, diagnósticos con enfoque territorial, cartografía social y elaboración de propuestas para proyectos de desarrollo rural). Se discuten los procesos de enseñanza-aprendizaje desarrollados a lo largo de las dos ediciones del curso, en diálogo con habitantes del Municipio rural Los Cerrillos (departamento de Canelones). Las conclusiones afirman el rol central del taller crítico en la propuesta pedagógica y destacan los desafíos del diálogo entre distintos saberes y disciplinas, generando posibles sinergias entre instituciones y actores de la ruralidad.

RESUMEN Introducción: La educación superior en general y la médica en lo particular han evidenciado su importancia en el desarrollo histórico de la sociedad. En este contexto la pedagogía crítica enuncia los principios fundamentales para el desarrollo de la educación. Se presenta como una perspectiva emancipadora de la formación para entender y resolver los problemas relacionados con la práctica pedagógica según las exigencias sociales. Objetivo: Mostrar las relaciones entre los principios de la pedagogía crítica y las funciones de la profesionalización docente en la Educación Médica Superior. Métodos: Se realizó una investigación de tipo descriptivo bajo el enfoque dialéctico materialista con la utilización de dos fuentes de información, la revisión bibliográfica y documental que permitió la indagación teórica sobre la temática que se estudia con los métodos: histórico - lógico, analítico - sintético y la sistematización. Resultados: Se pudo constatar que la profesionalización docente de la Educación Superior deberá utilizar la pedagogía crítica como una importante herramienta para el desarrollo de la actuación docente, pues esta constituye un referente importante para el logro del desarrollo profesional. Discusión: Se justifica la expresión de la pedagogía critica en y desde la profesionalización docente de la Educación Médica Superior debido a la necesidad que imponen las constante transformaciones que tiene que afrontar esta, a tenor de la realidad siempre cambiantes en al ámbito económico, político, social y cultural del país y del mundo.

ABSTRACT Introduction: Higher education in general and medical education in particular have demonstrated their importance in the historical development of society. In this context, critical pedagogy states the fundamental principles for the development of education. It is presented as an emancipatory perspective of training to understand and solve problems related to pedagogical practice according to social demands. Objective: to show the relationships between the principles of critical pedagogy and the functions of teaching professionalization in Higher Medical Education. Methods: A descriptive research was carried out under the dialectical materialist approach with the use of two sources of information, the bibliographic and documentary review that allowed the theoretical investigation on the topic being studied with the methods: historical - logical, analytical - synthetic and systematization. Results: It was confirmed that the teaching professionalization of Higher Education must use critical pedagogy as an important tool for the development of teaching performance, since this constitutes an important reference for the achievement of professional development. Discussion: The expression of critical pedagogy in and from the teaching professionalization of Higher Medical Education is justified due to the need imposed by the constant transformations that it has to face, in light of the ever-changing reality in the economic, political, social and cultural of the country and the world.

RESUMEN El artículo sistematiza una concepción teórica y metodológica que sustenta el lugar como categoria espacial, dimensión de la existencia, a partir de la cual se materializan los objetos, fenómenos y procesos que se relacionan con la forma en la que se vive, en identidad con el entramado social y territorial en el que se desarrolla. A partir de la crítica de las fuentes bibliográficas registradas, emerge la espacialidad, en la que se insertan e imbrican los objetos de diverso carácter, la sociedad y sus acciones en su disposición, articulación y localización. El presente artículo deriva de un grupo de resultados del proyecto de investigación Proyección pedagógica de la Tarea Vida en los diferentes niveles educativos que se ejecuta en la Universidad de Camagüey Ignacio Agramonte Loynaz en el período enero 2020 - diciembre 2025 y tiene como objetivo sistematizar una concepción teórica y metodológica que sustente el estudio del lugar como categoría espacial para los estudios sociales. Entre los resultados se destaca la caracterización de las funciones del lugar; así como su comprensión como sistema, en el que están presentes dos totalidades, las que, en calidad de dimensiones, definen los atributos y características propias que trascienden el sistema; como un conjunto complejo de relaciones de carácter biofísico y cultural, sostenidas teóricamente desde su evolución, vistas desde una concepción práctico-actitudinal-espacial.

ABSTRACT The article systematizes a theoretical and methodological conception that sustains the place as a spatial category, dimension of existence, from which the objects, phenomena and processes that are related to the way we live are materialized, in identity with the framework, social and territorial in which we develop. From the critique of the registered bibliographical sources, spatiality emerges as a process in which objects, processes of diverse character, society and its actions are inserted and intertwined in their arrangement, articulation and location. This article derives from a group of results from the research project Pedagogical projection of the Life Task at the different educational levels that is carried out at the University of Camagüey Ignacio Agramonte Loynaz in the period January 2020-December 2025 and aims to systematize a conception theoretical and methodological that supports the study of place as a spatial category for social studies. . Among the results, the characterization of the functions of the place stands out; as well as its understanding as a dialectical totality, in which two totalities are present, which, as dimensions, define the attributes and characteristics that transcend the system; as a complex set of relationships of a biophysical and cultural nature, theoretically sustained since its evolution, seen from a practical-attitudinal-spatial conception.

RESUMEN A raíz del inicio de la pandemia del COVID-19 en el Paraguay, el Poder Ejecutivo tomó la decisión de no retornar a clases y el Ministerio de Educación y Ciencias (MEC) adoptó la modalidad de educación a distancia. Este estudio busca evaluar como la pandemia del COVID-19 influyó en los procesos educativos siguiendo las medidas de bioseguridad establecidas por el Ministerio de Salud Pública y Bienestar Social. Se utilizó la técnica de revisión documental, y lecturas sobre informes investigativos para constatar la realidad en tiempos de pandemia. Es relevante mencionar que el COVID-19 arrastró no solo una crisis sanitaria, sino también económica, alimentaria, tecnológica y educativa modificando la normalidad en la que vivíamos. Se concluye que el uso de estrategias de alcance y aprendizaje creativas para el buen desempeño de las funciones pedagógicas fue esencial para dar continuidad a la educación. Los resultados indican que el confinamiento afectó la relación entre docentes y estudiantes, generando un desequilibrio emocional, frustraciones, obstáculos y falta de comprensión coherente de contenidos. Se recomienda romper las brechas en el acceso a las Tecnologías de la Información y la Comunicación, para que las mismas no sean un impedimento a la hora de continuar el proceso educativo.

ABSTRACT As a result of the beginning of the COVID-19 pandemic in Paraguay, the Executive Branch made the decision not to return to classes and the Ministry of Education and Sciences (MEC) adopted the modality of distance education. This study seeks to evaluate how the COVID-19 pandemic influenced the educational processes following the biosecurity measures established by the Ministry of Public Health and Social Welfare. The documentary review technique was used, and a reading on research reports to verify the reality in times of pandemic. It’s concluded that the use of creative outreach and learning strategies for the good performance of pedagogical functions was essential to give continuity to education. In addition, COVID-19 dragged with it not only a health crisis, but also economic, food, technology, and education, modifying the normality in which we lived. The results indicate that the confinement affected the relationship between teachers and students generating an emotional imbalance, frustrations, obstacles and the lack of coherent understanding of the educational contents. It is recommended to break the gaps in access to Information and Communication Technologies, so that they are not an impediment when continuing the educational process.

ABSTRACT Objective: Considering the importance of the beginning of the academic trajectory for children to reach their full development, this work aims to evaluate the school readiness of preschool-age children and identify which factors influence these results, in order to contribute to the proposition of strategies that allow improving the teaching-learning process and child development. Methods: This is a cross-sectional, descriptive and analytical study with 443 preschool children belonging to the West Region Cohort (ROC Cohort), from the public school system of the city of São Paulo. School readiness was assessed by the International Development and Early Learning Assessment (IDELA) tool. Non-parametric techniques were used for the correlation analysis between IDELA scores and sociodemographic and socioeconomic conditions: Spearman's parametric correlation, Mann-Whitney and Kruskal-Wallis tests. Results: The children's mean age was 69 months (standard deviation — SD=2.8; ranging from 55 to 72 months) and most of them came from families with low socioeconomic level. Most children showed adequate readiness in the overall score (65%) and in most domains, except for emergent literacy, in which most (56.9%) were classified as “emergent”. The highest percentage of insufficiency was identified in executive functions (4.1%), which showed a correlation only with the caregiver's education. Conclusions: Children had adequate school readiness scores, except for emergent literacy, but the insufficiency in executive functions may compromise the future schooling of these children. Thus, pedagogical proposals should consider these aspects for learning and pediatricians need to reinforce the habit of reading and playing games to stimulate child development. Objective development preschoolage results teachinglearning teaching Methods crosssectional, crosssectional cross sectional, sectional cross-sectional 44 ROC Cohort, , Cohort) Paulo (IDELA tool Nonparametric Non conditions Spearmans Spearman s MannWhitney Mann Whitney KruskalWallis Kruskal Wallis tests Results childrens 6 standard SD=2.8 SD28 SD 2 8 5 7 level 65% 65 (65% domains literacy 56.9% 569 56 9 (56.9% emergent. . “emergent” 4.1%, 41 4.1% 4 1 (4.1%) caregivers caregiver education Conclusions Thus SD=2. SD2 (65 56.9 (56.9 “emergent 4.1 (4.1% SD=2 (6 56. (56. 4. (4.1 SD= ( (56 (4. (5 (4

RESUMO Objetivo: Considerando-se a importância do início da trajetória acadêmica para as crianças alcançarem o seu pleno potencial de desenvolvimento, este trabalho tem como objetivo avaliar a prontidão escolar de crianças em idade pré-escolar e identificar que fatores influenciam esses resultados, com a finalidade de propor estratégias que possam melhorar o processo de ensino-aprendizagem e o desenvolvimento da criança. Métodos: Trata-se de um estudo transversal, descritivo e analítico, com 443 pré-escolares pertencentes à Coorte da Região Oeste (Coorte ROC) da rede pública de ensino da cidade de São Paulo. A prontidão escolar foi avaliada pela ferramenta International Development and Early Learning Assessment (IDELA). Técnicas não paramétricas foram utilizadas para a análise de correlação entre escores de IDELA e as condições sociodemográficas e socioeconômicas: correlação paramétrica de Spearman, testes de Mann-Whitney e Kruskal-Wallis. Resultados: A média de idade das crianças foi de 69 meses (desvio padrão — DP=2,8; variando de 55 a 72 meses) e maioria era proveniente de famílias com baixo nível socioeconômico. A maioria das crianças apresentou prontidão adequada na pontuação geral (65%) e na maior parte dos domínios, com exceção da pré-escrita, na qual as crianças foram predominantemente (56,9%) classificadas como “emergentes”. O maior percentual de insuficiência foi identificado nas funções executivas (4,1%), apresentando correlação apenas com a formação do cuidador. Conclusões: As crianças apresentaram escores adequados de prontidão escolar, exceto para a pré-escrita, mas a insuficiência nas funções executivas pode comprometer a escolaridade futura dessas crianças. Assim, as propostas pedagógicas devem considerar esses aspectos para a aprendizagem, e os pediatras precisam reforçar o hábito de ler e dos jogos e brincadeiras para estimular o desenvolvimento infantil. Objetivo Considerandose Considerando se préescolar pré resultados ensinoaprendizagem aprendizagem criança Métodos Tratase Trata transversal analítico 44 préescolares escolares ROC Paulo IDELA. . (IDELA) socioeconômicas Spearman MannWhitney Mann Whitney KruskalWallis. KruskalWallis Kruskal Wallis. Wallis Kruskal-Wallis Resultados 6 desvio DP=2,8 DP28 DP 2 8 5 7 socioeconômico 65% 65 (65% domínios préescrita, préescrita escrita, escrita pré-escrita 56,9% 569 56 9 (56,9% emergentes. emergentes “emergentes” 4,1%, 41 4,1% , 4 1 (4,1%) cuidador Conclusões Assim infantil (IDELA DP=2, DP2 (65 56,9 (56,9 “emergentes 4,1 (4,1% DP=2 (6 56, (56, 4, (4,1 DP= ( (56 (4, (5 (4

Abstract: Excess body weight, its meanings and, above all, what words refer to the subject are the scope of this study. In this direction, online dictionaries are considered auxiliary sources for librarians in the process of thematic representation of information. Objective: to identify the conceptions related to the terms “Fat” and “Obese”. Methodology: a bibliographic survey was carried out, without delimitations as to the period, complemented by documentary research carried out in the dictionaries, of a qualitative and descriptive nature. Results: the interchangeable words presented in the entries "Fat" and "Obese", in their majority, bring a pejorative connotation, since their meanings refer to dirt, deformity, and lack of care with the body, contributing to the strengthening of a lipophobic society. Conclusions: the analyzed dictionaries, despite assuming social, pedagogical, and scientific functions, present words that promote human devaluation. Therefore, it is up to the librarian to reflect on the information contained in these sources before using them as support in their activities of thematic representation of informational resources. Abstract weight all study direction Objective Fat “Fat Obese. Obese . “Obese” Methodology period nature Results "Fat Obese, , "Obese" majority connotation dirt deformity society Conclusions social pedagogical functions devaluation Therefore resources “Obese "Obese

Resumo: O excesso de peso corporal, seus significados e, sobretudo, quais são as palavras referentes ao assunto, trata-se do escopo deste estudo. Nesta direção, os dicionários on-line são considerados fontes auxiliares dos bibliotecários no processo de representação temática da informação. Objetivo: identificar nos dicionários on-line, quais os significados dados aos verbetes “Gordo” e “Obeso”. Metodologia: realizou-se um levantamento bibliográfico, sem delimitações quanto ao período, complementado pela pesquisa documental realizada nos dicionários, de cunho qualitativo e descritivo. Resultado: as palavras intercambiáveis apresentadas aos verbetes “Gordo” e “Obeso” em sua maioria, trazem uma conotação pejorativa, uma vez que seus significados remetem à sujeira, à deformidade, à falta de zelo com o corpo, contribuindo para o fortalecimento de uma sociedade lipofóbica. Conclusões: os dicionários analisados, apesar de assumirem funções sociais, pedagógicas e científicas, apresentam palavras que promovem a desvalorização humana. Assim sendo, cabe ao bibliotecário refletir a respeito das informações contidas nessas fontes, antes de utilizá-los como apoio em suas atividades de representação temática de recursos informacionais. Resumo corporal sobretudo assunto tratase trata se estudo direção online on line informação Objetivo online, line, Gordo “Gordo Obeso. Obeso . Metodologia realizouse realizou bibliográfico período descritivo Resultado “Obeso maioria pejorativa sujeira deformidade corpo lipofóbica Conclusões analisados sociais científicas humana sendo utilizálos utilizá los informacionais

Resumo O estudo objetiva analisar como e em quais medidas o Grindr, em diferentes artefatos culturais midiáticos, exerceu uma pedagogia da saúde durante e após a pandemia, a fim de debater e analisar a produção de diferentes currículos e seus atravessamentos, destacando a relevância do cenário pandêmico e algumas questões governamentais como fatores importantes na constituição de dinâmicas individuais e coletivas, dos contextos sociais, políticos e sanitários. Para isso, utilizando as lentes dos Estudos Culturais e do conceito de Pedagogias Culturais, analisamos os amplos processos pedagógicos provenientes das produções circulantes nas plataformas oficiais do Grindr. Logo, para compreender as funções estratégicas desses artefatos culturais, nos ativemos, além do aplicativo de relacionamentos, ao site do Grindr, bem como a seus perfis nas redes sociais Instagram, Facebook, Twitter e TikTok, a partir das quais produzimos a leitura de uma pedagogia da saúde com currículos de possibilidades e limites que conduzem práticas, comunicam comportamentos, educam sujeitos sociais e produzem subjetividades diversas. Grindr midiáticos pandemia atravessamentos coletivas sanitários isso Logo ativemos relacionamentos Instagram Facebook TikTok práticas comportamentos diversas

Resumen El estudio pretende analizar cómo y en qué medida Grindr, en diferentes artefactos mediáticos culturales, ejerció una pedagogía de la salud durante y después de la pandemia, con el fin de debatir y analizar la producción de diferentes currículos y sus cruces, destacando la relevancia del escenario pandémico y algunas cuestiones gubernamentales como factores importantes en la constitución de dinámicas individuales y colectivas, contextos sociales, políticos y sanitarios. Para ello, utilizando las lentes de los Estudios Culturales y el concepto de Pedagogías Culturales, analizamos los amplios procesos pedagógicos derivados de las producciones que circulan en las plataformas oficiales de Grindr. Así, para comprender las funciones estratégicas de estos artefactos culturales, miramos más allá de la aplicación de citas, a la página web de Grindr, así como a sus perfiles en las redes sociales Instagram, Facebook, Twitter y TikTok, a partir de los cuales elaboramos uma lectura de una pedagogía de la salud con currículos de posibilidades y límites que impulsan prácticas, comunican comportamentos, educan a sujetos sociales y producen subjetividades diversas. Grindr culturales pandemia cruces colectivas sanitarios ello Así citas Instagram Facebook TikTok prácticas comportamentos diversas

Abstract The study aims to analyze how and to what extent Grindr, in different cultural media artifacts, exercised a health pedagogy during and after the pandemic, in order to discuss and analyze the production of different curricula and their intersections, highlighting the relevance of the pandemic scenario and some governmental issues as important factors in the constitution of individual and collective dynamics, social, political and health contexts. To achieve this, by utilizing the perspectives of Cultural Studies and the concept of Cultural Pedagogies, we analyze the broad pedagogical processes arising from circulating productions on Grindr’s official platforms. Therefore, to comprehend the strategic functions of these cultural artifacts, in addition to the dating app, we examined not only the dating app but also the Grindr website, as well as its profiles on the social networks Instagram, Facebook, Twitter, and TikTok, from which we produced a pedagogy of health reading with curricula of possibilities and limits that conduct practices, communicate behaviors, educate social subjects, and produce diverse subjectivities. artifacts intersections dynamics contexts this Pedagogies Grindrs s platforms Therefore website Instagram Facebook Twitter TikTok practices behaviors subjects subjectivities

Abstract This text analyzes female participation in Brazilian eugenics and medical discourse on the roles and social functions of the sexes during the first half of the twentieth century. In examining the production of two women, Ítala Silva de Oliveira and Eunice Penna Kehl, we maintain that certain women were effectively engaged in the eugenics movement and worked to bring women closer to eugenics. This analysis makes it possible to explore a pedagogical dimension of eugenics and of the popularization of this movement by attempting to form a hygienist and eugenist consciousness among women. century Kehl

Resumo O texto analisa a participação feminina na eugenia brasileira e os discursos médicos acerca dos papéis e funções sociais dos sexos na primeira metade do século XX. A partir da análise da produção de duas mulheres, Ítala Silva de Oliveira e Eunice Penna Kehl, o objetivo principal é argumentar que determinadas mulheres se engajaram efetivamente no movimento eugênico, trabalhando em prol da aproximação feminina com a eugenia. Tal análise permite explorar uma dimensão pedagógica e de popularização da eugenia por meio da tentativa de formação de uma consciência higiênica e eugênica nas mulheres. XX Kehl eugênico

Abstract In this article, I aim to problematize ideological formations in which the relationship between literature and monolingualism is anchored, with a view to questioning traditions, epistemologies, and linguistic and curricular boundaries established in literary education. Based on the assumption that literature functions as an important driver of language policies, I propose the conceptual elaboration of a glottopolitical perspective of the literary, with the aim of discussing forms of silencing translingual practices in teaching and training readers, and to give critical visibility to the zones of contact/friction between multiple languages-cultures within literary textuality. In dialogue with conceptualizations regarding counter-pedagogies of cruelty (Segato, 2018), which mobilize processes of epistemic-cultural decolonization and reestablishment of transnational bond projects in the Latin American context, I intend to debate the contribution of different counter-pedagogical strategies of contemporary translingual poetics to the resignification/reinvention of current literature curricula and pedagogies. article anchored traditions epistemologies education policies readers contactfriction contact friction languagescultures languages cultures textuality counterpedagogies counter pedagogies Segato, Segato (Segato 2018, 2018 , 2018) epistemiccultural epistemic cultural context counterpedagogical pedagogical resignificationreinvention resignification reinvention 201 20 2

Resumen En este artículo procuro problematizar formaciones ideológicas en las que se asienta la relación entre literatura y monolingüismo, con el fin de poner en cuestión tradiciones, epistemologías y fronteras lingüísticas y curriculares establecidas en la educación literaria. Partiendo del supuesto de que la literatura funciona como un agente importante de las políticas lingüísticas, propongo la elaboración conceptual de una perspectiva glotopolítica de lo literario, a fin de, por un lado, debatir formas de silenciamiento de las prácticas translingües en la enseñanza y la formación de lectores, y por otro, dar visibilidad crítica a las zonas de contacto/fricción entre múltiples lenguas-culturas dentro de la textualidad literaria. En diálogo con la noción de contra-pedagogías de la crueldad (Segato, 2018), que moviliza procesos de descolonización epistémico-cultural y restablecimiento de proyectos de vínculos transnacionales en el contexto latinoamericano, trato de discutir el aporte de diferentes estrategias contra-pedagógicas de las poéticas translingües contemporáneas para la resignificación/reinvención de los curricula y pedagogías literarias actuales. monolingüismo tradiciones literaria literario lado lectores otro contactofricción contacto fricción lenguasculturas lenguas culturas contrapedagogías contra Segato, Segato (Segato 2018, 2018 , 2018) epistémicocultural epistémico cultural latinoamericano contrapedagógicas pedagógicas resignificaciónreinvención resignificación reinvención actuales 201 20 2

Resumo Neste artigo, objetivo problematizar formações ideológicas em que se ancora a relação entre literatura e monolinguismo, com vistas a questionar tradições, epistemologias e fronteiras linguísticas e curriculares estabelecidas na educação literária. Partindo do pressuposto de que a literatura funciona como importante agente das políticas de línguas, proponho a elaboração conceitual de uma perspectiva glotopolítica do literário, a fim de debater, por um lado, formas de silenciamento das práticas translíngues no ensino e na formação de leitores, e, por outro lado, dar visibilidade crítica às zonas de contato/fricção entre múltiplas línguas-culturas no bojo da textualidade literária. Em diálogo com conceituações a respeito das contrapedagogias da crueldade (Segato, 2018), que mobilizam processos de descolonização epistêmico-cultural e restabelecimento de projetos de vínculo transnacional no contexto latino-americano, pretendo discutir a contribuição de diferentes estratégias contrapedagógicas das poéticas translíngues do contemporâneo para a ressignificação/reinvenção dos currículos e pedagogias da literatura na atualidade. artigo monolinguismo tradições literária línguas literário debater lado leitores contatofricção contato fricção línguasculturas culturas Segato, Segato (Segato 2018, 2018 , 2018) epistêmicocultural epistêmico cultural latinoamericano, latinoamericano latino americano, americano latino-americano ressignificaçãoreinvenção ressignificação reinvenção atualidade 201 20 2

ABSTRACT This study focuses on discussing the relationships between textbooks and curricular policies, from a conception of curriculum as cultural enunciation. It is argued that this pedagogical material is a participant in disputes over the meaning of education and the curriculum, problematizing a representational perspective that takes it as a materialization of disputes and meanings that precede it. The stereotyped view is discussed based on his interpretation of the stereotype as a fetish, as a discursive strategy that functions as an apparatus of power due to his ambivalence. It is argued that the textbook is a hybrid production that participates in curricular production and, like the curriculum, is a cultural enunciation. policies enunciation fetish ambivalence

RESUMO Este estudo tem como foco discutir as relações do livro didático com políticas curriculares, com base em uma concepção de currículo como enunciação cultural. Argumenta-se que esse material pedagógico é partícipe de disputas pela significação da educação e do currículo, problematizando uma perspectiva representacional que o toma como materialização de disputas e sentidos que o antecedem. Discute-se a visão estereotipada numa leitura do estereótipo como fetiche, como estratégia discursiva que funciona como aparato de poder em função de sua ambivalência. Defende-se que o livro didático é uma produção híbrida que participa da produção curricular e, como currículo, é enunciação cultural. curriculares cultural Argumentase Argumenta se antecedem Discutese Discute fetiche ambivalência Defendese Defende

RESUMEN Este estudio se centra en discutir las relaciones entre los libros de texto y políticas curriculares, a partir de una concepción del currículo como enunciación cultural. En este se argumenta que este material pedagógico es partícipe de las disputas sobre el significado de la educación y el currículo, problematizando una perspectiva representacional que lo toma como una materialización de disputas y significados que la preceden. Se discute su visión estereotipada a partir de su interpretación del estereotipo como un fetiche, como una estrategia discursiva que funciona como un aparato de poder debido a su ambivalencia. Se sostiene que el libro de texto es una producción híbrida que participa de la producción curricular y, como currículo, es una enunciación cultura. curriculares cultural preceden fetiche ambivalencia cultura

ABSTRACT The virtualization of the educational process in institutions is today a technological trend due to the boom of online courses, which are gaining space, time and dedication due to the diversity of learning possibilities they offer to students. In this sense, the objective of the research presented in the article is to socialize the strategy conceived for the implementation of the virtualization model of the training process of the Manuel Fajardo University of Physical Culture and Sports Sciences in its technological, organizational and pedagogical dimensions. Structured in five stages, and these in phases related to the roles and functions of the actors in the process under study, it reveals coherence with the identified shortcomings and potentialities. The study used a predominantly descriptive and qualitative approach, based on the dialectical method. As a result, the system of actions oriented to educational virtualization is presented, approved on the basis of the experts' criteria, and a subsequent evaluation stage of its applicability is projected.

RESUMEN La virtualización del proceso educativo en las instituciones es hoy una tendencia tecnológica por el auge que han tenido los cursos en línea, los cuales van ganando espacio, tiempo y dedicación por la diversidad de posibilidades de aprendizaje que ofrecen a los estudiantes. En ese sentido, el objetivo de la investigación que se presenta en el artículo es socializar la estrategia concebida para la implementación del modelo de virtualización del proceso de formación de la Universidad de Ciencias de la Cultura Física y el Deporte Manuel Fajardo en sus dimensiones tecnológica, organizativa y pedagógica. Estructurada en cinco etapas, y estas en fases relacionadas con los roles y las funciones de los actores en el proceso objeto de estudio, revela coherencia con las carencias y potencialidades identificadas. En el estudio, se utilizó un enfoque predominantemente descriptivo y cualitativo, sustentado en el método dialéctico. Como resultado se presenta el sistema de acciones orientado a la virtualización educativa, aprobado a partir del criterio de expertos, y se proyecta una etapa de valoración posterior de su aplicabilidad.

Abstract The article is the result of doctoral research in Education Sciences. The objective is to develop pedagogical tasks to promote comprehensive sexuality education in fulfilling the professional roles of students studying Pedagogy-Psychology. Theoretical methods such as historical-logical analysis and theoretical systematization were used to uncover background information, trace the evolution of comprehensive sexuality education approaches, establish theoretical foundations, and model pedagogical tasks. Empirical methods including observation, interviews, and surveys were employed to gather data from student trainees, confirming information and assessing the level of comprehensive sexuality education to meet professional requirements. The main finding highlights the need for a specific professional conception of comprehensive sexuality education that enables the performance of professional functions among students. In conclusion, the developed pedagogical tasks serve as a starting point for achieving comprehensive sexuality education, promoting personal, social, and professional development within this educational context.

Resumen El artículo es resultado de investigación doctoral en Ciencias de la Educación. El objetivo se dirige a elaborar las tareas pedagógicas para desarrollar la educación integral de la sexualidad en el cumplimiento de las funciones profesionales del estudiantado de Pedagogía-Psicología. Se utilizó métodos del nivel teórico: histórico-lógico y sistematización teórica para develar antecedentes, el transcurso de los enfoques de la educación integral de la sexualidad y su fundamentación teórica, la modelación para la propuesta de tareas pedagógicas; además, del nivel empírico: la observación, la entrevista y la encuesta al estudiantado en formación para corroborar información y valorar el nivel de educación integral de la sexualidad en las personas estudiantes para cumplir las funciones profesionales. Como principal hallazgo, se determina la necesidad de una concepción profesional específicamente de la educación integral de la sexualidad que permita el ejercicio de las funciones profesionales en este estudiantado. A modo de conclusión, las tareas pedagógicas elaboradas constituyen punto de partida para lograr una educación de la sexualidad integral que permita el desarrollo personal, social y profesional de este agente educativo.

Résumé Cet article est le résultat de la recherche doctorale en Sciences de l’Éducation. Le but vise à élaborer les tâches pédagogiques pour développer l’éducation intégrale de la sexualité dans l’accomplissement des fonctions professionnelles des étudiants de Pédagogie-Psychologie. Pour ce faire, on a utilisé des méthodes du niveau théorique: historique-logique et systématisation théorique pour dévoiler les antécédents, les approches de l’éducation intégrale de la sexualité et leur fondement théorique, ainsi que des modèles pour la proposition des tâches pédagogiques. En ce qui concerne le niveau empirique, on a mis en place des techniques telles que l’observation, l’interview et l’enquête, lesquelles ont été appliquées aux étudiants de la formation en Pédagogie-Psychologie afin de vérifier l’information et estimer le niveau de l’éducation intégrale de la sexualité des étudiants en vue de d’accomplir leurs fonctions professionnelles. Comme principale découverte, on a déterminé le besoin d’une conception professionnelle spécifiquement sur l’éducation intégrale de la sexualité qui puisse permettre l’exercice des fonctions professionnelles chez les étudiants. En conclusion, les tâches élaborées constituent un point de part pour atteindre une éducation de la sexualité intégrale pour le développement personnel, social et professionnel de cet agent éducatif.

Histories is die onderrig van Afrikaanse literatuur op skoolvlak Afrikanergesentreerd. Alhoewel daar sedert die politieke omwenteling in 1994 in Suid-Afrika pogings aangewend is om 'n inklusiewer letterkunde voor te skryf, oefen die voormelde geskiedenis steeds 'n invloed uit op hoe Afrikaans op skoolvlak onderrig word. Ondanks die skoolkurrikulum se transformatiewe beginsels en verbintenis tot sosiale regstelling, word min tekste voorgeskryf wat nie in 'n standaardvariëteit geskryf is nie. Voorts maak die pedagogiese benadering tot letterkundeonder-rig wat taalonderwysers volg min ruimte vir uiteenlopende interpretasies van literêre tekste. Gevolglik skep dit 'n gaping tussen die beginsels van die skoolkurrikulum en dit wat in die letterkundeklaskamer gebeur. Paris en Alim (2017) se "kultuurhandhawende pedagogie" (KHP) is 'n onderrigbenadering wat die onderhou en ontwikkeling van leerders se kulture sien as sentraal tot pedagogiek. Ons voer aan dat 'n KHP-benadering gepas is vir die onderrig van Afrikaanse literatuur, aangesien dit sal behels dat leerders se variëteite en kultuurpraktyke nie gesien word as buite of slegs aanvullend tot die pedagogiese projek nie, maar eerder sentraal daartoe staan. In hierdie artikel fokus ons op hoe twee gedigte ("Ouma Xhau" en "Ontheemding") in Lynthia Julius se bundel Uit die kroes (2020) op 'n KHP-wyse onderrig kan word op 'n manier wat leerders in staat stel om Oranjerivierafrikaans, die invloed van Nama op Afrikaans, orale literêre tradisies en kulturele ontheemding te verken. Ons analise sluit praktiese raad in oor hoe hierdie twee gedigte onderskeidelik benader kan word as 'n tipe portret en selfportret om sodoende die Europese portretkunstradisie en die uitdaag daarvan in die klaskamer te verken.

The legacy of apartheid continues to impact South African education, specifically the teaching of Afrikaans literature. After South Africa's first democratic elections in 1994, curriculum design for schools in post-apartheid South Africa was aimed at correcting historical injustices. Efforts have been made to transform the teaching and learning of Afrikaans at school level by, among other things, making the literature prescribed at school level more inclusive. The current school curriculum (the Curriculum and Assessment Policy Statement [CAPS]) builds on previous curricula in that it also aims to address the historical injustices of the South African educational model. In the CAPS for Afrikaans Home Language grades 10 to 12, it is advised that social transformation is to be achieved by promoting a sensitivity to diversity and an appreciation for indigenous knowledge systems (Department of Basic Education [DvBO] 2011:9; Schultz & Le Cordeur, 2019:549). Although the CAPS in principle regards learners' lived experiences as valuable, Schultz and Le Cordeur (2019:555) find that teachers and postgraduate education students are of the opinion that the aforementioned principles are not realised in practice in the literature classroom. This gap between the principles and practice can be attributed to the selection of prescribed literary texts that do not represent the socio-cultural diversity of the learners in the Afrikaans classroom as well as a preference for the "universal value judgement" approach to literature teaching which leaves little room for interpretations of literary texts that are informed by the diverse socio-cultural lived experiences of the learners in the Afrikaans classroom. As a response to the lack of diversity in the prescribed poetry as well as the need for pedagogical approaches empowering marginalised communities and valuing their knowledges, this paper proposes applying culturally sustaining pedagogy (CSP) principles to teaching Lynthia Julius's debut poetry collection, Uit die kroes (2020) in the Afrikaans Home Language classroom. CSP is a pedagogical approach developed by Django Paris and H. Samy Alim which centres students' culturally embedded ways of knowing, rather than viewing their existing knowledge as a stepping stone to sanctioned knowledge. By validating linguistic and cultural diversity, CSP can be employed to address the ongoing influence of apartheid on contemporary Afrikaans literature instruction while fulfilling the previously mentioned curriculum goals of social transformation. CSP offers an approach to education that positions marginalised students' own cultural backgrounds and linguistic practices as essential rather than supplementary to the pedagogical endeavour. Paris and Alim argue that the sustainment of non-dominant cultures and languages should be as important a pedagogical goal as the transference of subject knowledge. This article argues that CSP can provide significant benefits for the teaching of Afrikaans literature by considering students' own language varieties and cultural knowledge as classroom resources, while also enabling critical examination of hegemonic linguistic ideologies and the erasure of non-standard varieties and cultures. Rejecting assimilationist models, CSP validates fluidity and heterogeneity within communities. It also fosters critical examination of learners' own cultural practices including intracultural oppressive aspects, such as the sexism or homophobia within marginalised groups. CSP aligns well with the ways in which Julius's collection thematically engages history through what Barbara Boswell following on Gqola) calls the "re-memorying" of silenced perspectives. Its restorative ethics centre marginalised subjects and uphold pluralism, showing literary analysis' potential for recognition and engagement with the process of identity construction and marginalisation. As a case study, we examine how two poems from Uit die kroes, "Ouma Xhau" and "Ontheemding," could be productively taught to highlight features of the Oranjerivierafrikaans language variety, Nama cultural and its linguistic influences on Oranjerivierafrikaans, oral literary traditions, and personal experiences of cultural displacement and discrimination. The article outlines practical classroom strategies grounded in CSP for teaching these poems in order to centre marginalised cultural histories and sustain non-standard varieties of Afrikaans. We contend that "Ouma Xhau" can be considered a lyrical portrait of a historicalfigure, whereas "Ontheemding" rather functions as a type of autobiographical self-portrait. "Ouma Xhau" portrays an indigenous woman in what is today the Northern Cape, sharing her people's dispossession by colonialism. A CSP analysis of this poem involves contextualising oral traditions 'importance as knowledge systems by explaining literary conventions like collective storytelling. As assessment, we suggest that students could create oral histories or rap "portraits". Opportunities arise for learners from varied backgrounds to engage marginalised perspectives and enrich one another interculturally. "Ontheemding" depicts intergenerational displacement from the Nama language and culture caused by, amongst other things, urbanisation. Taking a CSP approach to teaching this poem acknowledges linguistic heterogeneity by validating students ' own backgrounds and experiences. Building sociolinguistic awareness, assessments like the writing of "self-portrait" poems encourage critical examination of the learners' linguistic experiences and community norms. Inclusion of diverse voices resists monolingual framings of literary pedagogy. Together, the teaching of these two poems offer opportunities for the sustaining of culture by focussing on absented histories through creative reimaginings. Themes of loss, identity negotiation and societal constraints promote development of analytical skills when approached via CSP. Its restorative ethics uphold pluralism through the inclusion of marginalised subjectivities. The teaching of literature can serve as a vehicle of reconstructing knowledge pluralistically when analysed through frameworks attentive to lived diversity and the power dynamics shaping meaning-making. Research into CSP's impacts is still emerging but indicates benefits for empowering marginalised learners and transforming discriminatory educational dynamics. Its varieties-inclusive, community-centred nature demonstrates potential for decolonising curricula historically privileging monolingual, Afrikaner-centric canons. Most essentially, CSP shows how literary analysis situates aesthetics within the socio-political by fostering critical thought around linguistic justice, cultural recognition and plurality through including and championing silenced subjectivities in knowledge production. Adopting CSP principles allows the teaching of Julius's collection to address the lack of non-standard language representation in Afrikaans literature curricula while achieving curriculum goals through a transformative lens attentive to diversity and social problems. Its restorative ethics reconstruct education as community-oriented rather than a process of assimilationist knowledge transfer. Analysis of the two poems highlights literature's capacity for enrichment when diverse experiences, marginalised histories and fluid cultural realities are taken as point of departure. Most significantly, CSP validates plurality as an intellectual and pedagogical strength central to knowledge formation compatible with democratic principles of inclusion and multivocality.