ABSTRACT The objective of this study is to carry out a survey of the different studies that have been carried out in Cuba in terms of ecosystem services valuation. It is a path little traveled and on rise that requires the detection of its strengths and gaps as a guide to the execution of said investigations with de human capital that the country possesses. A total of 42 papers were compiled, including 14 scientific articles, 8 diploma theses, 15 doctoral theses and 5 master´s theses. The ecosystem services most evaluated were those of fibre and food supply, the regulation of climate, water, natural hazard and air quality and within cultural services, aesthetic values and recreation and ecotourism.

RESUMEN El presente trabajo tiene como objetivo realizar un levantamiento de los diferentes estudios que en materia de valoración de servicios ecosistémicos se han efectuado en Cuba. Es un camino poco transitado y en ascenso que requiere de la detección de sus fortalezas y sus principales vacíos como guía a la ejecución de tales investigaciones, con el capital humano que el país posee. Se compilaron un total de 42, de ellos 14 son artículos científicos, 8 tesis de diploma, 15 tesis de doctorado y 5 de maestría. Los servicios ecosistémicos más evaluados en los documentos fueron: los servicios de aprovisionamiento de fibra y alimentos, la regulación del clima, del agua, del peligro natural y de la calidad del aire, y dentro de los servicios culturales los valores estéticos y recreación y ecoturismo.

O texto tem como objetivo analisar o surgimento do Kichwa em algumas universidades do Equador, através do paradigma qualitativo; considerando que a língua Kichwa foi historicamente excluída das academias sob o conceito de Yanka shimi (língua sem prestígio). Uma língua desprezada durante vários séculos; Atualmente, tem lugar na Constituição Política do Equador e em algumas universidades do país, seja como disciplina, publicações em revistas científicas, criação de cursos de pós-graduação esporadicamente, cursos de formação em universidades públicas e privadas, publicações de livros e capítulos de livros. Portanto, a atuação dos Kichwa nos espaços universitários não caminha em um campo pacífico, mas em constante disputa. O método de pesquisa utilizado foi o hermenêutico devido à interpretação multidisciplinar de fontes primárias e secundárias. As conclusões relevantes sugerem: a) O surgimento do Kichwa em algumas universidades do país; b) a emergência dos Kichwa nos espaços académicos não é um campo pacífico mas sim de luta; c) apesar do reconhecimento legal e acadêmico da língua, ainda existem muitas ações concretas, por exemplo, criação de programas de doutorado para forjar pesquisas rigorosas e originais; d) O Kichwa, historicamente, tem sido utilizado como estratégia de insurgência, mas também de múltiplos diálogos.

The text proposes to analyze the irruption of Kichwa in some universities of Ecuador, through the qualitative paradigm; considering that the Kichwa language has been historically excluded from the academies under the concept of yanka shimi (language without prestige). A language underestimated for several centuries; currently, it has a place in the Political Constitution of Ecuador and in some universities of the country, either as a subject, publications in scientific journals, creation of postgraduate courses sporadically, training courses in public and private universities, publications of books and book chapters. Therefore, the operation of kichwa in university spaces does not move in a peaceful field, but in a field of constant dispute. The research method used was hermeneutic due to the multidisciplinary interpretation of primary and secondary sources. The relevant conclusions suggest: a) the emergence of kichwa in some universities of the country; b) the irruption of kichwa in academic spaces is not a peaceful field but a field of struggle; c) despite the legal and academic recognition of the language, there are still many concrete actions, for example, the creation of doctoral programs to forge rigorous and original research; d) kichwa, historically, has been wielded as a strategy of insurgency, but also of multiple dialogues.

Kay killkashkaka imashinalla, Ecuador mama llaktapi, kichwa shimi hatun yachana wasikunaman yaykurishkamantami willan yuyachinpash; ashtawantakka, umanarichin yuyarichin ñanta katishpa; willanpashmi, imashinalla kichwa shimi paypak kawsaypi kamishka, pakachishka karuyachishka kashka hatun yachana wasikunamanta, yanka shimillami kan nishpa. Kichwa shimika achka watakunata pampachishka washaka; kunan pachapika, mama llaktapak kamachikpi, hatun yachana wasikunapipash chaskishkami kashka, yachanapak, kamukunapi killkanapak, kamukunapi ñawirinapak, taripanapak, yachaykunapi rimanapakpish. Shinallatak, kichwa shimipakka hatun yachana wasikunapi purinaka mana hawallachu kashka, mana shamuylla nishkakunachu, sinchi makanakuypimi purín. Kay taripay katik ñanpika tawka killkashkakunatami hamutarka. Kay puchukay yuyaykunawanmi chayarka: a) imashinami kichwa shimi maykan hatun yachana wasikunaman chayarka; b) Amawtay wasikunan, kichwa shimipak chayanaka mana hawallachu kashka, sinchitami makanakushka; c) Hatun kamachikkunapi kichwa shimita tiyankimi nikpipash, acha ruraykuna illanrakmi, ashtawan killkashpa, taripashpa katinakapak; d) kichwa shimika watan watankunata makanakunapakpash chimpapura rimanakunapakpishmi alli kashka.

The Coronavirus-19 (COVID-19) pandemic imposed new demands for conducting research and postgraduate supervision online. Face-to-face interactions between supervisors and research participants were limited. Consequently, there was heightened attention to the use of information communications technology (ICTs) to mitigate the disruptions. There is not much research on postgraduate supervision during COVID-19. This interpretative-phenomenological qualitative case study analysed innovative strategies that nine purposely selected supervisors reported to have used to manage postgraduate research and supervision during the COVID-19 pandemic. Data were collected through online open-ended questionnaires sent to the supervisors. The constructivist theory underpinned this study. Results showed that while the pandemic was devastating, academic institutions learnt many good lessons regarding leveraging digital technologies for postgraduate students' supervision. Innovative online supervision pedagogies were invaluable for both supervisors and students. Therefore, during the post COVID-19 era, supervisors must continue leveraging the use of digital technologies in postgraduate supervision to reduce costs and increase master's and doctoral students' throughputs and outputs.

Doing a doctorate can be an experience but it can also be challenging. Doctoral students often experience high levels of stress, pressure, and expectations, which can have a negative impact on their mental health. There is very little research examining the psychological well-being of doctoral students during COVID-19 in the South African context. This study therefore aimed to assess the psychological well-being of doctoral students at a private South African university. A cross-sectional study was conducted with forty-two doctoral students, using a self-completed and validated questionnaire. The data were collected using the QuestionPro online platform. The significant predictor for positive emotion was identified using multiple of linear regression analysis using SPSS version 27.0. Most of the participants agreed highly regarding relatedness, autonomy and competence. Autonomy and competence are significant predictors of positive emotions. This study highlights the importance of perceived competence, autonomy, and positive emotions for the psychological well-being of doctoral students during unplanned and involuntary periods of remote learning. The findings provide insights into approaches that might be employed to enhance the well-being of doctorate students through distant learning, hence minimising the adverse consequences of this particular circumstance.

Generally, departments of accounting at universities in South Africa that are accredited by the South African Institute of Chartered Accountants (SAICA) mainly focus on teaching the syllabus as prescribed by the Institute. There is no research methodology module in this syllabus neither at undergraduate nor honours level. To qualify as a chartered accountant, one needs to pass an honours degree in accounting and write and pass two board exams. A qualified chartered accountant (CA/SA) will most likely encounter a research methodology module for the first time at master's-degree level. Since 2008, in addition to teaching and learning and community engagement, the departments of accounting have embraced their scholarly activities, which include supervision and/or publishing. As a result, there is an increased effort by the departments of accounting to have its staff members with a chartered accountancy qualification to enrol for master's and doctoral degrees (De Jager, Lubbe, Papageorgiou 2018). It is commonly believed that it seems easier to supervise students or write articles after attaining these qualifications. The purpose of this study was to investigate the barriers that are encountered by academics from a chartered accountancy background to engage in scholarly activities willingly. A qualitative research approach was followed in this study and data was collected by means of interviews. The population was accounting academics at the North-West University. The analysis of data was done qualitatively by means of thematic analysis. The findings revealed barriers such as not knowing where to start due to lack of background or knowledge in conducting research, time, workload, lack of management and lack of access to experienced mentors.

ABSTRACT The teaching-learning process of the History of Cuba (TLP) needs a constant renewal with the purpose of dynamizing it, for this the teaching of the theory of clientelistc networks is introduced from the contents of the History of Cuba in the Bachelor of Education career, specialty Marxism Leninism and History. The purpose of the article is to describe the didactic conception that contributes to the teaching of the theory of patronage networks from the contents of the History of Cuba in the Bachelor of Education career, specializing in Marxism Leninism and History; for these theoretical level methods were used, and empirical level, with a predominantly quantitative approach. All of this allowed us to conclude by pointing out that there is potential to insert the teaching of the theory of patronage networks from the contents of the History of Cuba in the teaching learning process in the Bachelor of Education career, specializing in Marxism Leninism and History; however, limitations are appreciated since there is little knowledge on the part of the professors about the teaching of the theory of clientelistc networks, for which it became necessary to prepare the group of professors to insert it. The research can be used in the various teaching modalities of Higher Education in Cuba, which strengthens the result achieved; it is part of the institutional project of the Department of History and Marxism Leninism: History, thought and educational innovation; it is also the result of a doctoral thesis, of the Doctorate in Educational Sciences of the UNISS.

RESUMEN El Proceso de Enseñanza-Aprendizaje de la Historia de Cuba necesita de una constante renovación con el propósito de dinamizarlo; para ello se introduce la enseñanza de la teoría de redes clientelares desde los contenidos en la carrera Licenciatura en Educación, Marxismo-Leninismo e Historia. El artículo tiene como propósito describir la concepción didáctica que contribuye a la enseñanza de la teoría de redes clientelares desde los contenidos de la Historia de Cuba en la carrera Licenciatura en Educación, Marxismo-Leninismo e Historia. Para ello se utilizaron métodos de nivel teórico y del nivel empírico, con un enfoque predominantemente cuantitativo. Todo ello permitió concluir que existen potencialidades para insertar la enseñanza de la teoría de redes clientelares desde los contenidos de la Historia de Cuba en el Proceso de Enseñanza-Aprendizaje en la carrera Licenciatura en Educación, Marxismo-Leninismo e Historia. Sin embargo, se aprecian limitaciones, pues hay poco conocimiento por parte de los profesores sobre la enseñanza de la teoría de redes clientelares, por lo que se hizo necesario preparar al colectivo de profesores para insertarla. La investigación puede ser utilizada en las diversas modalidades de enseñanza de la Educación Superior en Cuba, lo que fortalece el resultado alcanzado; la misma forma parte del proyecto institucional "Historia, pensamiento e innovación educativa" y es resultado de una tesis del Doctorado en Ciencias de la Educación de la UNISS.

RESUMO O processo de ensino-aprendizagem da História de Cuba necessita de constante renovação com o propósito de dinamizá-lo, para isso é introduzido o ensino da teoria das redes clientelistas a partir dos conteúdos do Bacharelado em Educação, especialidade Marxismo-Leninismo e História. O objetivo do artigo é descrever a concepção didática que contribui para o ensino da teoria das redes clientelistas a partir dos conteúdos de História de Cuba no curso de Bacharelado em Educação, especialidade Marxismo, Leninismo e História. Para tanto, foram utilizados métodos de nível teórico e empírico, com abordagem predominantemente quantitativa. Tudo isso permitiu concluir que há potencial para inserir o ensino da teoria das redes clientelistas a partir dos conteúdos de História de Cuba no processo de ensino-aprendizagem no curso de Bacharelado em Educação, especialidade Marxismo, Leninismo e História; contudo, existem limitações porque há pouco conhecimento por parte dos professores sobre o ensino da teoria das redes clientelistas, por isso foi necessário preparar o grupo de professores para inseri-la. A pesquisa pode ser utilizada nas diversas modalidades de ensino do Ensino Superior em Cuba, o que fortalece o resultado alcançado; faz parte do projeto institucional: História, pensamento e inovação educacional; É também resultado de uma tese de Doutorado em Ciências da Educação da UNISS.

ABSTRACT The doctoral education process in Education Sciences, in its continuous improvement, seeks to enhance the development of skills in students at this level, in order to provide them with critical, innovative, and creative knowledge, skills, attitudes, and qualities to address solutions in educational activities, based on the foundations of education sciences. In this direction, the doctoral program at the University of Matanzas enhances the dynamic interrelationship of its components to facilitate individual progress for doctoral students in a unit and articulation of the scenarios and pathways that educational practice places as essential. The objective of this article focused on the result of a cut from the theoretical-methodological-experiential reflection in doctoral training to achieve continuous improvement in educational activity. The application of scientific methods and different techniques and procedures enables the monitoring and evaluation of results in the period from 2020-2023, in the selected sample of those enrolled in 2019. The results reveal outstanding aspects in the construction of new knowledge for doctoral training in Education Sciences. It is concluded that new challenges in doctoral training find strengths in the articulation of mandatory and optional activities of the investigative component.

RESUMEN El proceso de la formación doctoral en Ciencias de la Educación, en su perfeccionamiento continuo busca la mejora del desarrollo de capacidades en los estudiantes de este nivel, a favor de posicionarlos de conocimientos, habilidades, actitudes y cualidades críticas, innovadoras y creadoras para enfrentar soluciones de la actividad educativa, sustentado en los fundamentos de las ciencias de la educación. En esta dirección, el programa de doctorado en la Universidad de Matanzas potencia la interrelación dinámica de sus componentes para facilitar los avances individuales de los doctorandos, en una unidad y articulación de los escenarios y vías que la práctica educativa coloca como esenciales. El objetivo de este artículo se enfocó en el resultado de un corte desde la reflexión teórico-metodológica-vivencial en la formación doctoral para el logro de la mejora continua en la actividad educacional. La aplicación de los métodos científicos, diferentes técnicas y procedimientos posibilita el seguimiento y evaluación de los resultados en el periodo de 2020-2023, en la muestra seleccionada de los ingresados en 2019. Los resultados revelan los aspectos sobresalientes en la construcción de nuevos saberes para la formación doctoral en Ciencias de la Educación. Se concluye que nuevos desafíos en la formación doctoral encuentran fortalezas en la articulación de las actividades obligatorias y opcionales de la componente investigativa.

RESUMO O processo de formação doutoral em Ciências da Educação, na sua melhoria contínua, procura melhorar o desenvolvimento de capacidades nos estudantes deste nível, em favor de posicioná-los com conhecimentos, competências, atitudes e qualidades críticas, inovadoras e criativas para enfrentar soluções. atividade educativa, baseada nos fundamentos das ciências da educação. Neste sentido, o programa de doutoramento da Universidade de Matanzas potencia a inter-relação dinâmica dos seus componentes para facilitar o progresso individual dos doutorandos, numa unidade e articulação dos cenários e caminhos que a prática educativa considera essenciais. O objetivo deste artigo centrou-se no resultado de um recorte da reflexão teórico-metodológica-experiencial na formação doutoral para alcançar a melhoria contínua na atividade educativa. A aplicação de métodos científicos, diferentes técnicas e procedimentos permite acompanhar e avaliar os resultados no período 2020-2023, na amostra selecionada dos admitidos em 2019. Os resultados revelam os aspectos marcantes na construção de novos conhecimentos para o doutorado formação em Ciências da Educação. Conclui-se que os novos desafios na formação doutoral encontram forças na articulação das atividades obrigatórias e optativas da componente de investigação.

Against the backdrop of a transforming doctoral education landscape and the emergence of nontraditional doctoral students, this article investigates strategies to promote the success of students balancing academic studies and their careers. Prevailing discussions on doctoral success strategies have often centred on "traditional" doctoral students. This article examines the doctoral success challenges confronted by "non-traditional" doctoral candidates who pursue higher education at different stages of their lives, often juggling such with work and family or other responsibilities. The study was informed by Ward and Brennan's model to analyse the compatibility of student-doctoral education. This framework introduces the concept of student-doctoral fit that asserts that non-traditional students achieve optimal success when there is alignment between the student's values and those upheld by their organization and social structure. Therefore, doctoral success for non-traditional students lies in the alignment of three main spheres, namely, the 1) student-doctoral environment, 2) student vocation, and 3) the student-doctoral culture. In-depth semi-structured interviews were conducted with 15 non-traditional doctoral students employed by a research organization. The findings underscore the intricacies of balancing academic and professional demands, shedding light on the challenges arising from the lack of integration between academic work and doctoral pursuits. They highlight the need to challenge the conventional separation of these facets. Notably, participants highlighted that they received more substantial academic training and support from the research organization and work mentors, emphasizing the variable nature of support by university supervisors. Given that the majority of challenges reported revolve around the fit between the student-doctoral culture and environment, it is recommended that research organizations and universities collaborate and establish robust support structures. This collaborative approach is essential to ensure academic success and facilitate non-traditional doctoral students' smoother transition into professional careers.1

This article explores the experiences of doctoral students juggling parental and professional roles. It proposes a balanced-integration approach in the reflective supervisor framework to tailor support. The research focuses on identifying challenges and evaluating the approach's effectiveness, suggesting supervisors should serve as advocates for well-being and motivation. With the South African government's National Development Plan aiming for a higher education sector that can produce more than 100 doctoral graduates per one million of the population by 2030, it is imperative to understand PhD student's simultaneous identities as parents and professionals who must balance the demands of their studies, families and careers. The study advances a balanced-integration approach for supervising this demographic, with supervisors serving as advocates for the holistic well-being of these students, architects of personalised academic pathways, and catalysts for motivation inspired by family commitments. This approach adds a fifth dimension to Pearson and Kayrooz's four factors of facilitative supervisory practice. The methodology is a descriptive quantitative study research design and a cross-sectional approach based on online surveys completed by 47 respondents from 13 South African higher education institutions and eight from abroad (n = 55).

Scholarship on doctoral success highlights differences in timely degree attainment between disciplines. However, research on doctoral education in South Africa is limited to identifying general factors that affect the successful completion of a doctoral degree with very little reference to differences across disciplines. This study's objective is to compare time-to-degree, as the number of years between a doctoral student's commencement year and graduation year, across selected disciplines as well as to identify factors, above and beyond that of disciplinary field, which are explanatory of shorter time-to-degree. The study investigates the role of selected student demographics (such as commencement age, gender, race, and nationality), institutional (type of higher education institution), and situational factors (such as part-time or full-time enrolment) in predicting doctoral time-to-degree. Results of multiple linear regression models indicate that mode of enrolment is the strongest predictor of completion time with part-time students recording a statistically significantly longer time-to-degree when compared to full-time students. A student's discipline, nationality, and institution are also identified as statistically significant predictors of time-to-degree while gender, race, and age are not. However, the interaction between commencement age and enrolment mode is indicated to be a strong predictor of doctoral completion time. Although shorter completion times can be considered an indicator of efficiency at doctoral level, it is imperative to consider wider contextual factors in thinking about this issue.

There has been slow uptake and growth in the local postgraduate student numbers in design, especially at the doctoral level. The question must be asked why, especially when looking at the growth of design as a discipline and a widening domain resulting from technological and social development. This study aims to explore industry perceptions about postgraduate studies in design to see if that could be a reason for the slow growth. The study starts with the background of the development of the design discipline, design education, and design research. An analysis of postgraduate graduate numbers over the last decade and current providers provides a context and general landscape. The analysis is followed by a report where the perceptions and attitudes of industry practitioners about postgraduate studies in communication/graphic design were qualitatively explored. The fieldwork comprised in-depth interviews that were conducted with communication designers at various points along their career paths. Three elements were explored: identification of the type of advanced knowledge needs in industry; how design professionals see postgraduate studies, their career paths, and vision for the future; and if postgraduate studies feature in their vision for the future. Some of the participants had previously attempted postgraduate studies and were not successful; their experiences added to the rich data. The research contributes to a better understanding of the reasons for the low postgraduate numbers, and the gap between industry and academia at postgraduate levels is confirmed. The study insights provide the possibilities of increasing postgraduate capacity in design by reducing the gap when designing suitable curricula.

In many South African universities, full research students receive little support during the research conceptualisation stage of the research journey, other than that provided by their supervisors, who tend to have limited time to engage with their students. Furthermore, during the proposal phase, scant attention is paid to the role of writing in research conceptualisation and scholarly development. In an attempt to address this neglect, the authors of this article worked collaboratively with academic staff from two schools within the Faculty of Commerce, Law, and Management at the University of the Witwatersrand to pilot academic literacies-informed projects aimed at integrating writing in the first year of existing postgraduate research programmes. This article provides insight into factors that constrain and enable such an integration endeavour. Data was collected through focus group discussions with the project teams from the participating schools. Drawing on Margaret Archer's structure, culture, and agency as the analytical framework, five themes emerged from the data: leadership and oversight, supervision and postgraduate pedagogy, supervisor awareness and support, the postgraduate research education curriculum, and student engagement and commitment. The authors discuss these themes in terms of their enabling and constraining dimensions, and conclude with observations that could inform similar initiatives in other postgraduate research programmes.

The research presented is a theoretical essay of the doctoral thesis “Social portraits of the city and the initial training of teachers: formative proposals based on the approaches of social phenomenology to Bakhtin's concepts” of the Cognition and Language Program, at the Universidade Estadual do Norte Fluminense Darcy Ribeiro (UENF). This section's main objective is to present the similarities between the philosophy of Alfred Schutz (Social Phenomenology) and that of Mikhail Bakhtin (Dialogical Language). To achieve the objective, we put into perspective, through bibliographical research, the conceptions outlined in the philosophical foundations of his works, particularly Aesthetics of Verbal Creation (BAKHTIN, 1997), Problems in Dostoevsky's poetics (BAKHTIN, 2013), For a philosophy of responsible act (BAKHTIN, 1993), the set of texts that make up Bakhtin's theory of the novel, Phenomenology and social relations (SCHUTZ, 1970) and The phenomenology of the social world (SCHUTZ, 1967) by Alfred Schutz. The thesis is part of the issue of teacher/mediator training. To carry out the research, we will present training proposals using city spaces, based on the reflections proposed by Schutz's social phenomenology and Bakhtin's concepts, aiming to contribute to the training of teachers/mediators by expanding their reading of the world and pedagogical praxis. To do so, we will reflect on the formation of the being/subject/student through philosophical, historical, political and social contexts. Thus, in this article, in addition to the similarities between the aforementioned authors and some of their concepts, a report is made on the importance of philosophy for school education and bridges with progressive pedagogy. We used qualitative research as a methodology based on the phenomenological theoretical-methodological axis, concluding the existence of possible dialogues between the authors' thoughts, despite their different backgrounds and life stories.

La investigación presentada es un ensayo teórico de la tesis doctoral “Retratos sociales de la ciudad y la formación inicial de docentes: propuestas formativas basadas en los acercamientos de la fenomenología social a los conceptos de Bakhtin” del Programa de Cognición y Lenguaje, de la Universidade Estadual do Norte Fluminense Darcy Ribeiro (UENF). El principal objetivo de esta sección es presentar las similitudes entre la filosofía de Alfred Schutz (Fenomenología social) y la de Mikhail Bakhtin (Lenguaje dialógico). Para lograr el objetivo, ponemos en perspectiva, a través de investigaciones bibliográficas, las concepciones esbozadas en los fundamentos filosóficos de sus obras, particularmente Estética de la creación verbal (BAKHTIN, 1997), Problemas en la poética de Dostoievski (BAKHTIN, 2013), Por una filosofía de la acto responsable (BAJTIN, 1993), el conjunto de textos que componen la teoría de la novela de Bajtín, Fenomenología y relaciones sociales (SCHUTZ, 1970) y La fenomenología del mundo social (SCHUTZ, 1967) de Alfred Schutz. La tesis se enmarca en el tema de la formación docente/mediador. Para realizar la investigación, presentaremos propuestas de formación utilizando espacios urbanos, a partir de las reflexiones propuestas por la fenomenología social de Schutz y los conceptos de Bakhtin, con el objetivo de contribuir a la formación de profesores/mediadores ampliando su lectura del mundo y su praxis pedagógica. Para ello, reflexionaremos sobre la formación del ser/sujeto/estudiante a través de contextos filosóficos, históricos, políticos y sociales. Así, en este artículo, además de las similitudes entre los autores citados y algunos de sus conceptos, se hace un informe sobre la importancia de la filosofía para la educación escolar y los puentes con la pedagogía progresista. Se utilizó la investigación cualitativa como metodología basada en el eje teórico-metodológico fenomenológico, concluyéndose la existencia de posibles diálogos entre el pensamiento de los autores, a pesar de sus diferentes procedencias e historias de vida.

A investigação apresentada é um ensaio teórico da tese de doutorado “Retratos sociais da cidade e a formação inicial de professores: propostas formativas a partir das aproximações da fenomenologia social aos conceitos de Bakhtin” do Programa de Cognição e Linguagem, da Universidade Estadual do Norte Fluminense Darcy Ribeiro (UENF). Este recorte possui como objetivo principal apresentar as aproximações entre a filosofia de Alfred Schutz (Fenomenologia Social) e a de Mikhail Bakhtin (Linguagem Dialógica). Para alcançar o objetivo colocamos em perspectiva, por meio de pesquisa bibliográfica, as concepções esboçadas nos fundamentos filosóficos de suas obras, particularmente Estética da Criação Verbal (BAKHTIN, 1997), Problemas na poética de Dostoieviski (BAKHTIN, 2013), Por uma filosofia do ato responsável (BAKHTIN, 1993), o conjunto de textos que compõem a teoria do romance de Bakhtin, Fenomenologia e relações sociais (SCHUTZ, 1970) e A fenomenologia do mundo social (SCHUTZ, 1967) de Alfred Schutz. A tese se insere na problemática da formação de professores/mediadores. Para realizar a pesquisa apresentaremos propostas formativas utilizando espaços da cidade, a partir das reflexões propostas pela fenomenologia social de Schutz e dos conceitos de Bakhtin, visando contribuir para a formação de professores/mediadores ampliando sua leitura de mundo e a práxis pedagógica. Para tanto refletiremos sobre a formação do ser/sujeito/estudante por meio de contextos filosófico, histórico, político e social. Assim, neste artigo, além das aproximações entre os autores supracitados e alguns de seus conceitos, faz-se um relato sobre a importância da filosofia para a educação escolar e pontes com a pedagogia progressista. Utilizamos como metodologia a pesquisa qualitativa a partir do eixo teórico-metodológico fenomenológico, concluindo a existência de diálogos possíveis entre os pensamentos dos autores, apesar das formações e histórias de vida distintas.

In this text, I present the process I have been carrying out with undergraduate, graduate, master's and doctoral students, which involves the production of self-narratives in an attempt to create a singular writing that evokes otherness. I talk to the theorist Bakthin about alterity and singularity, understanding research as the power to become others in a network of affections. I have developed a structural framework for this process, which I have called the orientation ecosystem, in reference to the creation ecosystem developed by Loureiro as a result of his studies on the artistic project. I present the narratives of five people I've mentored and discuss the mentoring ecosystems that have enabled the development of investigations as singular events.

En este texto presento el proceso que vengo llevando a cabo con estudiantes de grado, último curso, máster y doctorado, que implica la producción de auto-narrativas en un intento de crear una escritura singular que evoque la alteridad. Dialogo con el teórico Bakthin sobre alteridad y singularidad, entendiendo la investigación como el poder de convertirse en otros en una red de afectos. He elaborado un marco estructural para este proceso, que he denominado ecosistema de orientación, en referencia al ecosistema de creación desarrollado por Loureiro a raíz de sus estudios sobre el proyecto artístico.Presento las narrativas de cinco personas de las que he sido mentora y discuto los ecosistemas de mentoría que han permitido el desarrollo de la investigación como un acontecimiento singular.

Nesse texto apresento o processo que tenho realizado junto aos estudantes de iniciação científica, trabalho de conclusão de curso, mestrado e doutorado que envolve a produção de narrativas de si na tentativa de criar uma escrita singular que seja evocadora de outramentos. Dialogo com o teórico Bakthin sobre alteridade e singularidade, entendendo a pesquisa como potência de nos tornarmos outros em uma rede de afetos. Elaboro um arcabouço estrutural desse processo, que denominei de ecossistema de orientação, em referência ao ecossistema de criação desenvolvido por Loureiro em decorrência de estudos sobre o projeto artístico. Apresento a composição de narrativas de cinco pessoas que orientei e discorro sobre o ecossistema de orientação que tem proporcionado a elaboração de investigações como evento singulares.

Abstract This article synthesizes research related to the development by the author, of his doctoral thesis on the subject of product design in the service economy. In this thesis, the design operation of public services is analyzed through the study of four cases of design of integral solid waste management systems. These case studies have been located in Ecuador in the last 4 years and are related to a public policy of decentralization that forces local governments to assume the competence of this public service. In the part of the research that gives rise to this article, it specifically seeks to investigate the perception of the community regarding the quality of a public service and relate it to the willingness to pay a specific rate. The existence of relationships between the level at which the community participates in the elaboration of public policy, the perception of service quality and the willingness to pay for it, is demonstrated. There is also a relationship between the perception of service quality and the availability of technically selected equipment in contrast to the perception of quality when the equipment is selected for political agendas. In addition, the role of the media in articulating the participation of society is described, but also in the formation of a collective conscience about the responsibilities of citizens, their rights and obligations towards the integral management of solid waste and the environment, and the need to adopt responsible habits.

Resumen Este artículo sintetiza una investigación relacionada con el desarrollo por parte del autor de su tesis doctoral en torno al tema del diseño de productos en la economía de servicios. En esta tesis se analiza la operación de diseño de servicios públicos a través del estudio de cuatro casos de diseño de sistemas de gestión integral de desechos sólidos. Estos casos de estudio están ubicados en Ecuador en los últimos 4 años y están relacionados con una política pública de descentralización que obliga a los gobiernos locales a asumir la competencia de este servicio público. En la parte de la investigación que da lugar a este artículo, específicamente se busca indagar la percepción de la comunidad respecto de la calidad de un servicio público y relacionarlo con la disposición al pago de una tarifa determinada. Se demuestra la existencia de relaciones entre el nivel en que la comunidad participa en la elaboración de la política pública, la percepción de calidad del servicio y la disposición al pago por recibirlo. Se encuentra además una relación entre la percepción de calidad del servicio y la disponibilidad de equipamiento seleccionado técnicamente en contraste con la percepción de calidad cuando el equipamiento se selecciona por intereses políticos. Además, se describe el papel que tienen los medios de comunicación en articular la participación de la sociedad, pero también en la formación de una conciencia colectiva sobre las responsabilidades de la ciudadanía, sus derechos y obligaciones para con la gestión integral de los residuos sólidos y el medioambiente, y la necesidad de adoptar hábitos responsables.

Resumo Este artigo sintetiza as pesquisas relacionadas ao desenvolvimento do autor de sua tese de doutorado sobre o tema design de produto na economia de serviços. Nesta tese, o projeto operacional de serviços públicos é analisado através do estudo de quatro casos de projeto de sistemas integrais de gerenciamento de resíduos sólidos. Estes estudos de caso estão localizados no Equador nos últimos 4 anos e estão relacionados a uma política pública de descentralização que obriga os governos locais a assumirem a competência deste serviço público. Na parte da pesquisa que dá origem a este artigo, busca-se especificamente investigar a percepção da comunidade sobre a qualidade de um serviço público e relacioná-la com a disposição de pagar uma taxa específica. É demonstrada a existência de relações entre o nível em que a comunidade participa da elaboração das políticas públicas, a percepção da qualidade do serviço e a disposição de pagar pelo recebimento. Também existe uma relação entre a percepção da qualidade do serviço e a disponibilidade de equipamentos selecionados tecnicamente em contraste com a percepção de qualidade quando o equipamento é selecionado por interesses políticos. Além disso, é descrito o papel da mídia na articulação da participação da sociedade, mas também na formação de uma consciência coletiva sobre as responsabilidades dos cidadãos, seus direitos e deveres para com a gestão integral dos resíduos sólidos e o meio ambiente e a necessidade de adoção de hábitos responsáveis.