Résumé Par la méthode historique-comparative, cet article aborde les impacts, sur les États-Unis, l’Allemagne et le Brésil, des quatre crises économiques internationales survenues jusqu’en 2019, en se concentrant principalement sur leurs effets sur le régime politique et le post-2008. Les pays sélectionnés ont eu des expériences autoritaires distinctes, anciennes ou actuelles. Je conceptualise l’État de manière tridimensionnelle : régime politique, appareil décisionnel et structure de domination politique appuyée sur des coalitions. J’argumente que les conjonctures internationales critiques ont tendance à avoir un impact sur cette tridimensionalité, facilitant l’observation de ses variations et continuités. Je formule et corrobore trois hypothèses sur ces crises : elles ont tendance à augmenter ou diminuer les niveaux de démocratie ou d’autocratie des régimes ou à les changer ; la réponse autocratisante dépend d’une relation de forces pro-entreprises, subordonnant les travailleurs ; l’engagement démocratique des acteurs s’oppose à l’autocratisation. La contribution à la littérature réside dans la manière d’aborder les processus d’autocratisation et de démocratisation, ici étudiés à travers les impacts des crises économiques internationales sur les États. Les conjonctures critiques éclairent les composants clés de la mutabilité du Léviathan. On examine le régime politique par la politique économique des relations entre l’État, les marchés et les classes sociales, et non exclusivement par les variables politico-institutionnelles. On analyse les mécanismes d’intersection de la sphère et des acteurs politico-institutionnels avec les structures et acteurs économiques et sociaux, qui, impactant la tridimensionalité de l’État, entraînent des changements de régime ou dans le régime. historiquecomparative, historiquecomparative historique comparative, comparative historique-comparative ÉtatsUnis, ÉtatsUnis États Unis, Unis États-Unis lAllemagne l Allemagne Brésil jusquen jusqu 2019 post2008. post2008 post 2008. 2008 post-2008 distinctes actuelles lÉtat État coalitions Jargumente J argumente lobservation observation continuités dautocratie d autocratie dune une proentreprises, proentreprises pro entreprises, entreprises pro-entreprises lengagement engagement soppose s oppose lautocratisation. lautocratisation autocratisation. autocratisation l’autocratisation daborder aborder dautocratisation démocratisation Léviathan lÉtat, État, sociales politicoinstitutionnelles. politicoinstitutionnelles politico institutionnelles. institutionnelles politico-institutionnelles dintersection intersection politicoinstitutionnels institutionnels sociaux qui 201 post200 200 post-200 20 post20 post-20 2 post2 post-2 post-

Resumen Por medio del método histórico comparativo, se abordan los impactos en los Estados de Estados Unidos, Alemania y Brasil, de las cuatro crisis económicas internacionales que han ocurrido hasta 2019, enfocándose, principalmente, en sus efectos en el régimen político y en el periodo posterior a 2008. Los países seleccionados tuvieron distintas experiencias autoritarias, antiguas o actuales. Defino al Estado de una forma tridimensional: régimen político, aparato decisor y estructura de dominación política respaldada en coaliciones. Argumento que las respectivas coyunturas críticas internacionales tienden a impactar esta tridimensionalidad, facilitando la observación de sus variaciones y continuidades. Así, formulo y corroboro tres hipótesis sobre esas crisis: tienden a aumentar o disminuir los niveles de democracia o autocracia de los regímenes o a cambiarlos; la respuesta autocratizante depende de una relación de fuerzas proempresarial que subordina a los trabajadores; y el compromiso democrático de los actores opera contra la autocratización. La contribución a la literatura se relaciona con el modo de abordar los procesos de autocratización y democratización aquí investigados por los impactos de las crisis económicas internacionales en los Estados. Las coyunturas críticas vislumbran componentes clave de la mutabilidad del Leviatán. Se investiga el régimen político a partir de la economía política de las relaciones entre Estado, mercados y clases sociales, y no exclusivamente por las variables político-institucionales. Se analizan mecanismos de intersección de la esfera y de los actores político-institucionales con las estructuras y actores económicos y sociales, que, impactando en la tridimensionalidad del Estado, implican cambios de régimen o en el régimen. comparativo Unidos Brasil 2019 enfocándose principalmente 2008 autoritarias actuales tridimensional coaliciones continuidades Así cambiarlos trabajadores Leviatán sociales políticoinstitucionales. políticoinstitucionales institucionales. institucionales 201 200 20 2

Abstract This study uses a historical-comparative method to examine the impacts of the four international economic crises that occurred until 2019 on the United States, Germany, and Brazil, focusing primarily on their effects on the political regime and the post-2008 period. The selected countries had different authoritarian experiences, either in the distant past or more recently. The State is conceptualized along three dimensions: political regime, decision-making apparatus, and the structure of political domination supported by coalitions. The argument is that the respective international critical junctures tend to impact this three-dimensionality, making it easier to observe their variations and continuities. Three hypotheses are formulated and corroborated regarding these crises: they tend to increase or decrease the levels of democracy or autocracy in regimes or change them; autocratization depends on a pro-business power balance that subordinates workers; the democratic commitment of actors operates against autocratization. This study’s contribution to the literature lies in the approach to processes of autocratization and democratization, which are investigated here through the impacts of international economic crises on States. Critical junctures shed light on key components of the mutability of the Leviathan. It investigates the political regime through the political economy of the relationships between the State, markets, and social classes, not exclusively through political-institutional variables. Mechanisms of intersection between the political-institutional sphere and economic and social structures and actors are analyzed. These mechanisms impact the three-dimensionality of the State, leading to changes in the regime or within the regime. historicalcomparative historical comparative 201 States Germany Brazil post2008 post 2008 post-200 period experiences recently dimensions decisionmaking decision apparatus coalitions threedimensionality, threedimensionality dimensionality, dimensionality continuities them probusiness pro business workers studys s democratization Leviathan markets classes politicalinstitutional institutional variables analyzed 20 post200 200 post-20 2 post20 post-2 post2 post-

Resumo Aborda-se, pelo método histórico-comparativo, impactos, nos Estados dos EUA, Alemanha e Brasil, das quatro crises econômicas internacionais ocorridas até 2019, focando-se, principalmente, em seus efeitos no regime político e no pós-2008. Os países selecionados tiveram distintas experiências autoritárias, remotas ou atuais. Conceituo o Estado tridimensionalmente: regime político, aparato decisor e estrutura de dominação política escorada em coalizões. Argumento que as respectivas conjunturas críticas internacionais tendem a impactar nesta sua tridimensionalidade, facilitando a observação de suas variações e continuidades. Formulo e corroboro três hipóteses sobre essas crises: elas tendem a aumentar ou diminuir os níveis de democracia ou autocracia dos regimes ou a mudá-los; a resposta autocratizante depende de uma relação de forças pró-empresarial, que subordine os trabalhadores; o compromisso democrático dos atores opera contra a autocratização. A contribuição com a literatura está no modo de abordagem dos processos de autocratização e democratização, aqui investigados pelos impactos das crises econômicas internacionais nos Estados. As conjunturas críticas iluminam componentes-chave da mutabilidade do Leviatã. Investiga-se o regime político pela economia política das relações entre Estado, mercados e classes sociais, e não exclusivamente pelas variáveis político-institucionais. Analisam-se mecanismos de intersecção da esfera e dos atores político-institucionais com as estruturas e atores econômicos e sociais, que, impactando na tridimensionalidade do Estado, ensejam mudanças de regime ou no regime. Abordase, Abordase Aborda se, se Aborda-se históricocomparativo, históricocomparativo histórico comparativo, comparativo histórico-comparativo EUA Brasil 2019 focandose, focandose focando focando-se principalmente pós2008. pós2008 pós 2008. 2008 pós-2008 autoritárias atuais tridimensionalmente coalizões continuidades mudálos mudá los mudá-los próempresarial, próempresarial pró empresarial, empresarial pró-empresarial trabalhadores democratização componenteschave componentes chave Leviatã Investigase Investiga sociais políticoinstitucionais. políticoinstitucionais institucionais. institucionais Analisamse Analisam 201 pós200 200 pós-200 20 pós20 pós-20 2 pós2 pós-2 pós-

Résumé L’article vise à étudier un parcours unique de réception et de traduction des idées d’Antonio Gramsci au Brésil. Ce travail vise à reconstruire la pensée politique de Fernando Henrique Cardoso pendant la dictature militaire et la transition démocratique brésilienne (1964-1988), en prenant comme fil conducteur l’interprétation et l’utilisation par l’auteur des idées d’Antonio Gramsci au fil du temps pour analyser la formation de l’État, des classes sociales et de la politique au Brésil. Le texte développe l’hypothèse de la centralité des concepts gramsciens dans la pensée de Cardoso en trois phases de réfraction gramscienne : (i) entre 1964 et 1974, dans la thèse de l’hégémonie dépendante de la bourgeoisie au Brésil, (ii) entre 1974 et 1983, dans la défense de l’État brésilien en tant que « Prince modern » comme catégorie d’analyse de la coalition agraire-industrielle-militaire dans la période post-1964, et (iii) de 1983 à 1988, dans la formulation du transformisme autoritaire-éclairées comme comportement des élites économiques et militaires brésiliennes face à la pression pour la démocratisation du régime. L’utilisation par Cardoso des concepts gramsciens est créative à tous ces moments. En d’autres termes, le penseur brésilien s’inspire des concepts gramsciens pour créer son propre lexique d’analyse de la politique brésilienne. L’article explore donc non seulement la réception, mais aussi la traduction des idées de Gramsci chez Fernando Henrique Cardoso. Larticle L article dAntonio d Antonio Brésil 19641988, 19641988 1988 , (1964-1988) linterprétation l interprétation lutilisation utilisation lauteur auteur lÉtat, lÉtat État, État lhypothèse hypothèse i (i 196 lhégémonie hégémonie ii (ii 197 danalyse analyse agraireindustriellemilitaire agraire industrielle post1964, post1964 post 1964, post-1964 iii (iii 198 autoritaireéclairées autoritaire éclairées régime Lutilisation moments dautres autres termes sinspire s inspire 1964198 (1964-1988 19 post196 post-196 196419 (1964-198 1 post19 post-19 19641 (1964-19 post1 post-1 (1964-1 post- (1964- (1964 (196 (19 (1 (

Resumen El artículo pretende investigar una trayectoria singular de recepción y traducción de las ideas de Antonio Gramsci en Brasil. Este artículo pretende reconstruir el pensamiento político de Fernando Henrique Cardoso durante la dictadura militar y la transición democrática brasileña (1964-1988), tomando como hilo conductor la interpretación y el uso que el autor hizo de las ideas de Antonio Gramsci a lo largo del tiempo para analizar la formación del Estado, las clases sociales y la política en Brasil. El texto desarrolla la hipótesis de la centralidad de los conceptos gramscianos en el pensamiento de Cardoso en tres fases de refracción gramsciana: (i) entre 1964 y 1974, en la tesis de la hegemonía dependiente de la burguesía en Brasil, (ii) entre 1974 y 1983, en la defensa del Estado brasileño como “Príncipe Moderno” como categoría de análisis de la coalición agrario-industrial-militar en el período posterior a 1964, y (iii) entre 1983 y 1988, en la formulación del transformismo autoritario-esclarecido como comportamiento de las élites económicas y militares brasileñas frente a la presión por la democratización del régimen. El uso que Cardoso hace de los conceptos gramscianos es creativo en todos estos momentos. En otras palabras, el pensador brasileño se inspira en los conceptos gramscianos para crear su propio léxico de análisis de la política brasileña. El artículo explora, por tanto, no sólo la recepción, sino también la traducción de las ideas de Gramsci en Fernando Henrique Cardoso. Brasil 19641988, 19641988 1988 , (1964-1988) gramsciana i (i 196 ii (ii 197 Príncipe Moderno agrarioindustrialmilitar agrario industrial iii (iii 198 autoritarioesclarecido autoritario esclarecido régimen momentos palabras explora tanto 1964198 (1964-1988 19 196419 (1964-198 1 19641 (1964-19 (1964-1 (1964- (1964 (196 (19 (1 (

Abstract This article aims to investigate a unique path in the reception and translation of Antonio Gramsci’s ideas in Brazil. This work attempts to reconstruct Fernando Henrique Cardoso’s political thought during the Brazilian military dictatorship and democratic transition (1964-1988), focusing on his interpretation and use of Antonio Gramsci’s ideas to analyze state formation, social classes and politics in Brazil. The paper argues that the Gramscian concepts are central to Cardoso’s political thought in three phases of Gramscian refraction: (i) between 1964 and 1974, in the thesis of the Brazilian bourgeoisie’s dependent hegemony; (ii) between 1974 and 1983, in the argument of the Brazilian state as the “Modern Prince” as a concept for the analysis of the agrarian-industrial-military coalition in the post-1964 period; and (iii) from 1983 to 1988, in the definition of the Brazilian economic and military elites’ behavior as a authoritarian-scletortic transformism in the face of the pressures for the democratization of the political regime. Cardoso’s uses of Gramscian concepts are creative at all these moments. That is, the Brazilian thinker draws on Gramscian concepts to create his own lexicon to employ in the analysis of Brazilian politics. The article therefore explores not only the reception, but also the translation of Gramsci’s ideas in Fernando Henrique Cardoso. Gramscis Gramsci s Brazil Cardosos Cardoso 19641988, 19641988 1988 , (1964-1988) formation refraction i (i 196 bourgeoisies bourgeoisie hegemony ii (ii 197 Modern Prince agrarianindustrialmilitary agrarian industrial post1964 post post-196 period iii (iii 198 elites authoritarianscletortic authoritarian scletortic regime moments is 1964198 (1964-1988 19 post196 post-19 196419 (1964-198 1 post19 post-1 19641 (1964-19 post1 post- (1964-1 (1964- (1964 (196 (19 (1 (

Resumo O artigo tem como objetivo investigar um percurso singular de recepção e tradução das ideias de Antonio Gramsci no Brasil. Este trabalho visa reconstruir o pensamento político de Fernando Henrique Cardoso durante a ditadura militar e a transição democrática brasileira (1964-1988) tomando como fio condutor a interpretação e uso que esse autor faz das ideias de Antonio Gramsci ao longo do tempo para a análise da formação do Estado, das classes sociais e da política no Brasil. O texto desenvolve a hipótese da centralidade dos conceitos gramscianos no pensamento de Cardoso em três fases de refração gramsciana: i) entre 1964 e 1974, na tese da hegemonia dependente da burguesia no Brasil, ii) entre 1974 e 1983, na defesa do Estado brasileiro como “Príncipe Moderno” enquanto categoria para análise da coalizão agrário-industrial-militar no pós-1964, e iii) de 1983 a 1988, na formulação do transformismo autoritário-esclarecido como comportamento das elites econômicas e militares brasileiras diante da pressão pela democratização do regime. Os usos dos conceitos gramscianos em Cardoso são criativos em todos esses momentos. Isto é, o pensador brasileiro se inspira nos conceitos gramscianos para criar seu próprio léxico a ser utilizado na análise da política brasileira. O artigo explora, portanto, não apenas a recepção, mas também a tradução das ideias de Gramsci em Fernando Henrique Cardoso. Brasil 19641988 1988 (1964-1988 gramsciana i 196 ii 197 Príncipe Moderno agrárioindustrialmilitar agrário industrial pós1964, pós1964 pós 1964, pós-1964 iii 198 autoritárioesclarecido autoritário esclarecido regime momentos é explora portanto 1964198 (1964-198 19 pós196 pós-196 196419 (1964-19 1 pós19 pós-19 19641 (1964-1 pós1 pós-1 (1964- pós- (1964 (196 (19 (1 (

The focus of this manuscript is to present the extension project “(Re)thinking the (in)differences: the deconstructions and resistance to transversal themes in the teaching of Natural Sciences”, as well as analyzing its potential when working with continued training work by teachers, promoting debate, discussion, and reflection on the use of contemporary cross-cutting themes in chemistry and science classes. It was also intended to stimulate class planning, the production of strategies and teaching material by educators motivated by the need to reform thinking and regenerate teaching, considering social themes that seek the empowerment of groups placed on the margins of the education system, so that they undertake training that is a collective achievement and built with social discussions. Rethinking Re indifferences differences (in)differences Sciences, Sciences , Sciences” teachers debate discussion crosscutting cross cutting classes planning system discussions

This paper elucidates the inseparable connection between the pursuit of a more ecologically sustainable society and the quest for socioeconomic justice. It also demonstrates why Unconditional Basic Income (UBI) is an effective policy to act on both fronts. First, the corresponding theory on environmental and socioeconomic oppression sheds light on the argument that both types of domination stem from the same historical process and are inherently interconnected. Addressing one without considering the other is essentially flawed; they are both features and consequences of present society. Acknowledging the historical debt owed to vulnerable economic classes and developing countries is imperative. Green republicanism could potentially establish a theoretical foundation for social-ecological thinking. Defining freedom as non-domination and applying this concept to nature are essential prerequisites for overcoming socioeconomic and environmental oppression. UBI is presented and discussed theoretically as a strong solution to address these two challenges. It serves not only as a means to facilitate the transition to a post-productivist society, transforming labor relations, but also as a catalyst for the development of circular economies and more sustainable occupations. Additionally, the basic income policy implemented in the city of Maricá, Brazil, is cited as empirical evidence showcasing the environmental and socioeconomic values of UBI. justice (UBI fronts First interconnected flawed imperative socialecological social ecological thinking nondomination non challenges postproductivist post productivist relations occupations Additionally Maricá Brazil

SUMMARY: The purpose of this research was to understand how second-semester students of the Medicine and Surgery academic program at Universidad del Valle learn about the main ideas of Human Macroscopic Anatomy (HMA). As a methodological proposal, a case study was carried out. Students' knowledge and understanding of HMA was assessed. For this, the Pedagogical Content Knowledge (PCK) model was taken into account, which includes the motivations and interests for learning, as well as the student’ previous ideas. A participant observation of the theoretical and practical classes was carried out for 16 weeks, recording observations in a field diary, and obtaining audiovisual material. All the information was organized in an analytical index, creating codes for the analysis. The analysis, interpretation and representation of results were done using the ATLAS.ti 22 software. It was found that students learn the main ideas of HMA through a process that implies commitment to their academic training, where interests, motivations, prior knowledge and participation are involved. It is important that different study methods are used during this process, and that there is the support from the professor and the institution, who should favor the learning and immersion of the students into the academic world and university culture, through the design of proposals that integrate teaching, learning and assessment, and also take into account the social and cultural realities of their students.

RESUMEN: El propósito de esta investigación fue comprender cómo los estudiantes de segundo semestre del programa académico de Medicina y Cirugía de la Universidad del Valle aprenden sobre las ideas principales de la Anatomía Macroscópica Humana (AMH). Como propuesta metodológica se realizó un estudio de caso. Se evaluó el conocimiento y comprensión de los estudiantes sobre la AMH. Para ello se tomó en cuenta el modelo de Conocimiento Pedagógico del Contenido (CPC), que incluye las motivaciones e intereses por el aprendizaje, así como las ideas previas de los estudiantes. Se realizó una observación participante de las clases teóricas y prácticas durante 16 semanas, registrando las observaciones en un diario de campo y obteniendo material audiovisual. Toda la información se organizó en un índice analítico, creando códigos para el análisis. El análisis, interpretación y representación de los resultados se realizó mediante el software ATLAS.ti 22. Se encontró que los estudiantes aprenden las ideas principales de la AME a través de un proceso que implica compromiso con su formación académica, en donde se involucran intereses, motivaciones, conocimientos previos y participación. Es importante que durante este proceso se utilicen diferentes métodos de estudio, y que se cuente con el apoyo del docente y de la institución, quienes deben favorecer el aprendizaje y la inmersión de los estudiantes en el mundo académico y la cultura universitaria, mediante el diseño de propuestas que integren la enseñanza, el aprendizaje y la evaluación, y que además tengan en cuenta las realidades sociales y culturales de sus estudiantes.

The widespread effects of the COVID-19 pandemic in March 2020 led to the suspension of various activities, including education. Institutions responded by shifting to online learning, albeit facing challenges. Student perceptions on online learning are valuable for academic leadership in shaping pedagogies and policies. This study examines Speech-Language Pathology and Audiology students' perceptions (n=43) of online classes during the pandemic. Findings from a descriptive online survey with convenience sampling show that students favoured advantages such as recorded lectures, access to online materials, and self-paced study. However, they highlighted drawbacks like technical issues, limited patient interaction, and reduced engagement with lecturers. Online learning was regarded as effective for enhancing knowledge than for developing clinical skills or social competencies, whilst face-to-face teaching was seen as more effective for fostering clinical skills and social competence compared to online learning. While online learning was initially seen as a response to the pandemic, its formalization as part of a blended education approach in South African universities should align with global trends.

Nas últimas décadas, a literatura sobre periferias urbanas no Brasil tem se dividido entre aqueles que destacam o potencial progressista e contestador das mobilizações e organizações sociais que surgiram nessas áreas periféricas e aqueles que apontam para um aumento do “conservadorismo popular” como base para a ascensão da extrema-direita. Este artigo busca complexificar esse quadro analítico por meio de uma análise dos "públicos" nos quais discursos progressistas e conservadores circulam entre as classes populares urbanas. O texto baseia-se em pesquisas etnográficas realizadas na periferia urbana da cidade de São Paulo e em reflexões teóricas sobre neoliberalismo e a ascensão contemporânea da extrema-direita. O artigo explora a história da mobilização social nas periferias de São Paulo e as mudanças políticas recentes para analisar como os moradores dessas áreas experimentam os conflitos políticos contemporâneos. Argumenta-se que o capital social geograficamente situado é o principal elemento coesivo dos públicos progressistas. Por outro lado, o capital moral é o elemento central a ser observado no campo conservador.

In recent decades, the literature on urban peripheries in Brazil has been divided between those who highlight the progressive and contesting potential of the mobilizations and social organizations that have emerged in these peripheral areas and those who point to an increase in “popular conservatism” as the basis for the rise of the far right. This article seeks to complexify this analytical framework by analyzing the “publics” in which progressive and conservative discourses circulate among the urban popular classes. The text is based on ethnographic research carried out in the urban periphery of the city of São Paulo and on theoretical reflections on neoliberalism and the contemporary rise of the far right. The article explores the history of social mobilization in the peripheries of São Paulo and recent political changes to analyze how residents of these areas experience contemporary political conflicts. It is argued that geographically situated social capital is the main cohesive element of progressive publics. On the other hand, moral capital is the central element to be observed in the conservative field.

Abstract: In this study we identify diverse experiences of Psychology students during online classes, within the framework of Covid-19, and in face-to-face classes during the post-pandemic period. Based on a sociocultural psychology approach, we analyzed aspects of these experiences and their impact on the students' learning, emotions and socialization with peers. Five open-ended questionnaires were applied online over two semesters of face-to-face classes and a content analysis was conducted. We observed that students valued the face-to-face classes, felt happy, more focused on academics and content with their social life. However, they considered that online classes are advantageous because they allow them to save money and time in traveling to school. We thus concluded that in both modalities the students learned to recognize and highlight the advantages and inconveniences of each one.

Resumen: En el presente trabajo identificamos diversas experiencias de estudiantes de la carrera de Psicología durante las clases en línea, en el marco de la covid-19, y en las presenciales durante la pospandemia. Desde un enfoque de psicología sociocultural, analizamos aspectos de dichas experiencias sobre su aprendizaje, sus emociones y su socialización con pares. Se aplicaron en línea cinco cuestionarios con respuestas abiertas a lo largo de dos semestres de clases presenciales y se realizó un análisis de contenido. Encontramos que las y los estudiantes valoraron las clases presenciales, se sintieron felices, más concentrados en lo académico y contentos con la vida social. Empero, consideraron que las clases en línea son favorables porque les permiten ahorrar dinero y tiempo en traslados a la escuela. Se concluye que en ambas modalidades el estudiantado aprendió a reconocer y destacar las ventajas y desventajas de cada una.

Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

Abstract Portuguese Traditional Music is often overlooked in formal teaching at music schools in Portugal. Furthermore, there has been little research into its use in the classroom and the informal learning practices associated with it. Thus, an Educational Project was developed and implemented in 2021/2022, at the Regional Conservatory of Ponta Delgada (CRPD), involving 7 violin students aged between 9 and 14 years and focused on learning songs from the Traditional Music of the Azores. These songs were prepared in class using informal learning practices - auditory learning and analysis, the use of recordings, memorisation without the use of sheet music, improvisation, etc. - and presented at a concert. Additionally, a research study was conducted to analyse the effects of such intervention on the motivation, learning and attitudes of the students, as well as the perceptions developed by the students, their parents, the teachers, and the general public involved in this experience. The study also aimed to assess the feasibility of combining formal and informal learning practices in violin teaching at the CRPD and to evaluate its implications for the preservation of regional cultural identity. To this end, qualitative data were collected, through direct observation of classes with field notes, audiovisual recordings, semi-structured interviews with the students, anonymous questionnaires to the parents and the audience present at the concert, and 27 violin teachers. This data was subjected to content analysis, namely by organising it into categories and sub-categories. The results show that the inclusion of Azorean Traditional Music, using informal learning practices, had a positive effect on the students' motivation, enhancing the development of technical, musical, cognitive, and social skills. In addition, the Azorean Traditional Music concert proved to be an effective means of disseminating and valuing the region's cultural heritage, boosting the students' identity development, and preserving the region's cultural identity.

Abstract Introduction: The COVID-19 pandemic has posed challenges to entities responsible for qualifying healthcare professionals worldwide, needing adaptation to offer distance learning courses in the face of implications such as social distancing. However, despite these courses, there are still gaps in understanding their effects. Objective: To analyse the feeling of professional managers on the effects of a distance learning course, implemented for the development of public health competencies during the COVID-19 pandemic. Methodology: Qualitative research based on data collected from the virtual course environment, which included responses to a question posed to manager-professionals one month after completion: "Which tasks do you routinely perform that have undergone any modification due to your participation in the course?" Data analysis used Descending Hierarchical Classification with the aid of the IRAMUTEQ® software, focusing on Simple Segments of Text (SST). SSTs were classified based on their respective vocabularies of higher frequency and words with significant association (p<0.001). Finally, the software produced a dendrogram illustrating the hierarchical class scheme. Results: 256 responses were processed with a utilization rate of 76.3% of SSTs, resulting in a dendrogram with four classes, revealing modifications in (1) Execution of daily work tasks; (2) Expansion of knowledge about work in the Unified Health System; (3) Coordination between areas for the development of actions in Public Health; (4) Support and guidance for health surveillance actions in collaboration with municipalities. Final Considerations: The use of IRAMUTEQ® software eased the processing and analysis of a large amount of qualitative data, yielding findings that showed significant changes in the professional practice of managers and, so, a positive impact on the development of public health competencies even during a pandemic.

Resumo Introdução: a pandemia COVID-19 trouxe desafios às instâncias responsáveis pela qualificação dos profissionais de saúde no mundo todo, que necessitaram se adaptar para oferta de cursos na modalidade à distância, frente às implicações impostas, como o distanciamento social. Entretanto, a despeito desses cursos, ainda persistem lacunas na produção de conhecimentos dos seus efeitos. Objetivo: analisar a percepção de profissionais-gestores sobre os efeitos de um curso na modalidade à distância, implementado para desenvolvimento de competências em saúde pública em tempos de pandemia COVID-19. Metodologia: pesquisa qualitativa realizada a partir de dados coletados do ambiente virtual do curso que, dentre outras informações, possuía respostas de uma pergunta realizada para os profissionais-gestores um mês após a sua conclusão: quais tarefas você executa habitualmente que sofreram algum tipo de modificação em consequência de sua participação no curso? A análise dos dados ocorreu por Classificação Hierárquica Descendente com auxílio do software IRAMUTEQ®, a partir de segmentos simples de texto (SST). Os SST foram classificados em função dos respectivos vocabulários de maior frequência e das palavras com associação significativa (p<0,001). Por fim, o software produziu um dendrograma com a ilustração do esquema hierárquico de classes. . Resultados: foram processadas 256 respostas com aproveitamento de 76,3% dos SST, que resultaram em um dendrograma de quatro classes, sendo possível constatar modificações na/o: (1) Execução de tarefas do cotidiano laboral; (2) Ampliação do conhecimento acerca do trabalho no Sistema Único de Saúde; (3) Articulação entre áreas para desenvolvimento das ações em Saúde Pública; (4) Apoio e orientações de ações de vigilância em saúde junto aos municípios. Considerações Finais: o uso do software IRAMUTEQ® facilitou o processamento e a análise de grande número de dados qualitativos. Destarte, foram obtidos achados que apontaram mudanças significativas na prática profissional dos gestores e, consequentemente, efeito positivo no desenvolvimento de competências.

RESUMEN Introducción: La covid-19 alteró la situación laboral y el proceso docente educativo de las universidades médicas. Además, hubo un impacto muy negativo en todas las esferas económicas y sociales del país. En el sector de la salud se reorganizaron los servicios y recursos humanos, se afectó la producción del cuadro básico de medicamentos, aumentaron las presiones sobre el sistema de salud pública y asistencia social con el correspondiente incremento de los costos de salud pública y gastos públicos. Objetivo: Describir los efectos sociales, económicos y académicos de la covid-19 en la Facultad de Medicina No. 1 de la Universidad de Ciencias Médicas en Santiago de Cuba. Métodos: Se realizó un estudio observacional, descriptivo, retrospectivo, durante rebrotes de covid-19 en el periodo de enero a julio de 2021 en trabajadores disponibles y estudiantes de primero a quinto año de la facultad. Se evaluaron características generales y socioeconómicas para cada grupo, como certificados médicos y causas, días afectados, resultados de la pesquisa, y actividad formativa. Se utilizó la estadística descriptiva para el análisis y presentación de los resultados. Resultados: La incidencia de casos positivos fue baja, pero generó miles de días de incapacidad, por aislamientos e ingreso en el hogar. Se pesquisaron más de 5 000 personas sospechosas de la enfermedad, de ellos 19,9 % resultó positivo. La promoción superó 95 % en todos los años de la carrera y fue mayor al de etapa prepidémica, al igual que la eficiencia vertical. Conclusiones: Aunque hubo efectos sociales, económicos y académicos negativos, el trabajo comunitario integral contribuyó a la preservación de la salud de la población y se desarrolló el aprendizaje a distancia.

ABSTRACT Introduction: The COVID-19 altered the employment situation and the educational teaching process of medical universities. In addition, there was a very negative impact on all economic and social areas of the country. In the health sector, services and human resources were reorganized, the production of basic medicines was affected, pressures on the public health and social welfare system increased with corresponding rise in public health costs and expenditures. Objective: To describe the social, economic and academic effects of COVID-19 in the Medical Faculty No. 1 of the Medical Science University in Santiago de Cuba. Methods: An observational, descriptive, retrospective study was conducted during the reoutbreaks of COVID-19 in the period from January to July 2021 in available workers and students from the first to the fifth year of the faculty. General and socio-economic characteristics were evaluated for each group, such as medical certificates and causes, affected days, research results and training activity. Descriptive statistics were used for the analysis and presentation of results. Results: The incidence of positive cases was low, but generated thousands of days of disability due to isolation and home intake. More than 5 000 people suspected pf the disease were surveyed, 19.9 % of them positive. The promotion exceeded 95 % in all years of the major and was higher than the pre-epidemic stage, as well as the vertical efficiency. Conclusions: Although there were negative social, economic and academic effects, the integral community work contributed to the preservation of the population´s health and online classes were developed.

RESUMEN El contexto universitario cubano precisa de la disponibilidad de textos actualizados que aborden la línea de pensamiento Martí-Fidel en torno a las clases sociales y a la integración Latinoamericana-Caribeña, para compensar la carencia de la interdisciplinariedad en los contenidos de las asignaturas Historia de América y Cuba acorde a los cambios sociales actuales. Por lo que se propone la elaboración de un material docente para la enseñanza universitaria en Historia de América y Cuba con la finalidad de elevar la preparación política ideológica de los estudiantes. Para el desarrollo de esta investigación y en correspondencia con las características de la misma se aplican diversos métodos y técnicas entre ellos: el análisis - síntesis para establecer los nexos de las relaciones entre el proceso de enseñanza - aprendizaje de las asignaturas del currículo base y del optativo. Inductivo - deductivo se aplicó en el análisis de distintas teorías para el cumplimiento de las tareas previstas. El método sistémico desde los fundamentos del materialismo dialéctico e histórico, que permite entrelazar los presupuestos teóricos para la elaboración de un material docente que enriquece la coincidencia en torno a la problemática planteada.

ABSTRACT The Cuban university context requires the availability of updated texts that address the Martí-Fidel line of thought regarding social classes and Latin American-Caribbean integration, to compensate for the lack of interdisciplinarity in the contents of the History of America and Latin American subjects. Cuba according to current social changes. Therefore, the development of teaching material for university teaching in the History of America and Cuba is proposed with the purpose of raising the ideological political preparation of students. For the development of this research and in correspondence with its characteristics, various methods and techniques are applied, including: analysis - synthesis to establish the links of the relationships between the teaching - learning process of the subjects of the base curriculum and the optional. Inductive - deductive was applied in the analysis of different theories for the fulfillment of the planned tasks. The systemic method from the foundations of dialectical and historical materialism, which allows the theoretical assumptions to be intertwined for the development of teaching material that enriches the coincidence around the problem raised.

Resumen Este artículo estudia las formas de autoidentificación entre los solicitantes de asistencia social estatal con la finalidad de indagar en las concepciones populares de bienestar, necesidad, derechos y ciudadanía en la Argentina de mediados del siglo XX. Para ello, se describen las categorías socioeconómicas y políticas usadas en las cartas de solicitud de asistencia social, así como los atributos legales y morales con las que fueron asociadas. El análisis empírico fue realizado mediante la revisión de más de trescientas solicitudes de asistencia social dirigidas a organizaciones estatales entre 1943 y 1955.

Abstract This article studies the forms of self-identification among applicants for state social assistance in order to investigate the popular conceptions of welfare, necessity, rights, and citizenship in Argentina in the mid-20th century. To do this, it describes the socioeconomic and political categories used, as well as the legal and moral attributes with which they were associated. The empirical analysis was carried out through the revision of more than three hundred social assistance requests addressed to state organizations between 1943 and 1955.

Abstract Television became the most important communication device in the 1990s, reaching all middle-class households and playing a relevant role in constructing shared social meaning. The aim of this article is to examine different dimensions and senses of humor in El palacio de la risa, a very popular television comedy show hosted by Antonio Gasalla between 1992 and 1996 -broadcast by ATC and Canal 13- in Argentina. We will focus on the sketches starred by the actors Alejandro Urdapilleta and Humberto Tortonese, who, together with Gasalla, introduced relevant innovations in the production of television humor. In the first section, we will analyze which elements of performing arts of the 1980s underground are used and put into play in this television comedy. Then, we will examine three dimensions that function as crucial material for the trio's humorous production: the critique of the Argentinean high classes, the tension between dominant and dissident sexualities, and the parodic mentions made about television itself. In terms of methodology, the work was based on an analysis of 30 sketches by the Urdapilleta-Gasalla-Tortonese trio, frequent subjects, aesthetic aspects, body gestures and discursive uses. In short, the work seeks to make a contribution to the knowledge of mass culture, as well as the parody and destabilization of the common sense upheld by television during the 1990s in Argentina.

Resumen La televisión se constituyó en el dispositivo comunicacional de mayor importancia en los años 1990, al llegar a todos los hogares de clase media y ocupar un rol preponderante en la elaboración de sentidos sociales compartidos. El objetivo de este artículo es indagar distintas dimensiones y sentidos del humor en El palacio de la risa, programa humorístico de gran relevancia conducido por Antonio Gasalla entre 1992 y 1996 y transmitido por ATC y Canal 13, en Argentina. Nos enfocaremos en los números protagonizados por los actores Alejandro Urdapilleta y Humberto Tortonese, quienes, junto a Gasalla, introducen importantes innovaciones en la producción humorística televisiva. En la primera sección, analizaremos qué elementos del teatro underground de los años 1980 son recuperados y puestos en juego en la propuesta televisiva. A continuación, se examinarán tres dimensiones que funcionan como materia prima para la producción humorística del trío: la crítica a las clases dominantes argentinas, la tensión entre sexualidades dominantes y disidentes, y las menciones paródicas realizadas sobre la propia televisión. En cuanto a la metodología, el trabajo fue realizado en base a un análisis de 30 sketches del trío Urdapilleta-Gasalla-Tortonese, registrando temas, aspectos estéticos, gestualidad corporal y usos discursivos. En suma, el trabajo realiza una contribución al conocimiento de la cultura de masas y las posibilidades paródicas y de desestabilización del sentido común de la televisión durante los años 1990 en Argentina.