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Este Trabajo de Fin de Grado presenta una propuesta de intervención cuyo propósito principal es dotar a los estudiantes del grado en Educación Primaria de la Universidad de Sevilla de las nociones necesarias para llevar a cabo una buena práctica docente en su futuro laboral, atendiendo correctamente a las necesidades de los alumnos y alumnas diagnosticados con altas capacidades intelectuales. Esta propuesta de intervención se presenta en forma de taller online, el cual se ha desarrollado en la plataforma online Moodle. Este trabajo comienza con una introducción donde se habla sobre el motivo por el que se decide tratar este tema, y la importancia de una buena práctica docente para cubrir las necesidades que presentan estos alumnos y alumnas. A continuación, se desarrolla un marco teórico donde se habla sobre los antecedentes de las investigaciones del concepto de altas capacidades, así como de sus características, problemas asociados y las diferentes estrategias de intervención educativa existentes. Por último, se presenta el taller online en el cual se exponen aspectos relevantes a tratar con estos alumnos tales como la creatividad y la inteligencia emocional, entre otros. This Final Degree Project presents an intervention proposal whose main purpose is to provide students of Primary Education Degree at the University of Seville with the necessary notions to accomplish a good teaching practice in their professional future, regarding the suitable address of the needs of students diagnosed with high intellectual abilities. This proposal for intervention is presented in the form of an online workshop, which has been developed in the online platform Moodle. This assignment begins with an introduction where the reason of choosing this topic is talked about and the importance of a good teaching practice to meet the needs of these students. Next, a theoretical framework is developed where the background of the research on the concept of high abilities is discussed, as well as its characteristics, associated problems and the different existing strategies for educational intervention. Finally, the online workshop is presented, in which relevant aspects to deal with these students are expounded, such as creativity and emotional intelligence among others. A questionnaire was carried out to 45 students in 2nd year of Primary Education Degree to know the previous ideas they had about high abilities and, in this way, to be able to develop the workshop according to specific needs. This online workshop is designed around three sessions; with three activities per each. Every activity has clarified objectives, as well as the necessary resources to do them. Universidad de Sevilla. Grado en Pedagogía

espanolLa competencia digital es clave para la formacion de los universitarios del siglo XXI. Asi lo entendio la Union Europea que establecio 21 competencias para su desarrollo. Una de ellas, trata el compromiso y la participacion digital. La literatura e investigaciones recientes nos ofrecen algunos instrumentos para medir ese ciberactivismo a traves de acciones concretas. Se plantea un estudio que lleva a cabo una primera aproximacion al ciberactivismo de los estudiantes universitarios a traves de una muestra de 605 entrevistados a traves de internet. Se constata una vez mas, la alta alfabetizacion digital pero el escaso uso para una ciudadania digital activa de internet, lo que constituye una nueva brecha digital. Tambien se encuentra una correlacion negativa entre el ciberactivismo con aquellos que mas utilizan internet para realizar sus trabajos universitarios. En la discusion y conclusion se reflexiona y se proponen lineas para seguir investigando y estrategias para una intervencion educativa que ayuden a promover una ciudadania digital activa entre los universitarios. EnglishDigital competence is key to the education of 21st century university students. This was the understanding of the European Union, which established 21 competencies for its development. One of them deals with digital commitment and participation. Recent literature and research offer us some instruments to measure this cyberactivism through concrete actions. A study is proposed that carries out a first approach to the cyberactivism of university students through a sample of 605 interviewed through the Internet. Once again, the high digital literacy but the scarce use for an active digital citizenship of the Internet is verified, which constitutes a new digital divide. There is also a negative correlation between cyberactivism and those who use the Internet most to do their university work. The discussion and conclusion reflect on and proposes lines of research and strategies for educational intervention to promote active digital citizenship among university students.

Prevention of diabetes mellitus is mainly based on a healthy lifestyle. The lockdown measures imposed during the COVID-19 pandemic resulted in major changes in daily life and social behavior, which may have an influence on diabetes self-management and glycemic control. The present work aims to assess the relationship between diabetic patients’ knowledge, attitudes, and behaviors towards proper nutrition and lifestyles in order to plan strategies for educational intervention from a health literacy perspective. Attitudes, behaviors, and knowledge of diabetic patients attending the Diabetes and Metabolic Diseases Department of the Local Health Authority of Sassari (ASL1-SS) were assessed with a cognitive survey conducted from April to July 2022. Three hundred twenty-one questionnaires were administered during the survey period. Fifty-two percent of diabetic patients were female and 48% male, with a mean age of 61.1 ± 18.5 years and 62.0 ± 15.1 years, respectively. The overall level of knowledge about the role of food and proper nutrition with respect to the risk of diabetes and its complications appeared to be generally unsatisfactory and inadequate. Nonetheless, females showed a significantly higher level of knowledge than males (p < 0.0001). Moreover, knowledge was seen to decrease according to the age of the patients (p = 0.035). As for the possible impact played by the COVID-19 pandemic on lifestyles, it should be noted that about 70% of the respondents stated that they had maintained a reasonable dietary standard or even improved it throughout. Thus, the study underlines the need to improve the knowledge of diabetic subjects about nutrition and, in particular, their self-management, positively influencing behaviors and attitudes.

La competencia digital es clave para la formación de los universitarios del siglo XXI. Así lo entendió la Unión Europea que estableció 21 competencias para su desarrollo. Una de ellas, trata el compromiso y la participación digital. La literatura e investigaciones recientes nos ofrecen algunos instrumentos para medir ese ciberactivismo a través de acciones concretas. Se plantea un estudio que lleva a cabo una primera aproximación al ciberactivismo de los estudiantes universitarios a través de una muestra de 605 entrevistados a través de internet. Se constata una vez más, la alta alfabetización digital pero el escaso uso para una ciudadanía digital activa de internet, lo que constituye una nueva brecha digital. También se encuentra una correlación negativa entre el ciberactivismo con aquellos que más utilizan internet para realizar sus trabajos universitarios. En la discusión y conclusión se reflexiona y se proponen líneas para seguir investigando y estrategias para una intervención educativa que ayuden a promover una ciudadanía digital activa entre los universitarios Digital competence is key to the education of 21st century university students. This was the understanding of the European Union, which established 21 competencies for its development.One of them deals with digital commitment and participation. Recent literature and research offer us some instruments to measure this cyberactivism through concrete actions. A study is proposed that carries out a first approach to the cyberactivism of university students through a sample of 605 interviewed through the Internet. Once again, the high digital literacy but the scarce use for an active digital citizenship of the Internet is verified, which constitutes a new digital divide. There is also a negative correlation between cyberactivism and those who use the Internet most to do their university work. The discussion and conclusion reflect on and proposes lines of research and strategies for educational intervention to promote active digital citizenship among university students

There are studies in adolescents according to gender, however, there is no evidence of studies on cognitive development in indigenous adolescents enrolled in school. In this context, we focus on the study of the characteristics and peculiarities of the neuropsychological evaluation, considering the indigenous adolescents attending school as a peculiar factor to study, in order to obtain an approximation of the state of cognitive functions. With the neuropsychological evaluation, the state of the cognitive functions will be known, so that in the future it is considered to adapt plans and strategies of educational intervention according to the characteristics of each educated indigenous adolescent, contributing in this way to the development of rural communities. The objective of the study was to evaluate neuropsychological cognitive functions in indigenous adolescents schooled between 16 and 17 years, based on the Higher Technological Institute "Angel Polibio Chavez" of the city of Guaranda - Bolivar Province, in the academic period 2015 - 2016; To determine healthy cognitive functions, Determine which cognitive functions are altered, Determine the particularities of cognitive functions in indigenous adolescents in school.

Al observar el comportamiento inadecuado en las personas de diferentes edades, producto de la mala costumbre por su modelo mental que tiene cada persona, nace el tema de diseñar estrategias de intervención educativa en los alumnos del primer año de Educación General Básica de la escuela fiscal mixta Pedro Arias González, de Guayaquil, por considerarla un centro de formación cultural y académica para el buen vivir. El objetivo de este artículo es presentar una estrategia de intervención educativa, a partir del sistema de valores asociado al buen vivir. Para ello se realiza la investigación de los actores del sistema educativo, el porqué de la presencia de los antivalores. Su fundamentación teórica está basada en la conceptualización y significado de los valores para respaldar el cambio en el sistema educativo, integrada con la fundamentación pedagógica que juega un papel importante en la formación profesional y el perfil que tiene el docente. La metodología utilizada es la bibliográfica y de campo, apoyada de la estadística descriptiva y los instrumentos tecnológicos existentes. ABSTRACT By observing improper behavior in people of different ages, the product of a bad habit for his mental model that each person has, emerges the theme of designing strategies for educational intervention in students the first year of basic general education school mixed prosecutor Pedro Arias González, Guayaquil, considering it a center of cultural and academic training for good living. The objective of the research is to apply educational intervention strategies to guide students to improve the training process in values. Its theoretical foundation is based on the concept and meaning of values to support change in the education system, integrated with the educational foundation that plays an important role in vocational training and the profile having the teacher. The methodology used is the literature and field supported by descriptive statistics and existing technological tools. KEY WORDS: Strategy, behavior, good living.

A área de principal interesse desta investigação é a Área do Conhecimento do Mundo, existindo, também, uma articulação com a Área de Expressão e Comunicação. Este estudo foi realizado com um grupo de 24 crianças (15 do sexo masculino e 9 do sexo feminino), com idades compreendidas entre os 5 e 6 anos. O projeto foi elaborado para explorar o conceito de sombra, assente na metodologia IBSE (Inquiry-Based Science Education), tendo-se usado como estratégias pedagógicas de intervenção educativa a realização de atividades dirigidas. Para despertar o interesse do grupo de crianças para o tema, foi lida uma história em que o narrador era visível como uma sombra. Numa segunda atividade, ofereceu-se a possibilidade a cada uma das crianças de criarem uma maquete de um teatro de sombras, desafiando-as a selecionarem o material que consideravam necessário e mais eficaz para o efeito. Esta atividade teve como objetivo saber qual era a conceção de sombra das crianças e ajudá-las a manipular e organizar os objetos necessários para criar sombras. A terceira e última atividade realizou-se no exterior, onde as crianças observaram, em grupos, as sombras criadas pela incidência da luz solar em três sólidos geométricos diferentes, ao longo do dia, em momentos coincidentes com atividades de rotina das crianças. A conceção da maquete do teatro de sombras mostrou ser muito apelativa para as crianças e potenciadora do desenvolvimento de várias competências relacionadas com o conceito de sombra, mas, também, com o conceito de comunicação representada por imagens. O protagonismo das crianças como responsáveis pelo seu próprio teatro e pelo sucesso de criação das sombras também constituiu um fator positivo. As atividades desenvolvidas no jardim com registo dos contornos das sombras dos objetos, a diferentes horas do dia, foram essenciais para ajudar a compreender as modificações das sombras de um objeto, sofridas ao longo do dia. As previsões das sombras dos sólidos geométricos melhoraram com a observação do fenómeno real. The main interest area of this research is the World Knowledge Area, with a close connection and articulation with the Expression and Communication Area. This study was conducted with a 24 children group (15 male and 9 female), with an age range between 5 and 6 years old. The project was designed to explore the shadow concept, based on the Inquiry-Based Science Education (IBSE) methodology, and being used as pedagogical strategies for educational intervention to conduct oriented activities. To light up the interest of this children group to the theme, a story was read in which the narrator was visible as a shadow. In a second activity, each child was offered the opportunity to create a model of a shadow theatre, challenging them to select the material they deemed necessary and most effective for that purpose. The purpose of this activity was to know what’s the children's concept of shadow and help them out in the object manipulation needed to create shadows. The third and last activity took place outside, where the children observed, in groups, the shadows created by the sunlight position incident on three different geometric solids throughout the day, at times when usually children's routine activities took place. The design of the shadow theatre model has been very appealing to children and enhances the development of various skills related to the concept of shadow, but also the concept of communication represented by images. The children’s main role as responsible for their own theatre and the success of shadow creation was also a positive factor. Garden activities that recorded the shadow objects contours at different times of the day were essential in helping to understand the changes in a object shadow throughout the day. The predictions of the shadows of the geometric solids improved with the observation of the real phenomenon.

Asthma is widely prevalent among US children, particularly in homeless children, who often lack proper medication storage or the ability to avoid environmental triggers. In this study, we assess asthma-attributed health care use among homeless youth. We hypothesize that asthma hospitalization rates, symptom severity, and admission through the emergency department (ED) will be higher among homeless youth compared with nonhomeless youth. This secondary data analysis identified homeless and nonhomeless pediatric patients (5 years old, homeless patients were more likely to receive ventilation (odds ratio 1.45; 95% confidence interval: 1.01-2.09; P = .04). No significant differences were observed in ICU admittance, cost, or length of stay. Homeless youth experience an asthma hospitalization rate 31 times higher than nonhomeless youth, with higher rates of readmission. Homeless youth live under uniquely challenging circumstances. Tailored asthma control strategies and educational intervention could greatly reduce hospitalizations.

BACKGROUND AND OBJECTIVES: Asthma is widely prevalent among US children, particularly in homeless children, who often lack proper medication storage or the ability to avoid environmental triggers. In this study, we assess asthma-attributed health care use among homeless youth. We hypothesize that asthma hospitalization rates, symptom severity, and admission through the emergency department (ED) will be higher among homeless youth compared with nonhomeless youth. METHODS: This secondary data analysis identified homeless and nonhomeless pediatric patients ( RESULTS: We identified 71 837 asthma hospitalizations, yielding 73.8 and 2.3 hospitalizations per 1000 homeless and nonhomeless children, respectively. Hospitalization rates varied by nonhomeless income quartile, with low-income children experiencing higher rates (5.4) of hospitalization. Readmissions accounted for 16.0% of homeless and 12.5% of nonhomeless hospitalizations. Compared with nonhomeless patients, homeless patients were more likely to be admitted from the ED (odds ratio 1.96; 95% confidence interval: 1.82–2.12; P < .01), and among patients >5 years old, homeless patients were more likely to receive ventilation (odds ratio 1.45; 95% confidence interval: 1.01–2.09; P = .04). No significant differences were observed in ICU admittance, cost, or length of stay. CONCLUSIONS: Homeless youth experience an asthma hospitalization rate 31 times higher than nonhomeless youth, with higher rates of readmission. Homeless youth live under uniquely challenging circumstances. Tailored asthma control strategies and educational intervention could greatly reduce hospitalizations.

Treball Final de Grau en Mestre o Mestra d'Educació Primària. Codi: MP1040. Curs acadèmic: 2018/2019 El present Treball Final de Grau (TFG) tracta sobre les altes capacitats intel·lectuals. Amb aquest, es pretén analitzar la situació actual de l’alumnat considerat com a Altes Capacitats Intel·lectuals en l’etapa de Primària. L’objectiu és donar-li suport per potenciar les seues capacitats i la seua integració amb la resta de l’alumnat. Per a donar resposta a les seues necessitats, s’han de tenir en compte les seues característiques i utilitzar les millors estratègies d’intervenció educativa. Per a planificar una intervenció educativa, s’ha de començar amb una recerca d’informació sobre les Altes Capacitats Intel·lectuals i estudiar els recursos i metodologies que poden portar a terme els docents, depenent del perfil i característiques de l’alumne. El més important d’aquesta investigació és l’alumne, i per tant, ha d’estar present en tot moment per facilitar-li una educació de qualitat. Concretament, la intervenció se centrarà en l’àrea de les Matemàtiques, amb una proposta basada en els programes d’enriquiment i el mètode ABN (Aprenentatge Basat en Números). Aquestes activitats complementàries estan destinades a alumnes de segon de Primària amb altes capacitats intel·lectuals i es treballaran d’una manera lúdica per a aconseguir la seua motivació i participació. Una vegada assolits els objectius establerts, se’ls presentaran aquestes activitats d’enriquiment per portar un ritme similar al de la resta de companys i companyes i no donar pas a l’avorriment. This Final Degree Dissertation deals with high ability students. It aims at analysing the current situation of the students with these abilities in Primary School. The objective is to support them to strengthen their abilities and their integration with the rest of the students. In order to meet their needs, we need to consider their characteristics and use the best strategies for educational intervention. The first step when planning an educational intervention is a research on high abilities at the same time we study the resources and methodologies that can be carried out by the teachers, depending on the profile and characteristics of the student. The most important part of this research is the student, so he has to be considered at all times in order to provide him with a quality education. In particular, the intervention is going to be focused on the area of Mathematics, on a proposal based on the enrichment programmes and the Number Based Learning. These complementary activities are aimed at students of second year of Primary School who have high abilities and they will be carried out in a playful way, in order to foster their motivation and participation. Once the established objectives are accomplished, these enrichment activities will be given to the students, in order to help them keep a similar pace to the rest of their classmates and thus avoiding tedium.

[Figure: see text] BACKGROUND AND OBJECTIVES: Asthma is widely prevalent among US children, particularly in homeless children, who often lack proper medication storage or the ability to avoid environmental triggers. In this study, we assess asthma-attributed health care use among homeless youth. We hypothesize that asthma hospitalization rates, symptom severity, and admission through the emergency department (ED) will be higher among homeless youth compared with nonhomeless youth. METHODS: This secondary data analysis identified homeless and nonhomeless pediatric patients (5 years old, homeless patients were more likely to receive ventilation (odds ratio 1.45; 95% confidence interval: 1.01–2.09; P = .04). No significant differences were observed in ICU admittance, cost, or length of stay. CONCLUSIONS: Homeless youth experience an asthma hospitalization rate 31 times higher than nonhomeless youth, with higher rates of readmission. Homeless youth live under uniquely challenging circumstances. Tailored asthma control strategies and educational intervention could greatly reduce hospitalizations.

117 p. Cd, The present paper describes the project of educational intervention made in a vulnerable community in Giron, Santander, where many families were affected due to the overflowing of Rio de Oro on February 12th in 2005. Because of security problems, lack of government aid and loss of belongings, the families had to move to a settlement called Los Bambues placed near to Rio de Oro, Giron. Objective: Through surveys of characterization we could identify deficiencies in important topics related to public health service that affected family nucleus of the population. The health programmes like Bacteriology and Clinical Laboratory participated in this educational intervention in order to improve life quality of this community. Methodology As second stage of the project, educational strategies were created in topics of public health service in which women leaders of Los Bambues took part of. With the purpose of improving basic health knowledge, women leaders shared information about good health habits to all the families of the community. Afterwards, a post- knowledge survey measured the acquisition level about this matter.. Results The educational interventions achieved that community leaders became knowledgeable on hygienic habits, health diet and oral hygiene. The knowledge acquired reached above of 80% in topics such as ETV and IRA. There is need for more interventions. Conclusion We designed and made strategies of educational intervention involving the main health problems of the community. The design of the notebook gave educational material to the leaders., El presente trabajo describe el proyecto de intervención educativa realizado en una comunidad vulnerable en Girón, Santander, que a raíz del desbordamiento del Río de Oro ocurrido el 12 de febrero del 2005 varias familias resultaron afectadas. Por motivos de seguridad, falta de ayuda del gobierno y pérdida de bienes materiales, las familias tuvieron que desplazarse a un asentamiento en el barrio los Bambúes Ubicado cerca al Río de Oro en Girón. Objetivos: A través de una encuesta de caracterización se conocieron falencias en temas importantes de salud pública que afectan el núcleo familiar de la población. Los programas de salud como Bacteriología y Laboratorio Clínico participaron en esta intervención educativa con el objetivo de mejorar la calidad de vida de esta población. Metodología: Como segunda fase del proyecto se crearon estrategias educativas en temas de salud pública donde participaron mujeres líderes del barrio los Bambúes. Con el objetivo de mejorar los conocimientos básicos en salud, mujeres líderes compartieron información de buenos hábitos de salud a todas las familias de la comunidad. Posteriormente, una encuesta de conocimiento logró medir el nivel de adquisición sobre este tema. Resultados: Las intervenciones educativas lograron que las mujeres líderes de la comunidad se empoderaran en los temas de hábitos higiénicos, alimentación sana y salud bucal. La adquisición de conocimientos logró ser mayor de un 80%, en temas de ETV e IRA, se hace necesario más intervenciones. Conclusiones: Se diseñaron y realizaron estrategias de intervención educativa involucrando los principales problemas de salud en la comunidad. El diseño de la cartilla proporciona material educativo a las lideresas., Pregrado, Bacteriólogo(a) y Laboratorista Clínico, CONTENIDO INTRODUCCIÓN ................................................................................................... 18 1. GENERALIDADES ......................................................................................... 20 1.1 TÍTULO ............................................................................................................ 20 1.2 TIPO DE ACTIVIDAD ............................................................................... 20 1.3 INSTITUCIÓN Y POBLACIÓN BENEFICIADA ......................................... 20 1.3.1 Población beneficiada ................................................................................... 20 1.4 LUGAR DE EJECUCIÓN ................................................................................. 20 1.5 DURACIÓN DE LAS ACTIVIDADES ............................................................... 20 1.6 FECHA DE INICIO Y TÉRMINO ...................................................................... 21 1.7 UNIDADES EJECUTORAS ...................................................................... 21 1.8 RESPONSABLES ..................................................................................... 21 1.8.1 De la elaboración y presentación del proyecto o actividad ........................... 21 1.8.2 De la dirección.................................................................................... 21 1.8.3 De la codirección ................................................................................ 21 1.8.4 De la aprobación ................................................................................ 21 1.8.5 Del registro y la supervisión .......................................................................... 21 2. ACTIVIDADES DE PROYECCIÓN SOCIAL ...................................................... 22 2.1 TITULO DESCRIPTIVO ................................................................................... 22 2.2 OBJETIVOS ..................................................................................................... 22 2.2.1 Objetivo general ............................................................................................ 22 2.2.2 Objetivos específicos .................................................................................... 22 2.3 METAS............................................................................................................. 23 2.4 ANTECEDENTES ............................................................................................ 23 2.5 JUSTIFICACIÓN DE LAS ACTIVIDADES ....................................................... 28 2.6 METODOLOGÍA .............................................................................................. 29 2.6.1 Diseño de estudio ......................................................................................... 29 2.6.2 Población ...................................................................................................... 29 2.6.3 Actividades .................................................................................................... 30 2.7 PROCEDIMIENTOS O TÉCNICAS QUE SE USARON PARA LA RECOLECCIÓN DE LA NFORMACIÓN ............................................................... 36 2.8 RESULTADO DE ACTIVIDADES ................................................................... 36 2.8.1 Resultados obtenidos ................................................................................... 36 2.9 INDICADORES DE LOGRO ............................................................................ 44 2.10 TESTIMONIOS DE LA POBLACIÓN ............................................................. 45 3. DISCUSIÓN DE RESULTADOS ........................................................................ 46 4. CONCLUSIONES .............................................................................................. 51 5. RECOMENDACIONES ...................................................................................... 52 BIBLIOGRAFÍA ...................................................................................................... 53 ANEXOS ................................................................................................................ 57, Ej. 1

In order to develop strategies of educational intervention to provide answers to the problems of educational practice gross in the Psychology program at the University "Jose Marti" to Sancti Spiritus (Uniss), performs a diagnostic of the educational work in such a race. For the implementation of the methods were applied level theoretical, empirical and descriptive statistics. As the main instruments used the analysis of documents, the non-structured interviews and questionnaire. It was found that the work of character education by teachers is primarily oriented to the formation of values and stimulation of the self-management of learning, which is evidence of the professional training that it disagreed with the social demands that currently has the professional of this scienceKeywords: diagnostic, educational work, career of Psychology.

Esta pesquisa apresenta um Estudo Comparativo de enfoque sócio-histórico da proposta de governo para a alfabetização de pessoas jovens e adultas no Brasil e na Argentina, procurando descrever e analisar a base teórico-metodológica sob a qual se assentam as propostas e o material didático nelas utilizados. Para fundamentar o estudo, tomamos como referência autores, a exemplo de Soares (2002), Nóvoa (2009), Saforcada (2011), Di Pierro (2008, 2010), Soares (1998,2004,2016), Vóvio e Mansutti (2007), Morais (2010), entre outros, a fim de reconhecer e aprofundar questões trazidas pelas políticas educacionais da alfabetização de adultos e pelos materiais didáticos, procurando ir além da simples construção de uma pesquisa descritiva. Tendo como objeto de estudo os materiais didáticos utilizados nos programas nacionais de alfabetização para a modalidade da educação de pessoas jovens e adultas implantados, iniciamos por investigar o discurso oficial presente nas políticas educativas, no período dos anos 2000 aos dias atuais, na tentativa de compreender, nesses dois contextos geográficos, como foram legisladas as estratégias para intervenção educativa que resultaram nas propostas dos Programas Brasil Alfabetizado, no Brasil, e Encuentro, na Argentina. Por conseguinte, analisamos comparativamente o que essas leis revelam como base epistêmica para o ensino da leitura e da escrita, através das concepções e finalidades apresentadas para o processo de alfabetização. Sobre os Programas, detivemo-nos no delineamento pedagógico e curricular por meio da análise do material didático de apoio pedagógico utilizado em duas localidades especificas: do Brasil, a cidade de Jequié, Bahia, e da Argentina, Córdoba. Partindo de uma reconstrução longitudinal, da descrição e da interpretação do discurso oficial dos governos brasileiro e argentino nas suas políticas e regulamentações para alfabetização de adultos, foi possível identificar convergências e especificidades de como cada país legislou e operacionalizou sua ação pedagógica, sob influência de uma regulação transnacional. Ao tempo que os materiais didáticos puderam revelar, partindo de uma escala de prioridade de aspectos da aprendizagem da escrita, uma base de organização diferente que, sinaliza para capacidades diferenciadas quanto aos objetivos pretendidos para a alfabetização inicial. Dessa maneira, os resultados indicam que os caminhos percorridos pelo Brasil e pela Argentina têm ponto de convergência no direcionamento dado pela política internacional de (re)configuração de uma ordem econômica e se distanciam em determinados pontos da implementação da política alfabetizadora, bem como os desdobramentos que incidem sobre os dados da realidade atual This research presents a socio-historical Comparative Study of the government proposal for the literacy of young people and adults in Brazil and Argentina, trying to describe and analyze the theoretical methodological basis on which these proposals are based and the didactic material used by it. In order to base the study, we refer to authors, such as Soares (2002), Nóvoa (2009), Saforcada (2011), Di Pierro (2008, 2010), Soares (1998,2004,2016), Vóvio e Mansutti (2007), Morais (2010), among others, in order to recognize and deepen the questions raised by the educational policies of adult literacy and by the didactic materials, seeking to go beyond the simple construction of descriptive research. Having as object of study the didactic materials utilized in the implemented national programs of literacy for the modality of the education of young people and adult, we initially investigated the official discourse present in educational policies from the period 2000 to the present day in an attempt to understand in these two geographical contexts how were legislated the strategies for educational intervention that resulted in the proposals of the Programs Brasil Alfabetizado, in Brazil, and Encuentro, in Argentina. Therefore, we comparatively analyzed what these laws reveal as an epistemic basis for the teaching of reading and writing, through the conceptions and purposes presented for literacy. About the Programs, we focused on the pedagogical and curricular delineation through the analysis of didactic material of pedagogical support used in two specific localities, the city of Jequié/BA, in Brazil, and Córdoba, from Argentina. Starting from a longitudinal reconstruction, from the description and interpretation of the official discourse of the Brazilian and Argentine governments in their policies and regulations for adult literacy, it was possible to identify similarities and specificities of how each country legislated and operationalized its pedagogical action, under the influence of a transnational regulation. At the same time, the teaching materials were able to reveal, from a priority scale of aspects of the learning of the writing, a different organizational base that signals to different capacities as to the objectives intended for the initial literacy.In this way, the results indicate that the paths traveled by Brazil and Argentina have a convergence point in the direction given by the international policy of (re)configuration of an economic order, and distance themselves in certain points of the implementation of literacy policy, as well as the developments that affect the data of the current reality

Una de las razones de la deserción escolar es el bajo nivel académico en matemáticas básicas. Este curso es clave para el aprendizaje de conceptos básicos, como prerrequisito de las matemáticas más avanzadas como: cálculo diferencial e integral y ecuaciones diferenciales. El objetivo de este trabajo final de profundización consiste en proponer una metodología que permita disminuir la deserción académica en matemáticas. Con esta metodología se pretende generar nuevos ambientes y estrategias de intervención pedagógica, tales como: el trabajo colaborativo en equipos y el aprendizaje basado en problemas ABP, donde se le permita al alumno dejar de tener un papel pasivo para asumir un papel activo y el docente pasar de ser transmisionista a un facilitador del aprendizaje, y por lo tanto generarse un ambiente propicio para un aprendizaje significativo. (Texto tomado de la fuente) Abstract: One of the causes of desertion is the low academic level in basic math. This course is the key to learning basics concepts as a prerequisite of the most advanced mathematics such as differential and integral calculus and differential equations. The objective of this research is to propose a methodology to reduce the academic dropout in mathematics. This methodology is intended to generate new environments and strategies of educational intervention, such as collaborative teamwork and problem-based learning PBL, where it allows the student to leave a passive role to assume an active role in learning and the teacher becomes a facilitator of learning, and therefore an enabling environment for meaningful learning is generated Maestría Maestría en Enseñanza de las Ciencias Exactas y Naturales

Las nuevas tecnologías de la información y la comunicación (TIC) pueden actuar como recursos potentes para la enseñanza de las Ciencias Biológicas en nuestros cursos del Ciclo Básico Común (CBC) de la Universidad de Buenos Aires (UBA). Sin embargo, hemos observado que en el grupo de docentes de Biología hay cierta resistencia e incluso a veces se percibe forzada su implementación en el aula. Esta actitud podría conducir a que el uso de la tecnología pierda su sentido didáctico, pasando a ser un añadido o anexo, en vez de estar integrado y formar parte del proceso de enseñanza. Con el objeto de mejorar la enseñanza promoviendo la implementación de la tecnología en futuras estrategias de intervención docente en las aulas de Biología del CBC, nos propusimos: realizar una investigación exploratoria descriptiva que permitiera conocer la situación actual de los docentes de Biología en nuestra Sede Leónidas Anastasi (Drago) en cuanto al uso e implementación de las nuevas tecnologías en las aulas. Los resultados obtenidos de las entrevistas llevadas a cabo dan cuenta que hay un incremento en la incorporación de los recursos tecnológicos y TIC; no obstante, también se logra develar la presencia de problemáticas, como son la adquisición de la infraestructura tecnológica y la cultura de su utilización, más allá de los ofrecimientos de capacitación que haya. Nuestro desafío es proyectar, en una segunda instancia y a partir de los resultados obtenidos en esta investigación, políticas de acción tanto formadoras como promovedoras de diseños de propuestas didácticas que integren TIC para la enseñanza de Biología en el CBC-Drago. Por tal motivo consideramos de suma importancia este primer abordaje exploratorio puesto que estamos convencidos que las propuestas didácticas serias deben gestarse a partir de conocer primero las necesidades de cada contexto socio institucional docente. Palabras clave: enseñanza; biología; TIC; superior; docentes The new information and communications technology (ICT) can act as powerful teaching respurce of Biological Sciences at our CBC courses at the University of Buenos Aires (UBA). However, we have observed that in the group of biology teachers there is some resistance and sometimes even it is perceived as forced its implementation in the classroom. This attitude could lead to that the use of technology loses its didactic sense, becoming an addition or annex, instead of being integrated and become part of the teaching process. In order to improve teaching by promoting the implementation of technology in future strategies of educational intervention in the CBC Biology classroom, we proposed: make a descriptive exploratory research to allow to know the current situation of Biology teachers in our Leonidas Headquarters Anastasi site (Drago) in the use and implementation of new technologies in the classroom. The results show that there is a significant increase in the incorporation of technology and ICT resources; however, it does not ignore the presence of problems, such as the acquisition of technological infrastructure and culture of use, beyond the existing training offers. Our challenge is to project, in a second instance and from the results obtained in this investigation, action policies both forming and promotive of didactic proposal designs that integrate ICT for teaching biology in the CBC-Drago. We consider important to account this first exploratory approach because we believe that the educational proposals should be appropriate to the needs of each partner institution teaching context. Keywords: education; biology; ICT; higher education teachers

Las nuevas tecnologías de la información y la comunicación (TIC) pueden actuar como recursos potentes para la enseñanza de las Ciencias Biológicas en nuestros cursos del Ciclo Básico Común (CBC) de la Universidad de Buenos Aires (UBA). Sin embargo, hemos observado que en el grupo de docentes de Biología hay cierta resistencia e incluso a veces se percibe forzada su implementación en el aula. Esta actitud podría conducir a que el uso de la tecnología pierda su sentido didáctico, pasando a ser un añadido o anexo, en vez de estar integrado y formar parte del proceso de enseñanza. Con el objeto de mejorar la enseñanza promoviendo la implementación de la tecnología en futuras estrategias de intervención docente en las aulas de Biología del CBC, nos propusimos: realizar una investigación exploratoria descriptiva que permitiera conocer la situación actual de los docentes de Biología en nuestra Sede Leónidas Anastasi (Drago) en cuanto al uso e implementación de las nuevas tecnologías en las aulas. Los resultados obtenidos de las entrevistas llevadas a cabo dan cuenta que hay un incremento en la incorporación de los recursos tecnológicos y TIC; no obstante, también se logra develar la presencia de problemáticas, como son la adquisición de la infraestructura tecnológica y la cultura de su utilización, más allá de los ofrecimientos de capacitación que haya. Nuestro desafío es proyectar, en una segunda instancia y a partir de los resultados obtenidos en esta investigación, políticas de acción tanto formadoras como promovedoras de diseños de propuestas didácticas que integren TIC para la enseñanza de Biología en el CBC-Drago. Por tal motivo consideramos de suma importancia este primer abordaje exploratorio puesto que estamos convencidos que las propuestas didácticas serias deben gestarse a partir de conocer primero las necesidades de cada contexto socio institucional docente. The new information and communications technology (ICT) can act as powerful teaching respurce of Biological Sciences at our CBC courses at the University of Buenos Aires (UBA). However, we have observed that in the group of biology teachers there is some resistance and sometimes even it is perceived as forced its implementation in the classroom. This attitude could lead to that the use of technology loses its didactic sense, becoming an addition or annex, instead of being integrated and become part of the teaching process. In order to improve teaching by promoting the implementation of technology in future strategies of educational intervention in the CBC Biology classroom, we proposed: make a descriptive exploratory research to allow to know the current situation of Biology teachers in our Leonidas Headquarters Anastasi site (Drago) in the use and implementation of new technologies in the classroom. The results show that there is a significant increase in the incorporation of technology and ICT resources; however, it does not ignore the presence of problems, such as the acquisition of technological infrastructure and culture of use, beyond the existing training offers. Our challenge is to project, in a second instance and from the results obtained in this investigation, action policies both forming and promotive of didactic proposal designs that integrate ICT for teaching biology in the CBC-Drago. We consider important to account this first exploratory approach because we believe that the educational proposals should be appropriate to the needs of each partner institution teaching context. Fil: Sturla, Andrés. Universidad de Buenos Aires. Ciclo Básico Común; Argentina Fil: Baldoni, Gabriela. Universidad de Buenos Aires. Ciclo Básico Común; Argentina Fil: Todaro, Laura Beatriz. Universidad de Buenos Aires. Ciclo Básico Común; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Garofalo, Sofia Judith. Universidad de Buenos Aires. Ciclo Básico Común; Argentina

Resumen:Este artículo aporta evidencias de validación de una escala de valoración destinada a evaluar las estrategias de gestión e intervención docente, también llamadas metodologías docentes, empleadas por el profesorado de primaria. Esta investigación es realizada desde dos aproximaciones: una cuantitativa basada en un estudio de encuesta, donde se recogen las valoraciones de estudiantes acerca de cómo se aprende en el aula y qué recursos, actividades y sistemas de evaluación utiliza el profesorado; y una cualitativa basada en las aportaciones de un comité de personas expertas. Los análisis realizados atienden a la validez de contenido y de constructo de la escala así como a la fiabilidad de sus ítems. La validación de dicha escala se realizó con un total de 9 centros de la Comunidad Valenciana (España), en el nivel de 6° de primaria, concretamente 324 estudiantes. Los resultados permiten, por un lado, comprobar el alto nivel de consistencia interna de la escala de valoración y, por otro lado, presentar un instrumento destinado a la autoevaluación y/o heteroevaluación que ofrezca al profesorado la información necesaria para modificar y mejorar su gestión e intervención en el aula para adaptarse mejor a las competencias y necesidades de sus estudiantes en un contexto de formación permanente. Abstract:This article provides evidence of validation of a rating scale intended to evaluate management strategies and educational intervention, also called teaching methodologies, used by primary teachers. This research is conducted from two approaches: a quantitative study based on a survey, where valuations students about how they learn in the classroom and what resources, activities and evaluation systems are collected using teachers; and a qualitative based on input from a committee of experts. The analyzes serve content validity and construct the scale and the reliability of its items. The validation of the scale was conducted with a total of 9 centers of Valencia (Spain), in the 6th grade level, namely 324 students. The results allow, on the one hand, to check the high level of internal consistency of the scale of assessment, and on the other hand, present a tool for self-assessment and / or hetero offering teachers the information needed to modify and improve their management and intervention in the classroom for better match the skills and needs of their students in a context of lifelong learning.

Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança. O presente relatório final de estágio surge no âmbito do curso de Mestrado em Ensino de Dança, da Escola Superior de Dança do Instituto Politécnico de Lisboa e descreve e reflecte toda a actividade pedagógica e intervenção na comunidade escolar, enquadrada na disciplina de Técnica de Dança Clássica na turma do 3º Ano B da Escola de Dança do Conservatório Nacional. Neste estágio pretendeu-se, como objetivo principal, apurar as teorias da Educação Positiva para posteriormente poder aplica-las em contexto vocacional, assim como noutras situações educativas e de forma a contribuir no desenvolvimento do processo de ensino-aprendizagem, tendo como princípios as atitudes de respeito mútuo e a cooperação, através do encorajamento, reforço positivo e compreensão aliados à firmeza. A “necessidade de iniciar uma nova era em que se respire positividade e êxito, se construam e se partilhem histórias bem conseguidas, e se criem maneiras de cada um se embrenhar nos pequenos-grandes sucessos de cada dia” (Neto, Marujo, & Perloiro, 1999, p.14) foi a motivação primordial para a escolha deste tema. O estágio desenvolveu-se em quatro fases distintas mas complementares entre si: 1) Fase de observação estruturada; 2) Fase de Participação Acompanhada; 3) Fase de Lecionação; 4) Fase de Colaboração em atividades realizadas pela escola cooperante. Todas as fases foram desenvolvidas tendo sempre em conta os objetivos inicialmente delineados e que nos propusemos atingir. Durante o estágio, pudemos desenvolver várias competências técnicas a nível da planificação, análise, observação, comunicação e de reflexão e tivemos a oportunidade de poder experimentar diferentes metodologias pedagógicas e desenvolver capacidades, atitudes e valores em contexto de ensino vocacional. Assim, a produção deste relatório, e através de uma metodologia de investigação-ação, repercute-se uma análise do trabalho desenvolvido da implementação da Educação Positiva aplicada à Técnica de Dança Clássica e desta forma, permitindo construir estratégias de intervenção pedagógica e de soluções educativas para que as alunas possam, hoje e no futuro, alcançar um melhor desempenho nas aulas. ABSTRACT - This final report stage arises under the Master course in Teaching Dance , the Escola Superior de Dança of the Instituto Politécnico de Lisboa and describes and reflects all activities and pedagogical intervention in the school community , framed in the discipline of Classical Dance Technique 3rd in class B Year of the Escola de Dança do Conservatório Nacional. At this stage it was intended as the primary objective, to investigate theories of Positive Education subsequently able to apply them in the context of artistic vocations, as well as other educational situations and to contribute in the development of teaching and learning, with the principles of attitudes mutual respect and cooperation, through encouragement, positive reinforcement and understanding coupled with firmness. "Need to start a new era in which it breathes positivity and success, build up and share stories and achieved, and create ways for each of us to venture into small - big hits of the day " ( Neto, Marujo, & Perloiro 1999 , p.14 ) was the prime motivation for choosing this theme. The stage was developed in four distinct phases but complementary to each other : 1) Phase structured observation; 2) Phase Participation Accompanied; 3) Phase Teaching; 4) Stage Collaboration in cooperative activities undertaken by the school. All phases were developed taking into account the objectives initially set and we set ourselves to achieve. During the internship, we develop various technical skills with the planning, analysis, observation, communication and reflection and we had the chance to experience different teaching methodologies and to develop skills, attitudes and values in the context of vocational education. Thus, the production of this report, and through a methodology of action research, reflected by an analysis of the work of implementing the Positive Education applied to Classical Dance Technique and thus allowing to build strategies for educational intervention and education solutions so that students can, today and in the future, achieve better performance in class.

This study is an exploration of some of the implications for educational practice which arise from an approach to specific learning difficulties derived from human cognitive neuropsychology. The study attempts to provide an overview of recent findings and to place them in a coherent contextual framework through the presentation of a theory driven, hypothetical, working model of the internal lexicon (John Morton's 1979 'Logogen Model'). In order to make this study meaningful to educational practice, pertinent strategies for educational intervention are abstracted from the theoretical model and presented within the context of a single case study. The case study explores language processing in terms of oral reading and the role of the internal lexicon through the perspective of Morton's Logogen Model. The case study seeks to integrate an information processing account of the encoding and retrieving of representations of stimuli (in their respective logogen systems) with more 'traditional' aspects of educational psychological practice. Finally, in the conclusion, using the evidence in the study, I state the case for a greater acknowledgement of the contribution that cognitive psychology and cognitive neuropsychology can make to the 'informed' practice of the educational psychologist.

Esta tese teve como objetivo analisar o uso que os diretores escolares fazem dos resultados de proficiência em Língua Portuguesa obtidos por meio das avaliações em larga escala implementadas pelo Programa de Avaliação da Rede Pública de Educação Básica em Minas Gerais (PROEB) a partir do ano 2000. O Ministério da Educação e a Secretaria de Estado de Educação de Minas Gerais dispõem de uma base de dados considerável sobre o rendimento escolar dos alunos. Esta pesquisa pretendeu evidenciar a realidade das escolas em Belo Horizonte. Partiu-se da premissa de que estamos frente a uma nova regulação educativa em que a incidência de avaliações nos Sistemas de Ensino concorre para o controle abrangente sobre as ações pedagógicas desenvolvidas nas escolas e, de forma específica, sobre o trabalho do diretor escolar. O sucesso ou o fracasso escolar traduzidos no desempenho e resultados acadêmicos auferidos pelos testes são, em geral, atribuídos aos profissionais da educação, e em última instância, ao diretor da escola. A pesquisa abrangeu do período em que foi instituído o PROEB, ano 2000, até a atualidade (2010). A investigação adotou uma abordagem predominantemente qualitativa sem, contudo, prescindir de dados quantitativos. Como instrumentos de coleta de dados foram utilizados questionários e entrevista semiestruturada por fornecerem um material extremamente valioso para análise do fenômeno pesquisado. A pesquisa de campo ocorreu em oito escolas estaduais localizadas na região metropolitana de Belo Horizonte que contemplaram realidades diferenciadas no que se refere à relação índice de proficiência/nível socioeconômico e nas respectivas Superintendências Regionais de Ensino. A pesquisa mostrou que a apropriação dos resultados, a despeito das dificuldades e limitações em fazê-lo, acontece nas escolas em maior ou em menor grau. As avaliações orientam e referenciam a prática das escolas, mas algumas desenvolvem suas estratégias próprias de intervenção pedagógica, independentemente das avaliações. Os resultados das avaliações geram transtornos, pressões e constrangimentos visíveis nos diretores e causam interferências no aspecto administrativo, pedagógico, político e financeiro da escola. Os resultados dos testes têm influenciado nas decisões administrativas, tanto no seio da escola quanto nos órgãos centrais. Por fim, constatamos ainda que é necessário melhorar a socialização dos dados disponibilizados às escolas e tornar mais familiar a linguagem em sua divulgação junto à comunidade escolar. This thesis aimed to examine the use that school principals make of the results of Portuguese Language proficiency obtained through large scale assessments implemented by the Evaluation Program of the Public Basic Education (PROEB) in the state of Minas Gerais, Brazil, from the year 2000. The Ministry of Education and the State Secretary of Education of Minas Gerais make use of a considerable database on the performance of the students enrolled in schools of this state. This research, then, intended to evidence the reality of the schools in Belo Horizonte, capital of Minas Gerais, Brazil. We started from the premise that we are facing a new educative regulation where the incidence of evaluations in the Systems of Education contributes to the extensive control over the teaching activities developed in schools and, specifically, about the work of the school principal. The success or failure reflected in school performance and academic results derived by the tests are generally attributed to the professionals of the education, and in last instance, to the principle of the school. In this sense, our intention was to see to what extent and amplitude changes conditioned by the new mode of regulation in this case, evaluations, and especially their results, have modified the work of the school principal. The search covered the period in which PROEB was instituted, year 2000, until today (2010). The investigation adopted a predominantly qualitative approach without, however, dispensing quantitative data. As tools for collecting data we used questionnaires and semi-structured interviews by providing an extremely valuable material for analysis of the researched phenomenon. The fieldwork took place in eight public schools located in the metropolitan area of Belo Horizonte, state of Minas Gerais, Brazil, which contemplated the different realities in relation to the ratio index proficiency / socioeconomic status and its Regional Superintendents of Education (SRE). Research has shown that the appropriation of the results, despite the difficulties and limitations in doing so, happens in school to a greater or lesser extent. The assessments guide and make reference to the practice of schools, but some of them develop their own strategies of educational intervention regardless evaluations. The "results "of assessments cause problems, pressures and constraints on principals and promote visible interference in the administrative, educational, political and financial aspects in the school. The tests results have influenced on the management decisions, both within the school and in the central organs. Finally, the research showed that even with the changes made constantly in the evaluation process, it is still necessary to improve the socialization of the data available to schools and become more familiar the language in which the results and comments are disseminated to the school community.

La educación intercultural ha alcanzado en el ámbito de la educación carta de identidad. La problemática de la educación intercultural se ha modificado en nuestros días, no sólo porque los movimientos de población son cada vez más numerosos, plurales y frecuentes, sino también porque las circunstancias del mundo, actualmente, están penetradas por la mundialización de los fenómenos, la responsabilidad de la sociedad civil, el respeto a la diversidad y la consolidación de los derechos de primera, segunda y tercera generación, de una manera tal que nos obliga a replantear el concepto de interculturalidad desde nuevas perspectivas transnacionales y glocales que tienen alcance semántico. Para nosotros, hablar de interculturalidad implica hablar de comunicación intercultural, y ésta se compone de procesos de interacción, tanto verbales, como no verbales, que existen entre los miembros que pertenecen a grupos culturales diferentes en situaciones de diversidad. Atendiendo a estos planteamientos, en este trabajo defendemos que en el desarrollo de estrategias de intervención se tiene que reforzar la comunicación intercultural en un triple sentido: La comunicación intercultural como propuesta, la comunicación intercultural como promotora de innovación, la comunicación intercultural como fortalecimiento personal y de grupo The intercultural education has reached in educational field specific identity. The conceptual context of the intercultural education has been modified in our days, not only because the migratory movements are more and more numerous, plural and frequent, but also because the circumstances of the world, at the moment, are engaged by the mundialización of the phenomena, the responsibility of the civil society, the respect to the diversity and the consolidation of the human rights (whether first, second or third generation ones), in a such way so that it forces to us to reframe the interculturality concept from new transnational and glocal perspectives that have semantic meaning. For us, to speak of interculturality concept implies to speak of intercultural communication and this one is made up of processes of interaction, as much verbal, as nonverbal, that exist between the members who belong to different cultural groups and are in status of diversity. Taking care of these expositions, in this work we clear that in the development of intercultural strategies in educational intervention, it must reinforce the intercultural communication in a triple sense: The intercultural communication like a ethical chance, the intercultural communication like innovation promoter, the intercultural communication like personal and groupal encouragement SI

Dans un contexte de crise environnementale qui affecte nos sociétés, il nous semble avant tout important d’éduquer la population à une nouvelle manière de penser et d’agir, afin qu’elle se mue en décideurs capables de faire des choix éclairés face aux situations complexes auxquelles les sociétés sont de plus en plus confrontées. Le présent article concerne une étude qui a été réalisée dans un souci d’identification des stratégies d’intervention éducative qui pourraient aider une communauté aux prises avec des problèmes de sécurité alimentaire et de survie, de continuer à combler ses besoins tout en posant, en même temps, des gestes de gestion durable de leurs ressources. La population ciblée est celle se trouvant dans un bassin versant d’un marais en dessèchement, le marais de Rugezi au Rwanda., In an environmental crisis context which affects our societies, above all, it seems very important to us to educate the population with a new way of thinking and acting so that she moults herself as decision makers able to make enlightened choices vis-à-vis the complex situations to which the societies are more and more confronted. This article is related to a study which was carried out in the aim of identifying the strategies of educational intervention which could help the community facing food safety and survival problems, to continue to fill its needs while posing at the same time the gestures of sustainable management of their resources. The targeted population is that being in a catchment’s area of a marsh in drying, the marsh of Rugezi in Rwanda.