Resumo: O trabalho colaborativo entre professores possibilita abordar experiências educativas inovadoras que possibilitem o uso de tecnologias educativas de forma interdisciplinar. É assim que a realização de ativi- dades orientadas para um currículo baseado em competências permite trabalhar metodologias ativas como a Aprendizagem Baseada em Projetos (ABP) e o uso da avaliação formativa. Portanto, o objetivo da experiência educativa é apresentar o projeto interdisciplinar de sala de aula através da temática dos Jogos Olímpicos, sen- do a matéria de Educação Física a base para a abordagem do ABP. Para isso, os docentes geraram reuniões de trabalho no Google Meet® por meio do desenvolvimento de um plano com a participação de todas as matérias e da equipe multidisciplinar no curso de Terceiro Básico. A abordagem do problema nasceu do interesse dos es- tudantes e as matérias centrais correspondem à Educação Física e Saúde e História em apoio às demais. Durante seu processo, o projeto utiliza a plataforma Google Drive® para compartilhar as atividades dos docentes, que apresentam seus progressos que são repassados aos mesmos participantes. É assim que os professores têm valorizado positivamente o trabalho de forma interdisciplinar com base na metodologia ativa do ABP sobre um tema comum. Adicionalmente, destaca-se a utilização de ambientes virtuais para trabalhar as etapas do projeto. Contudo, é necessário aumentar as experiências baseadas em metodologias ativas.

Resumen: El trabajo colaborativo entre docentes permite abordar experiencias de aprendizaje innovadoras que faculten el uso de las tecnologías educativas de forma interdisciplinar. Es así como realizar actividades orientadas a un currículum basado en las competencias permite trabajar metodologías activas como el aprendizaje basado en proyectos (ABP) y el uso de la evaluación formativa. Por lo tanto, el objetivo de la experiencia educativa es pre- sentar el proyecto de aula interdisciplinar, por medio del tema de los Juegos Olímpicos, siendo la asignatura de Educación Física base para abordar el ABP. Para ello, las personas docentes han generado reuniones de trabajo en Google Meet® por medio del desarrollo de una planificación donde participan todas las asignaturas y el equipo multidisciplinario en el curso de Tercero Básico. El planteamiento del problema ha nacido del interés de estudian- tes y las asignaturas ejes corresponden a Educación Física y Salud e Historia en apoyo de las demás. El proyecto durante su proceso utiliza la plataforma de Google Drive® para compartir las actividades del personal docente, el cual presenta sus estados de avances que son retroalimentados entre las mismas personas participantes. Es así como el profesorado valoró de manera positiva trabajar de forma interdisciplinar con base en la metodología activa del ABP sobre un tema en común. Además, se destaca el uso de los entornos virtuales para trabajar las etapas del proyecto. Sin embargo, se requiere aumentar las experiencias basadas en metodologías activas.

Abstract: Collaboration among teachers allows for innovative learning experiences that enable the use of educational technologies in interdisciplinary ways. Thus, the implementation of activities oriented to a competency- based curriculum allows working with active methodologies such as project-based learning (PBL) and the use of formative assessment. Therefore, the goal of the educational experience is to present the interdisciplinary classroom project through the theme of the Olympic Games, as the subject of Physical Education is the basis for approaching PBL. To do this, teachers have generated working meetings in Google Meet® through the development of a planning where all subjects and the multidisciplinary team participate in the course of the Third Basic. The approach to the problem was born from the interest of the students and the core subjects correspond to Physical Education and Health and History in support of the others. During the process, the project uses the Google Drive® platform to share the activities of the teachers, who present their progress reports, which are fed back to the participants themselves. In addition, the use of virtual environments to work on the stages of the project is highlighted. However, there is a need to increase experiences based on active methodologies.

ABSTRACT Introduction: Information technologies have burst into education and have generated substantial changes. One of them is the management of training processes online in the form of virtual courses that have set standards in educational offerings. However, they are conceived for a modular structure that does not favor interdisciplinarity. Objective: To draw up a proposal for virtual courses that will allow establishing interdisciplinary relationships in virtual teaching and learning spaces for health training. Methods: The research method used is documentary analysis based on the search for articles published in the databases Google Scholar, SciELO and Scopus. These three databases are included to cover as many articles as possible. Results: No scientific documents are detected that reveal structural modifications in virtual courses that support interdisciplinarity. A structure of virtual courses is proposed in the form of a system, using concept maps where each node has the contents, digital teaching resources, and metrics to evaluate learning. In the same way, it is proposed to structure the degree courses in the form of conceptual course systems establishing interdisciplinary links. Conclusions: The conceptual structure of virtual courses and degree courses enhances interdisciplinarity from the access to concepts and evaluations obtained by students in them. The reticular structure of the concept maps allows access to the nodes and the students' difficulties from another subject, course or node of the map.

RESUMEN Introducción: Las tecnologías informáticas han irrumpido en la educación y han generado cambios sustanciales. Uno de ellos es la gestión de procesos formativos de manera online en forma de cursos virtuales que han marcado pautas en las ofertas educativas. Sin embargo, están concebidos para una estructura modular que no favorece la interdisciplinariedad. Objetivo: Elaborar una propuesta de cursos virtuales que permita establecer las relaciones interdisciplinarias en los espacios virtuales de enseñanza y aprendizaje para la formación en salud. Métodos: El método de investigación utilizado es el análisis documental basado en la búsqueda de artículos publicados en las bases de datos Google Académico, SciELO y Scopus. Se incluyen estas tres bases de datos para lograr abarcar la mayor cantidad de artículos posibles. Resultados: No se detectan documentos científicos que revelen modificaciones estructurales en los cursos virtuales que sustenten la interdisciplinariedad. Se propone una estructura de los cursos virtuales en forma de sistema, utilizando los mapas conceptuales donde cada nodo posee los contenidos, recursos didácticos digitales, y métricas para evaluar el aprendizaje. De la misma manera, se propone estructurarse las carreras en forma de sistemas de cursos conceptuales, estableciendo nexos interdisciplinarios. Conclusiones: La estructura conceptual de los cursos virtuales y las carreras potencia la interdisciplinariedad a partir del acceso a los conceptos y las evaluaciones obtenidas por los estudiantes en ellos. La estructura reticular de los mapas conceptuales permite el acceso a los nodos y las dificultades de los estudiantes desde otra asignatura, curso o nodo del mapa.

Background: Aging increases the vulnerability to diseases and environmental changes such as the COVID-19 pandemic. Telehealth and tele-education are vital to prevent the deleterious effects of prolonged confinement, and to train the community, and constantly rotating medical students and health professionals. Aim: To assess the perception and impact of an online course about healthy aging aimed at the community and health care professionals. Material and Methods: An open online one-day course to promote healthy aging was carried out. A cross-sectional online survey about the course was answered by 386 attendants and a knowledge test was applied to 114 people. Results: Seventy-five percent of respondents attended the course synchronously. Of these, 79% were women, 20% were older people and 53% were caregivers of an older person. All respondents acquired new knowledge and were willing to participate again. The frequency of interest about self-care is three times greater than about caring for another person, In an older person, the interest is 101 more times about self-care than caring for another person. Ninety five percent of respondents felt more active and 84% felt more accompanied. Conclusions: The course facilitated access to information on the promotion of active and healthy aging in the community with a favorable perception and a positive impact. The coverage for older people with a digital gap should be improved.

ABSTRACT Objective: To map the scientific evidence regarding non-suicidal self-harm and borderline personality disorder in adolescents from community or clinical samples in the international context. Introduction: Non-suicidal self-harm corresponds to an important field of research in the suicide spectrum; however, there are diverse perspectives for its conceptualization. The literature widely points out the comorbidity between non-suicidal self-harm and borderline personality disorder. Methods: Scoping review based on the methodology proposed by the Joanna Briggs Institute. The Ovid, Science Direct, Proquest, Virtual Health Library and Web of Science databases were used. The search was carried out in sources published from 2011 to November 2021 in Spanish, English and Portuguese languages. Results: The final sample consisted of 12 extracted articles that met the inclusion criteria. Four categories were found: longitudinal course of non-suicidal self-harm and borderline personality disorders in adolescents, neuronal-physiological markers of non-suicidal self-harm and borderline personality disorders in adolescents, and psychosocial risks associated with non-suicidal self-harm and borderline disorders. of personality. Conclusions: More interdisciplinary studies are required in the field of non-suicidal self-harm and borderline personality disorders in adolescents. The need to study the longitudinal course, neuronal-physiological markers and psychosocial risks is evident to improve the specificity of interventions in clinical samples.

RESUMEN Objetivo: Mapear la evidencia científica respecto de las autolesiones no suicidas y trastorno límite de la personalidad en adolescentes de muestras comunitarias o clínicas en el contexto internacional. Introducción: Las autolesiones no suicidas corresponden a un importante campo de investigación en el espectro de suicidio, no obstante, son diversas las perspectivas para su conceptualización. La literatura señala ampliamente la comorbilidad entre las autolesiones no suicidas y el trastorno límite de la personalidad. Métodos: Scoping review basada en la metodología propuesta por el Joanna Briggs Institute. Se utilizaron las bases de datos Ovid, Science Direct, Proquest, Biblioteca Virtual de Salud y Web of Science. La búsqueda fue realizada en fuentes publicadas del 2011 hasta noviembre de 2021 en idiomas español, inglés y portugués. Resultados: La muestra final estuvo conformada por 12 artículos extraídos que cumplieron con los criterios de inclusión. Se encontraron cuatro categorías: curso longitudinal de las autolesiones no suicidas y trastornos límite de la personalidad en adolescentes, marcadores neuronales-fisiológicos de las autolesiones no suicidas y trastornos límite de la personalidad en adolescentes y riesgos psicosociales asociados a las autolesiones no suicidas y trastornos límite de la personalidad. Conclusiones: Se requieren más estudios interdisciplinares en el campo de las autolesiones no suicidas y trastornos límite de la personalidad en adolescentes. Se evidencia la necesidad de estudiar el curso longitudinal, marcadores neuronales-fisiológicos y riesgos psicosociales para mejorar la especificad de las intervenciones en muestras clínicas.

ABSTRACT The proposal presented here, showing how the Probability and Statistics may be taxed subject to discipline English language. Looking for alternatives to improve the indicators has been affected in student surveys little use of materials in English and in response to the university strategy related to the subject. On the other hand, the professional profile of the career inherently requires the use of update software. The proposal is largely based on student self-assessment and formative assessment through final work extra classes in Probability and Statistics course, where the student demonstrate an adequate level of professional communication that examination langue. The use of Matlab software as a data processing tool and the Moodle platform, as a virtual alternative for the activity, is also ascribed. This exam will verify the knowledge and written skills possessed by the student when it faces an authentic text of his specialty and also the skills acquired in the course of the discipline of mathematics.

RESUMEN La propuesta que aquí se expone, muestra cómo la asignatura Probabilidades y Estadística puede tributar a la disciplina Idioma Inglés. Buscando alternativas para mejorar los indicadores que se han visto afectados en las encuestas estudiantiles sobre el poco uso de materiales en idioma inglés y dando respuesta a la estrategia universitaria relacionada con el tema. Por otra parte, el perfil profesional de la carrera exige inherentemente el uso de softwares actualizados. La propuesta se basa fundamentalmente en la autovaloración del estudiante y la evaluación de carácter formativo a través de un trabajo final extra clases en la asignatura Probabilidades y Estadística, donde el estudiante demuestre un adecuado nivel de comunicación profesional en dicha lengua. Se adscribe también el empleo del software Matlab como herramienta de procesamiento de datos y la plataforma Moodle, como alternativa virtual para la actividad. Este examen comprobará los conocimientos y habilidades escritas que posee el estudiante cuando se enfrenta a un texto auténtico de su especialidad, sus destrezas en programación y además las habilidades adquiridas en la asignatura de la disciplina de matemática.

ABSTRACT Introduction: the political, economic and social landscape that is envisioned for the immediate and immediate future of Cuba and Latin America, poses risks that require attention to defend what has been achieved in decades of culture development to reaffirm Cuban and Latin American cultural identity. Objective: design of a proposal of cubanness contents as a cultural construction in the postgraduate modality that integrates cognitive, instrumental and axiological elements. Method: the methodology used is based on the human-dialectical perspective, based on the historical-logical approach, aided by theoretical methods such as analysis-synthesis and empirical methods such as: literature review, surveys, structured interviews and observation. Results: proposal of cubanness contents as a cultural construction with holistic and interdisciplinary vision in the postgraduate modality. It is located on the Virtual University platform with open access, which favors its regional, national and international reach. Conclusions: the postgraduate course taught to university professionals contributes to raising the overall comprehensive culture, promotes the identity educational potentials based on the formation of values and ethical-humanistic principles on which the Cuban Social Project is based, in addition to strengthening its commitment to medical practice against the impact of cultural penetration actions. Therefore, it constitutes a priority direction in Cuban social and medical research.

RESUMEN Introducción: el panorama político, económico y social que se vislumbra para el futuro mediato e inmediato de Cuba y Latinoamérica, plantea riesgos que requieren la atención para la defensa de lo que se ha logrado en décadas de desarrollo de la cultura para reafirmar la identidad cultural cubana y latinoamericana. Objetivo: diseño de una propuesta de contenidos de la cubanía como construcción cultural en la modalidad de postgrado que integre elementos cognitivos, instrumentales y axiológicos. Método: la metodología empleada se sustenta en la perspectiva dialéctica-humanista, a partir del enfoque histórico-lógico, auxiliado de métodos teóricos como análisis-síntesis y empíricos como: revisión bibliográfica, encuestas, entrevistas estructuradas y observación. Resultados: propuesta de contenidos de la cubanía como construcción cultural con visión holística e interdisciplinaria en la modalidad de postgrado. Se encuentra en la plataforma de Universidad Virtual con acceso abierto, lo que favorece su alcance regional, nacional e internacional. Conclusiones: el postgrado se imparte a profesionales universitarios contribuye a elevar la cultura general integral, promueve las potencialidades educativas identitarias en función de la formación de valores y principios éticos-humanistas en que se sustenta el Proyecto Social Cubano, además de afianzar su compromiso en la práctica médica frente al impacto de las acciones de penetración cultural. Por lo que constituye una dirección priorizada en las investigaciones sociales y médicas cubanas.

RESUMO A contemporaneidade e a docência nas áreas de saúde e formação profissional, tem se transformado e evoluído nos últimos tempos, com a introdução das metodologias ativas no processo ensino-aprendizagem, nas instituições de ensino superior no Brasil. Essas metodologias ativas de aprendizagem, como a ABP, Aprendizagem Baseada em Problemas, são utilizadas com a finalidade de que estudantes da área da saúde adquiram o conhecimento de forma significativa, em relação ao ensino tradicional. A educação médica no Brasil tem sido assunto de muitas discussões sobre a formação profissional em saúde e vem passando por significativas mudanças nos últimos anos. O presente artigo tem por objetivo relatar uma experiência docente no ensino de graduação em Medicina, nos componentes curriculares Mecanismo de Agressão e Defesa I e II (MADs), na Universidade do Estado da Bahia – Campus I. MADs é um componente curricular atualmente presente em diferentes cursos da área de saúde do Brasil. Este componente é composto pelas disciplinas microbiologia, parasitologia, imunologia e patologia, lecionado de forma integrada. Foram aplicadas metodologias ativas de ensino, do tipo aprendizagem baseada em problemas (ABP), que abrangeram sessões tutoriais, atividades em laboratórios, apresentações científicas e o uso de filmes. Além disto, foram utilizados recursos lúdicos e a ferramenta MOODLE no campus virtual. Esta proposta teve início no ano de 2012 e vem sendo aplicada a partir desta data até os dias atuais. A experiência vivenciada nas MADs, com a utilização de variadas formas de metodologias de ensinagem, tem permitido “romper” com o tradicional, isto é, tem levado o discente a desenvolver habilidades, competências e construção dos saberes. Estas novas alternativas de ensino nos permitiu uma interação mais ampla entre a relação discente-docente e nos fez refletir e avançar no processo avaliativo, que tem sido realizado de forma ampla e processual. Além disso, um impacto positivo para sua formação pode ser observado. No que se refere ao processo de ensino, aprendizagem e avaliações, novas propostas pedagógicas devem ser inseridas priorizando o caráter formativo e de desenvolvimento dos discentes, para que haja a construção de competências necessárias ao perfil estabelecido pelas DCNs, Diretrizes Curriculares Nacionais, do curso de Graduação em Medicina e demais cursos de saúde.

ABSTRACT Changes are occurring in health teaching and professional training, due to the introduction of active methodologies to the teaching-learning process in Brazilian higher education institutions. These active learning methodologies, such as PBL (Problem-Based Learning), are used to help medical students acquire knowledge in a more relevant way, compared to traditional teaching. Medical education in Brazil has been the subject of much discussion, and has undergone significant changes in recent years. The objective of the present work is to report the teaching experience in the curricular components Mechanisms of Aggression and Defense I (MAD I) and Mechanisms of Aggression and Defense II (MAD II) of Universidade do Estado da Bahia [State University of Bahia] - Campus I in undergraduate teaching in Medicine. These subjects are composed of the disciplines microbiology, parasitology, immunology (MAD I and II) and pathology (MAD II), taught in an integrated way. Active teaching methodologies were applied, such as problem-based learning, laboratory activities, scientific presentations and the use of film. In addition, the MOODLE tool was used in the virtual campus. This proposal began in 2012 and has been applied since then. The experience of the MADs, with the use of different forms of teaching methodologies, has led to a transformation of traditional teaching, leading students to develop their skills and competencies and build knowledge. These new teaching alternatives allow for a broader interaction between the students and the teacher and led us to reflect and advance in the evaluation process, which has been carried out in a broad and procedural way. Moreover, a positive impact on the students’ training was observed. As for the processes of teaching, learning and evaluation, new pedagogical proposals should be introduced, prioritizing the formative and developmental character of students so that the necessary competences can be built into the profile established by the National Curricular Guidelines (DCNs) of the Undergraduate Medicine course and other courses in the area of health.

RESUMEN Introducción: la etnobiología como ciencia interdisciplinaria ha tenido un importante desarrollo en las últimas décadas en América Latina, especialmente por su vinculación con los planes de conservación y su importancia en el manejo de los recursos naturales por parte de las comunidades. En el caso de Costa Rica, la carrera de Manejo de Recursos Naturales de la Universidad Estatal a Distancia (UNED) es única universidad del país que ofrece una asignatura de etnobiología en su nivel de licenciatura que ofrece por medio de una modalidad virtual. Objetivo: identificar las fortalezas y debilidades de la enseñanza de la etnobiología en Costa Rica a través de un modelo virtual de educación a distancia; desde la percepción de los estudiantes de nivel de licenciatura de la carrera de Manejo de Recursos Naturales de la UNED en las cohortes 2015 y 2016. Métodos: evalué la percepción de 20 estudiantes pertenecientes a las cohortes 2015 y 2016 a través de una encuesta acerca del impacto de la asignatura sobre su formación académica y profesional; así como la calidad en materiales y recursos didácticos aplicados. Resultados: encontré que la mayoría de los estudiantes consideraron de impacto positivo a la asignatura en su formación académica. Según los estudiantes, el uso de una plataforma virtual no limita la capacidad del desarrollo del proceso de enseñanza-aprendizaje. Conclusión: La etnobiología es poco estudiada e incorporada en los planes de manejo en Costa Rica debido al poco conocimiento de su aplicación, por lo que se debe lograr una mayor representación de la etnobiología en el currículo de las carreras asociadas a las ciencias naturales y sociales aplicadas.

ABSTRACT “Ethnobiology teaching in distance education evaluated for students”. Introduction: ethnobiology as interdisciplinary science has had an important development in recent few decades in Latin America. In Costa Rica, the career of Natural Resource Management by State Distance University (UNED) is the only career that offers an Ethnobiology course at undergraduate level by a virtual mode. Objective: identify the strengths and weaknesses of the teaching of ethnobiology in Costa Rica through a virtual model of distance education; from the perception of undergraduate students of the Natural Resources Management career of the UNED in the 2015 and 2016 cohorts. Methods: the perception and quality of materials and educational resources applied were evaluated by 20 students belonging to the 2015 and 2016 cohorts through a survey. Results: I found that most of the students considered the subject highly positive in their academic education. The student was agreed that the use of ethnobiological tools is an important element in identification, classification of use and management of the natural resources by the communities and it can contribute to the conservation of those resources. Conclusion: However, ethnobiology is poorly incorporated into management programs in Costa Rica due to the limited knowledge of its application, not only in areas with indigenous populations, but in urban regions.

This paper aims to back up the concept of virtual classrooms in Biology and Chemistry courses as a contribution to the reflective learning of biological contents. Methods of theoretical, empirical and mathematical-statistical levels were used. As a result, five virtual classrooms corresponding to the subjects Microbiology, Zoology I, Zoology II, Ecological Genetics II and Biodiversity were structured. These consist of resources such as files, archives, and URL, as well as different activities (forum, homework, quiz, glossary and Wiki). 133 tasks designed to address shortcomings in learning from the different activities of the virtual environment were developed, in which reflexive, evaluative, interdisciplinary and dialogic aspects prevail. Seminar, practical activities and study guides are also offered to increase the quality in the student's study activities. The experimental introduction of the proposal in the second, a fourth and fifth year of the course evidences its effectiveness, expressed in reflective nature of learning and the students' satisfaction.

A partir de las insuficiencias detectadas en el aprendizaje de los estudiantes, el presente artículo tiene por objetivo fundamentar la concepción de las aulas virtuales de la carrera Biología-Química, como contribución al aprendizaje reflexivo de los contenidos biológicos. Se utilizaron métodos de los niveles teórico, empírico y matemático-estadísticos. Como resultado se estructuraron cinco aulas virtuales correspondientes a las asignaturas Microbiología, Zoología I, Zoología II, Genética Ecológica II y Biodiversidad. Estas constan de recursos tales como: archivo, carpeta y URL, así como de diferentes actividades (foro, tarea, cuestionario, glosario y Wiki). Se elaboraron 133 tareas, diseñadas para responder a insuficiencias en el aprendizaje desde las diferentes actividades del entorno virtual, en las que prima lo reflexivo, valorativo, interdisciplinario y dialógico. También se ofrecen guías de seminario, de actividades prácticas y de estudio, en función de elevar la calidad en la autopreparación del estudiante. La puesta en práctica de la propuesta en el segundo, cuarto y quinto años de la carrera, evidencian su efectividad, corroborado en mejoras en el comportamiento de los indicadores utilizados para medir el aprendizaje reflexivo y en el aumento del nivel de satisfacción manifestado por los estudiantes.

Resumo O presente artigo relata a trajetória da introdução da disciplina Antropologia e Educação no Programa de Pós-Graduação em Educação (PPGE) da PUC-Rio. A disciplina foi introduzida pela autora, em fins dos anos 1980. O texto apresenta diversas considerações a respeito do campo da antropologia, defendendo os estudos antropológicos como porta de acesso à interdisciplinaridade entre essa disciplina e tantas outras, com destaque para a área de educação. Destaca-se, também, o contexto político e acadêmico da criação de cursos de pós-graduação em educação, como o Instituto de Estudos Avançados em Educação (Iesae) na Fundação Getúlio Vargas e o PPGE na PUC-Rio. Por fim, apresenta-se um relato de experiência que constrói a memória do PPGE/PUC-Rio, com ênfase na relação entre antropologia e educação e as experiências de pesquisa e produção desse programa.

Abstract This article constructs the trajectory of the introduction of the discipline Anthropology and Education in the Graduate Program in Education (PPGE) at PUC-Rio. The author introduced the course at the end of the 1980s. The text presents several considerations concerning the field of anthropology, defending anthropological studies as an approach to interdisciplinarity between this discipline and numerous others, particularly education. It then emphasizes the political and academic framework in which pedagogy graduate courses were created, such as the Institute of Advanced Studies in Education (IESAE) of the Getúlio Vargas Foundation (FGV), and the PPGE/PUC-Rio. Finally, it reports the experiences lived by the author and her peers that helped construct the memory of the PPGE/PUC-Rio, focusing on both the relationship between anthropology and education and the research and production experiences of the program.

Introduction: Online learning has shown to be an effective tool for medical teaching; it provides a solution to the problems of access to information and standardizes the quality of education. This approach encourages independent learning and facilitates that students continue developing competencies and skills for their professional lives. Objective: To report our experience on the design and development of an online course for medical residents in psychiatry in Mexico. Methods: An agreement between the National Institute of Public Health and the Psychiatric Care Services was established. It allowed the creation of a virtual course on Health Systems, which is part of the curriculum of the specialty in Psychiatry. The INSP trained the teachers in instructional design and in the use of the Moodle platform. Through this, the following variables were measured: number of visits to bibliographic content, time spent on the completion of questionnaires, in the diagnostic and final evaluations as well as the grades of them; the total amount of time spent in the platform, the number of visits to each of the teaching resources and their participation on two forums. Results: Twenty-six students were enrolled. We observed that the time spent in platform was 90 minutes per day; the median time spent in evaluations was 1.75 hours. 38.46% of the students consulted all the readings, 767 visits were recorded for the first forum and 448 for the second. Those who participated more than two times obtained a final grade of 92.53. No correlation was statistically significant for any of the above variables. Conclusions: These courses require interinstitucional and interdisciplinary collaboration, as well as their inclusion in the medical residency program s budgets. The platform allowed us to register the activities of the students, being that an advantage over traditional education. The time spent on the platform exceeded that of the classroom. The discussion forums were the activity that showed a greater learning, having higher quality participation.

Introducción: La educación a distancia es una herramienta eficaz para la enseñanza médica, soluciona los problemas de acceso a la información y homogeneiza la calidad de la educación, fomenta el autoaprendizaje y facilita al estudiante seguir desarrollando competencias y habilidades para su vida profesional. Objetivo: Mostrar la experiencia sobre el desarrollo y la elaboración de un curso virtual para médicos residentes en Psiquiatría en México. Método: Se estableció un convenio entre el Instituto Nacional de Salud Pública (INSP) y los Servicios de Atención Psiquiátrica (SAP), que permitió realizar un curso virtual de Sistemas de Salud, parte de la currícula de la especialidad en Psiquiatría. El INSP capacitó a los profesores en diseño instruccional y uso de la plataforma Moodle. Mediante ésta, se midieron las siguientes variables: número de visitas al material bibliográfico, tiempo en la realización de cuestionarios, en la evaluación diagnóstica y en la final, así como la calificación de los mismos; tiempo de permanencia total en plataforma, número de visitas a todos los recursos didácticos y registro de participaciones en dos foros. Resultados: Participaron 26 alumnos, observándose: tiempo de permanencia en plataforma de 90 min/día, mediana de tiempo invertido en evaluaciones de 1.75 horas, el 38.46% consultó todas las lecturas, se registraron 767 visitas para el primer foro y 448 en el segundo, quienes participaron más de dos veces obtuvieron una calificación final de 92.53. No hubo correlación estadísticamente significativa para ninguna de las variables anteriores. Conclusiones: Estos cursos requieren colaboración interinstitucional e interdisciplinaria, así como su inclusión en los presupuestos de los programas de residencias médicas. La plataforma permitió registrar las actividades de los alumnos, siendo una ventaja sobre la educación tradicional. El tiempo de permanencia en la plataforma fue superior al del aula. Los foros fueron la estrategia de mayor aprendizaje, observándose una participación de mejor calidad.

Theoretical reflection of the teaching of ethics/bioethics in undergraduate nursing programs in Brazil, by the ethical point of view. The objective is to reflect about the teaching of ethics/bioethics and the National Curricular Guidelines in Nursing. We studied literature in the Virtual Health Library and other references on the subject in question. The results show up as a challenge to procedures for training nursing and the reflection/action of the teaching of ethics in nursing: teacher training in the area; transversality of ethics in the Course Educational Project; definition of the conceptual-theoretical framework, based on interdisciplinary knowledge, articulation of disciplinary content of nursing with practical problems, adoption of problematizing methods/strategies; education and active participation of actors in the process of training. Thinking about the teaching practice focused on the incorporation of knowledge of ethics/bioethics regarding the guidelines requires the breaking up with the traditional conceptions of normative ethics to the field of human moral and training of teachers in this field.

Reflexión teórica de la enseñanza de la ética/bioética en la graduación en enfermería en el Brasil, caracterizada por una visión deontológica. El objetivo es reflexionar sobre la enseñanza de la ética bioética y las Directrices Curriculares Nacionales en Enfermería. Fue hecho un estudio bibliográfico en la Biblioteca Virtual en Salud y otros referenciales sobre el tema en cuestión. Los resultados encontrados se presentan como desafío a los procesos de formación en enfermería y pauta de reflexión/acción de la enseñanza de la ética en enfermería: formación/capacitación docente en el área; transversalidad de la ética en el Proyecto Pedagógico del Curso, definición del marco teórico-conceptual, con base en el conocimiento interdisciplinar; articulación de los contenidos disciplinares de enfermería con los problemas prácticos, adopción de métodos/estrategias de enseñanza problematizadoras y participación activa de los actores en el proceso de formación. Pensar la práctica docente direccionada hacia la incorporación de los conocimientos de la ética/bioética frente a las directrices, requiere las concepciones tradicionales de la ética al campo normativo de la moral humana y capacitar a los profesores en ese campo.

Reflexão teórica do ensino da ética/bioética na graduação em enfermagem no Brasil, caracterizada por visão deontológica. O objetivo é refletir sobre o ensino da ética/bioética e as Diretrizes Curriculares Nacionais em Enfermagem. Foi feito estudo bibliográfico na Biblioteca Virtual em Saúde e outros referenciais sobre o tema em questão. Os resultados encontrados apresentam-se como desafio aos processos de formação em enfermagem e pauta de reflexão/ação do ensino da ética na enfermagem: formação/capacitação docente na área; transversalidade da ética no Projeto Pedagógico do Curso; definição do marco teórico-conceitual, com base no saber interdisciplinar; articulação dos conteúdos disciplinares da enfermagem com os problemas práticos; adoção de métodos/estratégias de ensino problematizadoras e participação ativa dos atores no processo de formação. Pensar a prática docente voltada à incorporação dos saberes da ética/bioética frente às diretrizes demanda romper as concepções tradicionais da ética ao campo normativo da moral humana e capacitar os professores nesse campo.

O contexto deste estudo é um projeto de formação docente que integrou formadores da Universidade, licenciandos em Física e professores de várias disciplinas da escola pública, e que teve como objetivo engajar licenciandos e professores na implementação de um projeto pedagógico interdisciplinar nas escolas. A atividade analisada neste trabalho, parte desse processo, consistiu em um curso no ambiente virtual InterAge e teve como objetivo a solução de uma situação-problema similar à vivenciada nas escolas, com apoio da discussão on-line de textos sobre interdisciplinaridade e a orientação de uma tutora. No presente estudo, analisamos o processo de apropriação discursiva do tema 'interdisciplinaridade' pelos participantes do fórum de discussão. A construção de significados relacionados aos textos variou entre apropriações teóricas, teórico-práticas e exclusivamente práticas. A observação de resistência ao discurso teórico indicou a necessidade de se problematizar a apropriação, por licenciandos, de resultados da pesquisa em Educação em Ciências na formação profissional.

The context of this research was a project that integrated instructors, Physics teachers' education undergraduates and in-service teachers from public high school. In the first phase, the aim was to engage the participants in the implementation of an interdisciplinary project at school. In the second, the group was enrolled in a course delivered by InterAge virtual environment whose purpose was to solve a problem similar to the one they had to cope at school. In the present study, the meaning construction of 'interdisciplinarity' and the process of appropriation of a theoretical discourse by the participants of an on-line forum were analysed. The results point to the necessity of not taking for granted the meanings given by undergraduates to science education theoretical knowledge. The hybrid construction built in the confluence of the languages of natural and social sciences seems not to be favored during the Physics teachers' education course.