Resumen: Esta investigación tiene como propósito caracterizar cómo las personas estudiantes relacionan la probabilidad frecuentista con la probabilidad teórica en una situación didáctica que utiliza un simulador de experimentos aleatorios. Se optó por emplear la Teoría de Situaciones Didácticas (Brousseau, 2007), tanto para el diseño como para la construcción y análisis de una clase. La metodología consta de un enfoque cualitativo que analiza los resultados según las fases de la Teoría de Situaciones Didácticas, identificando los argumentos que establece el alumnado a partir de los distintos significados probabilísticos. La propuesta de aula se implementó en un curso de 7° básico de un colegio particular de pago, ubicado en la ciudad de Valparaíso de Chile. La actividad se dividió en cinco partes, desde una instancia lúdica planteada a través de apuestas iniciales sobre lo que hay en una bolsa con fichas, hasta la institucionalización de la ley de los grandes números. En los resultados se encontró que la mayoría de las parejas de trabajo, al abordar la problemática, fundamentaron sus estrategias principalmente en enfoques intuitivos y frecuenciales; no obstante, algunas personas estudiantes validan sus resultados mediante argumentos asociados a los enfoques frecuenciales y teóricos de la probabilidad. En relación con lo anterior, una de las conclusiones es que los resultados frecuenciales obtenidos se lograron validar con el enfoque teórico.

Resumo: Esta pesquisa tem como propósito caracterizar como os estudantes relacionam a probabilidade frequentista com a probabilidade teórica em uma situação didática que utiliza um simulador de experimentos aleatórios. Optouse por empregar a Teoria das Situações Didáticas (Brousseau, 2007), tanto para o design quanto para a construção e análise de uma aula. A metodologia tem um enfoque qualitativo que analisa os resultados de acordo com as fases da Teoria das Situações Didáticas, identificando os argumentos que os alunos estabelecem a partir dos diferentes significados probabilísticos. A proposta de aula foi implementada em uma turma de 7.º ano de uma escola particular, localizada na cidade de Valparaíso, Chile. A atividade foi dividida em cinco partes, desde uma fase lúdica proposta por meio de apostas iniciais sobre o que há em uma bolsa com fichas, até a institucionalização da lei dos grandes números. Nos resultados, verificouse que a maioria dos pares de trabalho, ao abordar a problemática, fundamentou suas estratégias principalmente em enfoques intuitivos e frequenciais; no entanto, alguns estudantes validaram seus resultados mediante argumentos associados aos enfoques frequenciais e teóricos da probabilidade. Em relação ao exposto, uma das conclusões é que os resultados frequenciais obtidos foram validados com o enfoque teórico.

Abstract: This research aims to characterize how students relate frequentist probability to theoretical probability in a didactic situation that uses a simulator of random experiments. The Theory of Didactic Situations (Brousseau, 2007) was chosen for both the design and the construction and analysis of a class. The methodology consists of a qualitative approach that analyzes the results according to the phases of the Theory of Didactic Situations, identifying the arguments established by students based on different probabilistic meanings. The classroom proposal was implemented in a seventh-grade basic education class at a private school located in the city of Valparaíso, Chile. The activity was divided into five parts, from a recreational instance posed through initial bets about what is in a bag with tokens, to the institutionalization of the law of large numbers. The results showed that most working pairs, when addressing the problem, based their strategies primarily on intuitive and frequentist approaches; however, some students validated their results using arguments associated with both frequentist and theoretical approaches to probability. In relation to this, one of the conclusions is that the frequentist results obtained were validated using the theoretical approach.

ABSTRACT: Drawing from Walter Mignolo's decolonial theory and the concept of latsploitation, this article explores how Sarli and Bó’s films challenge Eurocentric standards and represent identities marked by colonial wounds. Thanks to this reading it is possible to highlight the political nature of Bó and Sarli’s productions, despite having been considered a commercial entertainment cinema. By analyzing the decolonial stance in the films of Isabel Sarli and Armando Bó, this article concludes the necessity of challenging and questioning the unequivocal binary between commercial and political cinema. This study seeks to contribute to a broader understanding of Sarli and Bó’s cinema, and its role in cultural resistance against coloniality.

RESUMEN: Partiendo de la teoría decolonial de Walter Mignolo y del concepto de latsploitation, este artículo explora cómo las películas de Sarli y Bó desafían los estándares eurocentristas y representan identidades marcadas por una herida colonial. Gracias a esta lectura es posible destacar el carácter político de las producciones de Bó y Sarli, pese a haber sido considerado un cine comercial de entretenimiento. Al analizar la postura decolonial en los films de Isabel Sarli y Armando Bó, el artículo concluye la necesidad de desafiar y cuestionar el tajante binarismo entre cine comercial y cine político. Este estudio busca contribuir a una comprensión más amplia del cine de Bó y Sarli, y su papel en la resistencia cultural contra la colonialidad.

Abstract This article investigates the main ethical challenges faced by the fast fashion sector and Shein, given the promotion of unrestrained consumption. It aims to answer the following question: “What are the ethical implications associated with the mass production conduct of fast-fashion brands?” It addresses the gap in the literature corresponding to the analysis of the current market leader, Shein, with an updated study on the ethical challenges of the fast fashion model. It concludes that the international ethical challenges of this industry generate two main consequences: environmental impact and labour exploitation. Thus, reversing the traditional dependency theory scenario, Shein has established itself with great importance in this industry. However, it faces growing concerns about its business conduct, especially in relation to human rights and environmental sustainability.

Resumen Este artículo investiga los principales retos éticos a los que se enfrentan el sector de la moda rápida y Shein, dada la promoción del consumo desenfrenado. Se pretende responder a la siguiente pregunta “¿Cuáles son las implicaciones éticas asociadas a la conducta de producción en masa de las marcas de moda rápida?”. El artículo aborda la laguna en la bibliografía correspondiente al análisis del actual líder del mercado, Shein, con un estudio actualizado sobre los retos éticos del modelo de moda rápida. Se concluye que los retos éticos internacionales de esta industria generan dos consecuencias principales: el impacto medioambiental y la explotación laboral. Así, revirtiendo el escenario tradicional de la teoría de la dependencia, Shein se ha consolidado con gran importancia en esta industria. Sin embargo, enfrenta crecientes preocupaciones sobre su conducta empresarial, especialmente en relación a los derechos humanos y la sostenibilidad ambiental.

Abstract This article proposes an erotetic approach to define the ecocritical research program, analyzing the interrelationship between the conceptual frameworks of ecology and literary critical theory. A common structure based on problem agendas is suggested, enriching both scientific practice and teaching. The main objective is to demonstrate how the formulation of questions significantly contributes to the creation of open problem agendas that guide research, fostering the development of new hypotheses and promoting interdisciplinarity in research programs facing ecological challenges. The methodology includes a review of the theoretical structure of ecocriticism and how problem agendas provide methodological flexibility, allowing for the reformulation of questions as new data, technologies, and approaches emerge. The results highlight the importance of questioning in environmental sciences to redefine new research agendas, integrating conceptual frameworks not unified by a central theory. Ecocriticism is framed as a research program structured erotetically, much like ecology. The conclusions emphasize the interdependence between questions, problem agendas, and critical reflection on the scientific method, underscoring the creativity and utility of questioning and abductive hypotheses for a more suitable scientific practice, aligned with the urgency of the ecological crisis.

Resumen Este artículo propone un enfoque erotético para definir el programa de investigación ecocrítico, analizando la interrelación entre los marcos conceptuales de la ecología y la teoría crítica literaria. Se sugiere una estructura común basada en agendas de problemas que enriquecen, tanto la práctica científica como la enseñanza. El objetivo principal es mostrar cómo la formulación de preguntas contribuye de manera significativa a la creación de agendas de problemas abiertos que guían la investigación, fomentando el desarrollo de nuevas hipótesis y promoviendo la interdisciplinariedad en los programas de investigación ante los desafíos ecológicos. La metodología incluye una revisión de la estructura teórica de la ecocrítica y de cómo las agendas de problemas aportan flexibilidad metodológica, permitiendo reformular preguntas a medida que surgen nuevos datos, tecnologías y enfoques. Los resultados destacan la importancia de los cuestionamientos en las ciencias ambientales para redefinir nuevas agendas de investigación, integrando marcos conceptuales no unificados por una teoría central. La ecocrítica se configura como un programa de investigación estructurado de manera erotética, al igual que la ecología. Las conclusiones subrayan la interdependencia entre preguntas, agendas de problemas y la reflexión crítica sobre el método científico, enfatizando en la creatividad y utilidad de los cuestionamientos e hipótesis retroductivas, para una práctica científica más adecuada y ajustada a la urgencia de la crisis ecológica.

Abstract The complexity of the challenges posed by the 21st Century calls for innovation, especially in the field of education, due to its presence, relevance and potential for the generation of solutions, forms of action and education that can be assumed by citizens, mainly those who are immersed in their educational process. For this reason, the aim of this work is to propose active methodologies as suitable means for implementing educational innovation centered on social processes, which place people at the center of the phenomenon, as beings in formation and, likewise, as creators and maintainers of innovations that promote well-being. Initially, it outlines the difficulties of the pedagogical renewal effort, in some of its fundamental texts and moments, to respond to the challenges and threats faced by contemporary societies, discussing some relevant notions of theory and Philosophy of Education. This contribution then attempts to add to the ongoing reflections on the Philosophy of Innovation, as a discipline in germ, which must in turn be linked to a proposal for a Philosophy of Educational Innovation. The aim is then to problematize, under these theoretical premises, pedagogical creativity and action programs linked to the tradition of activism and the recent proposals of Active Learning Methodologies, through the contribution of the social approach to educational innovation.

Resumen La complejidad de los desafíos que plantea el siglo XXI interpela a la innovación, especialmente en el ámbito pedagógico, por su presencia, relevancia y potencialidad para la generación de soluciones, formas de acción y formación que sean asumibles por la ciudadanía, principalmente por quienes están inmersos en el proceso educativo. Por ello, este trabajo tiene la finalidad de proponer las metodologías activas como medios idóneos para implementar la innovación educativa centrada en los procesos sociales, que ponga a las personas al centro del fenómeno, como seres en formación y, al mismo tiempo, como creadores y sustentadores de innovaciones promotoras de bienestar. Inicialmente, se esbozan las dificultades del esfuerzo de renovación pedagógica, en algunos de sus textos y momentos fundamentales, para responder a los retos y amenazas que enfrentan las sociedades contemporáneas, discutiéndose algunas nociones relevantes de teoría y filosofía de la educación. Seguidamente, esta aportación trata de sumarse a las reflexiones en curso sobre filosofía de la innovación, como disciplina en germen, que debe a su vez vincularse con una propuesta para una filosofía de la innovación educativa. Se pretende, a continuación, problematizar, bajo estas premisas teóricas, la creatividad pedagógica y los programas de acción vinculados a la tradición del activismo y a las recientes propuestas de las metodologías activas de aprendizaje, a través de la aportación del enfoque social de la innovación educativa.

Abstract This study addresses the issue of the relationship between theories and pedagogical models, focusing on their connection with educational research and classroom practice. In this context, the main objective is to analyze the role of the inductive method in the relationship between theories and pedagogical models from classroom praxis, using meta-research and reflective critique based on Grounded Theory. Thus, the definitions of theories and pedagogical models, the historical role of the inductive method in educational research, the relationship between inductive reasoning, the main theories and pedagogical models, and the practical implications of these approaches in teaching and learning are explored. The results reveal that the inductive method is essential for formulating hypotheses, theories, and models from empirical observations, providing a solid foundation for educational research. Additionally, it has significantly influenced the development of various pedagogical models, facilitating the integration of theory and practice, which is vital for effective teaching. In conclusion, the study highlights the ongoing relevance of the inductive method in educational research and its potential to improve pedagogical practices, especially with the advancement of technology, which offers new opportunities to enhance data collection and analysis.

Resumen Este estudio aborda la problemática en torno a la relación de las teorías y modelos pedagógicos, centrándose en su vínculo con la investigación educativa y la práctica en el aula. En este sentido, el objetivo principal es analizar el rol del método inductivo en la relación entre las teorías y modelos pedagógicos desde la praxis en el aula, utilizando la metainvestigación y la crítica reflexiva basada en la teoría fundamentada. De este modo, se exploran las definiciones de teorías y modelos pedagógicos, el rol histórico del método inductivo en la investigación educativa, la relación entre el razonamiento inductivo, las principales teorías y modelos pedagógicos, y las implicaciones prácticas de estos enfoques en la enseñanza y el aprendizaje. Los resultados revelan que el método inductivo es esencial para formular hipótesis, teorías y modelos a partir de observaciones empíricas, proporcionando una base sólida para la investigación educativa. Además, ha influido significativamente en el desarrollo de diversos modelos pedagógicos, facilitando la integración de teoría y práctica, lo cual es vital para una enseñanza efectiva. En conclusión, el estudio destaca la relevancia continua del método inductivo en la investigación educativa y su potencial para mejorar las prácticas pedagógicas, especialmente con el avance de la tecnología, que ofrece nuevas oportunidades para mejorar la recopilación y el análisis de datos.

Resumo Este artigo analisa os ativismos urbanos, isto é, as ações de resistência engendradas por movimentos sociais contra as desigualdades socioespaciais e pelo direito à cidade em Belém, Pará, com base na interpretação socioespacial de suas narrativas, táticas e estratégias nos anos recentes. Objetiva-se fortalecer uma teoria geográfica dos movimentos sociais urbanos encarados enquanto categoria analítica fundamental para entendimento escalar da crise urbana que assola diversas metrópoles no atual contexto capitalista, bem como reforçar a importância do diálogo entre a academia (partindo de um prisma geográfico) e os movimentos sociais (e suas lutas pelo direito à cidade) no sentido de cooperarem na construção de alternativas que estejam cada vez mais acompanhadas de maior justiça socioespacial na produção do espaço urbano. é Belém Pará narrativas recentes Objetivase Objetiva se capitalista partindo geográfico urbano

Abstract This paper discusses urban activism, that is, actions of resistance engendered by social movements against socio-spatial inequalities and for the right to the city in Belém, State of Pará, based on the socio-spatial interpretation of their narratives, tactics, and strategies in recent years. We seek to strengthen a geographic theory of urban social movements viewed as a fundamental analytical category for the scalar understanding of the urban crisis that affects several metropolises in the current capitalist context. In addition, we aim to reinforce the importance of dialogue between academia (from a geographic perspective) and social movements (and their struggles for the right to the city), so that they can cooperate in the construction of alternatives increasingly accompanied by greater socio-spatial justice in the production of the urban space. activism is sociospatial socio spatial Belém Pará narratives tactics years context addition from perspective city, , city) space

ABSTRACT Intersectoral collaboration for health educational practices in the school environment is strengthened by the School Health Program. The objective of this study is to understand the development of educational practices on STI/HIV/AIDS carried out in schools from the perspective of the multidis-ciplinary health team, in light of complex thinking. This is a qualitative study that used constructivist grounded theory as an analysis method. Intensive interviews were carried out with 35 health professionals in two sample groups, audio-recorded, transcribed and analyzed, in three stages of coding: initial, focused and theoretical. The central category ‘Revealing the development of educational practices in STI/HIV/AIDS within the school’ emerges from nine subcategories that develop a dialogue with the work ‘The seven necessary knowledge for future education’. The STI/HIV/AIDS theme is considered a priority and pertinent knowledge for educational practices, which requires considering the complexity of the human being to understand profound issues inherent to the human condition, and which breaks the paradigm of fragmentation of knowledge. Educational practices need to go beyond lecture models, be diverse and face challenges and uncertainties, avoiding blindness in knowledge, teaching, understanding and human ethics, and bringing together young people, teachers and professionals.

RESUMO A colaboração intersetorial para as práticas educativas em saúde no ambiente escolar é fortalecida pelo Programa Saúde na Escola. O objetivo deste estudo é compreender o desenvolvimento das práticas educativas sobre IST/HIV/aids realizadas nas escolas na perspectiva da equipe multiprofissional de saúde, à luz do pensamento complexo. Trata-se de um estudo qualitativo que utilizou a teoria fundamentada nos dados construtivista como método de análise. Foram realizadas entrevistas intensivas com 35 profissionais de saúde em dois grupos amostrais, audiogravadas, transcritas e analisadas, em três etapas de codificação: inicial, focalizada e teórica. A categoria central ‘Revelando o desenvolvimento das práticas educativas em IST/HIV/aids no âmbito da escola’ emerge de nove subcategorias que desenvolvem um diálogo com a obra ‘Os sete saberes necessários à educação do futuro’. O tema IST/HIV/aids é considerado prioritário e um conhecimento pertinente para as práticas educativas, que requer considerar a complexidade do ser humano para compreender questões profundas, inerentes à condição humana, e que rompa com o paradigma da fragmentação dos saberes. As práticas educativas precisam superar os modelos de palestras, ser diversificadas e enfrentar os desafios e incertezas, evitando as cegueiras do conhecimento, ensinando compreensão e ética humanas, e aproximando jovens, professores e profissionais.

ABSTRACT: The dentistry career of the Universidad de La Frontera since its inception, has stood out for its emphasis on public health and prevention, experiencing several adjustments in its curriculum and identifying as main axes in the training in Dentistry: the Mention in Prevention and the Updating of National Standards in higher education. On the other hand, from the year 2023 to date, the career is in the fourth process of self-evaluation, awaiting the visit of peer evaluators and also in a process of Curricular Redesign from 2021 to the present, which is in advanced stages; both processes are aligned with the Educational Model of the UFRO. In relation to the various high impact methodologies, the career has implemented some of these in its various curricular lines, such as inverted classroom, problem-based learning, learning plus service and simulation, integrating theory and practice in the learning processes of the students of the career. In short, the importance of continually updating teaching methods and content in order to remain at the forefront of dental education is emphasized.

RESUMEN: La carrera de Odontología de la Universidad de La Frontera desde su inicio, ha destacado por su énfasis en la salud pública y la prevención, experimentando diversos ajustes en su Plan de Estudios e identificándose como ejes principales en la formación en Odontología: la Mención en Prevención y la Actualización de los Estándares nacionales en educación superior. Por otro lado, desde el año 2023 a la fecha, la carrera se encuentra en el cuarto proceso de autoevaluación, a la espera de la visita de los pares evaluadores y, además, en un proceso de Rediseño Curricular desde el año 2021 a la actualidad, el que se encuentra en etapas avanzadas; ambos procesos están alineados con el Modelo Educativo de la UFRO. En relación a las diversas metodologías de alto impacto, la carrera ha implementado algunas de estas en sus diversas líneas curriculares, tales como, aula invertida, aprendizaje basado en problemas, aprendizaje más servicio y simulación, integrando la teoría y práctica en los procesos de aprendizaje del estudiantado de la carrera. En definitiva, se destaca la importancia de actualizar continuamente los métodos y contenidos de enseñanza para mantenerse a la vanguardia en la formación odontológica.

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

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

RESUMO A colaboração intersetorial para as práticas educativas em saúde no ambiente escolar é fortalecida pelo Programa Saúde na Escola. O objetivo deste estudo é compreender o desenvolvimento das práticas educativas sobre IST/HIV/aids realizadas nas escolas na perspectiva da equipe multiprofissional de saúde, à luz do pensamento complexo. Trata-se de um estudo qualitativo que utilizou a teoria fundamentada nos dados construtivista como método de análise. Foram realizadas entrevistas intensivas com 35 profissionais de saúde em dois grupos amostrais, audiogravadas, transcritas e analisadas, em três etapas de codificação: inicial, focalizada e teórica. A categoria central ‘Revelando o desenvolvimento das práticas educativas em IST/HIV/aids no âmbito da escola’ emerge de nove subcategorias que desenvolvem um diálogo com a obra ‘Os sete saberes necessários à educação do futuro’. O tema IST/HIV/aids é considerado prioritário e um conhecimento pertinente para as práticas educativas, que requer considerar a complexidade do ser humano para compreender questões profundas, inerentes à condição humana, e que rompa com o paradigma da fragmentação dos saberes. As práticas educativas precisam superar os modelos de palestras, ser diversificadas e enfrentar os desafios e incertezas, evitando as cegueiras do conhecimento, ensinando compreensão e ética humanas, e aproximando jovens, professores e profissionais.

ABSTRACT Intersectoral collaboration for health educational practices in the school environment is strengthened by the School Health Program. The objective of this study is to understand the development of educational practices on STI/HIV/AIDS carried out in schools from the perspective of the multidis-ciplinary health team, in light of complex thinking. This is a qualitative study that used constructivist grounded theory as an analysis method. Intensive interviews were carried out with 35 health professionals in two sample groups, audio-recorded, transcribed and analyzed, in three stages of coding: initial, focused and theoretical. The central category ‘Revealing the development of educational practices in STI/HIV/AIDS within the school’ emerges from nine subcategories that develop a dialogue with the work ‘The seven necessary knowledge for future education’. The STI/HIV/AIDS theme is considered a priority and pertinent knowledge for educational practices, which requires considering the complexity of the human being to understand profound issues inherent to the human condition, and which breaks the paradigm of fragmentation of knowledge. Educational practices need to go beyond lecture models, be diverse and face challenges and uncertainties, avoiding blindness in knowledge, teaching, understanding and human ethics, and bringing together young people, teachers and professionals.

Abstract: This research study aimed to measure the impact of a pedagogical strategy implemented in the postgraduate training of mathematics teachers to promote problem-based learning through the use of digital environments in general basic education (EGB). The strategy is based on the theoretical and practical deepening of the theory of didactic situations and the design of authentic problems. The methodology is quasi-experimental longitudinal correlational with teachers and students of EGB, based on pretest-posttest measurement of indicators. The results show significant improvements in the implementation of problem-based learning (PBL), in the design of authentic problems, in the use of digital environments, and on student performance. In conclusion, these findings support the relevance and effectiveness of the proposed pedagogical strategy to improve the teaching and learning process of mathematics in EGB and underline the importance of integrating innovative and technological strategies in teacher training.

Resumen: Esta investigación tiene como objetivo medir el impacto de una estrategia pedagógica implementada en la formación de postgrado de profesores de matemáticas para promover el aprendizaje basado en problemas mediante el uso de entornos digitales en la educación general básica (EGB). La estrategia se basa en la profundización teórica y práctica de la teoría de situaciones didácticas y el diseño de problemas auténticos. La metodología es cuasiexperimental longitudinal correlacional con docentes y estudiantes de EGB, a partir de la medición pretest-postest de indicadores. Los resultados muestran mejoras significativas en la implementación del aprendizaje basado en problemas (ABP), el diseño de problemas auténticos, el uso de entornos digitales y el desempeño de los estudiantes. Estos hallazgos respaldan la pertinencia y eficacia de la estrategia pedagógica propuesta para mejorar el proceso de enseñanza y aprendizaje de las matemáticas en la EGB y subrayan la importancia de integrar en la formación docente estrategias innovadoras y tecnológicas.

Abstract: The main purpose of this research study is to promote the development of three 21st-century skills (HsXXI) by creating a course for the initial training of mathematics teachers at a Chilean university. The course is designed by using two theoretical perspectives, the socio-epistemological theory of educational mathematics and the appropriation of meaning theory, highlighting the role of both the modifications in the students' school mathematical discourse and the dimensions of the appropriation of meaning. The results show, in the works of the participants, the presence of that role and the dimensions of critical thinking reported in the literature. The course promotes the development of the 21st-century skills, particularly critical thinking, through the structure and activities proposed. It is concluded that the theoretical perspectives adopted contribute to this development.

Resumen: El principal propósito de esta investigación es fomentar el desarrollo de tres habilidades para el siglo XXI (HsXXI) mediante la creación de un curso para la formación inicial de profesores de matemática en una universidad chilena. Se diseña la asignatura utilizando dos perspectivas teóricas, la teoría socioepistemológica de la matemática educativa y la teoría de apropiación de sentido, poniendo de relieve el rol tanto de modificaciones en el discurso matemático escolar de los estudiantes como de las dimensiones de la apropiación de sentido. Los resultados muestran, en los trabajos de los participantes, la presencia de aquel rol y de las dimensiones del pensamiento crítico que señala la literatura. El curso fomenta el desarrollo de las habilidades del siglo XXI, en particular el pensamiento crítico, mediante la estructura y actividades que se proponen. Se concluye que las perspectivas teóricas adoptadas contribuyen a ese desarrollo.

ABSTRACT The article analyzes the concept of territorial stigmatization with the aim of developing an analytical framework to better understand this phenomenon from a Latin American perspective. Despite the emerging empirical research on territorial stigmatization in Latin America, it remains incipient when compared to the extensive Anglo-Saxon literature. Therefore, this article addresses this knowledge gap and provides a review of the debates that have taken place in Latin America over the last two decades. Two premises emerge from this analysis. On the one hand, territorial stigmatization is highlighted as an expression of urban marginality under neoliberalism. On the other hand, despite the context of marginalization, it is proposed that the subjectivities of the stigmatized have become congruent with the neoliberal principles of the economy, generating symbolic boundaries within their neighborhoods.

RESUMEN El artículo analiza el concepto de estigmatización territorial con el objetivo de desarrollar un marco analítico para entender mejor este fenómeno desde una perspectiva latinoamericana. A pesar de la emergente producción empírica sobre estigmatización territorial en Latinoamérica, aún resulta incipiente, en comparación con la extensa literatura anglosajona. Por ello, este artículo responde a esta brecha en el conocimiento y brinda una revisión de los debates producidos en Latinoamérica durante las últimas dos décadas. Así, se desprenden dos premisas. Por un lado, se resalta la estigmatización territorial como una expresión de la marginalidad urbana bajo el neoliberalismo. Por el otro, a pesar del contexto de marginalidad, se propone que las subjetividades de los estigmatizados se volvieron congruentes con los principios neoliberales de la economía, generando fronteras simbólicas al interior de sus barrios.

Resumo Existem problemas de cascas de concreto onde é imprescindível analisar as tensões das armaduras na fissura, como a verificação do Estado Limite Último de fadiga em lajes de tabuleiros de pontes e abertura de fissuras em reservatório de água. Em vista disso, este trabalho apresenta o modelo numérico denominado Modelo de Casca Fissurada (Cracked Shell Model – CSM), que possibilita determinar as tensões nas armaduras ortogonais de elementos de casca de concreto armado. O CSM utiliza o método lamelar, onde a espessura do elemento de casca é discretizada em lamelas de concreto sujeitas a um estado plano de tensões. As armaduras são avaliadas a partir do Modelo de Membrana Fissurada (Cracked Membrane Model - CMM), que considera o amolecimento do concreto à compressão e o efeito de enrijecimento à tração via Modelo de Banzo Tracionado (Tension Chord Model - TCM). A validação do CSM foi realizada com dados experimentais e numéricos de cascas disponíveis na literatura, no qual o modelo mostrou ser capaz de prever o comportamento completo de elementos de casca de concreto armado, com boa precisão e baixo custo computacional. Adicionalmente, foi conduzido um estudo sobre o Efeito de Membrana Comprimida em lajes de tabuleiro de pontes, o qual tende a aumentar a capacidade resistente dessas lajes. Com este estudo pode-se observar que o CSM, apesar do bom desempenho apresentado na fase de validação, por está baseado na teoria de placas finas de Kirchhoff (prática usual em muitos projetos) não conseguiu capturar esse efeito, subestimando a carga última, em média em 44%, em relação à ensaios experimentais. Esse artigo visa contribuir para o desenvolvimento de modelos numéricos de cascas de concreto armado, em problemas onde a tensão máxima da armadura é fundamental.

Abstract There are reinforced concrete problems where it is essential to analyze the reinforcement stresses at the crack, such as verifying the Fatigue Limit State in bridge deck slabs and crack opening in water tanks. In view of this, this work presents a numerical model called Cracked Shell Model (CSM), which enables the determination of stresses in the orthogonal reinforcement of concrete shell elements. The CSM uses the layered method, where the thickness of the shell element is discretized into concrete layers subjected to a plane stress state. The reinforcements are evaluated using the Cracked Membrane Model (CMM), which considers the compression softening of concrete and the tension stiffening effects via the Tension Chord Model (TCM). The validation of the CSM was carried out with experimental and numerical shell data available in the literature. It has been shown to be capable of predicting the complete behavior of reinforced concrete shell elements, with good accuracy and low computational cost. Additionally, a study was conducted on the Compressive Membrane Action (CMA) on bridge deck slabs, which tends to increase the load capacity of these slabs. With this study it can be observed that the CSM, despite the good performance presented in the validation phase, as it is based on Kirchhoff thin plate theory (usual practice in many projects) failed to capture this effect, underestimating the ultimate load by an average of 44% in relation to experimental tests. This article aims to contribute to developing numerical models of reinforced concrete shells, in problems where the maximum reinforcement stress is essential.