Abstract: The aim of the following research is to report the results of the widespread application of the Eureka test to achieve its standardization in Chile. This test offers a psychopedagogical tool for the early diagnosis of specific learning difficulties (SLD), considering, on one hand, the Chilean national curriculum, and on the other, the cognitive skills necessary to achieve successful learning outcomes. Within this framework, a quantitative analysis was conducted on 2138 language test renditions and 2254 math test renditions given to students from 1st to 8th grade. In the current scenario, there is a noticeable absence of a contextualized assessment for Chilean students, and even at the Latin American level. The research results show that the Eureka test is an instrument that can diagnose SLD in students from first to eighth grade and assists in establishing intervention strategies that enhance teaching practices, tailored according to the results obtained.

Resumen: El objetivo de la siguiente investigación es dar cuenta de los resultados de la aplicación masiva de la prueba Eureka para lograr su estandarización en Chile. Esta prueba permite contar con un instrumento psicopedagógico para el diagnóstico temprano de Dificultades Específicas del Aprendizaje (DEA) considerando, por un lado, el currículum nacional chileno y por otro, las habilidades cognitivas necesarias para alcanzar niveles de aprendizaje exitosos. En este marco, se realizó un análisis cuantitativo de la aplicación de las 2138 rendiciones de la prueba de lenguaje y a 2254 rendiciones de la prueba de matemáticas a estudiantes desde primero hasta octavo básico. En el escenario actual se detecta la carencia de una evaluación contextualizada para los estudiantes chilenos e incluso a nivel latinoamericano. Los resultados de la investigación arrojan que la prueba Eureka es un instrumento que permite diagnosticar DEA en estudiantes de primero a octavo básico y ayuda a establecer estrategias de intervención que mejoran la práctica docente dirigidas de manera personalizada de acuerdo con los resultados obtenidos.

Resumo: O objetivo da seguinte pesquisa é relatar os resultados da aplicação massiva do teste Eureka para alcançar sua padronização no Chile. Este teste permite-nos ter um instrumento psicopedagógico para o diagnóstico precoce de Dificuldades Específicas de Aprendizagem (DET) considerando, por um lado, o currículo nacional chileno e, por outro, as competências cognitivas necessárias para alcançar níveis de aprendizagem bem sucedidos. Neste contexto, foi realizada uma análise quantitativa da aplicação dos 2.138 desempenhos da prova de linguagem e dos 2.254 desempenhos da prova de matemática a alunos do primeiro ao oitavo ano. No cenário atual, detecta-se a falta de uma avaliação contextualizada para os estudantes chilenos e mesmo em nível latino-americano. Os resultados da pesquisa mostram que o teste Eureka é um instrumento que permite diagnosticar DEA em alunos do primeiro ao oitavo ano e ajuda a estabelecer estratégias de intervenção que melhorem a prática docente direcionada de forma personalizada de acordo com os resultados obtidos.

Abstract: Extensive intraventricular hemorrhage (IVH) in very preterm newborns (VPNB) is associated with mortality and severe long-term neurological sequelae. Objectives: To know the most frequent neurological pathologies associated with extensive IVH, to determine the functional outcomes of mobility in the motor area and intellectual capacity in the cognitive area, to analyze the association between both areas and to know the schooling achieved. Patients and Method: Descriptive and longitudinal study in VPNB with extensive IVH born between 2001 and 2014. They underwent protocolized neurological follow-up until school age. The functional outcomes in mobility and intellectual capacity were categorized into 4 levels: level 1 corresponds to good functionality and autonomy; level 2, functionality that allows independence, with support in some tasks; level 3 requires constant external support; and level 4 where there is total dependence. The association was analyzed using Chi-square and Cramer’s V coefficient. Results: 74 children completed the follow-up; the most frequent associated neurological pathologies were neurodevelopmental disorders, hypertensive hydrocephalus, and epilepsy. Independent mobility (normal or with limitations) reached 74.4% while 24.3% used wheelchairs. 51.3% was categorized as normal to borderline intellectual range, 12.2% as mild intellectual disability (ID), 17.6% as moderate ID, and 19.9% as severe to profound ID. There was a strong statistical association between functional levels of mobility and intellectual capacity (p < 0.000 and V = 0.62). Schooling was proportional to intellectual capacity: 56.8% attended regular schools, 27.0% attended special schools, and 16.2% had no schooling. Conclusions: 2/3 VPNB with extensive IVH showed positive functional outcomes, from normal to mild limitations that allow an almost autonomous life; in 1/3 the outcomes were unfavorable in mobility and cognitive performance, and there was a strong statistical correlation between both areas studied. Schooling was consistent with the intellectual level.

Resumen: La hemorragia intraventricular extensa (HIVE) en niños muy prematuros (NMP) conlleva mortalidad y graves secuelas a largo plazo. Objetivos: Conocer las patologías neurológicas más frecuentes asociadas a HIVE, determinar los resultados funcionales de movilidad en el área motora y capacidad intelectual en el área cognitiva, analizar la asociación entre ambas áreas y conocer la escolaridad alcanzada. Pacientes y Método: Estudio descriptivo y longitudinal en NMP con HIVE nacidos entre 2001 y 2014, se les realizó seguimiento neurológico protocolizado hasta la edad escolar. Los resultados funcionales en movilidad y capacidad intelectual fueron categorizados en 4 niveles: nivel 1 corresponde a buena funcionalidad y autovalencia; nivel 2, funcionalidad que permite independencia, con apoyo en algunas tareas; nivel 3 requiere de un constante apoyo externo; y nivel 4 en que existe una total dependencia. Para la asociación se usó Chi cuadrado y coeficiente V de Cramer. Resultados: Se incluyeron 74 niños, las patologías neurológicas más frecuentes fueron trastornos del neurodesarrollo, hidrocefalia hipertensiva y epilepsia. La movilidad independiente (normal o con limitaciones) alcanzó un 74,4% y con silla de ruedas el 24,3%. El 51,3% se categorizó en rango intelectual normal a limítrofe, con discapacidad intelectual leve un 12,2%, moderada un 17,6% y severa a profunda un 19,9%. Hubo fuerte asociación estadística entre niveles funcionales de movilidad y capacidad intelectual (p < 0,000 y V = 0,62). La escolaridad fue proporcional a la capacidad intelectual; el 56,8% asistió a escuelas regulares, 27,0% a escuelas especiales y el 16,2% sin escolaridad. Conclusión: 2/3 de los NMP con HIVE mostraron resultados funcionales positivos, desde normal a leves limitaciones que permiten una vida casi autónoma, en 1/3 los resultados fueron desfavorables en movilidad y desempeño cognitivo, hubo fuerte correlación estadística entre ambas áreas estudiadas. La escolaridad fue concordante con el nivel intelectual.

Abstract: Extensive intraventricular hemorrhage (IVH) in very preterm newborns (VPNB) is associated with mortality and severe long-term neurological sequelae. Objectives: To know the most frequent neurological pathologies associated with extensive IVH, to determine the functional outcomes of mobility in the motor area and intellectual capacity in the cognitive area, to analyze the association between both areas and to know the schooling achieved. Patients and Method: Descriptive and longitudinal study in VPNB with extensive IVH born between 2001 and 2014. They underwent protocolized neurological follow-up until school age. The functional outcomes in mobility and intellectual capacity were categorized into 4 levels: level 1 corresponds to good functionality and autonomy; level 2, functionality that allows independence, with support in some tasks; level 3 requires constant external support; and level 4 where there is total dependence. The association was analyzed using Chi-square and Cramer’s V coefficient. Results: 74 children completed the follow-up; the most frequent associated neurological pathologies were neurodevelopmental disorders, hypertensive hydrocephalus, and epilepsy. Independent mobility (normal or with limitations) reached 74.4% while 24.3% used wheelchairs. 51.3% was categorized as normal to borderline intellectual range, 12.2% as mild intellectual disability (ID), 17.6% as moderate ID, and 19.9% as severe to profound ID. There was a strong statistical association between functional levels of mobility and intellectual capacity (p < 0.000 and V = 0.62). Schooling was proportional to intellectual capacity: 56.8% attended regular schools, 27.0% attended special schools, and 16.2% had no schooling. Conclusions: 2/3 VPNB with extensive IVH showed positive functional outcomes, from normal to mild limitations that allow an almost autonomous life; in 1/3 the outcomes were unfavorable in mobility and cognitive performance, and there was a strong statistical correlation between both areas studied. Schooling was consistent with the intellectual level.

Resumen: La hemorragia intraventricular extensa (HIVE) en niños muy prematuros (NMP) conlleva mortalidad y graves secuelas a largo plazo. Objetivos: Conocer las patologías neurológicas más frecuentes asociadas a HIVE, determinar los resultados funcionales de movilidad en el área motora y capacidad intelectual en el área cognitiva, analizar la asociación entre ambas áreas y conocer la escolaridad alcanzada. Pacientes y Método: Estudio descriptivo y longitudinal en NMP con HIVE nacidos entre 2001 y 2014, se les realizó seguimiento neurológico protocolizado hasta la edad escolar. Los resultados funcionales en movilidad y capacidad intelectual fueron categorizados en 4 niveles: nivel 1 corresponde a buena funcionalidad y autovalencia; nivel 2, funcionalidad que permite independencia, con apoyo en algunas tareas; nivel 3 requiere de un constante apoyo externo; y nivel 4 en que existe una total dependencia. Para la asociación se usó Chi cuadrado y coeficiente V de Cramer. Resultados: Se incluyeron 74 niños, las patologías neurológicas más frecuentes fueron trastornos del neurodesarrollo, hidrocefalia hipertensiva y epilepsia. La movilidad independiente (normal o con limitaciones) alcanzó un 74,4% y con silla de ruedas el 24,3%. El 51,3% se categorizó en rango intelectual normal a limítrofe, con discapacidad intelectual leve un 12,2%, moderada un 17,6% y severa a profunda un 19,9%. Hubo fuerte asociación estadística entre niveles funcionales de movilidad y capacidad intelectual (p < 0,000 y V = 0,62). La escolaridad fue proporcional a la capacidad intelectual; el 56,8% asistió a escuelas regulares, 27,0% a escuelas especiales y el 16,2% sin escolaridad. Conclusión: 2/3 de los NMP con HIVE mostraron resultados funcionales positivos, desde normal a leves limitaciones que permiten una vida casi autónoma, en 1/3 los resultados fueron desfavorables en movilidad y desempeño cognitivo, hubo fuerte correlación estadística entre ambas áreas estudiadas. La escolaridad fue concordante con el nivel intelectual.

Resumen: Un número importante de investigaciones han constatado la existencia de diferencias en el rendimiento lector entre niños y niñas. Sin embargo, los hallazgos no son convergentes; por otra parte, la mayoría de los estudios se han resuelto en cursos posteriores al preescolar y en sistemas ortográficos opacos. En menor medida se ha indagado el rendimiento inicial lector entre niños y niñas preescolares que asisten a escuelas vulnerables, en período de pospandemia. En este sentido, el objetivo de esta investigación fue determinar si las diferencias de género en el rendimiento lector ocurren desde edades tempranas, a pesar de que los estudiantes no hayan asistido presencialmente a las escuelas. La muestra consistió en 58 alumnos provenientes de 4 colegios públicos. A través de un ANOVA se evaluó la existencia de diferencias de género en el rendimiento lector inicial de los estudiantes. Los resultados mostraron que no existen diferencias en el rendimiento lector global entre niños y niñas, pero sí las hay entre tareas, ya que las niñas se desempeñaron mejor que los niños en tareas de conciencia de lo impreso. Por otra parte, se demostró que tanto niños como niñas obtienen mejores resultados en tareas de conciencia fonológica frente a las tareas de conciencia de lo impreso

Resumo: Um número significativo de pesquisas constatou diferenças no desempenho em leitura entre meninos e meninas. Entretanto, os resultados não são convergentes; além disso, a maioria dos estudos foi realizada em séries posteriores a etapa pré-escolar e em sistemas ortográficos opacos. Em menor escala, o desempenho inicial em leitura foi investigado entre crianças em idade pré-escolar que frequentam escolas vulneráveis no período pós-pandemia. Nesse sentido, o objetivo desta pesquisa foi determinar se as diferenças de gênero no desempenho em leitura ocorrem desde cedo, apesar de os alunos não terem frequentado a escola presencialmente. A amostra foi composta por 58 alunos de 4 escolas públicas. Por meio de uma ANOVA, foi avaliada a existência de diferenças de gênero no desempenho inicial em leitura dos estudantes. Os resultados mostraram que não há diferenças no desempenho geral em leitura entre meninos e meninas, mas há diferenças entre as tarefas, já que meninas apresentaram melhor desempenho que os meninos nas tarefas de consciência de impressão. Por outro lado, tanto os meninos quanto as meninas apresentaram melhor desempenho em tarefas de consciência fonológica do que em tarefas de consciência de impressão.

Resumo Objetivo. O objetivo desta pesquisa é modificar e validar uma escala que permita avaliar a percepção dos estudantes sobre as práticas pedagógicas utilizadas em sala de aula que fomentam as habilidades do século XXI. Método. Para isso, a escala WVDE-CIS-28, originalmente concebida para profesores, foi adaptada e aplicada em uma amostra de 3432 estudantes do ensino médio, provenientes de 26 escolas da região de Biobío, Chile. Foram realizadas análises fatoriais exploratórias (AFE) e análises fatoriais confirmatórias (AFC) para estabelecer o número de dimensões subjacentes e verificar se o modelo teórico proposto de 8 dimensões apresentava um ajuste estatístico significativo. Resultados. As análises de validação da escala ratificaram a estrutura fatorial do instrumento original que considerou as dimensões de pensamento crítico, colaboração, comunicação, criatividade e inovação, autodireção, relações globais, relações locais e uso de tecnologias de aprendizagem. Tabelas de carga fatorial e índices de ajuste de modelo para AFE, AFC e resultados descritivos são relatados por item e dimensão. Conclusões. A adaptação do instrumento demonstra um ajuste psicométrico adequado que explica como as 8 dimensões consideradas contribuem para a construção de competências do século XXI. Esta ferramenta pode ser útil para investigar como as práticas pedagógicas em sala de aula promovem o desenvolvimento destas competências essenciais.

Resumen Objetivo. El propósito de esta investigación consiste en la adaptación y validación de una escala que permite evaluar la percepción del estudiantado con respecto a las prácticas pedagógicas utilizadas en el aula para fomentar las habilidades del siglo XXI. Metodología. Para esto se adaptó la escala WVDE-CIS-28 diseñada originalmente para docentes y se aplicó mediante una encuesta a una muestra de 3 432 estudiantes de secundaria de 26 colegios de la región del Biobío, Chile. Se realizó un análisis factorial exploratorio (AFE) y un análisis factorial confirmatorio (AFC) para establecer el número de dimensiones subyacentes y verificar si el modelo teórico propuesto de 8 dimensiones presentaba un ajuste estadístico significativo. Resultados. Los análisis de validación de la escala ratificaron la estructura factorial del instrumento original que consideraba las dimensiones de pensamiento crítico, colaboración, comunicación, creatividad e innovación, autodirección, relaciones globales, relaciones locales y uso de tecnologías para el aprendizaje. Se reportan las tablas e índices de ajuste para los AFE, AFC y los resultados descriptivos por ítem y dimensión. Conclusiones. La adaptación del instrumento demuestra un ajuste psicométrico adecuado que explica cómo las 8 dimensiones consideradas contribuyen al constructo habilidades del siglo XXI. Esta herramienta puede ser de utilidad para investigar la manera en que las prácticas pedagógicas en el aula promueven el desarrollo de estas habilidades esenciales.

Abstract Objective. This research aims to modify and validate a scale for assessing students’ perceptions of pedagogical practices employed in classrooms to foster 21st-century skills. Methods. The WVDE-CIS-28 scale, originally designed for teachers, was adapted and administered through a survey to a sample of 3432 high school students from 26 schools in the Biobío region, Chile. An exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were conducted to determine the number of underlying dimensions and verify whether the proposed theoretical model with 8 dimensions showed a significant statistical adjustment. Results. The validation analyzes of the scale confirmed the factorial structure of the original instrument, which comprised the dimensions of critical thinking, collaboration, communication, creativity and innovation, self-direction, global relations, local relations, and the use of learning technologies. The study presents the factor loading tables and model fit indices for EFA and CFA, as well as descriptive results categorized by item and dimension. Conclusions. The adaptation of the instrument demonstrates an adequate psychometric adjustment, explaining how the 8 dimensions considered contribute to the 21st-century skills construct. This tool can be useful to investigate how classroom pedagogical practices promote the development of these essential skills.

Resumen: En este trabajo se estudió la enfermedad articular degenerativa (EAD) y los cambios entesiales (CE) en cuatro colecciones osteoarqueológicas provenientes de los Andes colombianos (2350-450 AP) y de la costa peruana (1350-950 AP) para lograr una aproximación a los niveles de actividad y a la posible división sexual del trabajo. Un total de 334 individuos mayores de 15 años fueron observados sistemáticamente y las frecuencias de EAD y de CE analizadas y comparadas empleando Chi Cuadrado y la prueba de Fisher. Al evaluar las frecuencias por sexo, se obtuvieron perfiles heterogéneos, lo cual sugiere la ejecución de algunas actividades diferentes por parte de individuos masculinos y femeninos. También se hallaron diferencias según los medioambientes en los que habitaron estas comunidades. La evidencia osteológica, sumada a la información arqueológica y etnohistórica permite proponer que, a pesar de que había una cierta división sexual del trabajo, los individuos femeninos parecen haber participado en actividades físicamente demandantes que tradicionalmente han sido vinculadas con el sexo masculino.

Abstract: In this paper, we investigate degenerative joint disease (DJD) and entheseal changes (EC) in four osteoarchaeological series from the Colombian Andes (2350-450 BP) and the Peruvian coast (1350-950 BP) to evaluate activity levels and the possible sexual division of labor. A total of 334 individuals, all over 15 years old, were systematically observed, and the frequencies of DJD and EC were analyzed and compared using Chi Square and Fisher’s exact test. When assessing the frequencies considering sex, the profiles obtained were diverse, suggesting that some physical activities were different between males and females. Results obtained also showed environmental influence. The osteological, archaeological, and ethnohistorical evidence suggest that the sexual division of labor in these groups included the participation of females in physically demanding activities traditionally associated with males.

Abstract The objective of the present research was to analyze and compare the programs of study of speech-language pathology in both countries in order to present an initial scenario for future professional standardization in the region. In both Chile and Brazil, the program of Speech-Language Pathology has grown and developed in different universities, with unified curricular guidelines in Brazil. This research is of a quantitative observational type and its sample was constituted by the programs of study of the Federal Universities in Brazil and State Universities in Chile published in the institutional websites corresponding to the year 2020. The data were transcribed and presented using descriptive statistics. A total of 13 federal universities were found in Brazil and 11 state universities in Chile. The admission mode in both countries is through unified tests. The duration of the courses is 8 and 10 semesters in Brazil and 10 semesters in Chile. There is a predominance of subjects in the area of audiology, followed by the areas of language, voice and orofacial motricity in both countries. There is a greater number of research subjects in the Brazilian courses, practical subjects begin early in both countries. Similarities were observed in their proposals with respect to disciplinary areas. Future research should compare the profile of those trained in both countries to verify whether what was seen in the curricular matrices is reflected in the direction of their professional work.

Resumen La presente investigación tuvo como objetivo analizar y comparar los programas de estudio de fonoaudiología en ambos países con la finalidad de presentar un escenario inicial para futuras estandarizaciones profesionales en la región. Tanto en Chile como en Brasil la carrera de fonoaudiología ha crecido y se ha desarrollado en diferentes casas de estudios, con directrices curriculares unificadas en Brasil. Esta investigación es de tipo observacional cuantitativa y su muestra fue constituida por los programas de estudio de las Universidades federales en Brasil y estatales en Chile publicados en los portales institucionales correspondientes al año 2020. Los datos fueron transcritos y presentados mediante la estadística descriptiva. Se encontraron 13 universidades federales en Brasil y 11 estatales en Chile. El modo de ingreso en ambos países es mediante pruebas unificadas. La duración de los cursos es de 8 y 10 semestres en Brasil y 10 semestres en Chile. Hay una predominancia de asignaturas en el área de audiología, seguida de las áreas de lenguaje, voz y motricidad orofacial en ambos países. Existe un mayor número de asignaturas de investigación en los cursos de Brasil, las asignaturas de carácter práctico se inician tempranamente en ambos países. Se apreciaron similitudes en sus propuestas con respecto a las áreas disciplinares. Las investigaciones futuras deben comparar el perfil de quienes se formaron en ambos países para verificar si lo visto en las matrices curriculares se refleja en la dirección de sus labores profesionales.

Resumo Objetivo. Analisar o escopo de implementação das Comunidades de Aprendizagem Profissional com os professores e a equipe de gestão que implementaram esta intervenção durante dois anos em uma escola de ensino médio no sul do Chile. Metodologia. Nesta pesquisa aplicada, os professores participaram de fases de diagnóstico das necessidades de treinamento para o desenvolvimento profissional. Com base nisso, foi estruturada uma proposta para sessões de trabalho teoricamente e metodologicamente ligadas às Comunidades de Aprendizagem Profissional. A proposta foi elaborada e implementada em conjunto com a equipe de gestão da escola. Após a implementação, o estudo continuou com um inquérito qualitativo por meio de entrevistas e grupos de discussão sobre a experiência com 17 participantes; estas instâncias foram analisadas por meio de uma análise temática seguindo a abordagem fenomenológica. Análise dos resultados. As análises permitiram identificar três elementos relacionados à aprendizagem profissional e agência. Ficou especialmente evidente que os professores reconhecem sua capacidade de se responsabilizar por sua aprendizagem profissional levando em conta as rotinas de trabalho, focalizando a aprendizagem como um fator positivo entre os professores e importante em todas as fases de um projeto de trabalho colaborativo. Conclusões. As conclusões mostram que, embora sejam necessários estímulos, espaços e momentos específicos para incentivar o trabalho dos professores, é possível melhorar com base em suas próprias capacidades, ou seja, que dentro de cada estabelecimento existe a possibilidade de alcançar a aprendizagem para todos. Este apelo é dirigido aos líderes pedagógicos, que podem modificar seus papéis e adaptar-se aos profissionais que se reconhecem como agentes de mudança.

Resumen Objetivo. Analizar el alcance de la realización del proyecto Comunidades Profesionales de Aprendizaje, con el profesorado y equipo directivo que implementaron dicha intervención durante dos años en un liceo del sur de Chile. Metodología. En esta investigación aplicada, el profesorado participó en fases de diagnóstico de necesidades de formación para el desarrollo profesional. A partir de ello, se estructuró una propuesta de sesiones de trabajo vinculadas teórica y metodológicamente con las Comunidades Profesionales de Aprendizaje. La propuesta fue diseñada e implementada junto con el Equipo Directivo de la escuela. Luego de la implementación, el estudio siguió con una indagación cualitativa vía entrevistas y grupos focales sobre la experiencia con 17 protagonistas; estas instancias se analizaron por medio de un análisis temático con el enfoque fenomenológico. Análisis de resultados. Los análisis permitieron la emergencia de tres elementos relacionados con el aprendizaje profesional y la capacidad de agencia. Se evidenció especialmente que el personal docente reconoce su capacidad para hacerse cargo de su aprendizaje profesional mediante las rutinas de trabajo; centrarse en el aprendizaje como factor positivo entre docentes; y reconoce que esto es muy importante en todas las fases de un diseño de trabajo colaborativo. Conclusiones. Los hallazgos dan cuenta de que, si bien se requieren estímulos, espacios y momentos específicos para incentivar el trabajo docente, es posible mejorar a partir de sus propias capacidades, es decir, que dentro de cada establecimiento está la posibilidad de alcanzar aprendizajes para todos y todas. Este llamado está dirigido a los grupos líderes en pedagogías, quienes pueden modificar sus roles y adaptarse a las personas profesionales que se reconocen como agentes de cambio.

Abstract Objective. To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. Methodology. In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school’s management team. After the implementation, the study followed with qualitative interviews and focal groups about the experience conducted with 17 participants; these instances were analyzed by thematic analysis following the phenomenological approach. Analysis of Results. The analyses allowed the emergence of three elements related to professional learning and agency capacity. It was especially evident that teachers recognized their capacity to take charge of their professional learning by considering work routines, focusing on learning as a positive factor among teachers and being important in all phases of a collaborative work design. Conclusions. The findings show that, although specific stimuli, spaces, and moments are required to encourage teachers’ work, it is possible to improve based on their own capacities, i.e., within each establishment, there is the possibility of achieving learning for all. This call is addressed to pedagogical leaders, who can modify their roles and adapt to professionals recognized as agents of change.

Resumen El consumo se ha instaurado en las sociedades posmodernas como un medio regulador de las relaciones sociales. En este contexto, la compra compulsiva se establece como patológica y genera un malestar psicológico significativo en las personas, al punto de deteriorar el funcionamiento social y profesional. A esto se suman graves problemas económicos como producto del endeudamiento. Bajo este escenario, los jóvenes son particularmente sensibles, ya que con el consumo acceden a objetos simbólicos que forman parte de su construcción de identidad. Una dimensión relacionada con la compra compulsiva y el acceso al consumo bajo elementos simbólicos es la discrepancia del yo, la cual establece la distancia entre quién soy y quién me gustaría ser de acuerdo a patrones sociales que motivan el consumo como extensión del sujeto y materialización de la propia identidad. En base a lo anterior, la presente investigación tiene por objetivo determinar el efecto de la discrepancia del yo sobre las actitudes hacia la compra compulsiva en estudiantes universitarios chilenos. A través de una regresión lineal múltiple se aprecia que la discrepancia del yo físico (belleza), económico y el sexo son predictores significativos de la compra compulsiva. De igual manera, se observa que las mujeres son un grupo con mayores puntuaciones en cuanto a las compras compulsivas que los hombres, las cuales pueden verse mayormente afectadas por el contexto, y las campañas de marketing pueden influir en una mayor brecha entre el yo real y el yo ideal.

Abstract Consumption has been established in postmodern societies as a means of regulating social relations. In this context, compulsive buying could be established as pathological, creating significant psychological discomfort in people, to the point of impairing social and professional functioning, coupled with serious economic problems resulting from indebtedness. Along the same lines, in the construction of a social identity and a socially shared reality, consumption patterns arise that are linked to what the public should be and what they want to be. Therefore, while compulsive buying has been conceptualized for decades, it is a substantial threat to psychological and financial well-being. Few studies have explored the link between self-discrepancy and compulsive buying within an identity construction context. In this scenario, it is young people who become particularly sensitive, since with consumption they access symbolic objects that are part of their identity construction and a dimension related to compulsive buying. Therefore, it can be hypothesized that access to the consumption of symbolic elements is self-discrepancy. That is why this research aims at determining the effect of the self-discrepancy on attitudes towards compulsive buying in Chilean university students. The study uses a quantitative, correlational, and non-experimental cross-sectional design. Study sample was comprised of 1 229 Chilean university students, who responded to the scale of attitudes towards consumption, the self-discrepancy scale, and answered questions for sociodemographic characterization including: gender (male/female), age, geographical area of residence (rural/urban), people with whom they live, and whether they have any bank credit cards. Prior to data collection, a letter was sent to Faculty Deans and Program Directors of all the universities associated with the Council of Rectors of Chile; these letters described the aims of the study, and requested information and authorization for the distribution of the instrument previously described. It is important to indicate that, after this, a random sampling process was initiated, after which each participant was contacted, so that they could sign an informed consent form, thus ensuring the anonymity ethical guidelines of the study. The data was processed through SPSS version 22 software, looking for the presence of univariate and multivariate outliers through Z-scores and Mahalanobis distance. A descriptive analysis of the variables was then carried out based on the dispersion, central trend and shape measurements. Subsequently, the data was analysed through bivariate statistics through Pearson correlations, to indicate into empirical relationships between compulsive purchase as a dependent variable and sociodemographic variables (sex and bank credit card holding) and the dimensions associated with the self-discrepancy (intellectual, physical, physical beauty, personal, social, emotional and economic) as independent variables. Once the behaviour of the variables was observed, a hierarchical multiple linear regression was performed. Regarding the results of this research, multiple linear regression shows that physical self-discrepancy (beauty), economic self-discrepancy and gender are significant predictors of compulsive buying. Similarly, it is noted that women are a group with higher scores in terms of compulsive purchases than men, which may be mostly affected by the context, where marketing campaigns can influence a greater gap between the real self and the ideal self.

Abstract: In this paper, we investigate degenerative joint disease (DJD) and entheseal changes (EC) in four osteoarchaeological series from the Colombian Andes (2350-450 BP) and the Peruvian coast (1350-950 BP) to evaluate activity levels and the possible sexual division of labor. A total of 334 individuals, all over 15 years old, were systematically observed, and the frequencies of DJD and EC were analyzed and compared using Chi Square and Fisher’s exact test. When assessing the frequencies considering sex, the profiles obtained were diverse, suggesting that some physical activities were different between males and females. Results obtained also showed environmental influence. The osteological, archaeological, and ethnohistorical evidence suggest that the sexual division of labor in these groups included the participation of females in physically demanding activities traditionally associated with males.

Resumen: En este trabajo se estudió la enfermedad articular degenerativa (EAD) y los cambios entesiales (CE) en cuatro colecciones osteoarqueológicas provenientes de los Andes colombianos (2350-450 AP) y de la costa peruana (1350-950 AP) para lograr una aproximación a los niveles de actividad y a la posible división sexual del trabajo. Un total de 334 individuos mayores de 15 años fueron observados sistemáticamente y las frecuencias de EAD y de CE analizadas y comparadas empleando Chi Cuadrado y la prueba de Fisher. Al evaluar las frecuencias por sexo, se obtuvieron perfiles heterogéneos, lo cual sugiere la ejecución de algunas actividades diferentes por parte de individuos masculinos y femeninos. También se hallaron diferencias según los medioambientes en los que habitaron estas comunidades. La evidencia osteológica, sumada a la información arqueológica y etnohistórica permite proponer que, a pesar de que había una cierta división sexual del trabajo, los individuos femeninos parecen haber participado en actividades físicamente demandantes que tradicionalmente han sido vinculadas con el sexo masculino.

Abstract Background Despite representing the largest fraction of animal life, the number of insect species whose genome has been sequenced is barely in the hundreds. The order Dermaptera (the earwigs) suffers from a lack of genomic information despite its unique position as one of the basally derived insect groups and its importance in agroecosystems. As part of a national educational and outreach program in genomics, a plan was formulated to engage the participation of high school students in a genome sequencing project. Students from twelve schools across Chile were instructed to capture earwig specimens in their geographical area, to identify them and to provide material for genome sequencing to be carried out by themselves in their schools. Results The school students collected specimens from two cosmopolitan earwig species: Euborellia annulipes (Fam. Anisolabididae) and Forficula auricularia (Fam. Forficulidae). Genomic DNA was extracted and, with the help of scientific teams that traveled to the schools, was sequenced using nanopore sequencers. The sequence data obtained for both species was assembled and annotated. We obtained genome sizes of 1.18 Gb (F. auricularia) and 0.94 Gb (E. annulipes) with the number of predicted protein coding genes being 31,800 and 40,000, respectively. Our analysis showed that we were able to capture a high percentage (≥ 93%) of conserved proteins indicating genomes that are useful for comparative and functional analysis. We were also able to characterize structural elements such as repetitive sequences and non-coding RNA genes. Finally, functional categories of genes that are overrepresented in each species suggest important differences in the process underlying the formation of germ cells, and modes of reproduction between them, features that are one of the distinguishing biological properties that characterize these two distant families of Dermaptera. Conclusions This work represents an unprecedented instance where the scientific and lay community have come together to collaborate in a genome sequencing project. The versatility and accessibility of nanopore sequencers was key to the success of the initiative. We were able to obtain full genome sequences of two important and widely distributed species of insects which had not been analyzed at this level previously. The data made available by the project should illuminate future studies on the Dermaptera.

Resumen: Las competencias socioemocionales en las escuelas son un factor protector de la salud mental, mejoran los resultados académicos y el clima escolar. Sin embargo, desconocemos el efecto en adolescentes con autismo, quienes tienen dificultades específicas en la comunicación e interacción social. El objetivo de esta revisión es indagar la literatura sobre intervenciones para desarrollar competencias socioemocionales en adolescentes dentro del espectro autista, sus características y efectividad en un contexto de desafíos para una educación inclusiva. Se utilizó el método PRISMA, que resultó en siete artículos seleccionados de 158 textos examinados de cuatro bases de datos. Se evidencia una predominancia de un tamaño del efecto pequeño, muestras inferiores a 30, una frecuencia de dos sesiones por semana por períodos de hasta 15 semanas aproximadamente.

Abstract: Socioemotional competences in schools serve as protective factors for mental health, enhance academic outcomes, and contribute to a positive school climate. However, the impact of these competences on adolescents with autism, who experience specific challenges in communication and social interaction, remains unclear. The objective of this review is to explore the existing literature on interventions aimed at developing socioemotional competences in adolescents within the autism spectrum, focusing on their characteristics and effectiveness within the context of inclusive education challenges. The PRISMA method was employed, resulting in the selection of seven articles from a pool of 158 texts examined across four databases. The findings indicate a predominance of small effect sizes, sample sizes below 30, and a frequency of two sessions per week for periods of approximately 15 weeks

Resumo: As competências socioemocionais nas escolas são um fator protetor da saúde mental, melhoram os resultados acadêmicos e o clima escolar. Entretanto, não sabemos o efeito em adolescentes com autismo, que têm dificuldades específicas de comunicação e interação social. O objetivo desta revisão é investigar a literatura sobre intervenções para desenvolver competências socioemocionais em adolescentes dentro do espectro autista, suas características e efetividade em um contexto de desafios para a educação inclusiva. Foi utilizado o método PRISMA, resultando em 7 artigos selecionados entre 158 textos examinados de 4 bancos de dados. Verifica-se uma predominância de um pequeno tamanho de efeito, amostras inferiores a 30, uma frequência de 2 sessões por semana por períodos de até aproximadamente 15 semanas.

Abstract Background Skeletal muscle is sensitive to bile acids (BA) because it expresses the TGR5 receptor for BA. Cholic (CA) and deoxycholic (DCA) acids induce a sarcopenia-like phenotype through TGR5-dependent mechanisms. Besides, a mouse model of cholestasis-induced sarcopenia was characterised by increased levels of serum BA and muscle weakness, alterations that are dependent on TGR5 expression. Mitochondrial alterations, such as decreased mitochondrial potential and oxygen consumption rate (OCR), increased mitochondrial reactive oxygen species (mtROS) and unbalanced biogenesis and mitophagy, have not been studied in BA-induced sarcopenia. Methods We evaluated the effects of DCA and CA on mitochondrial alterations in C2C12 myotubes and a mouse model of cholestasis-induced sarcopenia. We measured mitochondrial mass by TOM20 levels and mitochondrial DNA; ultrastructural alterations by transmission electronic microscopy; mitochondrial biogenesis by PGC-1α plasmid reporter activity and protein levels by western blot analysis; mitophagy by the co-localisation of the MitoTracker and LysoTracker fluorescent probes; mitochondrial potential by detecting the TMRE probe signal; protein levels of OXPHOS complexes and LC3B by western blot analysis; OCR by Seahorse measures; and mtROS by MitoSOX probe signals. Results DCA and CA caused a reduction in mitochondrial mass and decreased mitochondrial biogenesis. Interestingly, DCA and CA increased LC3II/LC3I ratio and decreased autophagic flux concordant with raised mitophagosome-like structures. In addition, DCA and CA decreased mitochondrial potential and reduced protein levels in OXPHOS complexes I and II. The results also demonstrated that DCA and CA decreased basal, ATP-linked, FCCP-induced maximal respiration and spare OCR. DCA and CA also reduced the number of cristae. In addition, DCA and CA increased the mtROS. In mice with cholestasis-induced sarcopenia, TOM20, OXPHOS complexes I, II and III, and OCR were diminished. Interestingly, the OCR and OXPHOS complexes were correlated with muscle strength and bile acid levels. Conclusion Our results showed that DCA and CA decreased mitochondrial mass, possibly by reducing mitochondrial biogenesis, which affects mitochondrial function, thereby altering potential OCR and mtROS generation. Some mitochondrial alterations were also observed in a mouse model of cholestasis-induced sarcopenia characterised by increased levels of BA, such as DCA and CA.

Resumen: Las habilidades de lectura inicial han sido ampliamente estudiadas, siendo las más reconocidas la conciencia fonológica (CF), el conocimiento del alfabeto (CA), la velocidad de nombrado (rapid automatic naming, RAN), la memoria fonológica (MF) y escritura de las letras. Diversos programas de intervención han buscado estimular y desarrollar estas habilidades, con efectos positivos. El presente estudio tiene como objetivo desarrollar una revisión sistemática de programas de intervención de lectura inicial realizados a estudiantes hispanohablantes. Para ello, se utilizó como enfoque y diseño la revisión sistemática de la literatura. La muestra de este estudio corresponde a 20 artículos (investigaciones empíricas) disponibles en la base de datos WoS, SCOPUS y SciELO. Los resultados indican que los programas en su mayoría (70 %) son de tipo mixto, con desarrollo de habilidades de decodificación y significado, el 70 % de los programas realizan intervención de manera colectiva (con todo el grupo del aula), mediante diversos recursos materiales, tales como cuaderno, lápices, cuentos, tablet, pizarra digital, etc. El 35 % de los programas se organizan en más de 70 sesiones. En relación con la edad, el 75 % de los estudios revisados realiza su intervención en el rango de edad de 5 a 6 años, mediante diversas actividades, dentro de las que se destacan ejercicios de CF, segmentación de sílabas, identificación de sonidos, análisis y síntesis fonémica, lectura de cuentos, búsqueda de palabras, CA a través de canciones. Las habilidades más trabajadas son la CF (80 %) y CA (65 %) seguida por el vocabulario con un 45 %. Se puede apreciar mayor impacto sobre las habilidades referidas a la decodificación, es decir, aquellos programas que desarrollan la CF junto con el CA. Algunos patrones que se destacan entre los programas es la sistematicidad, estructura y la instrucción explícita de las habilidades que buscan desarrollar.

Abstract: Initial reading skills have been widely studied, the most recognized being phonological awareness (PA), alphabet knowledge (AK), rapid automatic naming (RAN), phonological memory (FM) and letter writing. Several intervention programs have sought to stimulate and develop these skills, with positive effects. The present study aims to develop a systematic review of initial reading intervention programs for Spanish-speaking students. For this purpose, a systematic review of the literature was used as the approach and design. The sample of this study corresponds to 20 articles (empirical research) available in the WoS, SCOPUS and SciELO databases. The results indicate that most of the programs (70 %) are of a mixed type, with development of decoding and meaning skills, 70 % of the programs perform intervention collectively (with the whole classroom group), using various material resources, such as notebook, pencils, stories, tablet, digital whiteboard, etc. Thirty-five percent of the programs are organized in more than 70 sessions. In relation to age, 75 % of the studies reviewed carry out their intervention in the age range of 5 to 6 years, through various activities, within which PA exercises, syllable segmentation, sound identification, phonemic analysis and synthesis, story reading, word search, AK through songs stand out. The most worked skills are PA (80 %) and AK (65 %) followed by vocabulary with 45 %. A greater impact can be seen on skills related to decoding, i.e., those programs that develop PA together with AK. Some patterns that stand out among the programs are the systematicity, structure and explicit instruction of the skills they seek to develop.

Resumo: As habilidades de leitura precoce foram amplamente estudadas, sendo a mais amplamente reconhecida a consciência fonológica (CF), o conhecimento do alfabeto (CA), a nomeação automática rápida (rapid automatic naming, RAN), a memória fonológica (MF) e a escrita de letras. Vários programas de intervenção têm procurado estimular e desenvolver essas habilidades, com efeitos positivos. O presente estudo tem como objetivo desenvolver uma revisão sistemática dos programas de intervenção de leitura precoce para estudantes de língua espanhola. Para este fim, foi utilizada uma revisão sistemática da literatura como abordagem e projeto. A amostra deste estudo corresponde a 20 artigos (pesquisa empírica) disponíveis nas bases de dados WoS, SCOPUS e SciELO. Os resultados indicam que a maioria dos programas (70 %) é de tipo misto, com o desenvolvimento de habilidades de decodificação e significado, 70 % dos programas realizam intervenções coletivas (com todo o grupo de sala de aula), utilizando vários recursos materiais, como cadernos, lápis, histórias, tabuleta, quadro branco digital etc. 35 % dos programas são organizados em mais de 70 sessões. Em relação à idade, 75 % dos estudos analisados realizam sua intervenção na faixa etária de 5 a 6 anos, através de diversas atividades, entre as quais se destacam exercícios de CF, segmentação de sílabas, identificação sonora, análise e síntese fonêmica, leitura de histórias, busca de palavras, CA através de canções. As habilidades mais trabalhadas são CF (80 %) e CA (65 %), seguidas pelo vocabulário com 45 %. O maior impacto pode ser visto nas habilidades relacionadas à decodificação, ou seja, aqueles programas que desenvolvem a CF junto com a CA. Alguns padrões que se destacam entre os programas são a sistematização, estrutura e instrução explícita das habilidades que eles procuram desenvolver.