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This article presents the results of a research in the classroom in the subject Programming I, initial course of computer programming in Systems Engineering and Computing. The research pretend to approach the impact of two methodologies of problem solving based on programming logic and the use of programming languages for its implementation. We use a qualitative perspective, as far as the students' performance as programmers, and quantitative, in what corresponds to the qualification of the written evaluations. It has been used to structure two parallel courses, using different methodologies for solving programming problems. With the first group, a methodology was implemented based on the conceptual resolution of these problems using solutions on paper and with the other one we use resolution of problems based on the intensive use of the computer. The results show a very interesting trend that allows us to make some important inferences regarding the promotion of logic and the approach of solutions in the paper against the use of the computer and the deepening in the purely technological knowledge. Conclusions leave open doors of the discussion about the different and possible ways that the students of programming to appropriate, assimilate and apply the own knowledge of this area. [ABSTRACT FROM AUTHOR]

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Feedback on teaching practices is an essential part of teachers' professional development. The objective of this paper is to evaluate the impact of the use of rubrics to improve the quality of feedback on teachers' performance in the classroom. The study sample comprised 32 participants randomly assigned to an experimental or a control group. The experimental group worked together to design their rubric to support and give feedback on teacher performance in the classroom, while the control group was assigned a standardized rubric. The results point to significant differences in the quality of feedback in favor of the experimental group, whose feedback was more formative and offered greater guidance. The research concludes that rubrics, providing direction for reflection on teaching practice and promoting teachers' professional development and a transformation of the teaching-learning process. [ABSTRACT FROM AUTHOR]

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Resorting to a counterpoint between Plato's Meno and some texts by Freud and other authors, the paper tries to explore how the so-called by Freud "impossible professions" -- government, education, analysis --, which, among other traits, share their not being able to be taught, are acquired. In Plato's approach, which excludes any transmission and is based on the doctrine of the immortality of the soul and its prenatal immersion in the world of pure ideas, the virtue of governing well, that cannot be taught, is got through reminiscence: "there's no teaching, but reminiscence". Freud's perspective postulates instead that the virtue of analyzing well is acquired within an experience that entails a social link, a tie with another, with the Other -- "those who are already proficient in it" --, where what cannot be taught is nevertheless transmitted, a symbolic transmission that, being a foundational experience of any subjectivity at the very beginnings of life and all along it, makes possible any later experience and creation, including the experience of a psychoanalyst, which is not without words, even knowing that words cannot say everything. An analytic transmission should produce an analyst able to listen, through the babblings of the unconscious, the tormenting questions impossible to be formulated and answered that hover every subject; he is not expected to answer them, but to allow the subject, in words of Pierre Legendre "to find his passage [...] to listen to his own words in order to learn not as much what he wants, but the place of the impossible in what he wants". [ABSTRACT FROM AUTHOR]

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