Abstract The honey bee Apis mellifera is a plant-pollinator that produces commercial products. It has female castes with workers performing tasks in the colonies and a queen, it has the longest lifespan, in charge of reproduction. This bee undergoes a population decline worldwide. Therefore, it is important to understand how aging affects the digestive tract of this insect. In the midgut, regenerative cells are organized in nests replacing the dead cells. This study verified the hypothesis that the number of regenerative cells decreases as A. mellifera queen ages. The midgut was evaluated in queens at the age of four days and eight, 11 and 25 months. The midgut of 11- and 25-month-old queens presented signs of epithelial disorganization in comparison with younger queens. The number of regenerative cell nests in the midgut decreases according to the age of the queen, but the number of cells per nest is similar. The decreased number of regenerative cell nests reveals a potential loss in the amount of these cells available for the renewal of the midgut epithelium. The absence of variations in the number of regenerative cells per nest according to the queen age indicates that these cells do not undergo proliferation before the differentiation. plantpollinator plant pollinator products lifespan reproduction worldwide Therefore insect A ages eight 1 2 months 25monthold monthold month old similar epithelium differentiation

This research aims to analyze the pedagogical leadership practices of principals and pedagogical coordinators who support teacher professional development in schools with high academic performance, in an intermediate socioeconomic context and with different levels of complexity in school management. A multiple case study was conducted in three public schools in São Paulo. Data collection included semi-structured in-depth interviews, focus groups, non-participant observation, shadowing, and documentation gathering. As a result, we found seven central pedagogical leadership practices directly or indirectly related to teacher professional development. The complexity in school management is focused on the implementation of such practices, that cross 14 mapped factors, distributed in five axes: student, teacher, pedagogical coordination, school organization, and educational policy. It is recommended that more complex schools have larger and more competent management teams. The study contributes to the formulation of local educational policies, highlighting the importance of leadership in school improvement and suggesting the need for additional research on management strategies.

Esta investigación tiene como objetivo analizar las prácticas de liderazgo pedagógico de directores y coordinadores pedagógicos que apoyan el desarrollo profesional docente en escuelas con buen desempeño académico, en un contexto socioeconómico intermedio y con diferentes niveles de complejidad en la gestión escolar. Se realizó un estudio de caso múltiple en tres escuelas estatales de São Paulo ubicadas en la capital. La recolección de datos incluyó entrevistas en profundidad, grupos focales, observación no participante, shadowing y recolección de documentos solicitados y no solicitados. Como resultado, se encontraron siete prácticas centrales de liderazgo pedagógico relacionadas directa o indirectamente con el desarrollo profesional docente. La complejidad de la gestión escolar ha influido en estas prácticas, que se llevan a cabo a través de 14 factores distribuidos en cinco ejes: alumno, profesor, coordinación pedagógica, organización escolar y política educativa. Se recomienda que las escuelas más complejas cuenten con equipos de gestión más grandes y competentes. El estudio contribuye a la formulación de políticas educativas locales, destacando la importancia del liderazgo en la mejora escolar y sugiriendo la necesidad de investigaciones adicionales sobre estrategias de gestión.

Esta investigação tem por objetivo analisar as práticas de liderança pedagógica de diretores e coordenadores pedagógicos que apoiam o desenvolvimento profissional docente em escolas com bom desempenho acadêmico, em um contexto socioeconômico intermediário e com diferentes níveis de complexidade da gestão escolar. Realizou-se um estudo de casos múltiplos em três escolas estaduais de São Paulo localizadas na capital. A coleta de dados contou com entrevistas em profundidade, grupo focal, observação não participante, shadowing e coleta de documentos solicitados e não solicitados. Como resultado encontrou-se sete práticas centrais de liderança pedagógica que estão direta ou indiretamente relacionadas ao desenvolvimento profissional docente. A complexidade da gestão escolar tem incidido sobre a implementação de tais práticas, que são realizadas por intermédio de 14 fatores, distribuídos em cinco eixos: estudante, professor, coordenação pedagógica, organização escolar e política educacional. Recomenda-se que escolas mais complexas tenham equipes de gestão maiores e mais competentes. O estudo contribui para a formulação de políticas educacionais locais, destacando a importância da liderança na melhoria escolar e sugerindo a necessidade de pesquisas adicionais sobre estratégias de gestão.

Resumo Introdução. Embora seja frequentemente assumido que a crise da COVID-19 tenha aumentado a colaboração entre professores, os estudos empíricos sobre esse tema são escassos. Objetivos. O objetivo desta pesquisa é investigar o que ocorreu em termos de colaboração entre professores em seis escolas secundárias públicas na Região Metropolitana do Chile durante dois anos da pandemia (2020-2021). Metodologia. Foi utilizada uma abordagem metodológica qualitativa, por meio de um estudo de caso múltiplo, com foco em entrevistas individuais semiestruturadas. Os diretores e professores das seis escolas secundárias foram entrevistados três vezes, totalizando 146 entrevistas. Resultados. I) A crise resultou em três momentos distintos: respostas de emergência, trabalho remoto e modos presenciais adaptados que afetaram o trabalho colaborativo. II) Houve três tarefas compartilhadas: ensino à distância, resposta às necessidades emergentes dos estudantes, priorizando a aprendizagem, e a renovação das abordagens de ensino, nas quais os professores centraram sua colaboração profissional. III) Dois fatores, a cultura de colaboração prévia e a liderança escolar, mediram as diferentes respostas das escolas secundárias. Conclusão. Embora a crise inicialmente tenha contribuído para um aumento da colaboração entre os professores em todas as escolas estudadas, em muitos casos, essa colaboração diminuiu à medida que o ano letivo progrediu em direção a uma maior normalização, sem se projetar no tempo. Apenas algumas escolas conseguiram tornar sustentáveis os progressos alcançados, realizando mudanças em sua gestão institucional e pedagógica, assim como nas condições de trabalho dos professores, a fim de integrar essas mudanças em seu funcionamento ao retornar ao ensino presencial. Um aspecto fundamental para compreender a diferença entre as escolas foi a aprendizagem organizacional, entendida como a capacidade das escolas de transformar a crise em uma oportunidade de transformação, especialmente na colaboração entre os professores.

Resumen Introducción. Si bien suele afirmarse que la crisis del COVID-19 aumentó la colaboración docente, son escasos los estudios empíricos al respecto. Objetivos. La investigación buscó indagar lo ocurrido en materia de colaboración docente en seis liceos públicos de la Región Metropolitana, Chile, durante dos años de pandemia (2020-2021). Metodología. Se utilizo una metodología cualitativa, de estudio de casos, y se privilegió la técnica de entrevista semi-estructurada individual. Se entrevistó tres veces a directivos y docentes de los seis liceos, totalizándose 146 entrevistas. Resultados. I) La crisis tuvo tres momentos distinguibles: soluciones emergencia, instalación modelo a distancia, presencialidad alterada, que incidieron en cuanto al trabajo colaborativo. II) Existieron tres tareas compartidas: enseñar a distancia, atender necesidades emergentes de estudiantes, priorizar los aprendizajes y renovar su modo de enseñarlo, en que el personal docente concentró su colaboración profesional. III) Dos factores, la cultura de colaboración previa y el liderazgo de directivos, incidieron en que los liceos tuviesen respuestas diferenciadas. Conclusiones. Si bien la crisis, en un primer momento, contribuyó a la generación de una mayor colaboración docente en todos los liceos estudiados, en muchos casos se fue diluyendo a medida que se avanzaba hacia una mayor normalización del año escolar, sin lograr proyectarse en el tiempo. Solo algunos liceos lograron hacer sostenibles los avances alcanzados, haciendo cambios en su gestión institucional y pedagógica, así como en las condiciones de trabajo docente, que permitieron integrarlos en su funcionamiento en la vuelta a la presencialidad. Un aspecto clave para comprender la diferencia entre los liceos fue el aprendizaje organizacional, entendido como la capacidad de los liceos para transformar la crisis en una oportunidad de transformación, precisamente en la colaboración entre docentes.

Abstract Background. Although it is often assumed that the COVID-19 crisis led to increased teacher collaboration, there is a scarcity of empirical studies in this area. Aims. This research aims to investigate the impact of the pandemic on teacher collaboration in six public high schools in the Metropolitan Region of Chile over a two-year period (2020-2021). Methods. A qualitative methodology was employed, utilizing a multiple case study design, with a focus on conducting individual semi-structured interviews. Principals and teachers from the six high schools were interviewed three times, resulting in a total of 146 interviews. Results. I) The crisis resulted in three distinct moments: emergency responses, remote working, and adapted face-to-face modes that affected collaborative work. II) Three shared tasks emerged: remote teaching, addressing emerging student needs (prioritizing learning), and renewing teaching approaches on which teachers focused their professional collaboration. III) Two key factors, namely social capital and a pre-existing culture of collaboration, as well as effective school leadership, played a mediating role in the varied responses observed among the high schools. Conclusions. Although the crisis initially contributed to increased teacher collaboration across all the high schools examined, this collaboration often diminished as the school year progressed and returned to a more normal state, without extending over time. Only a few high schools were able to sustain the progress made and implement changes in their institutional and pedagogical management, as well as in their teaching working conditions. These changes facilitated a successful transition to face-to-face teaching. The key factor to understand the difference between the high schools lay in organizational learning, which can be defined as the schools’ capacity to convert crises into opportunities for transformation, specifically through collaboration among teachers.

Abstract The pandemic generated by the COVID-19 virus has had a strong impact in schools. A study about the relational environment in six public schools in the Metropolitan Region reported the relevance of the role played by form teachers during the period of the COVID-19 pandemic, adapting to the needs of the current crisis context and achieving higher levels of trust with their students. The aim of this article was to deepen in the characteristics and tasks performed by the role of form teachers, showing how trust between teachers and students has increased. Through the case study methodology, interviews were conducted with teachers (form and class teachers), students and school leaders. The interviews were conducted in two phases: 2020 and 2021. Our results indicate that form teachers have assumed four main tasks during this period: i) monitoring and follow-up of connectivity and participation; ii) accompaniment of the formative process and learning; iii) promotion of psycho-emotional well-being; and iv) assistance with socio-economic problems. The higher level of trust reported between students and their form teachers is mainly based on three dimensions of trust: benevolence, predictability and receptiveness.

Resumen La pandemia por virus SARS-CoV-2 ha tenido fuertes repercusiones sobre los establecimientos escolares. En el marco de un estudio respecto del ámbito relacional en establecimientos públicos de la Región Metropolitana, se pesquisó la relevancia del rol ejercido por los profesores jefes durante este periodo, adaptándose a las necesidades del actual contexto de crisis y logrando mayores niveles de confianza con sus estudiantes. El objetivo del presente artículo es profundizar en las características y labores desempeñadas por el rol de la jefatura de curso, dando cuenta del modo en que la confianza entre profesores y estudiantes ha aumentado. A través de la metodología de estudio de caso se llevó a cabo, en dos fases, 2020 y 2021, entrevistas a profesores (con y sin jefatura de curso), estudiantes y directivos. Se pesquisó que éstos han asumido cuatro labores principales durante este periodo: i) monitoreo y seguimiento a la conectividad y participación; ii) acompañamiento al proceso formativo y los aprendizajes; iii) promoción del bienestar psicoemocional y iv) asistencia frente a problemáticas socioeconómicas. El mayor nivel de confianza reportado entre estudiantes y sus profesores jefes se sustenta principalmente en tres dimensiones de la confianza: benevolencia, previsibilidad y apertura.

Abstract In the last decade in Chile, the government and institutions have launched different policies designed to promote educational leadership. However, little is known about the characteristics of the research done on this topic. This topographical review has systematically analyzed the articles on educational leadership in Chile, which have an empirical research base, and which have been published in indexed journals between 2008 and 2019. The results reveal that 47 articles have been published, with an increasing number from the year 2016 onwards. These articles were published by a group of 85 authors, the majority of whom have only published one article. The studies are characterized as mostly descriptive and qualitative, with few that have done random samples or that exploited the existing secondary data. Approximately 40% of the articles declare they did not receive financial support develop their research. The most studied research focuses were school leaders, as well as municipal (public) elementary schools. The publications reviewed are concentrated in Scopus indexed and Latin American journals. The characterization made allows us to consider as emergent, research on the field of school leadership, and to suggest a set of measures that would allow its consolidation.

Resumen En la última década, en Chile se ha puesto en marcha una serie de políticas destinadas a fomentar el liderazgo educativo. Sin embargo, poco se sabe acerca de las características de la investigación que se ha realizado en esta temática. Esta revisión topográfica analiza de manera sistemática los artículos en torno al liderazgo educativo en Chile, que cuentan con una base de investigación empírica y que fueron publicados en revistas indexadas en el período comprendido entre 2008 y 2019. Los resultados muestran que se han publicado 47 artículos, con un aumento sustantivo desde el año 2016 en adelante. Dichos artículos han sido publicados por un grupo de 85 autores, no obstante, la mayoría de ellos solo ha publicado un artículo. Las investigaciones se caracterizan por ser mayoritariamente descriptivas y cualitativas, siendo escasas las que han realizado muestreo de tipo aleatorio o que han explotado los datos secundarios existentes. Un 40% de los artículos declara no haber contado con recursos para desarrollar su investigación. Los focos de investigación más estudiados han sido los directores, así como las escuelas municipales. Las publicaciones se han concentrado en revistas latinoamericanas e indexadas en Scopus. La caracterización realizada permite considerar al campo de estudio como emergente, sugiriéndose un conjunto de medidas que permitirían su consolidación.

ABSTRACT Due to their ecological and economic importance, honey bees have attracted much scientific attention, which has intensified due to the recent population decline of these insects in the several parts of the world. Among the factors related to these patterns, infection by pathogens are the most relevant, mainly because of the easy dissemination of these microorganisms. Although no zoonotic diseases are associated with these insects, the presence of infectious agents in bee products should still be considered because they play a role as disease dispersers, increasing the risk to animal health. Because of the possibility of dispersion of pathogens via bee products, this work aimed to identify the presence of spores of the pathogens Paenibacillus larvae, Ascosphaera apis and Nosema spp. in samples of honey, pollen and royal jelly that are registered with Brazil's Federal Inspection Service (S.I.F.) and commercially available in the state of São Paulo. Of the 41 samples of bee products analyzed, only one showed no contamination by any of these pathogens. N. ceranae and P. larvae had the highest prevalence considering all the samples analyzed (present in 87.80% and 85.37% of the total, respectively), with N. apis present in 26.83% and A. apis present in 73.17% of the samples. These results provide support for the formulation of government regulations for sanitary control of exotic diseases by preventing dispersion of pathogens, including through illegal importation, since local and international trade and the transfer of colonies between regions play important roles in the dispersion of these microorganisms.

RESUMO A geléia real pode conter grãos de pólen e sua presença pode ser usada para determinar a origem fitogeográfica do produto. Este estudo analisou a origem fitogeográfica de amostras comerciais de geléia real do Estado de São Paulo, com registro no Sistema de Inspeção Federal (SIF) brasileiro, que estavam contaminadas com os esporos da bactéria Paenibacillus larvae, causadora da doença Cria Pútrida Americana. Os grãos de pólen de Castanea apresentaram a maior porcentagem total, com menores percentuais de Cirsium/Carduus, Cistus, Parthenocissus, Prunus, Quercus, Robinia, Scrophulariaceae, Taraxacum, Tilia, dentre outros. Este espectro polínico é incompatível com amostras de geléia real produzidas no Brasil. O espectro polínico assemelhou- se ao de um produto importado, compatível com a origem do Hemisfério Norte. A legislação brasileira não exige que a origem fitogeográfica dos produtos apícolas importados seja analisada por procedimentos palinológicos, mas é obrigatório ter um certificado atestando a ausência de patógenos emitido pelo país de origem, monitorado com o objetivo de impedir que doenças exóticas penetrem no Brasil. A palinologia, portanto, provou ser fundamental na detecção de importações desses lotes contaminados.

ABSTRACT Royal jelly may contain pollen grains and their presence can be used to determine the phytogeographical origin of the product. This study analyzed the phytogeographical origin of commercial royal jelly samples from São Paulo State, tested as part of the Brazilian Federal Inspection System (SIF), found to be contaminated with spores of the bacterium Paenibacillus larvae, that causes the American Foulbrood Disease. The pollen grains of Castanea had the highest total percentage, with lower percentages of Cirsium/Carduus, Cistus, Parthenocissus, Prunus, Quercus, Robinia, Scrophulariaceae, Taraxacum, Tilia, among others. This pollen spectrum is incompatible with royal jelly samples produced in Brazil. The pollen spectrum resembled that of an imported product, compatible with the Northern Hemisphere origin. Brazilian legislation does not require the phytogeographic origin of imported bee products to be analyzed by palynological procedures, but it is mandatory to have a certificate issued by the country of origin attesting the absence of pathogens, monitored with the objective of preventing the exotic diseases from entering Brazil. Palynology, therefore, proved to be fundamental in detecting imports of this contaminated batches.

Abstract: Relational trust has been identified as a central factor in school improvement processes. It has a dynamic character and is determined by benevolence, honesty, openness, predictability and competence facets. A deficiency of any of these can undermine confidence within schools. This article seeks to identify the situations that trigger the construction and loss of confidence of the teachers in both their peers and the board of directors. The technique used was critical incidents’ interviews. Thirty-four teachers from the Region of Valparaiso participated. The loss of trust is especially significant for teachers, and there are similarities in terms of the aforementioned incidents regarding loss as a gain in trust. The teachers’ initial arrival at to schools is a crucial moment in building bonds of trust. There is a greater preeminence of the facet of benevolence in the incidents narrated both in relation to their peers and to the directors. Regarding the facet of competence, behavioral aspects predominate over functional ones.

Resumen: La confianza relacional ha sido identificada como un factor central en los procesos de mejora escolar. Posee un carácter dinámico y se encuentra determinada por las “facetas” de benevolencia, honestidad, apertura, previsibilidad y competencia. Una deficiencia de cualquiera de éstas puede mermar la confianza al interior de las escuelas. El objetivo del artículo es identificar las situaciones que gatillan la construcción y pérdida de confianza de los docentes tanto en sus pares como en los directivos. La técnica empleada fue la entrevista de incidentes críticos. Participaron 34 docentes de la Región de Valparaíso. La pérdida de confianza resulta especialmente significativa para los docentes, además existen similitudes en términos de lo aludido entre los incidentes narrados respecto a pérdida como ganancia de confianza. El arribo inicial de los profesores a las escuelas constituye un momento crucial a la hora de construir lazos de confianza. Existe una mayor preeminencia de la faceta de benevolencia en los incidentes narrados tanto en relación a sus pares como a los directivos. En relación a la faceta de competencia predominan los aspectos conductuales por sobre los funcionales.

Taking the role of a school principal for the first time is a critical period in their job performance, issue that has been sparsely studied in Chile despite of the increasing renovation of school leaders at the time. Based on 12 case studies and a survey administered to 76 principals, this article explores the experience and socialization of beginning principals at public schools, capturing their professional development needs as well. The main results include: a profile of beginning principals; the confirmation of an abrupt start at school organization; focus on short term actions emphasizing school climate and institutional management actions (delaying focus on pedagogical management); experiencing external and internal school difficulties combined with a lack of personal competencies to overcome challenges; the absence of institutional support during this initial period, which is compensated by school internal actors’ support and individuals’ personal networks with other principals; and the need to differentiate between the experiences of beginning principals depending on whether they are insiders or outsiders to the school organization or the municipal sector.

El ejercicio por primera vez de la posición de director(a) de un establecimiento escolar es un período crítico para el desempeño del cargo que no ha sido prácticamente estudiado en Chile, a pesar de la amplia renovación de directivos escolares en curso. El presente artículo indaga, sobre la base de 12 estudios de caso y una encuesta aplicada a 76 directores, en la experiencia y la socialización de los directores novatos del sector municipal, describiendo de paso cuáles son sus principales necesidades formativas. Los resultados más importantes son: la elaboración de un perfil de los directores principiantes; la constatación de su abrupta llegada al establecimiento; la priorización de actividades centradas en el corto plazo, con énfasis en la convivencia y la gestión institucional (relegando a la gestión pedagógica); la experimentación de dificultades externas e internas al establecimiento que se combinan con la carencia de competencias personales para enfrentarlas; la ausencia de apoyos institucionalizados para este período inicial, lo que es parcialmente suplido por actores internos y por la propia red personal de directores cercanos; y la necesidad de distinguir la experiencia vivida por los directores noveles según su carácter de insider u outsider al establecimiento, así como si provienen o no del sector municipal.

Produtos plásticos tem se tornado um componente indispensável na vida moderna, como conseqüência disso a quantidade de plásticos descartados tem dramaticamente aumentado. É esperado que com o aumento da população de seres humanos a prevalência de descartes plásticos também aumente, a menos que hábitos cotidianos sustentáveis sejam incorporados, e novos materiais alternativos sejam descobertos e popularizados. Até o momento, diversas pesquisas têm mostrado os efeitos negativos de descartes plásticos sobre a fauna marinha e dulcícola (p. ex.: invertebrados, aves, tartarugas e mamíferos marinhos). Em ambientes aquáticos, plásticos estão em toda parte: na coluna de água, depositados em sedimento fino e dentro de estômago, estruturas respiratórias e tecidos de diversas espécies aquáticas, e são incorporadas nas teias alimentares através da ingestão. Este problema global também afeta atividades realizadas na praia e próximas à costa (p. ex.: turismo, pesca, e aqüicultura) com conseqüências sociais e econômicas negativas. Pesquisas que abordem os efeitos de plásticos sobre ambientes aquáticos no Uruguai é ainda incipiente. Com o objetivo de contribuir para o conhecimento científico, a tomada de decisões e o manejo de descartes plásticos, revisou-se a informação disponível acerca de fontes de descartes plásticos, observando os impactos delas sobre a biodiversidade e sobre questões políticas em sistemas aquáticos uruguaios. Além disso, revisou-se e sistematizou-se o alcance de iniciativas da comunidade, e examinou-se a política nacional de iniciativas de manejo. Descobrimos que os sistemas aquáticos uruguaios (de água doce, costeiros e marinhos bentônicos) são afetados pela poluição de plástico, pelas atividades terrestres e pelas atividades ligadas ao mar, embora as políticas a nível nacional sejam modernas e bem adaptadas para minimizar os impactos dessa poluição. Revisamos as interações biota-detritos plásticos, e encontramos evidência de impactos sobre diversos taxa aquáticos, incluindo a ingestão de microplástico per peixes de água doce, e da associação que existe entre biota e os detritos plásticos bentônica, geralmente pouco relatados. As configurações hidrográficas globais e regionais (Estuário Rio de la Plata), bem como questões ecológicas idiossincráticas, sócio-econômico e culturais fazem do Uruguai um valioso lugar-teste para este tópico. O objetivo final dessa pesquisa é minimizar os efeitos deste amplamente difundido problema de saúde, ambiental, econômico e estético.

Synthetic plastics have become an indispensable component of modern life, and the amount of plastics disposal has increased dramatically as a result. With human population increasing, it is expected that the prevalence of plastic debris in the environment will also increase, unless sustainable daily habits are incorporated, waste management improved, and new alternative materials are discovered and popularized. To date, several reports show negative effects of plastic debris on marine and freshwater fauna (e.g. invertebrates, birds, turtles, marine mammals). Plastic are ubiquitous in the water column, deposited in fine sediments and enter the guts, respiratory structures and tissues of different aquatic species, and are incorporated into food webs via ingestion. This global problem also affects beach and near-shore activities (e.g. tourism, fisheries, and aquaculture) with negative social and economic consequences. The research of plastics effect on aquatic environments in Uruguay is only incipient. With the aim of contributing to scientific knowledge, decision-making and the management of plastic debris, here we reviewed the available information on plastic debris sources, their impacts on biodiversity, and policy issues in Uruguayan aquatic systems. Moreover, we reviewed and systematized community outreach initiatives, and examined national policies and management initiatives. We found that Uruguayan aquatic systems (freshwater, coastal marine and benthic) are affected by plastic pollution, both from land-based and sea-based activities, although national-level policies are modern and well suited for minimizing the impacts of plastic pollution. We reviewed biota-plastic debris interactions, and found evidence for impacts on a number of aquatic taxa, including the poorly reported ingestion of microplastics in freshwaters fishes and the association with plastic benthic debris. Global and regional hydrographic settings (Río de la Plata Estuary), as well as idiosyn-cratic ecological, socio-economic and cultural issues, make Uruguay a valuable test-site for this topic. Our ultimate goal is to minimize the effects of this widespread environmental, economic, health and aesthetic problem.

This article aims at performing a review of critical studies related to both the production of knowledge and to the practice in the field of personnel selection. The studies used in the analysis were selected according to the categories proposed by Pulido-Martínez and Sato (2013) for a critical analysis of psychology with reference to the world of work. Rather than conducting a thorough review of the literature, this article displays examples of the ways in which critical analysis are performed by researchers both inside and outside the discipline. The landscape assembled in this article serves as a guide to those interested in a critical analysis of specific psychological practices carried out in the world of work. The results indicate that even though criticisms are relevant to the work environments around the world, in the current internationalized labour market it is of paramount importance to conduct further analysis of the geopolitical implications that specific practices such as personnel selection might have.

El propósito de este artículo es realizar una revisión de los estudios críticos referidos a la producción de conocimiento y a la práctica profesional en el campo de la selección de personal. Los estudios fueron seleccionados y analizados de acuerdo con las categorías propuestas por Pulido-Martínez y Sato (2013) para el análisis crítico de la psicología en referencia al mundo del trabajo. Se presentan ejemplos de las maneras en las que el análisis crítico ha sido conducido por los investigadores tanto al interior como al exterior de la disciplina. El panorama compuesto sirve de guía para aquellos interesados en el análisis crítico de prácticas psicológicas específicas adelantadas en el mundo del trabajo. Los resultados señalan que aun cuando las críticas formuladas son relevantes para los ámbitos laborales alrededor del mundo, en el actual mercado de trabajo internacionalizado se requiere llevar a cabo un mayor análisis de las implicaciones geopoliticas que podrían tener prácticas como la selección de personal.

This paper analyzes the last 80 years of the evolution of Chile’s school leadership from an institutional perspective. The material considered is conformed by the different norms that have governed public education in Chile. This documentary research is divided into four periods of Chile’s educational history: 1929-1949, 1949-1978, 1978-1991, and 1991-2009. We explore the history and evolution of school leadership. Wediscuss and draw conclusions, among other aspects, on the identity and prestige that school leadership has had, the training received by school leaders, the roles, functions and attributions assigned to them. All of these are key elements for enhancing the current discussion on this key dimension for improving education in Chile.

El artículo analiza, desde una perpectiva institucional, los últimos 80 años de evolución de la dirección escolar en Chile. El material de base son las diferentes normas que han regido a la educación pública de nuestro país. El trabajo se estructura en cuatro períodos de la historia educacional de Chile: 1929-1949; 1949-1978; 1978-1991; 1991-2009. A través de su revisión se explora la historia y evolución de la función directiva escolar. Se discute y concluye, entre otros aspectos, sobre la identidad y prestigio que ha tenido la dirección escolar, la formación que han recibido los directivos, las funciones y atribuciones que se le han asignado en el tiempo. Todos elementos centrales para enriquecer la discusión actual sobre esta dimensión clave para el mejoramiento de la educación chilena.