RESUMEN Este artículo presenta los resultados de una investigación empírica cuyo objetivo fue identificar factores críticos que contribuyeron para la culminación exitosa de los itinerarios formativos de un grupo de graduados de Educación de Jóvenes y Adultos Integrada con la Formación Profesional en el nivel secundario brasileño. Se aplicó un análisis de contenido a los datos obtenidos a través de entrevistas semidirigidas a diez graduados. Exploramos la noción de posicionamiento, como fenómeno social que circunscribe la posición que ocupa un individuo o grupo en un sistema social determinado (Bernstein, 1996) en línea con las disposiciones socioafectivas y cognitivas relacionadas con los procesos de placer/displacer presentes en el contexto escolar y con las representaciones y concepciones de los contenidos, respectivamente (Bourgeois, 1999). Los resultados apuntan a la elevación del posicionamiento en estructuras jerárquicas circunscritas por la escolaridad, el aprendizaje, el conocimiento, las relaciones sociocognitivas y la perspectiva profesional, que se correlacionan con el desarrollo de disposiciones socioafectivas y cognitivas en las dimensiones motivaciones, aspiraciones, valores apropiados y características curriculares, concretamente aprendizaje colaborativo y metodología de enseñanza.

RESUMO Este artigo apresenta os resultados de uma pesquisa empírica cujo objetivo foi identificar fatores críticos que contribuíram para o sucesso na conclusão dos percursos formativos de um grupo de egressos da Educação de Jovens e Adultos Integrada à Formação Profissional no nível secundário brasileiro. Foi aplicada a análise de conteúdo dos dados obtidos através de entrevistas semi-dirigidas com dez egressos. Exploramos a noção de posicionamento, enquanto fenômeno social que circunscreve a posição que um indivíduo ou grupo ocupa num dado sistema social (Bernstein, 1996) em consonância com as disposições socioafetivas e cognitivas relacionadas com os processos de prazer/desprazer presentes no contexto escolar e com as representações e conceções do conteúdo, respetivamente (Bourgeois, 1999). Os resultados apontam para a elevação do posicionamento em estruturas hierárquicas circunscritas pela escolaridade, aprendizagem, conhecimento, relações sociocognitivas e perspectiva profissional, as quais estão correlacionadas com o desenvolvimento de disposições socioafetivas e cognitivas nas dimensões motivações, aspirações, valores adequados e características curriculares, nomeadamente aprendizagem colaborativas e metodologia de ensino.

Abstract This article presents the results of an empirical study whose aim was to identify critical factors that contributed to the successful completion of the educational trajectories of a group of former students of a Brazilian secondary level course integrating Youth and Adult Education with Vocational Education. Content analysis was applied to the data obtained through semi-directive interviews with ten former students. We explored the notion of positioning, as a social phenomenon that circumscribes the position that an individual or group occupies in a given social system (Bernstein, 1996) in line with the socio-affective and cognitive dispositions related to the processes of pleasure/displeasure present in the school context and with the representations and conceptions of the content, respectively (Bourgeois, 1999). The results point to higher positioning in hierarchical structures circumscribed by schooling, learning, knowledge, socio-cognitive relations, and professional outlook, which are correlated with the development of socio-affective and cognitive dispositions in the dimensions of motivations, aspirations, appropriate values and curricular characteristics, namely collaborative learning, and teaching methodology.

Resumo: Este artigo analisa as discussões sobre o modelo alemão de aprendizagem dupla durante o diálogo social tripartite realizadona Costa Rica entre 27 de fevereiro e 1º de setembro de 2017. Essa arena de diálogo, moderada pela Organização Internacional do Trabalho, contou com a participação de representantes de empresas, sindicatos e do governo. A análise se concentra nas representações sociais e nas referências intersubjetivas especificamente desenvolvidas por atores estatais e paraestatais sobre as características e os potenciais do modelo alemão de aprendizagem dupla para resolver determinados problemas sociais na Costa Rica. Para isso, foram realizadas entrevistas semiestruturadas com representantes do Estado que participaram do diálogo, bem como com representantes paraestatais que estiveram envolvidos nas discussões sobre o tema. Como resultado, uma das principais constatações é que, na dinâmica da cooperação política, o modelo alemão de aprendizagem dual é tratado como um produto de “exportação/importação” capaz de resolver problemas como o desemprego juvenil e a pobreza entre os jovens. A referência ao modelo alemão de melhores práticas e à Alemanha como tal é usada para limitar a participação adequada dos atores e a compreensão dos problemas sociais.

Resumen: Este artículo analiza las discusiones sobre el modelo alemán de aprendizaje dual durante el diálogo social tripartito celebrado en Costa Rica entre el 27 de febrero y el 1 de setiembre de 2017. A este escenario de diálogo, moderado por la Organización Internacional del Trabajo, asistieron representantes de empresas, sindi- catos y el gobierno. El análisis se centra en las representaciones sociales y referencias intersubjetivas elaboradas específicamente por actores estatales y paraestatales sobre las características y potencialidades del modelo alemán de aprendizaje dual para resolver determinados problemas sociales en Costa Rica. Para ello, se realizaron entrevistas semiestructuradas a representantes estatales que participaron en el diálogo, así como a representantes paraestatales que intervinieron en las discusiones sobre el tema. Como resultado, uno de los principales hallazgos es que, dentro de la dinámica de cooperación política, el modelo alemán de aprendizaje dual es tratado como un producto de “exportación/importación” capaz de resolver problemas como el desempleo juvenil y la pobreza entre los jóvenes. La referencia al modelo alemán de buenas prácticas y a Alemania como tal se utiliza para limitar la adecuada participación de los actores y la comprensión de los problemas sociales.

Abstract: This article analyzes the discussions on the German dual apprenticeship model during the tripartite social dialogue held in Costa Rica between February 27 and September 1, 2017. This dialogue arena, moderated by the International Labour Organization, was attended by representatives of companies, trade unions, and the government. The analysis focuses on the social representations and intersubjective references specifically developed by state and parastatal actors on the characteristics and potentials of the German dual apprenticeship model to solve certain social problems in Costa Rica. For this purpose, semi-structured interviews were conducted with state representatives who participated in the dialogue, as well as with parastatal representatives who were involved in the discussions on the topic. As a result, one of the main findings is that within the dynamics of political cooperation, the German dual apprenticeship model is treated as an “export/import” product capable of solving problems such as youth unemployment and poverty among young people. The reference to the German best practice model and to Germany as such is used to limit the adequate participation of actors and the understanding of social problems.

Resumo: Embora existam pesquisas consideráveis que reconhecem a necessidade de promover a aprendizagem linguística e sociocultural entre os jovens estudantes de língua inglesa (ELLs) em comunidades rurais, um número menor de pesquisas explora as vantagens do design centrado no ser humano (HCD) para atingir este objetivo. Este estudo deriva de um projeto de pesquisa mais amplo sobre o desenvolvimento de uma plataforma de aprendizagem online (FUNREAD), coprojetada com professores de língua inglesa (ELTs), para promover a aprendizagem linguística e sociocultural entre ELLs da sexta série em comunidades rurais na Costa Rica. Este estudo usa uma lente HCD para analisar dados vindos de entrevistas em grupo a partir das percepções e sugestões dos principais consultores curriculares de inglês em nível nacional sobre como melhorar o aprendizado de idiomas, a equidade e a representação para ELLs rurais na Costa Rica. As principais conclusões incluem (1) a necessidade de combinar os materiais de ensino e as tecnologias disponíveis com as características demográficas dos ELL rurais, (2) particularmente onde a ruralidade desempenha um papel importante na forma como o ensino, o desenvolvimento de materiais e as decisões curriculares são feitos. O estudo conclui que a educação para a justiça social, com ênfase na equidade, representação e translinguagem para apoiar a aquisição do inglês, é crucial para o desenvolvimento de materiais de ensino eficazes para ELLs rurais na Costa Rica. Diretrizes baseadas em evidências derivadas do HCD são fornecidas para auxiliar no processo de desenvolvimento.

Resumen: Mientras que un número considerable de investigaciones reconocen la necesidad de promover el aprendizaje lingüístico y sociocultural entre los jóvenes estudiantes de inglés (ELL) en las comunidades rurales, menos investigaciones han explorado las ventajas del diseño centrado en el ser humano (HCD) para lograr este objetivo. Este estudio se deriva de un proyecto de investigación de diseño más amplio para desarrollar una plataforma de aprendizaje en línea (FUNREAD), codiseñada con profesores de inglés (ELT), para promover el aprendizaje lingüístico y sociocultural entre los ELL de sexto grado en las comunidades rurales de Costa Rica. Este estudio utiliza una lente de HCD para analizar los datos de entrevistas grupales de dos asesores clave del currículo de inglés a nivel nacional y sus ideas y sugerencias para mejorar el aprendizaje de idiomas, la equidad y la representación de los estudiantes ELL rurales en Costa Rica. Los hallazgos clave incluyen (1) la necesidad de adaptar los materiales didácticos y las tecnologías disponibles a las características demográficas de los estudiantes ELL rurales, (2) especialmente cuando la ruralidad juega un papel importante en cómo se toman las decisiones sobre la enseñanza, el desarrollo de materiales y el currículo. El estudio concluye que la educación para la justicia social, con énfasis en la equidad, la representación y el translenguaje para apoyar la adquisición del inglés, es crucial para el desarrollo de materiales didácticos eficaces para los estudiantes ELL rurales en Costa Rica. Se proporcionan directrices basadas en la evidencia derivadas del HCD para ayudar en el proceso de desarrollo.

Abstract: While considerable research recognizes the need to promote linguistic and sociocultural learning among youth English language learners (ELLs) in rural communities, less research has explored the advantages of human-centered design (HCD) in achieving this goal. This study branches from a larger design research project to develop an online learning platform (FUNREAD), co-designed with English language teachers (ELTs), to promote linguistic and sociocultural learning among sixth grade ELLs in rural communities in Costa Rica. This study uses an HCD lens to analyze group interview data from two key national-level English curriculum advisers’ insights and suggestions for improving language learning, equity, and representation for rural ELLs in Costa Rica. Key findings include (1) the need to adapt teaching materials and available technologies to demographic characteristics of rural ELLs, (2) especially when rurality plays a major role in how teaching, materials development, and curricular decisions are made. The study concludes that social justice education, with an emphasis on equity, representation, and translanguaging to support English language acquisition, is crucial to the development of effective teaching materials for rural ELLs in Costa Rica. Evidence-based guidelines derived from HCD are provided to assist in the development process.

Abstract Through interviews, participant observation, and a collective dialogue meeting among women, the results of an investigation into the challenges, difficulties, and forms of violence faced by young rural women who are studying or have graduated from the Sustainable Agricultural Innovation Engineering program in Cuquío, Jalisco, are gathered and presented. Since their early years, these young women have confronted various forms of violence within the agro-industrial context in which they are situated. Some of these forms of violence are linked to sexist dynamics surrounding monoculture maize production, compounded by others associated with their rural youth and gender condition. These challenges are interdependently reproduced, accumulated, and intensified within their university experiences, leading to psychosocial distress, academic dropout, and hindrances in accessing career-related opportunities. This article aims to shed light on these situations -prior to, during, and after their university studies- analyzing them through a feminist lens to enable the recognition, focus, and analysis of the patriarchal facet within the agro-industry.

Resumen A través de entrevistas, observación participante y un encuentro para el diálogo colectivo entre mujeres, se recuperan y presentan los resultados de una indagación sobre las dificultades, retos y violencias que enfrentan las mujeres jóvenes rurales que estudian y han egresado de la carrera de Ingeniería en Innovación Agrícola Sustentable, en Cuquío, Jalisco. Estas jóvenes desde pequeñas han enfrentado diversas violencias en el contexto agroindustrial donde se desarrollan; algunas de ellas asociadas a dinámicas sexistas en torno a la producción en monocultivo de maíz, sumadas a otras ligadas a su condición juvenil rural y de género, las cuales se reproducen, acumulan y profundizan interseccionalmente en su universidad, generando malestar psicosocial y deserción escolar, así como dificultándoles e impidiéndoles el acceso a trabajos relacionados con su carrera profesional. El artículo pretende visibilizar tales situaciones -antes, durante y después de sus estudios universitarios-, analizándolas desde una perspectiva feminista que posibilite reconocer, enfocar y analizar la faceta patriarcal de la agroindustria.

Abstract Between 1927 and 1933, Walter Benjamin wrote radio scripts that were broad-cast on Radio Berlin and Radio Frankfurt, which he himself either acted in and narrated on the air, or directed and participated in their production. Although Benjamin himself viewed these collaborations with a certain disdain, and a large part of the scholars of his work have done similarly -largely because they are aimed at a child audience-, these pieces are particularly relevant because they specify the theoretical postulates of the Berlin philosopher in terms of form and content. This article seeks to show the coherence between the work that Benjamin did for the radio and his philosophical work, by exploring those radio pieces to highlight their critical edge and the way in which they manifest his search, present since his early days in his youth writings: the awakening from capitalist modernity’s dream.

Resumen Entre 1927 y 1933 Walter Benjamin escribió guiones radiofónicos que fueron transmitidos en Radio Berlín y Radio Frankfurt, los cuales él mismo actuó y narró al aire, o bien, dirigió y participó en su producción. Aunque el propio Benjamin veía con cierto desdén esas colaboraciones, y de forma similar lo han hecho los estudiosos de su obra -en buena medida por dirigirse al público infantil-, estos trabajos resultan en particular relevantes porque concretan los postulados teóricos del filósofo berlinés en términos de forma y contenido. Este artículo busca mostrar la coherencia entre el trabajo que Benjamin realizó para la radio y su obra filosófica, explorando aquellas piezas radiofónicas para destacar su filo crítico y la manera en que manifiestan la búsqueda presente en Benjamin desde sus escritos de juventud: el despertar del sueño de la modernidad capitalista.

Abstract This work proposes an interpretation of the biblical story of the Maccabees, their rebellion, and religious, political, and military resistance against the imperial imposition, through some perspectives collected from Walter Benjamin's writings about youth. Topics like the religious situation before the horizon of the Enlighten Era; the importance that religion has in youth social movements; messianism as it is reinterpreted by the Romantic movement of the Jewish Intellectuals of the so call Mittel Europa as studied by the academic Michael Löwy will be highlighted to, finally, rehearse a reflection on the ideology of military sovereignty in contrast to utopian messianism.

Resumen Este trabajo plantea un ejercicio de interpretación del relato bíblico1 de los macabeos, su rebelión y resistencia religiosa, política y militar frente a la imposición imperial desde algunas perspectivas recogidas de los escritos de Walter Benjamin sobre la juventud. Se ponen de relieve temas como la situación religiosa ante el horizonte de la Ilustración; la relevancia que tiene la religión en los movimientos sociales juveniles; el mesianismo reinterpretado por el movimiento romántico de los intelectuales judíos de la Mitteleuropa, según lo ha estudiado el académico Michael Löwy para, finalmente, ensayar una reflexión sobre la ideología de la soberanía militar en contraste con el mesianismo utópico.

Resumo A alimentação e ritmos circadianos são influenciados por comportamentos que terão impacto na saúde do adolescente. A dependência alimentar (DA) está relacionada com a fraca regulação emocional e impulsividade. No entanto, a evidência ainda é escassa em relação à forma como esta tem impacto no sono. Assim, o objetivo deste estudo é explorar se a DA prediz a insónia nos adolescentes e se o autocontrolo (funcional e disfuncional) medeia esta relação. A amostra foi constituída por 1566 jovens a frequentar escolas da ilha da Madeira, com idades entre os 12 e os 19 anos (M =14,79; DP = 1,89) que preencheram um questionário online que incluía uma recolha de dados sociodemográficos, seguida da versão portuguesa da Yale Food Addiction Scale (P-YFAS), Athens Insomnia Scale (AIS) e Escala Breve de Autocontrolo (EBAC). Realizou-se um modelo de mediação paralela tendo como covariáveis o sexo e a idade. Existe um efeito direto positivo significativo da DA na insónia (β = 0,068; p = < 0,001) e um efeito indireto positivo da DA na insónia, mediado pela dimensão Autocontrolo Disfuncional (β = 0,224). Destaca-se a pertinência do desenvolvimento de intervenções focadas na impulsividade juvenil, fornecendo estratégias focadas na promoção do controlo de impulsos, higiene do sono (acautelando também comportamento alimentar compulsivo) e de tomada de decisões pró-saúde.

Abstract Eating habits and circadian rhythms are influenced by behaviours that impact adolescent health. Food addiction (FA) is linked to weak emotional regulation and impulsivity. However, evidence on its impact on sleep remains limited. Thus, this study aims to explore whether FA predicts insomnia in adolescents and whether self-control (both functional and dysfunctional) mediates this relationship. The sample consisted of 1566 young individuals attending schools in Madeira, aged between 12 and 19 years (M =14.79, SD = 1.89), who completed an online questionnaire including sociodemographic data, the Portuguese version of the Yale Food Addiction Scale (P-YFAS), Athens Insomnia Scale (AIS), and Brief Self-Control Scale (EBAC). A parallel mediation model was conducted, with gender and age as covariates. There is a significant positive direct effect of FA on insomnia (β =.068, p = <.001) and a positive indirect effect of FA on insomnia, mediated by the Dysfunctional Self-Control dimension (β = .224). The results highlight the relevance of developing interventions focused on youth impulsivity, providing strategies aimed at promoting impulse control, sleep hygiene (also addressing compulsive eating behaviour), and making pro-health decisions.

Abstract The electoral reform of parity and alternation, applied in Peru for the first time at the subnational level in the regional and municipal elections of 2022, generates spaces for political participation for women and also for other historically excluded groups such as youth and Indigenous people. This article examines this issue. From an intersectional approach, the inclusion of these groups is analyzed in the lists of candidates and among those who are elected. In addition, the main obstacles encountered by female candidates during the electoral campaign are presented, including political financing and media coverage. The methodology is based on the analysis of databases belonging to electoral entities, with an emphasis placed on the proportions of women, young women, and Indigenous women who registered as candidates; those who accessed representation; and the obstacles they faced in their races. Using a comparative approach, the before and after indicators are contrasted with respect to the previous electoral process to identify the effects of the regulations. It is concluded that there is indeed a positive change in the inclusion of women - considering their intersectional characteristics, specifically at the level of elected authorities in regional and municipal councils. Likewise, it is evident that the difficulties of participation are transversal to the candidacies, although with greater gaps for women.

Resumen La reforma electoral de paridad y alternancia, aplicada por primera vez a nivel subnacional en las elecciones regionales y municipales de 2022 en Perú, no solo genera espacios de participación política para las mujeres sino también para otros grupos históricamente excluidos como jóvenes e indígenas. Sobre tal temática versa el presente artículo. Desde un enfoque interseccional, se analizan los niveles de inclusión de dichos grupos en las listas de candidaturas y de quienes resultan electas. Adicionalmente, se presentan las principales limitaciones que encuentran las candidatas durante la campaña electoral: financiamiento político y cobertura mediática. La metodología se sustenta en el análisis de bases de datos pertenecientes a entidades electorales, haciendo énfasis en las proporciones de mujeres, mujeres jóvenes y mujeres indígenas que se inscriben como candidatas, aquellas que acceden a la representación, así como en los obstáculos que enfrentan en la contienda. Mediante un enfoque comparado, se contrasta el antes y el después de los indicadores respecto al proceso electoral anterior para identificar los efectos de la normativa. Se concluye que efectivamente hay un cambio positivo en la inclusión de las mujeres considerando sus características interseccionales, puntualmente a nivel de las autoridades electas en los consejos regionales y municipales. Asimismo, se evidencia que las dificultades de participación son transversales a las candidaturas, aunque con mayores brechas para las mujeres.

INTRODUCTION: Self-employment, in which individuals work for themselves in a small business or microenterprise to earn an income or generate a salary, has been encouraged to facilitate employment opportunities in South Africa. However, participation in self-employment within the community served by professionals such as occupational therapists is limited by many factors, including effective government initiatives, such as implementing the Small Enterprise Development Agency (SEDA) policies. To enable individuals and community participation in this type of work for those with occupational dysfunction, mainly persons with disabilities, professionals such as occupational therapists need to understand the structural, contextual and occupational outcomes related to self-employment. Based on the Framework for Occupational Justice, this study explored the occupation of self-employment in microenterprises in the low-resourced urban community of Alexandra Township. METHOD: A quantitative descriptive non-experimental design study was used to identify informal microenterprises in the community using a transect walk and community mapping. Structured interviews were conducted to complete a questionnaire with key informants (service providers and business owners) who provided perceptions on factors that impacted the occupational outcomes of microenterprises. RESULTS: Structural and contextual factors from the participants' experience resulted in unjust occupational outcomes, which indicates that occupational rights, particularly participation, choice and balance, were negatively affected by the lack of opportunities, such as jobs. Occupational marginalisation and imbalance were reported since many businesses lacked adequate and appropriate space for trade. Some business owners, however, reported just occupational outcomes related to the occupational right for meaningful occupation in providing a service to the community and financial income to support themselves and their families. CONCLUSION: Occupational therapists need to play various active roles in raising the consciousness of unjust occupational outcomes and support for just occupational outcomes that are achieved in engagement in self-employment in informal microenterprises. IMPLICATIONS FOR PRACTICE: Occupational therapists should take note of the factors and occupational outcomes of being self-employed identified in this study and consider the roles they could play in expediting success in this occupation for clients. Occupational therapists could assume: • A collaborative role, such as referring and working with various key role players or sectors in the interest of sourcing and providing opportunities for skills development for those entering self-employment, particularly in entrepreneurial training. This may include working with the government (e.g., Department of Labour and Small Enterprise Development Agency), private sector (e.g., yes4youth), other professions (social workers and industrial psychologists) and organisations for persons with disabilities (e.g., Disabled People South Africa). • A researcher role by conducting further research in this field, e.g., the development of an evidence-based framework on self-employment for occupational therapists. More research is still needed on, e.g., domains such as performance patterns, performance skills and client factors related to self-employment for persons with disabilities. • An educator's role by incorporating and teaching content on self-employment as an occupation when training occupational therapy students. • A clinical role, where they could assist with adaptations to the skills, tasks or environment to facilitate engagement in self-employment. Essential aspects to consider by the occupational therapist together with their clients during the collaborative occupational therapy process include, but are not limited to, o The client's motivation, dedication and whether self-employment is the client's primary choice. o The client's potential to be self-employed and their level of resilience in dealing with factors affecting self-employment in the informal labour sector.

Resumen: Un impulso de archivo (Foster, 2017) nos conduce hacia Ángel Guido (Rosario, 1896-1960), quien dedicó su vida al nacionalismo cultural a través de la arquitectura, la escritura, la historia del arte, la docencia y gestión universitarias. En esta comunicación, nos interesa auscultar su ensayo definitivo (Antelo, 2007), nos referimos al volumen Redescubrimiento de América en el arte (1940), desde una perspectiva del contraarchivo, esto es, desde el trabajo de reescritura de relatos históricos que desmontan jerarquías y cánones de relatos hegemónicos (Cámara, 2022) e inscribirlos en un debate por un arte y una arquitectura emancipados, preocupación que atravesó a Guido desde su juventud. El ejercicio crítico que aquí proponemos incluye textos inéditos y la recuperación de otros no reeditados, en el marco de una tarea de largo aliento que venimos desarrollando. Ese archivo -americanista, euríndico- con el que Guido está maniobrando se coloca en el centro de una operación en curso, en las artes, que no consiste en transcender la tradicional problemática del coleccionismo, sino en dislocar sus usos (Antelo, 2014) para ir más allá del librocentrismo. Porque un archivo no se establece de una vez y para siempre: su situación será mejor la de un estado de archivación (Derrida, 1995), razón por la cual, la obra de Guido es, de alguna manera, una obra que no cesa de reescribirse.

Abstract: An archival impulse (Foster, 2017) leads us towards Ángel Guido (Rosario, 1896-1960), who devoted his whole life to the cultural nationalism through his architecture, writings, art history, lecturing and university management activities. In this paper, we will examine his final essay (Antelo, 2007) and will refer to the work Redescubrimiento de América en el arte (1940) from the perspective of the counter-archives, i.e., the rewriting and recording of historical narratives to dismantle hierarchies and canons of various hegemonic stories (Cámara, 2022), which opened a discussion about emancipated art and architecture-a concern Guido had had since his youth. The critical exercise herein presented includes inedited texts as well as recovered writings that have not been reedited-the impulse we have followed in a long-lasting breathtaking task to build this archive. This Americanistic Euro Indian archive with which Guido worked is placed in the middle of a still ongoing operation in the arts. Indeed, this does not consist of transcending the traditional problem of the archival collection but of “dislocating” their uses (Antelo, 2014) in order to go beyond a book-centrist approach. Indeed, an archive is never totally completed: its situation will get better and better through the state of archiving (Derrida, 1995), the reason by which Guido’s work, in some way, will not cease to rewrite itself.

RESUMEN Frente a los cambios que las personas con discapacidad en el Ecuador han experimentado a partir de los estatutos establecidos en la Constitución del 2008 y las leyes y propósitos subsecuentes, nace la necesidad de realizar la presente investigación sobre el impacto que ha tenido una educación especializada y un apoyo profesional y continuo, en la inclusión tanto social como laboral de las personas con Síndrome de Down, y que de alguna manera permite visualizar la realidad a la que se han enfrentado. El presente trabajo es un estudio de caso de cuatro personas con Síndrome de Down incluidos laboralmente en una empresa privada del Ecuador, de tecnología y servicios petroleros, quienes han mantenido procesos de enseñanza y aprendizaje desde hace varios años en una Institución particular de Educación Especial, la cual ha auspiciado su educación y su inclusión social y laboral mediante el Programa de “Empleo Presencial con Tutoría permanente”. Con la realización de entrevistas a los funcionarios de la empresa, encuestas a los padres de familia, con la observación directa de la situación laboral de estas personas, se pudo concluir que su entrenamiento pre laboral dentro de la institución educativa y la metodología seguida para la inclusión social y laboral, ha facilitado su adaptación a un ambiente real de trabajo y ha permitido que la experiencia resulte positiva para todos quienes participan de la misma, y sobre todo ha hecho posible que puedan mantener sus puestos de trabajo.

ABSTRACT Faced with the changes that people with disabilities in Ecuador have experienced from the statutes established in the 2008 Constitution and the subsequent laws and purposes, the need arises to carry out this investigation on the impact that specialized education and professional and continuous support, in both the social and labor inclusion of people with Down Syndrome, and that in some way allows them to visualize the reality they have faced. The present work is a case study of four people with Down Syndrome included in the work force in a private oil technology and services company in Ecuador, who have maintained teaching and learning processes for several years in a private Special Education Institution. which has sponsored their education and their social and labor inclusion through the “In-Person Employment with Permanent Tutoring” Program. By conducting interviews with officials of the company, surveys with parents, with direct observation of the employment situation of these people, it was possible to conclude that their pre-employment training within the educational institution and the methodology followed for social and labor inclusion, it has facilitated their adaptation to a real work environment and has allowed the experience to be positive for all those who participate in it, and above all it has made it possible for them to keep their jobs.

Thirty-eight years into the HIV and AIDS pandemic, the world is still striving to reduce global HIV infections towards zero new infections and AIDS-related deaths by 2030. Sub-Saharan Africa continues to carry the burden of global HIV infections as governmental and nongovernmental agencies try out different prevention strategies (UNAIDS, 2024b). Several scholars have argued that comprehensive sexuality education (CSE) is the best preventive strategy to reach youth and key populations with factual information regarding HIV and AIDS. This paper draws from the project, Mentoring as a Method to Promote Women's Health in the Context of HIV-Prevention and Unequal Gender Relations, which employed memory work, photo-voice, drama, drawings, and focus group discussions with third-year student teachers in a life orientation module. Focussing on the data generated through drama, I present an arts-based activity that was used to teach about HIV transmission to student teachers in a bid to equip them with alternative ways of teaching school-learners about HIV and AIDS. The findings highlight student teachers' lived experiences and how they have shaped their perceptions of HIV infections and living with AIDS. I argue from the findings, that arts-based pedagogies allow for enhanced understanding of complex phenomena due to their participatory and in-built intervention nature. Thus, I posit that pedagogies that employ participatory, arts-based, and visual methodologies should be extensively employed in teacher-education towards reducing new HIV infections among the youth.

In this study, the typical azo dye methyl orange (MO) was degraded by pyrite (FeS2) activated by hydrogen peroxide (H2O2). When [MO] = 0.1 mM, [FeSJ = 2.0 g/L and [H2O2] = 22 mM, 96.4% MO was removed in 120 min and the TOC removal rate was higher than 50%. HO* was the primary radical responsible for MO degradation, in addition, the acid condition promoted the degradation of MO in the FeS2/H2O2 system. MO in tap water and river water was not effectively degraded, whereas acidification could weaken the inhibitory effect on the FeS2/ H2O2 system to enable the degradation of MO in tap and river water. The OD600 indicated that the solution was environmentally friendly after the reaction, and three degradation pathways of MO were discussed. In summary, Fe(ll) could be dissolved from FeS2, which activated H2O2 to generate Fe(lll) and HO*. FeS2 could reduce Fe(lll) into Fe(ll), thus realizing the Fe(lll)/(ll) cycle and efficiently activating H2O2 to degrade MO.

BACKGROUND: Local and international research has identified rural origin as an important reason why healthcare professionals (HCPs) work in rural areas, and in South Africa (SA) considerable effort has gone into recruiting and training rural-origin students. However, there is little information in the SA literature on where graduates supported by these initiatives work, and whether they contribute to the rural workforce long term. OBJECTIVE: To determine the number of years that rural-origin Umthombo Youth Development Foundation (UYDF)-supported graduates of different disciplines worked at rural public healthcare facilities (PHCFs). METHODS: A retrospective descriptive study reviewed work record data of 405 UYDF graduates, to calculate the number of years they worked at a rural PHCF. Data were analysed descriptively and presented in tables with totals and percentages. RESULTS: Ninety percent (363/405) of UYDF-supported graduates returned to work at a rural PHCF. High percentages of social workers (85%), optometrists (80%), speech therapists, nurses (72%) and dental therapists (70%) worked for >5 years at a rural PHCF, while only 13% of audiologists, 14% of doctors, 29% of pharmacists, and 28% of dentists and occupational therapists worked at a rural PHCF for >5 years. Ten percent (42/405) of graduates did not work at a rural PHCF at all. A total of 110/124 (89%) of doctors supported by UYDF had worked at a rural PHCF, with 32% (40/124) working at a rural PHCF for >3 years. Overall, 54% of UYDF-supported graduates (219/405) worked for >3 years at a rural PHCF, and 38.5% (157/405) worked for >5 years at rural PHCFs. The majority of UYDF graduates had contributed towards long-term staffing of rural PHCFs. Lack of professional development opportunities at rural PHCFs as well as the reduced number of funded posts at rural PHCFs reduced the effectiveness of the UYDF initiative. CONCLUSION: The UYDF Scholarship Scheme has shown that investment in rural students through a bonded scholarship can contribute to staffing rural PHCFs, as >90% of graduates worked at rural PHCFs, and for some disciplines >70% of graduates worked for >5 years at a rural PHCF. Allied HCPs worked on average for longer periods at rural PHCFs than doctors.

Resumo Este artigo reflete sobre as condições de vida e de trabalho docente dos professores rurais durante o período da pandemia da COVID19 em nosso país. Estão incluídos alguns resultados de um projeto de pesquisa concluído denominado “Educação rural e educação de jovens e adultos na província de La Rioja”. Um estudo de caso no Departamento de Chilecito” com local de trabalho no Departamento de Educação e Ciências da Saúde da Universidade Nacional de Chilecito entre 2019 e 2022. Esta pesquisa teve como objetivo conhecer as características das práticas educativas na educação rural e de jovens e adultos no província de La Rioja, particularmente no departamento de Chilecito. Entendemos que na configuração dessas práticas as políticas destinadas a essas modalidades do sistema educacional são tecidas à luz das configurações institucionais e das trajetórias dos sujeitos envolvidos.

Resumen Este artículo reflexiona sobre las condiciones de vida y de trabajo docente de maestras y maestros rurales durante el tiempo de pandemia de COVID-19 en nuestro país. Se incluyen algunos resultados de un proyecto de investigación finalizado, denominado “Educación rural y educación de jóvenes y adultos en la provincia de La Rioja. Un estudio de caso en el Departamento Chilecito”, con lugar de trabajo en el Departamento de Ciencias de la Educación y la Salud, Universidad Nacional de Chilecito, entre 2019 y 2022. Esta investigación tuvo como objetivo conocer las características de las prácticas educativas en la educación rural y de jóvenes y adultos en la provincia de La Rioja, particularmente en el Departamento Chilecito. Entendemos que, en la configuración de esas prácticas, se tejen las políticas destinadas a estas modalidades del sistema educativo, a la luz de las conformaciones institucionales y las trayectorias de los sujetos involucrados.

Abstract This article reflects on the living and teaching work conditions of rural teachers during the time of the COVID19 pandemic in our country. Some results of a completed research project called “Rural education and education of youth and adults in the province of La Rioja” are included. A case study in the Chilecito Department” with a workplace in the Department of Education and Health Sciences, National University of Chilecito between 2019 and 2022. This research aimed to know the characteristics of educational practices in rural education and of young people and adults in the province of La Rioja, particularly in the Chilecito Department. We understand that in the configuration of these practices, the policies intended for these modalities of the educational system are woven in light of the institutional configurations and the trajectories of the subjects involved.