Abstract: This text proposes a methodology for teaching and learning the history of architecture, based on the temporal influence of certain legitimizing media as a source of interpretation of architectural languages. The resulting pedagogy is based on the immediate, the mediatic and the mediatized forms, derived from research in architectural communication that analyzes the acceptance speeches of the Pritzker Architecture Prize between 1979 and 2015 and their impact on contemporary architectural culture. It examines the architectural signs enunciated by Luis Barragán and compares them with those of other editions, crossing the information gathered with other approaches, such as that of the languages of the architectural collective imaginary in different contexts, to obtain an alternative didactic for this type of readings. The resulting non-canonical teaching methodology interweaves theories, concepts or terms that reflect the understanding of architecture at a specific time thanks to the work of certain media actors.

Resumen: Este texto propone una metodología para enseñar y aprender la historia de la arquitectura, basada en la influencia temporal de ciertos medios de legitimación como fuente de interpretación de lenguajes arquitectónicos. La pedagogía resultante se fundamenta en lo inmediato, lo mediático y lo mediatizado, derivando de una investigación en comunicación arquitectónica que analiza los discursos de aceptación del Premio Pritzker de arquitectura entre 1979 y 2015 y su impacto en la cultura arquitectónica contemporánea. Se examina los signos arquitectónicos enunciados por Luis Barragán y se compara con el de otras ediciones, cruzando la información recopilada con otros enfoques, como el de los lenguajes del imaginario colectivo arquitectónico en diferentes contextos, para obtener una didáctica alternativa para este tipo de lecturas. La metodología docente resultante, no canónica, entrelaza teorías, conceptos o términos que reflejan la comprensión de la arquitectura en un momento específico gracias a la labor de ciertos actores mediáticos.

RESUMEN El artículo que se presenta considera las insuficiencias teórico-metodológicas en la formación de sentidos históricos que limitan el modo de actuación del profesor de historia en el cumplimiento de las funciones docente-metodológica, educativa y de investigación-superación. Revela las relaciones esenciales entre la formación de vivencias históricas y del pensamiento histórico inherente a los sentidos históricos. La metodología utilizada es cuali-cuantitativa, se emplearon métodos teóricos, empíricos y matemáticos que permitieron constatar la factibilidad y pertinencia de la propuesta.

ABSTRACT The presented article considers the theoretical-methodological inadequacies in the formation of historical meanings that limit the way of acting of the history teacher in the fulfillment of the teaching-methodological, educational and research-supervision functions. It reveals the essential relationships between the formation of historical experiences and historical thinking inherent to historical senses. The methodology used is qualitative-quantitative, theoretical, empirical and mathematical methods were used to verify the feasibility and relevance of the proposal.

RESUMEN Se fundamenta la importancia que tiene el desarrollo de un pensamiento científico en la evolución de los métodos de investigación histórica con los métodos didácticos en el proceso de enseñanza aprendizaje de la Historia de Cuba. Utilizando los métodos de investigación científica histórico lógico, análisis-síntesis y el inductivo deductivo. El trabajo tiene como objetivo elaborar de una concepción didáctica para el desarrollo del pensamiento científico sustentada en la relación dialéctica entre los métodos de la investigación científica y los métodos de enseñanza aprendizaje de la Historia de Cuba.

ABSTRACT The importance of the development of the scientific thinking in the evolution of historical research methods with didactic methods in the teaching-learning process of Cuban history is based on the importance of the development of scientific thinking in the evolution of historical research methods with didactic methods in the teaching-learning process of Cuban history, using the historical-logical, historical-logical, analysis-synthesis and inductive-deductive methods of scientific research. The objective of the work is to elaborate a didactic conception for the development of scientific thinking based on the dialectic relationship between the methods of scientific research and the methods of teaching and learning of Cuban History.

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

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

Deur die eeue heen moes instellings soos universiteite dikwels hervormings ondergaan as gevolg van beduidende veranderinge of onstabiliteit. Die einde van die 20ste eeu is gekenmerk deur 'n nuwe golf van hervorming, wat steeds voortduur. Hierdie hervormings is aangepor deur faktore soos die massifikasie van universiteite, oproepe tot dekolonialisering en tegno-logiese veranderinge in die 21ste eeu. Die vraag, Wat is 'n universiteit? of Wat behoort 'n universiteit te wees?, het as gevolg hiervan ontstaan. Verder het die hervormingstydperk aan-leiding gegee tot indringender geskiedkundige studies oor die ontstaan en ontwikkeling van universiteite. Om die totstandkoming van die eerste universiteite beter te verstaan, speel stigtings-dokumente en agtergrondinligting van die universiteit 'n belangrike rol. Wanneer die wese van die universiteit ondersoek word, is dit belangrik om die ontstaan van die Middeleeuse universiteit te bestudeer. Wat Middeleeuse universiteite uniek maak, is die ontwerp van 'n model wat wêreldwyd in gebruik geneem is. Teen dié agtergrond is die navorsingsvraag van hierdie artikel: Wat is die faktore wat tot die totstandkoming van die Middeleeuse universiteit as instelling bygedra het? Verskeie faktore, soos die gildestelsel, ekonomiese welvaart en intellektuele ontwikkeling in Europa gedurende die laat Middeleeue, erkenning van die universiteit deur owerhede en die stabilisering van die universiteit deur die formulering van reëls en statute oor hoe 'n universiteit moet funksioneer, is met behulp van navorsing geïdentifiseer. Hierdie faktore was ook aanwesig tydens die stigting van een van die eerste universiteite, en die effek daarvan op byvoorbeeld een van hierdie oudste universiteite, naamlik Bologna word ook in hierdie artikel bespreek. Faktore wat bygedra het tot die totstandkoming van die Middeleeuse universiteit is steeds van toepassing op moderne universiteite en behoort as minimum vereistes beskou te word.

Over the centuries, institutions such as universities have often undergone reforms as a result of significant societal changes or instability. It can be compared to a school system which, when it is functioning well, undergoes no substantial change, but when there is disorder, reform becomes inevitable. The university is an age-old institution that has undergone several reforms to adapt to changing times and challenges. The most prominent university reforms occurred in the late 1800s during the development of the German or Von Humboldt university model. These reforms coincided with a reassessment of the origins and essence of the university, as outlined in Rashdall's major work, The Universities of Europe in the Middle Ages (1895), and Newman's The Idea of a University (1852). Towards the end of the twentieth century, a new wave of reform began, which continues to this day. These reforms were spurred on by factors such as the massification of universities, calls for decolonisation and significant technological changes of the 21st century. Questions such as What is a university? or What should a university be? arose as a result of these changes. This period of reform also gave rise to new historical studies on the origin and development of universities. A natural reaction for any institution drifting away from its core functions is to return to its origins. In this context, founding documents and background information regarding the establishment of an institution play a decisive role. In South Africa, with the significant increase in newly private established higher education institutions over the past decade, the question of the essence of the university is highly relevant. When examining the essence of a university, it is essential to consider Medieval universities. Although Medieval universities would not be considered universities in today's context, they were nevertheless indispensable for the scientific progress of that time. What made medieval universities unique was that they had designed a model that was used worldwide. Even ancient higher education institutions adopted the title of"university". Against this background, the research question of this article is: What are the factors that contributed to the establishment of the medieval university as an institution? A comprehensive literature review was conducted to examine existing knowledge on the subject. This study included influential publications such as Rashdall's The Universities of Europe in the Middle Ages (1895), Haskins's The Rise of the Universities (1923), Cobban's The Medieval Universities: Their Development and Organization (1975), Rüegg's A History of the University in Europe (2004) and Janin's The University in Medieval Life (2014). Relevant background information on the social, economic and cultural context of the Middle Ages as well as the role of ecclesiastical and secular authority structures and the promotion of higher education in a period ofsocial and intellectual change were studied. Primary sources, such as the statutes and founding documents of the first medieval universities, have been analysed to gain insight into their structure, functions and tasks. Several factors, such as the guild system, economic prosperity and intellectual development in Europe during the later Middle Ages, recognition of the university by authorities and the stabilisation of the university through the formulation of rules and statutes on how a university should function, leading to the foundation of the medieval university have been identified by means of this research. These factors were also present during the founding of the first universities, and their effect on, for example, the oldest university, namely Bologna, is also discussed in this article.The concept, universitas magistrorum et scholarium - a community of students and masters - arose as a result of the guild system and formed an integral part of the original universities. Although modern universities offer a wider spectrum of disciplines and perform various other functions, such as research and public service, it is still crucial that the core, namely the exchange of knowledge, is preserved despite administrative and research pressure on lecturers, as well as technological changes, although technology can also improve the relationship between lecturers and students. As already indicated, the economic boom and intellectual development in Europe during the Middle Ages contributed to the establishment of the first universities. Economic prosperity of a community is extremely important as it provides financial support for the establishment and maintenance of a university, as well as for many prospective students and lecturers. Such an economic base creates a favourable climate for encouraging interest in culture and the acquisition of knowledge, emphasising the need for higher education, such as universities. Recognition of the university as an institution by the pope and emperors gave universities the opportunity to expand and develop their individuality as an institution. University regulation continues to play a crucial role in the integrity of a particular institution, emphasising the necessity of participation in quality assurance practices by regulatory bodies as these are of significantl benefit to a university. Finally, the medieval university would not have developed into today's unique, influential institution without going through the stabilisation phase, which was characterised by the formulation of rules and statutes. This phase is equally important for the modern university in continuing high quality teaching. The same applies to factors that contributed to the establishment of the medieval university which should be considered as minimum requirements. In summary, factors that influenced the development of the medieval university remain fundamental to contemporary universities, which should be preserved despite continuous changes and challenges.

Die artikel plaas die aard van krygskundige navorsing in Suid-Afrika sedert demokratisering in 1994 onder die soeklig. Dit word gedoen binne die breë konteks van die idee van veiligheid; insluitende sowel die internasionale as die Suid-Afrikaanse veiligheidsproblematiek. Die argument, vanuit 'n internasionale veiligheidsperspektief is dat die 1990's tiperend was van die aard van veiligheidsdenke in ná-oorlogsperiodes. Net soos in die 1920's en die laat 1940's was dit 'n periode van idealistiese denke oor veiligheid. Teen die laat 1990's was daar egter 'n terugkeer na groter realpolitik en 'n meer tradisionele benadering met die klem op die rol van die staat en die veiligheidsinstellings in die nastreef van veiligheid. In Suid-Afrika het die verklaarde klem op 'n algemene mensveiligheid egter voortgeduur; ook wat die fokus en aard van navorsing betref. Dit lei tot vrae oor die mate waartoe akademiese navorsing oor veiligheid belyn is met die veiligheidswerklikhede in Suid-Afrika. Wat krygskundige navorsing betref, was die periode ná 1994 vir die Fakulteit Krygskunde van die Universiteit van Stellenbosch 'n periode van groei en ontwikkeling. Die navorsing ontvou veral in die krygskuns eerder as in die krygswetenskaplike omgewing met 'n fokus op krygsgeskiedenis, strategiese studies en internasionale politiek.

The article explores the nature and development of military research in South Africa since 1994. Military research always unfolds within the idea and the broader context of security. Similar to the end of the First and Second World Wars, the end of the Cold War introduced a period of relative peace that translated into a liberal outlook on peace and security in the 1990s. Internationally, the so-called Copenhagen school of security studies suggests a deepening and broadening of the debate on security. Increasingly, strategic studies were replaced by security studies; with the debate on security in the 1990s becoming progressively normative and utopian in nature. By the end of the 1990s, especially after the 9/11 attacks, it was quite clear, however, that security still requires a careful attention of conflict, violence, and war; and that the state and the security institutions remain at the core of the idea of security. At the same time, defining security too widely, and including potentially everything that might negatively affect human affairs, the idea of security runs the risk of being too broad to be of any practical value. By the early 2000s, on an international scale, the focus on military force returned to its rightful place in International Relations (IR) as an area of research and study. South Africa in the 1990s embraced the idea of the deepening and broadening of the debate on security; and the notion of human security, in particular. As was the case under the apartheid regime before 1994, the 1996 White Paper on Defence was used to translate the idea of human security into policy. Unlike the era before 1994, however, the policy directive on human security was never really operationalised by means of an explicit national security strategy document. At face value, there was a declaratory focus by government on human security; in reality, however, thefocus shifted to an emphasis on African security under President Thabo Mbeki, regime security under the Jacob Zuma Administration, and the reality of national security under President Cyril Ramaphosa respectively. In the scholarly domain, however, the focus in research and teaching remained almost exclusively on the non-military and non-state dimensions of the idea of human security. Given this state of affairs, questions ought to be asked about the alignment between research on security in South Africa and the realities of insecurity facing the society at large; as well as to what extent the academic fraternity in South Africa is addressing the nuances of the security realities facing society in their research. As far as military research is concerned, the period after 1994 can be viewed as a period of growth and development for the Faculty of Military Science of the University of Stellenbosch at the Military Academy, Saldanha Bay. Whereas prior to 1994 the Faculty was primarily responsible for the undergraduate teaching of military officers, the focus of the institution shifted towards post-graduate teaching and research in the post-1994 era. This was predominantly due to the process of democratisation and developments in the sphere of global communications. It allowed the Faculty of Military Science to escape from its geographical and institutional isolation and to become integrated into the broader academic fraternity both in South Africa and abroad. The Faculty's research unfolded predominantly in the domain of the art of war rather than military science; with an emphasis on military history, strategic studies and international relations (IR).

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

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

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

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

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

SUMMARY: The German Conrad Johann Martin Langenbeck made important contributions to anatomical and surgical knowledge during the late 18th and early 19th centuries. However, His work and legacy is little known and difficult to access, both in Europe and in America. Literature review of the databases PubMed, LILACS, Cochrane Library; “Google” and university libraries. The following keywords have been used: “anatomy and surgery”. In this analysis a critical analysis of the known literature about this historical figure is carried out. His multiple contributions to the study of human morphology, his surgical interventions, his legacy at the University of Göttingen and the German model of surgery are noted. Langenbeck was a prominent anatomist, surgeon, professor and researcher, before the discovery of anesthesia changed everything, a time when cadaver dissection was essential to the design of successful operations. The name of CJM Langenbeck will always endure through his work, anatomical terms and operations, and he should be remembered as the last anatomist surgeon of the 19th century.

RESUMEN: El alemán Conrad Johann Martin Langenbeck hizo importantes contribuciones al conocimiento anatómico y quirúrgico durante finales del siglo XVIII y principios del XIX. Sin embargo, su obra y su legado es poco conocido y difícilmente accesible, tanto a nivel europeo como americano. Revisión de la literatura de las bases de datos PubMed, LILACS, Cochrane Library; “Google” y bibliotecas de universidades. Como palabras clave se han usado: “anatomía y cirugía”. Se realiza un análisis crítico de la literatura encontrada. Se señalan sus múltiples contribuciones al estudio de la morfología humana, sus intervenciones quirúrgicas, su legado en la Universidad de Gotinga y sobre el modelo alemán de cirugía. Langenbeck fue un destacado anatomista, cirujano, profesor e investigador, antes de que el descubrimiento de la anestesia lo cambiara todo, una época en la que la disección de cadáveres era esencial para el diseño de operaciones exitosas. El nombre de CJM Langenbeck siempre perdurará a través de su trabajo, términos anatómicos y operaciones, y debe ser recordado como el último cirujano anatomista del siglo XIX.

ABSTRACT In the context of the Third Improvement of the National Education System, it is a priority to develop the teaching-learning process of the History of Cuba at the preuniversity educational level, in such a way that it contributes to the comprehensive training of students and the development of scientific thinking. The objective of this article is to explain the contribution of the teaching tasks of Cuban History for preuniversity education to the development of students' scientific thinking. In the research process, different theoretical and empirical methods were applied, such as: synthetic analytical and logical historical to systematize the theoretical approach to the development of scientific thinking; the inductive-deductive in the elaboration of the content analysis to determine the criteria for characterizing the development of scientific thinking of pre-university students from the teaching-learning process of the subject History of Cuba and the system approach to design the teaching tasks to apply in the teaching-learning process of the History of Cuba at the preuniversity educational level. Carrying out teaching tasks enables students to use productive, creative, critical methods, based on the appropriate relationship between self-learning and inter-learning processes, which contribute to the development of students' scientific thinking.

RESUMEN En el contexto del Tercer Perfeccionamiento del Sistema Nacional de Educación, constituye una prioridad desarrollar el proceso de enseñanza aprendizaje de la Historia de Cuba en el nivel educativo preuniversitario, de forma tal que contribuya a la formación integral de los estudiantes y al desarrollo del pensamiento científico. El objetivo del presente artículo es explicar la contribución de las tareas docentes de Historia de Cuba para la educación preuniversitaria al desarrollo del pensamiento científico de los estudiantes. En el proceso investigativo se aplicaron diferentes métodos de nivel teórico y empírico como: el analítico sintético y el histórico lógico para sistematizar el abordaje teórico sobre el desarrollo del pensamiento científico; el inductivo-deductivo en la elaboración del análisis del contenido para determinar los criterios de caracterización del desarrollo del pensamiento científico de los estudiantes de preuniversitario desde el proceso de enseñanza aprendizaje de la asignatura Historia de Cuba y el enfoque de sistema para diseñar las tareas docentes a aplicar en el proceso de enseñanza aprendizaje de la Historia de Cuba en el nivel educativo preuniversitario. La realización de las tareas docentes les posibilita a los estudiantes el empleo de métodos productivos, creativos, críticos, basados en la adecuada relación entre los procesos de autoaprendizaje y de interaprendizaje, que contribuyen al desarrollo del pensamiento científico de los estudiantes.

Resumo O século XX trouxe grandes desafios para a educação em nosso país, em particular para o ensino de história, influenciado pela globalização neoliberal que ameaça eliminar os valores culturais, as tradições, a identidade e a idiossincrasia de nossos povos, o que forçou mudanças profundas em seu ensino a partir da década de 1960. O presente trabalho oferece algumas abordagens para os problemas da história nos tempos atuais. Não oferece receitas a serem seguidas, nem propõe metodologias de como e por que fazê-lo, nem delineia certas regras que às vezes são impostas. São feitos comentários e reflexões teóricas sobre a realidade do que deve ser trabalhado em nossas salas de aula, tendo em vista que, no contexto histórico em que vivemos, devemos ser mais eficientes. O objetivo é propor algumas abordagens sobre a história que deve ser feita, ensinada e os professores que devem ser treinados. Foram utilizados métodos teóricos como: histórico-lógico, hipotético-dedutivo, análise e síntese, e métodos empíricos como a análise bibliográfica, o que levou à conclusão de que a história que se constrói deve ter uma visão estratégica do mundo que a rodeia, que leve ao reconhecimento social, que seja científica e que desenvolva habilidades de trabalho autônomo, onde se reforça seu papel educativo, para contribuir com o desenvolvimento e a formação de convicções revolucionárias e patrióticas nos alunos, para que no futuro sejam profissionais comprometidos e competentes.

Abstract The 20th century brought great challenges to education in our country, particularly to the teaching of History, influenced by neoliberal globalization that threatens to eliminate the cultural values, traditions, identity and idiosyncrasy of our people, which forced the realization of profound changes in its teaching starting in the 60s of the aforementioned century. The present work offers some approaches to the problems of history in current times. It does not offer recipes to follow, nor does it propose methodologies on how and why it should be done this way, nor does it outline certain rules that are sometimes imposed. Comments and theoretical reflections are made about the reality of what we should work on in our classrooms and keep in mind that in the historical context we live in we must be more efficient. The objective is to propose some approaches to history that should be done, taught, and the teachers that should be trained. For this, theoretical methods were used such as: historical-logical, hypothetical-deductive and analysis and synthesis and empirical methods such as bibliographic analysis; which allowed us to conclude that the history that is constructed must have a strategic vision of the world around it, that leads to social recognition, being scientific and developing independent work skills, where its educational role is reinforced. Also contributing to the development and formation of revolutionary and patriotic convictions in students, so that they are committed and competent professionals in the future.

Resumen El siglo XX trajo grandes desafíos a la educación en nuestro país, en particular a la enseñanza de la Historia, influenciado por la globalización neoliberal que amenaza con eliminar los valores culturales, tradiciones, la identidad y la idiosincrasia de nuestros pueblos, lo cual obligó a la realización de profundos cambios en su enseñanza a partir de los años 60 del mencionado siglo. El presente trabajo ofrece algunas aproximaciones a la problemática de la historia en los tiempos actuales. No ofrece recetas a seguir, ni propone metodologías de cómo y por qué hay que hacerlo así, tampoco se esquematiza a determinadas reglas que en ocasiones se imponen. Se realizan comentarios y reflexiones teóricas sobre la realidad de lo que se debe trabajar en nuestras aulas y que se tenga presente que en el contexto histórico que se vive se debe ser más eficientes. El objetivo se encamina a proponer algunas aproximaciones a la historia que se debe hacer, enseñar y los profesores que se deben formar. Para ello se emplearon métodos teóricos como: el histórico-lógico, hipotético-deductivo y el análisis y síntesis y empíricos como el análisis bibliográfico; lo que permitió concluir que la historia que se construya debe tener una visión estratégica del mundo que le rodea, que lleve al reconocimiento social, que sea científica y que desarrolle habilidades de trabajo independiente, donde se refuerce su papel educativo, para contribuir al desarrollo y formación de convicciones revolucionarias y patrióticas en los alumnos, para que sean en el futuro profesionales comprometidos y competentes.

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: De humani corporis fabrica libri septem es un libro del médico y anatomista renacentista flamenco Andreas Vesalius (1514-1564), quien fue profesor de Anatomía en la Universidad de Padua y médico de la corte del emperador Carlos V. En ella se puede apreciar por primera vez a detalle, (en un compendio de siete libros), una lección académica docta de anatomía del cuerpo humano, basada en disecciones directas del cadáver, hecha y documentada por un joven profesor (Vesalio con 28 años), a sus alumnos de Medicina. Esta obra fue impresa en latín ciceroniano y publicada en Basilea en 1543 en el taller del humanista, lingüista e impresor Johannes Oporinus (1507-1568), e ilustrada probablemente, por artistas del taller de Ticiano como Jan Stephan van Calcar (1499-1546). Considerada hoy como una joya literaria, científica y artística, la fabrica de Vesalio de 1543, fue un hito en la Historia de la Medicina y es considerada como la obra fundacional de los atlas de anatomía modernos y el sustento del método de enseñanza de la disciplina en la carrera de Medicina en todo el mundo. Este volumen original mexicano, considerado hoy patrimonio de la humanidad por la UNESCO y primero de su tipo en América desde el siglo XVI, se encuentra en México como parte del acervo de libros raros y antiguos de la Biblioteca Palafoxiana en la ciudad de Puebla. En este artículo se describen y documentan por primera vez a detalle desde su fuente original, sus características.

SUMMARY: De humani corporis fabrica libri septem is a book written by the Flemish Renaissance physician and anatomist Andreas Vesalius (1514-1564), who was a professor of anatomy at the University of Padua and physician to the court of Emperor Charles V. It is in this book that for the very first time in detail, a learned academic lesson on the anatomy of the human body can be observed, in a compendium of seven books, based on direct dissections of the corpse, created and documented by a young professor (Vesalius at the age of 28) for his Medicine students. This work was printed in ciceronian latin and published in Basel in 1543 in the workshop of the humanist, linguist, and printer Johannes Oporinus (1507-1568), and illustrated by artists from the Titian workshop such as Jan Stephan van Calcar (1499-1546). Nowadays considered a literary, scientific and artistic jewel, Vesalius´fabrica of 1543 was a milestone in the history of medicine and is considered the foundation work of modern anatomy atlases, and basis for the teaching method of the discipline in medical careers worldwide. This original Mexican volume, is now considered part of UNESCO World Heritage and is the first book of its kind in America since the 16th century. It is part of the old and rare book collection of the Palafoxiana Library in the city of Puebla in Mexico. In this article, its characteristics are described and for the first time, documented in detail from its original source.

Abstract This article presents a research initiative that made an approach, in a respectful manner,to the school history of five Cabécar indigenous people from the territory of Chirripó-Duchíi (as it is called among the Cabécar people), who are in the teaching exercise of the Cabécar Language and Culture Program of the Ministry of Public Education. The general objective was to analyze narratives of the school stage and classroom work of Cabecar indigenous teachers of Chirripó in order to identify didactic elements that contribute to teaching with cultural relevance, which was achieved through the socialization of narratives and observations that allowed identifying didactic elements that could add to the efforts to offer the children of these communities an education in accordance with their worldview and their environment. This is a study that, due to its characteristics, was registered as an exploratory and descriptive type of research. Among the main results, the study made it possible to recognize that, despite the fact that the school education to which the teachers were subjected was mediated by the dominant culture, they made important efforts to deconstruct the asymmetrical relations with a bias towards western culture, giving place to the extent of their possibilities to the native culture, and the recognition of cultural diversity.

Resumen En este artículo se presenta una iniciativa investigativa que realizó un acercamiento de manera respetuosa a la historia escolar de cinco personas indígenas cabécares del territorio de Chirripó-Duchíi (como se nombra entre las personas cabécares), que se encuentran en el ejercicio docente del Programa de Lengua y Cultura Cabécar del Ministerio de Educación Pública de Costa Rica, entre 2018 y 2020. Se propuso como objetivo general analizar narraciones de la etapa escolar y del trabajo áulico de docentes indígenas cabécares de Chirripó para la identificación de elementos didácticos que contribuyan al ejercicio docente con pertinencia cultural, lo que se consiguió mediante la socialización de narraciones y observaciones que permitieron identificar elementos didácticos que podrían sumar a los esfuerzos, por ofrecer a la niñez de estas comunidades, una educación acorde con su visión de mundo y su entorno. Es un estudio que por sus características se inscribió como una investigación cualitativa de tipo exploratoria y descriptiva. Entre los principales resultados se destaca que el estudio posibilitó reconocer que a pesar de que la educación escolar que recibieron las personas docentes fue mediada por la cultura dominante, realizan esfuerzos importantes por deconstruir las relaciones asimétricas sesgadas respecto a la cultura occidental dando lugar, en la medida de sus posibilidades, a la cultura originaria y al reconocimiento de la diversidad cultural.

Abstract: Games of chance among the indigenous peoples of Latin America have a long history. Used with a ludic purpose and to make decisions in situations of uncertainty, they are a source of cultural knowledge for the development of statistical reasoning. This study proposes a curricular and teaching development alternative that links cultural knowledge about indigenous people's games of chance and the statistical reasoning expected in the curriculum, in the framework of a pedagogical duo established by a mathematics teacher and a cultural scholar. By means of a content analysis in the modeling of the activities, we studied the assessment of the proposal. The results show that the teachers focus on the equiprobability of the events, leaving aside the complexity of the cultural mathematical artifact, while the cultural scholars estimate the limits and scope of the processes in order to make them coherent with local practices.

Resumen: Los juegos de azar de los pueblos indígenas de Latinoamérica gozan de larga data. Utilizados con un propósito lúdico y para tomar decisiones en situaciones de incerteza, son una fuente de conocimiento cultural para el desarrollo del razonamiento estadístico. Este estudio propone una alternativa de desarrollo curricular y de enseñanza que vincula el conocimiento cultural sobre los juegos de azar de pueblos indígenas y el razonamiento estadístico esperado curricularmente, en el marco de una dupla pedagógica establecida por un profesor de matemática y un sabio cultural. Mediante un análisis del contenido en la modelación de las actividades, estudiamos la valoración de la propuesta. Los resultados muestran que los profesores atienden a la equiprobabilidad de los sucesos dejando de lado la complejidad del artefacto matemático cultural, mientras que los sabios culturales estiman los límites y alcances de los procesos para hacerlos coherentes con las prácticas locales.