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This article seeks a relationship between the opening of the arts Faculty of the Central University of Ecuador (FAUCE) and the art paradigm shift towards the contemporary at a national level. As a methodology, an analysis of historical documents of the FAUCE is carried out in which the profile of the students and graduates is discussed. The debates over including theoretical subjects in the arts curriculum are explored. Likewise, all the final dissertations of FAUCE students between 1970 and 2008 were analyzed. The result is a statistical interpretation of the topics discussed in the dissertations. The results of this statistical study are the evidence that establishes the change from a modern paradigm to a contemporary one in Ecuador’s artistic production., El objetivo de este artículo es encontrar una relación entre la aparición de la Facultad de Artes de la Universidad Central del Ecuador (FAUCE) y el cambio de paradigma del arte hacia nuevos temas de investigación. Como metodología se hace un análisis de documentos históricos de la FAUCE en los que se discute el perfil de los estudiantes y de los egresados, y los planes de estudio. Se indaga en las disputas por la posibilidad de incluir materias teóricas en la malla curricular de artes. Asimismo, se analizaron todas las tesis de los estudiantes de la FAUCE entre 1970 y 2008. El resultado es una lectura cuantitativa de los temas tratados en las disertaciones de tesis. Los resultados de este estudio son las evidencias que permiten que establecen el cambio de pensamiento en la producción artística del Ecuador.

Los cambios frecuentes en la educación universitaria han sido trastocados estructuralmente por la incorporación de la inteligencia artificial (IA), mediante la utilización y aplicación por parte de los estudiantes y profesores en el proceso de enseñanza aprendizaje. El objetivo fue analizar e interpretar los resultados de la inteligencia artificial en la educación universitaria y valorar sus contribuciones en el periodo de 2019 a 2023. El método se aplicó la revisión sistemática y bibliométrica para responder a las preguntas específicas de la investigación, mediante métodos de búsqueda claros, sistemáticos y replicables; se accedió a un universo de 917 publicaciones indexadas en Scopus, WoS y PubMed y se seleccionó una muestra de 59 artículos científicos. Los resultados indican que la mayoría de las publicaciones se han realizado en la China, seguido de España y Estados Unidos, también se evidencia escasa colaboración entre investigadores, dispersión en las temáticas específicas y el aislamiento en redes pequeñas. En las universidades, se evidencia la aplicación de las herramientas de inteligencia artificial, en su uso correcto para el desarrollo del aprendizaje profundo con la activación de procesos cognitivos superiores en los estudiantes, quienes requieren de la orientación pedagógica de los docentes capacitados en esta temática., Frequent changes in university education have been structurally disrupted by the incorporation of artificial intelligence (AI), through the use and application by students and professors in the teaching-learning process. The objective was to analyze and interpret the results of artificial intelligence in university education and assess its contributions in the period from 2019 to 2023. The method was applied systematic and bibliometric review to answer the specific research questions, using clear, systematic and replicable search methods; a universe of 917 publications indexed in Scopus, WoS and PubMed was accessed and a sample of 59 scientific articles was selected. The results indicate that most of the publications have been made in China, followed by Spain and the United States; there is also scarce collaboration among researchers, dispersion in specific topics and isolation in small networks. In universities, there is evidence of the application of artificial intelligence tools, in their correct use for the development of deep learning with the activation of higher cognitive processes in students, who require the pedagogical guidance of teachers trained in this subject.

Esta investigación tiene como objetivo comprender cómo dos centros de formación y asesoría pedagógica desempeñan su papel en la formación y seguimiento del desarrollo profesional del profesorado universitario. Para ello, estudiamos el caso del Centro de Pedagogía Universitaria (CPU) de la Universidad de Montreal (Québec, Canadá) y del Centro de Formación y Asesoría Pedagógica (NUFAP), vinculado a la Universidad Federal de Bahía (UFBA). Se trata de dos grandes universidades urbanas que llevan algunos años ofreciendo programas de formación y asistencia pedagógica a profesores universitarios. La investigación es de carácter cualitativo y tiene un enfoque fenomenológico. Se utilizaron como método múltiples estudios de casos. Para la recolección de datos se realizó análisis documental en las plataformas virtuales de los dos centros, entrevistas semiestructuradas a coordinadores, asesores pedagógicos y docentes. El análisis temático fue el método utilizado para analizar e interpretar la información, generando un árbol temático a partir de las unidades de significado. Los principales referentes teóricos sobre la formación pedagógica: Colet y Berthiaume, 2015; Lucarelli, 2009; Cunha 2014. Sobre la innovación: Pilot y Marceaux 2022, Imbernón, 2017. Sobre asesoría pedagógica: Cunha 2014. Metodología de la investigación y enfoque filosófico: Maffesoli, 2005; Alexandre, 2013; Paillé y Mucchielli, 2008. Como resultado, se destacaron similitudes y diferencias entre las dos estructuras pedagógicas y sus sistemas de formación y asesoramiento. También se describieron las percepciones de los docentes participantes sobre los efectos de los procesos de formación en sus prácticas, así como las concepciones de coordinadores y asesores pedagógicos sobre el trabajo realizado en ambos sectores., Esta pesquisa tem como objetivo compreender como dois centros de formação e assessoria pedagógica desempenham seu papel na formação e acompanhamento pedagógico de professores universitários. Para tal finalidade, estudamos o caso do Centre for University Pedagogy (CPU) da University of Montreal (Quebec, Canadá) e do Núcleo de formação e assessoria pedagógica (NUFAP), vinculado à Universidade Federal da Bahia (UFBA). Trata-se de duas grandes universidades urbanas que há alguns anos oferecem programas de formação e assessoria pedagógica a docentes universitários. A pesquisa é de caráter qualitativo e abordagem fenomenológica. Utilizou-se como método o estudo de casos múltiplos. Para a coleta dos dados procedeu-se à análise documental nas plataformas virtuais dos dois centros, entrevistas semiestruturadas com coordenadores, assessores pedagógicos e professores. A análise temática foi o método empregado para análise e interpretação das informações, gerando uma árvore temática a partir das unidades de significação que brotaram do estudo. Os principais referenciais teóricos no tocante à formação pedagógica: Colet e Berthiaume, 2015; Lucarelli, 2009, Cunha 2014. Sobre inovação: Pilot e Marceaux 2022; Imbernón, 2017. Sobre assessoria pedagógica, Cunha 2014. Metodologia da pesquisa, e abordagem filosófica Maffesoli, 2005; Alexandre, 2013; Paillé e Mucchielli, 2008. Como resultados foram evidenciadas semelhanças e diferenças entre as duas estruturas pedagógicas e seus sistemas de formação e de assessoria. Foram descritas também as percepções dos professores participantes quanto aos efeitos dos processos formativos em suas práticas, assim como as concepções de coordenadores e assessores pedagógicos quanto ao trabalho desenvolvido nos dois setores., This research aims to understand how two training and pedagogical consultancy centers play their role in training and monitoring the professional development of university teachers. For this purpose, we studied the case of the Center for University Pedagogy (CPU) at the University of Montreal (Quebec, Canada) and the Center for Pedagogical Training and Advisory (NUFAP), linked to the Federal University of Bahia (UFBA). These are two large urban universities that have been offering training programs and pedagogical assistance to university teachers for some years. The research is qualitative in nature and has a phenomenological approach. Multiple case studies were used as a method. To collect data, document analysis was carried out on the virtual platforms of the two centers, semi-structured interviews with coordinators, pedagogical advisors and teachers. Thematic analysis was the method used to analyze and interpret the information, generating a thematic tree from the units of meaning that emerged from the study. The main theoretical references regarding pedagogical training: Colet and Berthiaume, 2015; Lucarelli, 2009; Cunha 2014. About innovation: Pilot and Marceaux 2022, Imbernón, 2017. About pedagogical advice: Cunha 2014. Research methodology and philosophical approach: Maffesoli, 2005; Alexandre, 2013; Paillé and Mucchielli 2008. As a result, similarities and differences were highlighted between the two pedagogical structures and their training and advisory systems. The perceptions of participating teachers regarding the effects of training processes on their practices were also described, as well as the conceptions of coordinators and pedagogical advisors regarding the work carried out in both sectors.

Esta investigación tiene como objetivo comprender cómo dos centros de formación y asesoría pedagógica desempeñan su papel en la formación y seguimiento del desarrollo profesional del profesorado universitario. Para ello, estudiamos el caso del Centro de Pedagogía Universitaria (CPU) de la Universidad de Montreal (Québec, Canadá) y del Centro de Formación y Asesoría Pedagógica (NUFAP), vinculado a la Universidad Federal de Bahía (UFBA). Se trata de dos grandes universidades urbanas que llevan algunos años ofreciendo programas de formación y asistencia pedagógica a profesores universitarios. La investigación es de carácter cualitativo y tiene un enfoque fenomenológico. Se utilizaron como método múltiples estudios de casos. Para la recolección de datos se realizó análisis documental en las plataformas virtuales de los dos centros, entrevistas semiestructuradas a coordinadores, asesores pedagógicos y docentes. El análisis temático fue el método utilizado para analizar e interpretar la información, generando un árbol temático a partir de las unidades de significado. Los principales referentes teóricos sobre la formación pedagógica: Colet y Berthiaume, 2015; Lucarelli, 2009; Cunha 2014. Sobre la innovación: Pilot y Marceaux 2022, Imbernón, 2017. Sobre asesoría pedagógica: Cunha 2014. Metodología de la investigación y enfoque filosófico: Maffesoli, 2005; Alexandre, 2013; Paillé y Mucchielli, 2008. Como resultado, se destacaron similitudes y diferencias entre las dos estructuras pedagógicas y sus sistemas de formación y asesoramiento. También se describieron las percepciones de los docentes participantes sobre los efectos de los procesos de formación en sus prácticas, así como las concepciones de coordinadores y asesores pedagógicos sobre el trabajo realizado en ambos sectores., Esta pesquisa tem como objetivo compreender como dois centros de formação e assessoria pedagógica desempenham seu papel na formação e acompanhamento pedagógico de professores universitários. Para tal finalidade, estudamos o caso do Centre for University Pedagogy (CPU) da University of Montreal (Quebec, Canadá) e do Núcleo de formação e assessoria pedagógica (NUFAP), vinculado à Universidade Federal da Bahia (UFBA). Trata-se de duas grandes universidades urbanas que há alguns anos oferecem programas de formação e assessoria pedagógica a docentes universitários. A pesquisa é de caráter qualitativo e abordagem fenomenológica. Utilizou-se como método o estudo de casos múltiplos. Para a coleta dos dados procedeu-se à análise documental nas plataformas virtuais dos dois centros, entrevistas semiestruturadas com coordenadores, assessores pedagógicos e professores. A análise temática foi o método empregado para análise e interpretação das informações, gerando uma árvore temática a partir das unidades de significação que brotaram do estudo. Os principais referenciais teóricos no tocante à formação pedagógica: Colet e Berthiaume, 2015; Lucarelli, 2009, Cunha 2014. Sobre inovação: Pilot e Marceaux 2022; Imbernón, 2017. Sobre assessoria pedagógica, Cunha 2014. Metodologia da pesquisa, e abordagem filosófica Maffesoli, 2005; Alexandre, 2013; Paillé e Mucchielli, 2008. Como resultados foram evidenciadas semelhanças e diferenças entre as duas estruturas pedagógicas e seus sistemas de formação e de assessoria. Foram descritas também as percepções dos professores participantes quanto aos efeitos dos processos formativos em suas práticas, assim como as concepções de coordenadores e assessores pedagógicos quanto ao trabalho desenvolvido nos dois setores., This research aims to understand how two training and pedagogical consultancy centers play their role in training and monitoring the professional development of university teachers. For this purpose, we studied the case of the Center for University Pedagogy (CPU) at the University of Montreal (Quebec, Canada) and the Center for Pedagogical Training and Advisory (NUFAP), linked to the Federal University of Bahia (UFBA). These are two large urban universities that have been offering training programs and pedagogical assistance to university teachers for some years. The research is qualitative in nature and has a phenomenological approach. Multiple case studies were used as a method. To collect data, document analysis was carried out on the virtual platforms of the two centers, semi-structured interviews with coordinators, pedagogical advisors and teachers. Thematic analysis was the method used to analyze and interpret the information, generating a thematic tree from the units of meaning that emerged from the study. The main theoretical references regarding pedagogical training: Colet and Berthiaume, 2015; Lucarelli, 2009; Cunha 2014. About innovation: Pilot and Marceaux 2022, Imbernón, 2017. About pedagogical advice: Cunha 2014. Research methodology and philosophical approach: Maffesoli, 2005; Alexandre, 2013; Paillé and Mucchielli 2008. As a result, similarities and differences were highlighted between the two pedagogical structures and their training and advisory systems. The perceptions of participating teachers regarding the effects of training processes on their practices were also described, as well as the conceptions of coordinators and pedagogical advisors regarding the work carried out in both sectors.

The article analyzes the trajectory of the National Student Assistance Program (PNAES) at the Federal University of Ouro Preto (UFOP), from the perspective of the institution's high-ranking implementers. Likewise, it intends to analyze the evaluation reports of the execution of the program in the institution, in the period from 2017 to 2019. giving priority to students from public basic education schools or with a per capita family income of up to one and a half minimum wages. At UFOP, the program is carried out by the Dean of Community and Student Affairs, which defines the criteria and methodology for selecting beneficiary undergraduate students. The research is quantitative and qualitative, descriptive and is structured in three phases: (1) survey of the legal/institutional frameworks of the program at national and local level; (2) analysis of data available at UFOP on the evaluation of the implementation of the PNAES in the institution, from 2017 to 2019; (3) and interviews with high-ranking bureaucrats, responsible for PNAES implementation actions at PRACE. The data analyzed reveal that, between 2017 and 2019, an average of 11,141 students were enrolled in face-to-face teaching at the institution. Of these, 60.7% are public school graduates and 25.2% received financial aid via PNAES. Regarding academic performance, data indicate that scholarship holders have a better average coefficient than other students, in addition to lower dropout rates. The data indicate that the program at the university includes students from public schools in a situation of socioeconomic vulnerability, contributing to the reduction of social inequalities through the insertion and permanence of students and, consequently, the completion of higher education., O artigo analisa a trajetória do Programa Nacional de Assistência Estudantil (PNAES) na Universidade Federal de Ouro Preto (UFOP), a partir da percepção dos implementadores de alto escalão da instituição. Da mesma forma, pretende analisar os relatórios de avaliação da execução do programa na instituição, no período de 2017 a 2019. O PNAES foi instituído pelo Decreto nº 7.234/2010 com a finalidade de ampliar as condições de permanência dos jovens na educação superior federal, atendendo, prioritariamente, estudantes oriundos de escolas públicas de educação básica ou com renda familiar per capita de até um salário mínimo e meio. Na UFOP, o programa é executado pela Pró-Reitoria de Assuntos Comunitários e Estudantis, que define os critérios e a metodologia de seleção dos alunos de graduação beneficiados. A pesquisa é quanti-qualitativa, descritiva e se estrutura em três fases: (1) levantamento dos marcos legais/institucionais do programa a nível nacional e local; (2) análise dos dados disponíveis na UFOP sobre a avaliação da execução do PNAES na instituição, no período de 2017 a 2019; (3) e entrevistas com os burocratas de alto escalão, responsáveis por ações de implementação do PNAES na PRACE. Os dados analisados revelam que, entre 2017 e 2019, em média 11.141 alunos estavam matriculados no ensino presencial na instituição. Destes, 60,7% são egressos de escola pública e 25,2% receberam auxílio financeiro via PNAES. Sobre o desempenho acadêmico, os dados informam que os bolsistas têm melhor coeficiente médio que os demais alunos, além de menor evasão. Os dados indicam que o programa na universidade contempla estudantes oriundos de escolas públicas em situação de vulnerabilidade socioeconômica, contribuindo para a redução de desigualdades sociais por meio da inserção e da permanência dos alunos e, consequentemente, da conclusão do ensino superior., El artículo analiza la trayectoria del Programa Nacional de Atención al Estudiante (PNAES) de la Universidad Federal de Ouro Preto (UFOP), en la perspectiva de los altos ejecutores de la institución. Asimismo, se pretende analizar los informes de evaluación de la ejecución del programa en la institución, en el período 2017 a 2019, dando prioridad a los estudiantes de escuelas públicas de educación básica o con ingreso familiar per cápita de hasta un año y medio. salarios mínimos. En la UFOP, el programa es realizado por el Decanato de Asuntos Comunitarios y Estudiantiles, que define los criterios y la metodología para la selección de los estudiantes de grado beneficiarios. La investigación es cuantitativa y cualitativa, descriptiva y está estructurada en tres fases: (1) relevamiento de los marcos legales/institucionales del programa a nivel nacional y local; (2) análisis de los datos disponibles en la UFOP sobre la evaluación de la implementación del PNAES en la institución, de 2017 a 2019; (3) y entrevistas con altos funcionarios burócratas, responsables de las acciones de implementación del PNAES en el PRACE. Los datos analizados revelan que, entre 2017 y 2019, una media de 11.141 alumnos se matricularon en docencia presencial en la institución. De estos, el 60,7% son egresados ​​de escuelas públicas y el 25,2% recibió ayuda económica a través del PNAES. En cuanto al rendimiento académico, los datos indican que los becarios tienen un mejor coeficiente promedio que otros estudiantes, además de menores tasas de deserción. Los datos indican que el programa en la universidad incluye a estudiantes de escuelas públicas en situación de vulnerabilidad socioeconómica, contribuyendo a la reducción de las desigualdades sociales a través de la inserción y permanencia de los estudiantes y, consecuentemente, la culminación de la educación superior.

This paper researches the dropout of students at the Universidade Estadual do Oeste do Paraná (Unioeste) from the beginning of 2010 academic year to the beginning of 2018, considering only those who have entered until 2015. This cut-off year (2015) has the goal of providing a period for the students in the sample (and for the study) to define their situation in the university (dropping out or not). The data sources were the academic administrative records containing information on enrollment, academic performance, and the student’s academic status (attending classes or dropping out), thus a socioeconomic survey regularly applied to candidates for the vacancies in the entrance exam. The goal is to cross information seeking to identify characteristics of the phenomenon and possible associated causes. The analysis was conducted using descriptive and inferential statistics, such as associating tests (Chi-square), mean/median comparisons and correlation analysis. Data were analyzed using the R software (R Core Team, 2020). The study identified that the dropout is associated with: the under-graduation course; family income; extra work alongside with college; parental education; shift; course modality; grade; competition in the entrance exam among other variables already observed in the literature. As theoretical support, the study is based on Vincent Tinto, Alain Coulon and, mainly, on the theory of Habitus, by Pierre Bourdieu. From this perspective, we have observed a multicausal nature in the dropout phenomenon. In addition, socioeconomic characteristics create different types of difficulties that, when associated to other causes, end up determining different chances of carrying on in the university., O artigo investiga a evasão de estudantes na Universidade Estadual do Oeste do Paraná (Unioeste) no início do ano letivo de 2010 ao início de 2018, considerando apenas os ingressantes até 2015. Esse ano de corte (2015) teve como objetivo propiciar aos estudantes da amostra (e para o estudo) tempo para a definição de sua situação na universidade (evadiu ou não). As fontes de dados foram os registros administrativos acadêmicos em que constam informações de matrícula, do desempenho acadêmico e da situação acadêmica do aluno (frequentando ou evadido) e um questionário socioeconômico regularmente aplicado aos candidatos a vagas no teste do vestibular. O objetivo é cruzar informações buscando identificar características do fenômeno e possíveis causas associadas. A análise foi conduzida a partir de estatísticas descritivas e inferenciais, tais como testes de associação (Qui-quadrado), comparações de médias/mediana e análise de correlação. Os dados foram analisados utilizando o software R ( R Core Team , 2020). O estudo identificou que a evasão se associa a: curso; renda familiar; exercício de trabalho extra aos da universidade; escolaridade dos pais; turno; modalidade do curso; série; concorrência no vestibular entre outras variáveis já observadas na literatura. Como suporte teórico, o estudo baseia-se em Vincent Tinto, Alain Coulon e, principalmente, na teoria do Habitus , de Pierre Bourdieu. Nessa perspectiva, observa-se multicausalidade do fenômeno da evasão. Além disso, as características socioeconômicas geram diferentes tipos de dificuldades que, associadas, acabam por determinar chances diferenciadas de permanência na universidade.

The present study aims to analyze how the literature perceives the National Curricular Common Base and how fundamental its approach is in the initial training of teachers, since it is noticeable that there are many professionals unprepared in relation to the use of this document. For this purpose, the methodology of literature review and document analysis was used, and is based on documents, articles and books, which address the BNCC and teacher training throughout Brazil. It was considered through the literature that these challenges happen as a result of the poor training of teachers, which according to the literature should be changed, given that teachers in their training must have at least basic knowledge.

The present study aims to analyze how the literature perceives the National Curricular Common Base and how fundamental its approach is in the initial training of teachers, since it is noticeable that there are many professionals unprepared in relation to the use of this document. For this purpose, the methodology of literature review and document analysis was used, and is based on documents, articles and books, which address the BNCC and teacher training throughout Brazil. It was considered through the literature that these challenges happen as a result of the poor training of teachers, which according to the literature should be changed, given that teachers in their training must have at least basic knowledge.

The present study aims to analyze how the literature perceives the National Curricular Common Base and how fundamental its approach is in the initial training of teachers, since it is noticeable that there are many professionals unprepared in relation to the use of this document. For this purpose, the methodology of literature review and document analysis was used, and is based on documents, articles and books, which address the BNCC and teacher training throughout Brazil. It was considered through the literature that these challenges happen as a result of the poor training of teachers, which according to the literature should be changed, given that teachers in their training must have at least basic knowledge.

The present study aims to analyze how the literature perceives the National Curricular Common Base and how fundamental its approach is in the initial training of teachers, since it is noticeable that there are many professionals unprepared in relation to the use of this document. For this purpose, the methodology of literature review and document analysis was used, and is based on documents, articles and books, which address the BNCC and teacher training throughout Brazil. It was considered through the literature that these challenges happen as a result of the poor training of teachers, which according to the literature should be changed, given that teachers in their training must have at least basic knowledge.

The present study aims to analyze how the literature perceives the National Curricular Common Base and how fundamental its approach is in the initial training of teachers, since it is noticeable that there are many professionals unprepared in relation to the use of this document. For this purpose, the methodology of literature review and document analysis was used, and is based on documents, articles and books, which address the BNCC and teacher training throughout Brazil. It was considered through the literature that these challenges happen as a result of the poor training of teachers, which according to the literature should be changed, given that teachers in their training must have at least basic knowledge.

Programmering spelar idag en oumbärlig roll för samhällets funktioner men det finns en kvinnlig underrepresentation både inom branschen och på utbildningar relaterade till programmering. Denna studie ämnar undersöka hur kvinnor reagerar på marknadsföring för programmeringsutbildningar och hur marknadsföringen skulle kunna förbättras. Detta i syfte att locka fler kvinnor till utbildningarna och potentiellt öka jämställdheten inom IT. I teorin konstateras att det finns en stark stereotyp kring programmerare, vilken kvinnor inte identifierar sig med. Ökad representation, gemenskap och kreativitetsbetingade utbildningstitlar identifieras i tidigare studier som förslag på marknadsföringsåtgärder för att utjämna könsfördelningen. För att undersöka uppfattningen kring programmeringsutbildningars marknadsföring utfördes fokusgruppsintervjuer. Baserat på svaren utformades en enkät vars resultat skulle bekräfta eller dementera fokusgruppernas påståenden. Kvinnor hade en positiv reaktion när kreativt betingade ord användes och när det fanns bred representation av kön och etniciteter. Negativa reaktioner uppstod när homogena grupper av stereotypiska programmerare porträtterades. Ett återkommande önskemål var att få se utbildningen i ett större sammanhang och att få se konkreta exempel på utbildningsmoment och framtida arbetsuppgifter., Programming today plays an indispensable role for society's functions but there is a underrepresentation of women both in the industry and in educations related to programming. This study aims to examine how women respond to marketing for education related to programming and how marketing could be improved. This is to attract more women to the educations and potentially increase gender equality in IT. In theory, it is stated that there is a strong stereotype about programmers, which women do not identify with. Increased representation, community and creativity-related educational titles are identified in previous studies as proposals for marketing measures to even out the gender distribution. To investigate the perception of the marketing for educations related to programming, focus group interviews were conducted. Based on the answers, a questionnaire was designed whose results would confirm or deny the focus groups' statements. Women had a positive reaction when creative words were used and when shown broad representation of gender and ethnicities. Negative reactions arose when homogeneous groups of stereotypical programmers were portrayed. A recurring wish was to see the education in a larger context and to see concrete examples of educational elements and future occupational tasks.

The “freedom of contract” presumption that employment arrangements negotiated between employers and employees are necessarily optimal exchanges between equal parties willfully ignores the fact that workers rarely enjoy full employment. Without full employment, employers enjoy plentiful access to willing new workers, while employees face difficulties finding alternative jobs. Many groups of workers, particularly Blacks and those without college credentials, have higher-than-average unemployment and never enjoy full employment, even when the aggregate economy is thought to be at full employment. Excessive unemployment matters: when unemployment is high, quitting and the ability to switch jobs diminish, unemployment spells are longer, finding a good job is harder, and, correspondingly, wage growth is subdued for low- and middle-wage workers. Employers, though, are able to fill vacancies with qualified workers more quickly and with less effort. Acknowledging the persistent absence of full employment renders the freedom-of-contract framework a flawed basis for assessing employment relationships.

The present study aims to analyze how the literature perceives the National Curricular Common Base and how fundamental its approach is in the initial training of teachers, since it is noticeable that there are many professionals unprepared in relation to the use of this document. For this purpose, the methodology of literature review and document analysis was used, and is based on documents, articles and books, which address the BNCC and teacher training throughout Brazil. It was considered through the literature that these challenges happen as a result of the poor training of teachers, which according to the literature should be changed, given that teachers in their training must have at least basic knowledge.

The present study aims to analyze how the literature perceives the National Curricular Common Base and how fundamental its approach is in the initial training of teachers, since it is noticeable that there are many professionals unprepared in relation to the use of this document. For this purpose, the methodology of literature review and document analysis was used, and is based on documents, articles and books, which address the BNCC and teacher training throughout Brazil. It was considered through the literature that these challenges happen as a result of the poor training of teachers, which according to the literature should be changed, given that teachers in their training must have at least basic knowledge.

The present article analyzes through a qualitative argumentative and documentary approach to research the importance of studying History for those who specialize in the study of Economic Sciences. The topic was developed in five sections, the first one provides an introduction; the second is about learning processes, the third one discusses and gives examples of the contribution of History to Economy; the fourth shows the slow decreasing of History contents in the curriculum of university programs in contrast to the development of the discipline Economic History as a token of the complementary between the discipline; and finally the fifth section presents the conclusions which highlight the way History and its methodologies have contributed to generating Economic Science explanations through the contribution of areas such as Historical Materialism, neo-institutionalism and the development of critical thinking., El presente artículo analiza la importancia de estudiar Historia para quienes se especializan en el estudio de la Ciencia Económica, mediante una investigación de corte cualitativo, argumentativo y documental. La temática se desarrolla en cinco secciones; en la primera se introduce al lector; en la segunda se aborda el proceso de aprendizaje; en la tercera se exponen argumentos y ejemplos de los aportes de la Historia para la Economía; en la cuarta se expone la paulatina reducción de contenidos dedicados a Historia en planes de estudio de diversas universidades, en contraste con el desarrollo de la disciplina Historia Económica, como muestra de su complementariedad; y, finalmente, en el quinto apartado se hayan las conclusiones que destacan cómo la Historia y sus metodologías han contribuido con la generación de explicaciones de la Ciencia Económica, a través de aportes como el materialismo histórico, el neoinstitucionalismo y el desarrollo del pensamiento crítico.

In this text, in which the object of investigation are the teaching-learning strategies involving digital technologies in Higher Education, a qualitative study is presented through a survey survey, in which students of the Didactics discipline, developed in 2020, participated. first semester, at the federal public university. When approaching this object, the discussions involve analyzes about digital culture, hyperconnectivity, information society and constituted in a network. The potential of digital technologies for education is problematized, but also the need to recognize their limits, evidenced in an unequal society such as Brazil. Furthermore, the results of a questionnaire are presented, interspersed with reflections on the teaching-learning process, considering the specificities of suspension of face-to-face activities. The results indicate a positive return on the composition of the discipline through the Virtual Learning Environment and its contribution to the formation of students as undergraduates. The proposal that is carried out is the construction of a new educational paradigm, based on Moreira and Schlemmer (2020), very appropriate in the sense of transcending the presence and rescuing an education aligned with the current historical, cultural and social time., Neste texto, cujo objeto de investigação são as estratégias de ensino-aprendizagem envolvendo tecnologias digitais na Educação Superior, apresenta-se um estudo qualitativo por meio de uma pesquisa Survey, da qual participaram estudantes da disciplina Didática, desenvolvida no ano de 2020, primeiro semestre, no âmbito de uma universidade pública federal. Ao abordar tal objeto, as discussões envolvem a tessitura de análises sobre a cultura digital, hiperconectividade, sociedade da informação e constituída em rede. Problematiza-se o potencial das tecnologias digitais para a educação, mas também a necessidade de reconhecer seus limites, evidenciados numa sociedade desigual como a brasileira. Ademais, são apresentados os resultados obtidos junto ao referido questionário, o qual é entremeado pelas reflexões sobre o processo de ensino-aprendizagem, considerando as especificidades da suspensão das atividades presenciais. Os resultados indicam um retorno positivo sobre adisciplina ministrada por meio do Ambiente Virtual de Aprendizagem e sua contribuição para a formação dos estudantes como licenciandos. A proposta que se realiza é a de construção de um novo paradigma educacional, com base em Moreira e Schlemmer (2020), bastante apropriado no sentido de transcender a presencialidade e resgatar uma formação alinhada com o atual tempo histórico, cultural e social., En este texto, cuyo objeto de investigación son las estrategias de enseñanza-aprendizaje que involucran tecnologías digitales en la Educación Superior, se presenta un estudio cualitativo a través de una encuesta encuesta, en la que participaron estudiantes de la disciplina Didáctica, desarrollada en 2020, primer semestre., En el universidad pública federal. Al abordar este objeto, las discusiones involucran análisis sobre cultura digital, hiperconectividad, sociedad de la información y constituida en red. Se problematiza el potencial de las tecnologías digitales para la educación, pero también la necesidad de reconocer sus límites, evidenciada en una sociedad desigual como Brasil. Además, se presentan los resultados de un cuestionario, intercalados con reflexiones sobre el proceso de enseñanza-aprendizaje, considerando las especificidades de la suspensión de las actividades presenciales. Los resultados indican un retorno positivo en la composición de la disciplina a través del Ambiente Virtual de Aprendizaje y su contribución a la formación de los estudiantes como estudiantes de pregrado. La propuesta que se lleva a cabo es la construcción de un nuevo paradigma educativo, basado en Moreira y Schlemmer (2020), muy apropiado en el sentido de trascender la presencia y rescatar una educación alineada con el momento histórico, cultural y social actual.

Brazilian public and private higher education institutions (HEI) are formed as an administrative category by colleges, university centers, universities and federal institutes, which in 2015 totaled 8,027,297 enrollments, of which 34,927 belonged to special education target audience (SETA). We aim to describe the scenario of HEI in 2015, prior to the 2016 Reservation Law for Persons with Disabilities, characterizing them through the microdata of the Higher Education Census, adopting the quantitative approach. With the results, it was possible to draw a profile of the HEIs attended by SETA students with regard to academic organization, administrative category and academic mobility and to indicate the 10 HEIs (which offer classroom and/or distance courses) most frequented by SETA students. This study may serve as a parameter for future evaluations that intend to know the impact of the referred law in the enrollment of SETA students. In addition, through numbers/statistics, it will be possible to better understand the characteristics of Brazilian HEIs and, with that, support public policies for the realization of the right to entry and stay in Higher Education for SETA students., As instituições de educação superior (IES) brasileiras, públicas e privadas são formadas enquanto categoria administrativa por faculdades, centros universitários, universidades, institutos federais e Cefets, que somaram, em 2015, 8.027.297 matrículas, das quais 34.927 eram de estudantes público-alvo da educação especial (PAEE). Diante disso, objetivamos descrever o cenário das IES no ano de 2015, anterior à Lei de Reserva de Vagas para Pessoas com Deficiência, de 2016, caracterizando-as por meio dos microdados do Censo da Educação Superior, adotando a abordagem quantitativa. Com os resultados, foi possível traçar um perfil das IES frequentadas por estudantes PAEE no que diz respeito à organização acadêmica, à categoria administrativa e à mobilidade acadêmica e indicar as 10 IES mais frequentadas pelos estudantes PAEE em cursos presenciais e/ou a distância. Este estudo poderá servir como parâmetro para avaliações futuras que pretendam conhecer o impacto da referida lei nas matrículas de estudantes PAEE, bem como, por meio dos números/estatística, será possível conhecer melhor as características das IES brasileiras e, com isso, embasar políticas públicas para a efetivação do direito ao ingresso e permanência de estudantes PAEE na Educação Superior., Las instituciones de educación superior (IES) brasileñas, públicas y privadas son formadas como categoría administrativa por facultades, centros universitarios, universidades, institutos y centros federales de educación tecnológica (Cefets), que sumaron, en 2015, 8.027.297 matrículas, de las cuales 34.927 eran de estudiantes público destinatario de la educación especial (PDEE). Frente a esa situación, objetivamos describir el escenario de las IES en el año 2015, anterior a la Ley de Reserva de Cupos para Personas con Deficiencia, de 2016, caracterizándolas por medio de los microdatos del Censo de la Educación Superior, adoptando un abordaje cuantitativo. Con los resultados, fue posible trazar un perfil de las IES frecuentadas por estudiantes PDEE en lo que respecta a la organización académica, a la categoría administrativa y a la movilidad académica e indicar las 10 IES más frecuentadas por los estudiantes PDEE en cursos presenciales y/o a distancia. Este estudio podrá servir como parámetro para futuras evaluaciones que pretendan conocer el impacto de la referida ley en las matrículas de estudiantes PDEE, así como, por medio de los números/estadística, será posible conocer mejor las características de las IES brasileñas y, de esa forma, trazar políticas públicas para la efectivización del derecho al ingreso y a la permanencia de los estudiantes PDEE en la Educación Superior.

This work approaches some concepts considered key in the teaching of colonial Latin-American history, centering on the colonial in relation to temporality; historicity regime; urbanity and city foundation; Bourbon reforms, the Jesuits, native peoples, and issues of gender. In order to establish a substantive relation among these concepts, we revised college level texts used in the teaching of Latin-American history. Furthermore, we revised some texts not usually considered in these courses that were considered of great importance to enrich the dialogue proposed in this work. Through them, different perspectives are shown, conceptual constructions around key topics and the complexity implied in the construction of the historiography of this period. The main objective of this work was to open a dialogue among texts from a relational perspective. The research presented is a qualitative study based on a written corpus that inquired about the complex relation established between the teaching of colonial Latin-American history and the bibliography proposed, focusing on a concrete case. This approach has the strength of offering a detail account of the materials used in teaching at college level, having always in mind that knowledge has its limitation, since knowledge construction is not only founded by the reading of such texts., El presente trabajo aborda algunos conceptos que consideramos claves en la enseñanza de Historia Americana Colonial, la centralidad estará en torno a lo colonial; en relación a la temporalidad, el régimen de historicidad; la urbanización o fundación de ciudades; las Reformas borbónicas; los jesuitas; los pueblos originarios y la cuestión de género. Para establecer una relación sustantiva entre estos conceptos, se retomó una serie de textos utilizados usualmente en la enseñanza superior de la historia americana. Además, se retomaron algunos textos que no se trabajan específicamente en la mencionada cátedra pero que consideramos de gran importancia para enriquecer el diálogo propuesto. A través de ellos se muestran diferentes perspectivas, construcciones conceptuales sobre temáticas medulares y la complejidad que conlleva la construcción de la historiografía del período. El objetivo principal de este trabajo fue realizar un diálogo entre algunos textos desde una perspectiva relacional. La investigación que se presenta es un estudio cualitativo, sobre un corpus documental que indagó sobre la compleja relación que se establece entre la enseñanza de la historia americana colonial, y la bibliografía propuesta, focalizándonos en un caso concreto. Esta particularidad, tiene la fortaleza de brindar un conocimiento pormenorizado de los materiales que se utilizaron para la enseñanza de la historia americana colonial en el nivel superior, teniendo siempre presente que es un conocimiento limitado, ya que la construcción de saberes, sobre la temática no se produjo solamente mediante la lectura de textos.

Contemporaneity has brought transformations in the field of social relations, science, technology and education, producing a new mundane and complex cultural economy. It is noteworthy, in this work, that one of the effects of the globalization/globalization of finance in education, especially in private higher education after the late 1990s, was that the sector experienced a process of commodification and the growth of educational companies that devalue the knowledge for profit, producing low quality education. In capitalist society, the consumer goods considered in this text, education, carry within themselves social categories and cultural values, as high consumption patterns compete for the status of social differentiation. This means that consumption via education has a value that is used as a distinctive sign before its members., A contemporaneidade trouxe transformações nas relações sociais, ciência, tecnologia e educação, produzindo uma nova economia cultural mundanizada e complexa. Este trabalho tem como objetivo apresentar uma discussão entre os sentidos da expansão do ensino superior bem como a financeirização do setor que passa a conceber o ensino como um negócio lucrativo. Esse cenário insere-se nos efeitos da mundialização das finanças, principalmente no ensino superior privado após os anos 2000, quando este setor vivencia a mercadorização e o crescimento de empresas educacionais que desvalorizam o conhecimento em função do lucro, produzindo um ensino de baixa qualidade. Na sociedade capitalista, os bens de consumo carregam em si categorias sociais e valores culturais visto que os altos padrões de consumo entram na competição pelo status de diferenciação social. Isto significa que o consumo via educação possui um valor que é utilizado como signo distintivo perante os seus membros., La contemporaneidad ha traído transformaciones en el campo de las relaciones sociales, la ciencia, la tecnología y la educación, produciendo una nueva economía cultural mundana y compleja. Se destaca, en este trabajo, que uno de los efectos de la globalización/globalización de las finanzas en la educación, especialmente en la educación superior privada a partir de fines de la década de 1990, fue que el sector experimentó un proceso de mercantilización y el crecimiento de empresas educativas que devalúan el conocimiento con fines lucrativos, produciendo una educación de baja calidad. En la sociedad capitalista, los bienes de consumo considerados en este texto, la educación, llevan en sí mismos categorías sociales y valores culturales, ya que los altos patrones de consumo compiten por el estatus de diferenciación social. Esto significa que el consumo a través de la educación tiene un valor que se utiliza como signo distintivo ante sus integrantes. Las nuevas facultades que se constituyeron como empresas, utilizando el área educativa con el fin de obtener ganancias y la enseñanza pasa a ser entendida como una mercancía -un producto disponible para diferentes públicos y significados- lo que generó una diferenciación social de los títulos. Así, estos títulos materializados en diplomas pueden no tener el efecto simbólico necesario para generar distinción en el ámbito comercial y social. Esto significa que el consumo a través de la educación tiene un valor que se utiliza como signo distintivo ante sus membros.

Programmering spelar idag en oumbärlig roll för samhällets funktioner men det finns en kvinnlig underrepresentation både inom branschen och på utbildningar relaterade till programmering. Denna studie ämnar undersöka hur kvinnor reagerar på marknadsföring för programmeringsutbildningar och hur marknadsföringen skulle kunna förbättras. Detta i syfte att locka fler kvinnor till utbildningarna och potentiellt öka jämställdheten inom IT. I teorin konstateras att det finns en stark stereotyp kring programmerare, vilken kvinnor inte identifierar sig med. Ökad representation, gemenskap och kreativitetsbetingade utbildningstitlar identifieras i tidigare studier som förslag på marknadsföringsåtgärder för att utjämna könsfördelningen. För att undersöka uppfattningen kring programmeringsutbildningars marknadsföring utfördes fokusgruppsintervjuer. Baserat på svaren utformades en enkät vars resultat skulle bekräfta eller dementera fokusgruppernas påståenden. Kvinnor hade en positiv reaktion när kreativt betingade ord användes och när det fanns bred representation av kön och etniciteter. Negativa reaktioner uppstod när homogena grupper av stereotypiska programmerare porträtterades. Ett återkommande önskemål var att få se utbildningen i ett större sammanhang och att få se konkreta exempel på utbildningsmoment och framtida arbetsuppgifter., Programming today plays an indispensable role for society's functions but there is a underrepresentation of women both in the industry and in educations related to programming. This study aims to examine how women respond to marketing for education related to programming and how marketing could be improved. This is to attract more women to the educations and potentially increase gender equality in IT. In theory, it is stated that there is a strong stereotype about programmers, which women do not identify with. Increased representation, community and creativity-related educational titles are identified in previous studies as proposals for marketing measures to even out the gender distribution. To investigate the perception of the marketing for educations related to programming, focus group interviews were conducted. Based on the answers, a questionnaire was designed whose results would confirm or deny the focus groups' statements. Women had a positive reaction when creative words were used and when shown broad representation of gender and ethnicities. Negative reactions arose when homogeneous groups of stereotypical programmers were portrayed. A recurring wish was to see the education in a larger context and to see concrete examples of educational elements and future occupational tasks.

To study the phenomenon of High Skills or Giftedness (AH or SD) in Higher Education, we sought to analyze the experience of access to Higher Education by a student with AH or SD. Through a case study, a self-declared AH or SD student participated in a semi-structured interview, which was later transcribed and analyzed by the textual configuration analysis procedure. Through the student's speech with AH or DS, it was possible to understand the interference of socioeconomic and family conditions in their development. Also, the eagerness for knowledge and the search for better study opportunities. Emotional intelligence and academic ability are emphasized, especially the sense of logic and objectivity, which gave the participant structure and strength to support the difficulties in his life. Access to higher education was achieved through awareness, resilience, patience, and transgression. On the other hand, the lack of welcoming, identification of students with AH or DS, and conditions of permanence in higher education were emphasized in their speech and exposed as barriers to a trajectory of professional training that values ​​human development., Com o intuito de estudar o fenômeno das Altas Habilidades ou Superdotação (AH ou SD) na Educação Superior, buscou-se analisar a experiência de acesso ao Ensino Superior por um estudante com AH ou SD. Trata-se de um estudo de caso, no qual um estudante autodeclarado AH ou SD participou de entrevista semiestruturada, que posteriormente, foi transcrita e analisada pelo procedimento da análise da configuração textual. Por meio da fala do estudante com AH ou SD foi possível compreender as interferências da condição socioeconômica e familiar em seu desenvolvimento. Além, da ânsia pelo conhecimento e busca por melhores oportunidades de estudo. Enfatiza-se a inteligência emocional e a capacidade acadêmica, principalmente, o senso de lógica e objetividade, que deram ao estudante estruturação e força para suportar as dificuldades em sua vida. O acesso ao ensino superior foi conquistado por meio da consciência, resiliência, paciência e transgressão. Por outro lado, a ausência de acolhimento, identificação de estudantes com AH ou SD e condições de permanência no ensino superior foram enfatizadas em sua fala e expostas como barreiras para uma trajetória de formação profissional que preze pelo desenvolvimento humano.

Ante a los cambios producidos en los ámbitos socio ambiental y tecnológico y los retos que plantean de cara a la sostenibilidad, resulta relevante analizar como se responde desde la Educación Superior. En este trabajo, en concreto, se analiza el conocimiento de gestores, profesorado y estudiantes del curso de Medicina de una institución de educación superior de la Región Sureste de Brasil sobre sostenibilidad y su implicación en el área de salud. Se adoptó un enfoque de investigación cualitativo, concretamente un estudio de caso, sin que ello haya impedido la utilización de técnicas propias de un enfoque cuantitativo en algunos aspectos pertinentes. El estudio incluyó el análisis del currículo del curso y los planes y prácticas de clases, entrevistas a gestores académicos y docentes y un cuestionario para los estudiantes. Las categorías del estudio fueron: concepto de sostenibilidad, importancia para la salud, relaciones entre sostenibilidad y salud y sostenibilidad en el currículo. Los participantes están próximos a un enfoque de sostenibilidad débil, siendo la percepción de los alumnos la más reduccionista; las relaciones entre sostenibilidad y salud se establecen mediante las enfermedades y/o la calidad de vida y el currículo atiende en escasa medida a la perspectiva de la sostenibilidad. En los Planes de Clase la mención sobre Sostenibilidad es indirecta y reduccionista, encontrándose pocas disciplinas que trabajen con un enfoque interdisciplinar y con una perspectiva de sostenibilidad. En las Prácticas de Clase no se observan referencias directas sobre sostenibilidad. Aunque no hay referencias directas, detectamos el establecimiento de múltiples relaciones entre salud y ambiente, dándose importancia a estas relaciones de forma intensa. Todos los participantes consideran importante incluir una perspectiva de sostenibilidad en el área de salud para mejorar la formación de los profesionales y están predispuestos a participar de actividades para su propia formación, In view of changes produced in the socio-environmental and technological spheres, this study was proposed to analyze the knowledge of managers, teachers, and students of the medical course of a higher education institution in the southeast region of Brazil, regarding sustainability and its implications in the area of health. A qualitative research approach was adopted, specifically, a case study, without this having prevented the use of techniques specific to a quantitative approach in some pertinent aspects. The study included analyses of the course curriculum and class plans, interviews with academic managers and teachers, and a questionnaire for students. The study categories were: concept of sustainability, importance for health, relationships between sustainability and health and sustainability in the curriculum. The participants are close to a weak sustainability approach, with the students' perception being the most reductionist; the relations between sustainability and health are established through illnesses and/or the quality of life, and the curriculum attends to a limited extent the perspective of sustainability. In the Class Plans the mention of sustainability is indirect and reductionist, with few disciplines working with an interdisciplinary approach and with a sustainability perspective. In the Class Practices there are no direct references to sustainability. Although there are no direct references, we detect the establishment of multiple relationships between health and the environment, indicating the importance to these relationships in an intense way. All participants consider it important to include sustainability in the health area to improve the training of professionals and are predisposed to participate in activities for their own training and development of the approach. All of this supports a future project of curricular environmentalization for sustainability at the institutional level, whose design is advanced in this thesis, in which spe

Ante a los cambios producidos en los ámbitos socio ambiental y tecnológico y los retos que plantean de cara a la sostenibilidad, resulta relevante analizar como se responde desde la Educación Superior. En este trabajo, en concreto, se analiza el conocimiento de gestores, profesorado y estudiantes del curso de Medicina de una institución de educación superior de la Región Sureste de Brasil sobre sostenibilidad y su implicación en el área de salud. Se adoptó un enfoque de investigación cualitativo, concretamente un estudio de caso, sin que ello haya impedido la utilización de técnicas propias de un enfoque cuantitativo en algunos aspectos pertinentes. El estudio incluyó el análisis del currículo del curso y los planes y prácticas de clases, entrevistas a gestores académicos y docentes y un cuestionario para los estudiantes. Las categorías del estudio fueron: concepto de sostenibilidad, importancia para la salud, relaciones entre sostenibilidad y salud y sostenibilidad en el currículo. Los participantes están próximos a un enfoque de sostenibilidad débil, siendo la percepción de los alumnos la más reduccionista; las relaciones entre sostenibilidad y salud se establecen mediante las enfermedades y/o la calidad de vida y el currículo atiende en escasa medida a la perspectiva de la sostenibilidad. En los Planes de Clase la mención sobre Sostenibilidad es indirecta y reduccionista, encontrándose pocas disciplinas que trabajen con un enfoque interdisciplinar y con una perspectiva de sostenibilidad. En las Prácticas de Clase no se observan referencias directas sobre sostenibilidad. Aunque no hay referencias directas, detectamos el establecimiento de múltiples relaciones entre salud y ambiente, dándose importancia a estas relaciones de forma intensa. Todos los participantes consideran importante incluir una perspectiva de sostenibilidad en el área de salud para mejorar la formación de los profesionales y están predispuestos a participar de actividades para su propia formación, In view of changes produced in the socio-environmental and technological spheres, this study was proposed to analyze the knowledge of managers, teachers, and students of the medical course of a higher education institution in the southeast region of Brazil, regarding sustainability and its implications in the area of health. A qualitative research approach was adopted, specifically, a case study, without this having prevented the use of techniques specific to a quantitative approach in some pertinent aspects. The study included analyses of the course curriculum and class plans, interviews with academic managers and teachers, and a questionnaire for students. The study categories were: concept of sustainability, importance for health, relationships between sustainability and health and sustainability in the curriculum. The participants are close to a weak sustainability approach, with the students' perception being the most reductionist; the relations between sustainability and health are established through illnesses and/or the quality of life, and the curriculum attends to a limited extent the perspective of sustainability. In the Class Plans the mention of sustainability is indirect and reductionist, with few disciplines working with an interdisciplinary approach and with a sustainability perspective. In the Class Practices there are no direct references to sustainability. Although there are no direct references, we detect the establishment of multiple relationships between health and the environment, indicating the importance to these relationships in an intense way. All participants consider it important to include sustainability in the health area to improve the training of professionals and are predisposed to participate in activities for their own training and development of the approach. All of this supports a future project of curricular environmentalization for sustainability at the institutional level, whose design is advanced in this thesis, in which spe

To study the phenomenon of High Skills or Giftedness (AH or SD) in Higher Education, we sought to analyze the experience of access to Higher Education by a student with AH or SD. Through a case study, a self-declared AH or SD student participated in a semi-structured interview, which was later transcribed and analyzed by the textual configuration analysis procedure. Through the student's speech with AH or DS, it was possible to understand the interference of socioeconomic and family conditions in their development. Also, the eagerness for knowledge and the search for better study opportunities. Emotional intelligence and academic ability are emphasized, especially the sense of logic and objectivity, which gave the participant structure and strength to support the difficulties in his life. Access to higher education was achieved through awareness, resilience, patience, and transgression. On the other hand, the lack of welcoming, identification of students with AH or DS, and conditions of permanence in higher education were emphasized in their speech and exposed as barriers to a trajectory of professional training that values ​​human development., Com o intuito de estudar o fenômeno das Altas Habilidades ou Superdotação (AH ou SD) na Educação Superior, buscou-se analisar a experiência de acesso ao Ensino Superior por um estudante com AH ou SD. Trata-se de um estudo de caso, no qual um estudante autodeclarado AH ou SD participou de entrevista semiestruturada, que posteriormente, foi transcrita e analisada pelo procedimento da análise da configuração textual. Por meio da fala do estudante com AH ou SD foi possível compreender as interferências da condição socioeconômica e familiar em seu desenvolvimento. Além, da ânsia pelo conhecimento e busca por melhores oportunidades de estudo. Enfatiza-se a inteligência emocional e a capacidade acadêmica, principalmente, o senso de lógica e objetividade, que deram ao estudante estruturação e força para suportar as dificuldades em sua vida. O acesso ao ensino superior foi conquistado por meio da consciência, resiliência, paciência e transgressão. Por outro lado, a ausência de acolhimento, identificação de estudantes com AH ou SD e condições de permanência no ensino superior foram enfatizadas em sua fala e expostas como barreiras para uma trajetória de formação profissional que preze pelo desenvolvimento humano.

High-quality entrepreneurial education has a positive influence on SMEs’ development, the establishment of start-ups, business innovation, and many macroeconomic indicators. The aim of this study is to examine and evaluate the quality of the educational system from the standpoint of SME owners and managers. The analysis is aimed at detecting connections between respective respondent categories based on their region, type of business, industry, length of business operation, attained employees´ education, and gender. The comparative analysis aims at examining the differences between Czech and Slovak SME entrepreneurs’ perceptions of the educational system quality. The research results prove that selected differential viewpoints enable us to see the differences in how the quality of high school and university education is perceived, partially due to managers’ diverse demands as to the workforce in their respective enterprises, its integration into the work process, and the job position. This micro-view is complemented by a macro-view – demands and requirements regarding the workforce are differentiated also by the size of the enterprise, its type, length of operation, etc. in both countries. The results provide valuable information for the authors of economic and educational policies, as well as for regional strategic development planning. They also emphasize the importance of a systematic approach in solving the issue of entrepreneurial education and the need to ensure support for enterprises on all levels of education, including lifelong learning. © 2021, Budapest Tech Polytechnical Institution. All rights reserved.

To study the phenomenon of High Skills or Giftedness (AH or SD) in Higher Education, we sought to analyze the experience of access to Higher Education by a student with AH or SD. Through a case study, a self-declared AH or SD student participated in a semi-structured interview, which was later transcribed and analyzed by the textual configuration analysis procedure. Through the student's speech with AH or DS, it was possible to understand the interference of socioeconomic and family conditions in their development. Also, the eagerness for knowledge and the search for better study opportunities. Emotional intelligence and academic ability are emphasized, especially the sense of logic and objectivity, which gave the participant structure and strength to support the difficulties in his life. Access to higher education was achieved through awareness, resilience, patience, and transgression. On the other hand, the lack of welcoming, identification of students with AH or DS, and conditions of permanence in higher education were emphasized in their speech and exposed as barriers to a trajectory of professional training that values ​​human development., Com o intuito de estudar o fenômeno das Altas Habilidades ou Superdotação (AH ou SD) na Educação Superior, buscou-se analisar a experiência de acesso ao Ensino Superior por um estudante com AH ou SD. Trata-se de um estudo de caso, no qual um estudante autodeclarado AH ou SD participou de entrevista semiestruturada, que posteriormente, foi transcrita e analisada pelo procedimento da análise da configuração textual. Por meio da fala do estudante com AH ou SD foi possível compreender as interferências da condição socioeconômica e familiar em seu desenvolvimento. Além, da ânsia pelo conhecimento e busca por melhores oportunidades de estudo. Enfatiza-se a inteligência emocional e a capacidade acadêmica, principalmente, o senso de lógica e objetividade, que deram ao estudante estruturação e força para suportar as dificuldades em sua vida. O acesso ao ensino superior foi conquistado por meio da consciência, resiliência, paciência e transgressão. Por outro lado, a ausência de acolhimento, identificação de estudantes com AH ou SD e condições de permanência no ensino superior foram enfatizadas em sua fala e expostas como barreiras para uma trajetória de formação profissional que preze pelo desenvolvimento humano.

Research on online engagement is abundant. However, most of the available studies have focused on a single course. Therefore, little is known about how students’ online engagement evolves over time. Previous research in face-to-face settings has shown that early disengagement has negative consequences on students’ academic achievement and graduation rates. This study examines the longitudinal trajectory of students’ online engagement throughout a complete college degree. The study followed 99 students over 4 years of college education including all their course data (15 courses and 1383 course enrollments). Students’ engagement states for each course enrollment were identified through Latent Class Analysis (LCA). Students who were not engaged at least one course in the first term was labeled as “Early Disengagement”, whereas the remaining students were labeled as “Early Engagement”. The two groups of students were analyzed using sequence pattern mining methods. The stability (persistence of the engagement state), transition (ascending to a higher engagement state or descending to a lower state), and typology of each group trajectory of engagement are described in this study. Our results show that early disengagement is linked to higher rates of dropout, lower scores, and lower graduation rates whereas early engagement is relatively stable. Our findings indicate that it is critical to proactively address early disengagement during a program, watch the alarming signs such as presence of disengagement during the first courses, declining engagement along the program, or history of frequent disengagement states., Part of proceedings: ISBN 9783030864354, QC 20230117

The Covid-19 pandemic served as the impetus to implement activities designed to engage students in the remote instructional environment while simultaneously developing scientific literacy skills. In a high enrollment general education animal science course, numerous activities were designed to improve scientific literacy. These included specifically developed videos covering strategies for reading published science literature, the utilization of topically relevant scientific articles that captured student interest, and engaging students in a citizen science exercise on whether dogs align themselves to the Earth's magnetic field during excretion behavior. Employing pre- and post-self-perception surveys coupled with tasking students to apply their scientific literacy skills in an assessment scenario demonstrated that students' self-perception of their scientific literacy improved 30% (P < 0.05) with approximately 80% of students accurately applying their literacy skills. The citizen science study on excretory behavior was modeled on previously published findings thereby providing an opportunity to validate the published work which had indicated that dogs align their bodies in a North-South axis during excretion. The present study did not demonstrate preferential alignment to any geomagnetic orientation which emphasized to the students the need for scientific replication. Inclusion of simple activities that were relevant to students' daily lives, and providing interpretive context for those activities, resulted in improved self-perceived scientific literacy.

The Spanish College Education system must be designed under the educational system prin-ciples, as it was established in article 27 of the Spanish Constitution. In this constitutional provision, the right to education and teaching freedom were protected at the same level, which results in a model where education is conceived as a public service. Private initiative, to enhan-ce the system, coexists in this public service with the commitment of the public administration to establish the necessary measures and resources to guarantee the effective exercise of the right. In this model, the freedom to create educational Centers is a keystone to facilitate private initiative, but also to address specific substantive issues that have to do with ideological and religious freedom. In this context is the possibility of establishing private universities and, within this category, confessional Universities.In general, confessional Universities must follow the legal regime established for private Univer-sities, although the Organic Law of Universities, 2001, in its 4th Additional Provision, introdu-ced an exception that had to be reviewed by the Constitutional Court. It was the exemption of a recognition Act for the foundation of Catholic Universities. Our Constitutional Court declared this exemption unconstitutional. From this perspective, this study aims to analyze the reason in which exemption was vindicated –specific provisions of the Teaching and Cultural Affairs Agreement, signed between the Spanish State and the Catholic Church in 1979–, the real mea-ning and scope of this Agreement and the difficulties of its constitutional insertion. The study concludes with a proposal by the author on how the recognition regime should be interpreted both for Colleges and for the degrees homologation and recognition, El sistema de educación superior en España está diseñado bajo los principios constitucionales del sistema educativo establecidos en el artículo 27 de la Constitución española. En este precepto constitucional se protege, como un binomio inescindible, el derecho a la educación y la libertad de enseñanza, lo que da como resultado un modelo donde la educación se concibe como un servicio público en el que conviven la iniciativa privada, como un elemento enriquecedor del sistema, con el compromiso de la administración publica de establecer los mecanismos y recursos necesarios para garantizar el disfrute de efectivo del derecho. En este modelo, la libertad de creación de centros docente es clave para materializar la participación privada, pero también para dar cabida a cuestiones de fondo específicas que tiene que ver con la libertad ideológica y religiosa. En este contexto se sitúa la posibilidad de que se funden Universidades privadas y, dentro de esta categoría Universidad confesionales. En términos generales, las Universidades confesionales deben seguir el régimen establecido para las Universidades privadas, si bien, la Ley Orgánica de Universidades de 2001, en su Disposición adicional 4ª introdujo una excepción que tuvo que ser revisada por el Tribunal Constitucional, la exención de una Ley de reconocimiento para la fundación de Universidades católicas, que finalmente la declaró inconstitucional. Desde esta perspectiva, el trabajo que se presenta trata de realizar una reflexión sobre el la causa en la que se apoyó exención, el Acuerdo de Enseñanza y Asuntos Culturales firmado entre el Estado español y la Iglesia católica en 1979, el significado y alcance de esta exención y su encaje constitucional. Concluye el estudio con una propuesta del autor sobre cómo ha de interpretarse el régimen de reconocimiento tanto para los Centros educativos superiores como para los títulos que se imparte en ellos.

In this article, we aim to discuss the clinical performance of Psychology in support service for university students within a Public Higher Education Institution, through an experience report. We present a brief description of the service, the implementation of a screening process, the relationship between therapist and patient, brief psychotherapy, more recurring complaints in the service, as well as limitations and potentialities of performance. Thus, we understand that psychotherapeutic work of a brief nature, even though it is traversed by institutional bureaucratic and administrative challenges, manages to be effective and is valued by the academic community. It is evident then that clinical practice in the context of College Education is a professional field that can be further explored by Psychology., Este estudo tem por objetivo discutir a atuação clínica da Psicologia em um serviço de apoio ao estudante universitário dentro de uma Instituição de Ensino Superior pública, por meio de um relato de experiência. Apresenta-se uma breve descrição do serviço, a implementação de um processo de triagem, a relação terapeuta e paciente, a psicoterapia breve, algumas queixas mais recorrentes no serviço, bem como limitações e potencialidades da atuação. Assim, entende-se que o trabalho psicoterapêutico de caráter breve, ainda que seja atravessado por desafios institucionais de ordem burocrática e administrativa, consegue ser efetivo e é valorizado pela comunidade acadêmica. Evidencia-se que a atuação clínica no contexto da educação superior é um campo profissional que pode ser mais explorado pela Psicologia., En este artículo, nuestro objetivo es discutir el desempeño clínico de la Psicología en un servicio de apoyo para estudiantes universitarios dentro de una institución pública de educación superior, a través de un informe de experiencia. Presentamos una breve descripción del servicio, la implementación de un proceso de detección, la relación entre terapeuta y paciente, psicoterapia breve, quejas más frecuentes en el servicio, así como limitaciones y potencialidades de desempeño. Así, entendemos que el trabajo psicoterapéutico breve, aunque esté atravesado por desafíos institucionales burocráticos y administrativos, logra ser efectivo y es valorado por la comunidad académica. Es evidente entonces que la práctica clínica en el contexto de la Educación Superior es un campo profesional que la Psicología puede seguir explorando.

Ante a los cambios producidos en los ámbitos socio ambiental y tecnológico y los retos que plantean de cara a la sostenibilidad, resulta relevante analizar como se responde desde la Educación Superior. En este trabajo, en concreto, se analiza el conocimiento de gestores, profesorado y estudiantes del curso de Medicina de una institución de educación superior de la Región Sureste de Brasil sobre sostenibilidad y su implicación en el área de salud. Se adoptó un enfoque de investigación cualitativo, concretamente un estudio de caso, sin que ello haya impedido la utilización de técnicas propias de un enfoque cuantitativo en algunos aspectos pertinentes. El estudio incluyó el análisis del currículo del curso y los planes y prácticas de clases, entrevistas a gestores académicos y docentes y un cuestionario para los estudiantes. Las categorías del estudio fueron: concepto de sostenibilidad, importancia para la salud, relaciones entre sostenibilidad y salud y sostenibilidad en el currículo. Los participantes están próximos a un enfoque de sostenibilidad débil, siendo la percepción de los alumnos la más reduccionista; las relaciones entre sostenibilidad y salud se establecen mediante las enfermedades y/o la calidad de vida y el currículo atiende en escasa medida a la perspectiva de la sostenibilidad. En los Planes de Clase la mención sobre Sostenibilidad es indirecta y reduccionista, encontrándose pocas disciplinas que trabajen con un enfoque interdisciplinar y con una perspectiva de sostenibilidad. En las Prácticas de Clase no se observan referencias directas sobre sostenibilidad. Aunque no hay referencias directas, detectamos el establecimiento de múltiples relaciones entre salud y ambiente, dándose importancia a estas relaciones de forma intensa. Todos los participantes consideran importante incluir una perspectiva de sostenibilidad en el área de salud para mejorar la formación de los profesionales y están predispuestos a participar de actividades para su propia formación, In view of changes produced in the socio-environmental and technological spheres, this study was proposed to analyze the knowledge of managers, teachers, and students of the medical course of a higher education institution in the southeast region of Brazil, regarding sustainability and its implications in the area of health. A qualitative research approach was adopted, specifically, a case study, without this having prevented the use of techniques specific to a quantitative approach in some pertinent aspects. The study included analyses of the course curriculum and class plans, interviews with academic managers and teachers, and a questionnaire for students. The study categories were: concept of sustainability, importance for health, relationships between sustainability and health and sustainability in the curriculum. The participants are close to a weak sustainability approach, with the students' perception being the most reductionist; the relations between sustainability and health are established through illnesses and/or the quality of life, and the curriculum attends to a limited extent the perspective of sustainability. In the Class Plans the mention of sustainability is indirect and reductionist, with few disciplines working with an interdisciplinary approach and with a sustainability perspective. In the Class Practices there are no direct references to sustainability. Although there are no direct references, we detect the establishment of multiple relationships between health and the environment, indicating the importance to these relationships in an intense way. All participants consider it important to include sustainability in the health area to improve the training of professionals and are predisposed to participate in activities for their own training and development of the approach. All of this supports a future project of curricular environmentalization for sustainability at the institutional level, whose design is advanced in this thesis, in which spe

The COVID-19 pandemic hit the current university educational model without warning, and the health sciences were no exception. Adapting to the new times is essential. With the rise and almost universal access of new communication technologies, it is unjustifiable not to implement new forms of teaching with professionals in training. Although traditionally medical education has required real practice for the development of skills, it is necessary to complement this education with digital materials and methods available to students and teachers. Disease will change forever the health education and therefore also our way of acquiring the necessary knowledge to sustain it.

Ante a los cambios producidos en los ámbitos socio ambiental y tecnológico y los retos que plantean de cara a la sostenibilidad, resulta relevante analizar como se responde desde la Educación Superior. En este trabajo, en concreto, se analiza el conocimiento de gestores, profesorado y estudiantes del curso de Medicina de una institución de educación superior de la Región Sureste de Brasil sobre sostenibilidad y su implicación en el área de salud. Se adoptó un enfoque de investigación cualitativo, concretamente un estudio de caso, sin que ello haya impedido la utilización de técnicas propias de un enfoque cuantitativo en algunos aspectos pertinentes. El estudio incluyó el análisis del currículo del curso y los planes y prácticas de clases, entrevistas a gestores académicos y docentes y un cuestionario para los estudiantes. Las categorías del estudio fueron: concepto de sostenibilidad, importancia para la salud, relaciones entre sostenibilidad y salud y sostenibilidad en el currículo. Los participantes están próximos a un enfoque de sostenibilidad débil, siendo la percepción de los alumnos la más reduccionista; las relaciones entre sostenibilidad y salud se establecen mediante las enfermedades y/o la calidad de vida y el currículo atiende en escasa medida a la perspectiva de la sostenibilidad. En los Planes de Clase la mención sobre Sostenibilidad es indirecta y reduccionista, encontrándose pocas disciplinas que trabajen con un enfoque interdisciplinar y con una perspectiva de sostenibilidad. En las Prácticas de Clase no se observan referencias directas sobre sostenibilidad. Aunque no hay referencias directas, detectamos el establecimiento de múltiples relaciones entre salud y ambiente, dándose importancia a estas relaciones de forma intensa. Todos los participantes consideran importante incluir una perspectiva de sostenibilidad en el área de salud para mejorar la formación de los profesionales y están predispuestos a participar de actividades para su propia formación, In view of changes produced in the socio-environmental and technological spheres, this study was proposed to analyze the knowledge of managers, teachers, and students of the medical course of a higher education institution in the southeast region of Brazil, regarding sustainability and its implications in the area of health. A qualitative research approach was adopted, specifically, a case study, without this having prevented the use of techniques specific to a quantitative approach in some pertinent aspects. The study included analyses of the course curriculum and class plans, interviews with academic managers and teachers, and a questionnaire for students. The study categories were: concept of sustainability, importance for health, relationships between sustainability and health and sustainability in the curriculum. The participants are close to a weak sustainability approach, with the students' perception being the most reductionist; the relations between sustainability and health are established through illnesses and/or the quality of life, and the curriculum attends to a limited extent the perspective of sustainability. In the Class Plans the mention of sustainability is indirect and reductionist, with few disciplines working with an interdisciplinary approach and with a sustainability perspective. In the Class Practices there are no direct references to sustainability. Although there are no direct references, we detect the establishment of multiple relationships between health and the environment, indicating the importance to these relationships in an intense way. All participants consider it important to include sustainability in the health area to improve the training of professionals and are predisposed to participate in activities for their own training and development of the approach. All of this supports a future project of curricular environmentalization for sustainability at the institutional level, whose design is advanced in this thesis, in which spe

To study the phenomenon of High Skills or Giftedness (AH or SD) in Higher Education, we sought to analyze the experience of access to Higher Education by a student with AH or SD. Through a case study, a self-declared AH or SD student participated in a semi-structured interview, which was later transcribed and analyzed by the textual configuration analysis procedure. Through the student's speech with AH or DS, it was possible to understand the interference of socioeconomic and family conditions in their development. Also, the eagerness for knowledge and the search for better study opportunities. Emotional intelligence and academic ability are emphasized, especially the sense of logic and objectivity, which gave the participant structure and strength to support the difficulties in his life. Access to higher education was achieved through awareness, resilience, patience, and transgression. On the other hand, the lack of welcoming, identification of students with AH or DS, and conditions of permanence in higher education were emphasized in their speech and exposed as barriers to a trajectory of professional training that values ​​human development., Com o intuito de estudar o fenômeno das Altas Habilidades ou Superdotação (AH ou SD) na Educação Superior, buscou-se analisar a experiência de acesso ao Ensino Superior por um estudante com AH ou SD. Trata-se de um estudo de caso, no qual um estudante autodeclarado AH ou SD participou de entrevista semiestruturada, que posteriormente, foi transcrita e analisada pelo procedimento da análise da configuração textual. Por meio da fala do estudante com AH ou SD foi possível compreender as interferências da condição socioeconômica e familiar em seu desenvolvimento. Além, da ânsia pelo conhecimento e busca por melhores oportunidades de estudo. Enfatiza-se a inteligência emocional e a capacidade acadêmica, principalmente, o senso de lógica e objetividade, que deram ao estudante estruturação e força para suportar as dificuldades em sua vida. O acesso ao ensino superior foi conquistado por meio da consciência, resiliência, paciência e transgressão. Por outro lado, a ausência de acolhimento, identificação de estudantes com AH ou SD e condições de permanência no ensino superior foram enfatizadas em sua fala e expostas como barreiras para uma trajetória de formação profissional que preze pelo desenvolvimento humano.

High-quality entrepreneurial education has a positive influence on SMEs’ development, the establishment of start-ups, business innovation, and many macroeconomic indicators. The aim of this study is to examine and evaluate the quality of the educational system from the standpoint of SME owners and managers. The analysis is aimed at detecting connections between respective respondent categories based on their region, type of business, industry, length of business operation, attained employees´ education, and gender. The comparative analysis aims at examining the differences between Czech and Slovak SME entrepreneurs’ perceptions of the educational system quality. The research results prove that selected differential viewpoints enable us to see the differences in how the quality of high school and university education is perceived, partially due to managers’ diverse demands as to the workforce in their respective enterprises, its integration into the work process, and the job position. This micro-view is complemented by a macro-view – demands and requirements regarding the workforce are differentiated also by the size of the enterprise, its type, length of operation, etc. in both countries. The results provide valuable information for the authors of economic and educational policies, as well as for regional strategic development planning. They also emphasize the importance of a systematic approach in solving the issue of entrepreneurial education and the need to ensure support for enterprises on all levels of education, including lifelong learning. © 2021, Budapest Tech Polytechnical Institution. All rights reserved.

In the digital age of information, undergraduate students often have a difficult time identifying and differentiating among online sources, such as news articles, blog posts, and academic articles. Students generally find these sources online and often struggle to vet them for consistency, context, quality, and validity. In this chapter, we present a new purpose for altmetrics in which librarians teach undergraduates to use altmetrics as a tool to evaluate and differentiate between online mainstream and scholarly sources, which can lead to a deeper understanding of the research process and the engagement and discussion surrounding research as well as an increased ability to evaluate sources more critically. On a more advanced level, students will be able to analyze different levels of inaccuracy and misrepresentation of research from mainstream sources and more accurately identify highly sensationalized research topics from mainstream sources, seminal works of research, and deliberately misleading information and/or fake news. Slides for the learning activity are available at https://sandbox.acrl.org/library-collection/using-altmetrics-evaluate-pseudoscience-news-media

LGBT policies governing hate crimes, discrimination, adoption, conversion therapy, health care, restroom access, and gender identity documentation all differ by state. In order to better understand this geographic disparity, this thesis explores variability in attitudes toward gay men and lesbians within the United States. Employing 1984-2016 American National Election Studies (ANES) data, I assess the power of state-level economic, social, cultural, and political factors to explain attitudinal differences across US states. Results show that the educational attainment of a state’s population is the most robust macro-level predictor of individual attitudes toward homosexuality. An increasing percentage of college graduates leads to generally more positive attitudes across the state, even among those who are not themselves college educated. Other contextual level variables, such as economic development, religious fundamentalism, or political and legal conditions, do not explain the association between population level educational attainment and attitudes toward gay men and lesbians. Understanding what explains regional differences in attitudes can help social scientists and policy makers mitigate disparities in outcomes for and treatment of sexual minorities.

LGBT policies governing hate crimes, discrimination, adoption, conversion therapy, health care, restroom access, and gender identity documentation all differ by state. In order to better understand this geographic disparity, this thesis explores variability in attitudes toward gay men and lesbians within the United States. Employing 1984-2016 American National Election Studies (ANES) data, I assess the power of state-level economic, social, cultural, and political factors to explain attitudinal differences across US states. Results show that the educational attainment of a state’s population is the most robust macro-level predictor of individual attitudes toward homosexuality. An increasing percentage of college graduates leads to generally more positive attitudes across the state, even among those who are not themselves college educated. Other contextual level variables, such as economic development, religious fundamentalism, or political and legal conditions, do not explain the association between population level educational attainment and attitudes toward gay men and lesbians. Understanding what explains regional differences in attitudes can help social scientists and policy makers mitigate disparities in outcomes for and treatment of sexual minorities.

This article shows part of the results of an investigation whose purpose was to explore the perspective of university professors on teacher training by competencies in Venezuela. The objective of this study is to reflect on the meeting points of the voices of university professors about on going training in skills in the current Venezuelan context. Methodologically, the study relied on qualitative research, was framed in the interpretive paradigm, under the guidance of phenomenology as a method; In correspondence with this, the in-depth interview was selected as a technique for data collection and the informants were six teachers from three Venezuelan public universities. The findings indicate the need for teacher training based on reflective teaching and knowledge integration and assumed as a systematic, continuous and permanent process aimed at the development of skills that allow us to face the complexity of the educational act in the Venezuelan context, marked by the crisis in economic and social aspects., En este artículo se muestran parte de los resultados de una investigación cuyo propósito fue explorar la perspectiva de profesores universitarios sobre la formación docente por competencias en Venezuela. El objetivo de este estudio consiste en reflexionar sobre los puntos de encuentro de las voces de los profesores universitarios acerca de la formación permanente en competencias en el contexto actual venezolano. Metodológicamente el estudio se apoyó en la investigación cualitativa, se enmarcó en el paradigma interpretativo, bajo la orientación de la fenomenología como método; en correspondencia con este, se seleccionó la entrevista en profundidad como técnica para la recolección de datos y los informantes fueron seis docentes de tres universidades públicas venezolanas. Los hallazgos señalan la necesidad de una formación docente basada en la enseñanza reflexiva y la integración de saberes y asumido como un proceso sistemático, continuo y permanente dirigido al desarrollo de competencias que permitan enfrentar la complejidad del acto educativo en el contexto venezolano, marcado por la crisis en aspectos económicos y sociales.

This paper presents a way to introduce data science to college (business) students. To this end, data mining using neural networks may be practiced. After briefly clarifying the main differences between data science and data mining, the work with neural networks is examined in detail. The examination deals with the features and affordances of this work, as well as its expected challenges with possible reasons. The paper ends with a number of implications for practice, teacher education, and research.

This article aims to propose some reflections on higher education as a fundamental human right, as well as the scope of its access, considering that although formally contemplated, it needs to materialize, and although data demonstrate the process of expansion of higher education in Brazil , reality demonstrates the expansion of access that privileges quantity over quality. Thus, we intend to analyze how the right to higher education in Brazil is configured, briefly contextualizing the historical process of higher education in the country; present the conception of education as a right of all and show if its expansion meant greater comprehensiveness and quality in the formative process. The research was based on studies on the fundamental human right to education and the commodification of higher education. The adopted methodology was of historical-critical character, with qualitative approach. The conclusive evidence demonstrates a denied higher education, the expansion of which has turned ungraded people into invisible graduates. Therefore, the true fundamental human right to higher education is ignored, since it is not effective as a product, nor is it simply terminated by admission., O presente artigo visa propor algumas reflexões sobre a educação superior enquanto direito humano fundamental, bem como o alcance de seu acesso, considerando que embora contemplado formalmente, necessita materializar-se, e, ainda que dados demonstrem o processo de expansão da educação superior no Brasil, a realidade demonstra a ampliação de um acesso que privilegia a quantidade em detrimento da qualidade. Assim, pretende-se analisar como se configura o direito a educação superior no Brasil, contextualizando de forma breve o processo histórico da educação superior no país; apresentar a concepção de educação como um direito de todos(as) e evidenciar se sua expansão significou maior abrangência e qualidade no processo formativo. A pesquisa pautou-se nos estudos sobre o direito humano fundamental à educação e a mercantilização da educação superior. A metodologia adotada foi de caráter histórico-crítica, com abordagem qualitativa. As evidências conclusivas demonstram uma educação superior negada, cuja expansão transformou pessoas sem diploma em invisíveis diplomados. Descumpre-se, portanto, o verdadeiro direito humano fundamental à educação superior pois esta não se efetiva como mera entrega de um produto e tampouco se encerra com o simples ingresso., Este artículo tiene como objetivo proponer algunas reflexiones sobre la educación superior como un derecho humano fundamental, así como el alcance de su acceso, considerando que, aunque se contempla formalmente, necesita materializarse, y aunque los datos demuestran el proceso de expansión de la educación superior en Brasil , la realidad demuestra la expansión del acceso que privilegia la cantidad sobre la calidad. Por lo tanto, pretendemos analizar cómo se configura el derecho a la educación superior en Brasil, contextualizando brevemente el proceso histórico de la educación superior en el país; presentar la concepción de la educación como un derecho de todos y mostrar si su expansión significó una mayor amplitud y calidad en el proceso formativo. La investigación se basó en estudios sobre el derecho humano fundamental a la educación y la mercantilización de la educación superior. La metodología adoptada fue de carácter histórico-crítico, con enfoque cualitativo. La evidencia concluyente demuestra una educación superior negada, cuya expansión ha convertido a personas sin calificación en graduados invisibles. Por lo tanto, el verdadero derecho humano fundamental a la educación superior no se tiene en cuenta, ya que no es efectivo como una mera entrega de un producto, ni simplemente se termina con la admisión.

This article aims to propose some reflections on higher education as a fundamental human right, as well as the scope of its access, considering that although formally contemplated, it needs to materialize, and although data demonstrate the process of expansion of higher education in Brazil , reality demonstrates the expansion of access that privileges quantity over quality. Thus, we intend to analyze how the right to higher education in Brazil is configured, briefly contextualizing the historical process of higher education in the country; present the conception of education as a right of all and show if its expansion meant greater comprehensiveness and quality in the formative process. The research was based on studies on the fundamental human right to education and the commodification of higher education. The adopted methodology was of historical-critical character, with qualitative approach. The conclusive evidence demonstrates a denied higher education, the expansion of which has turned ungraded people into invisible graduates. Therefore, the true fundamental human right to higher education is ignored, since it is not effective as a product, nor is it simply terminated by admission., O presente artigo visa propor algumas reflexões sobre a educação superior enquanto direito humano fundamental, bem como o alcance de seu acesso, considerando que embora contemplado formalmente, necessita materializar-se, e, ainda que dados demonstrem o processo de expansão da educação superior no Brasil, a realidade demonstra a ampliação de um acesso que privilegia a quantidade em detrimento da qualidade. Assim, pretende-se analisar como se configura o direito a educação superior no Brasil, contextualizando de forma breve o processo histórico da educação superior no país; apresentar a concepção de educação como um direito de todos(as) e evidenciar se sua expansão significou maior abrangência e qualidade no processo formativo. A pesquisa pautou-se nos estudos sobre o direito humano fundamental à educação e a mercantilização da educação superior. A metodologia adotada foi de caráter histórico-crítica, com abordagem qualitativa. As evidências conclusivas demonstram uma educação superior negada, cuja expansão transformou pessoas sem diploma em invisíveis diplomados. Descumpre-se, portanto, o verdadeiro direito humano fundamental à educação superior pois esta não se efetiva como mera entrega de um produto e tampouco se encerra com o simples ingresso., Este artículo tiene como objetivo proponer algunas reflexiones sobre la educación superior como un derecho humano fundamental, así como el alcance de su acceso, considerando que, aunque se contempla formalmente, necesita materializarse, y aunque los datos demuestran el proceso de expansión de la educación superior en Brasil , la realidad demuestra la expansión del acceso que privilegia la cantidad sobre la calidad. Por lo tanto, pretendemos analizar cómo se configura el derecho a la educación superior en Brasil, contextualizando brevemente el proceso histórico de la educación superior en el país; presentar la concepción de la educación como un derecho de todos y mostrar si su expansión significó una mayor amplitud y calidad en el proceso formativo. La investigación se basó en estudios sobre el derecho humano fundamental a la educación y la mercantilización de la educación superior. La metodología adoptada fue de carácter histórico-crítico, con enfoque cualitativo. La evidencia concluyente demuestra una educación superior negada, cuya expansión ha convertido a personas sin calificación en graduados invisibles. Por lo tanto, el verdadero derecho humano fundamental a la educación superior no se tiene en cuenta, ya que no es efectivo como una mera entrega de un producto, ni simplemente se termina con la admisión.

It analyzes the federal universities flexibilization considering the scope of the Support Program to Restructuring and Expansion Plans of the Federal Universities (Reuni). It is a study case carried out at the Federal University of Rio Grande do Norte, specifically with the creation of a Bachelor's Degree in Science and Technology in an interdisciplinary and cycle-based format. The results shows changes in the institutional management, the flexibility of the academic structures with repercussions on the institution expansionist policy., Analisa a flexibilização das instituições públicas federais de educação superior no âmbito do Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (Reuni). Trata-se de um estudo de caso realizado na Universidade Federal do Rio Grande do Norte, tendo como referência a criação do Curso de Bacharelado de Ciências e Tecnologia, cujo formato é interdisciplinar e em regime de ciclos. Os resultados evidenciam mudanças na gestão institucional, na flexibilização das estruturas acadêmicas com repercussão nas políticas expansionistas da instituição., Analiza la flexibilización de las instituciones públicas federales de educación superior en el ámbito del Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (Reuni). Se trata de un estudio de caso realizado en la Universidade Federal do Rio Grande do Norte teniendo como referencia la creación del Curso de Bacharelado em Ciências e Tecnologia, con formato interdisciplinar y en régimen de ciclos. Los resultados evidencian cambios en la gestión institucional, en la flexibilización de las estructuras académicas con repercusión en las políticas expansionistas de la institución.

The implementation of the extension in the engineering course complies with the Brazilian government's directive for the implementation of extension in the Brazilian undergraduate courses. The objective of this article is to describe the implementation of extension activities in the area of technology and production in a module of professional discipline of an engineering course in a Brazilian federal university in the form of workshops in the field of technology and production. We did a participatory action research in which it was tried to meet the new requirements of Higher Education legislation in relation to the 10% extension that should be included in the higher courses. We did this research on a degree in engineering course. The results were auspicious, enabling compliance with the legal requirements and the satisfaction of the local academic community., A implementação da extensão no curso de engenharia está conforme a diretriz do governo brasileiro para implantação de extensão nos cursos de graduação brasileiros. O objetivo do presente artigo é descrever a implementação de atividades de extensão na área de tecnologia e produção em módulo de disciplina profissionalizante de um curso de engenharia em uma universidade federal brasileira na forma de oficinas na ára de tecnologia e produção. Realizou-se um trabalho de pesquisa-ação participativa na qual procurou-se ir ao encontro das novas exigências da legislação da Educação Superior com relação aos 10% de extensão que devem ser incluidos nos cursos superiores. Fez-se o trabalho em um curso de graduação em engenharia. Os resultados mostraram-se auspiciosos, possibilitando o atendimento às exigências legais e a satisfação da comunidade acadêmica local., La implementación de la extensión en el curso de ingeniería está conforme a la directriz del gobierno brasileño para implantación de extensión en los cursos de graduación brasileños. El objetivo del presente artículo es describir la implementación de actividades de extensión en el área de tecnología y producción en módulo de disciplina profesionalizante de un curso de ingeniería en una universidad federal brasileña en forma de talleres en la árida de tecnología y producción. Se realizó un trabajo de investigación-acción participativa en la cual se buscó ir al encuentro de las nuevas exigencias de la legislación de la Educación Superior con relación al 10% de extensión que deben ser incluidos en los cursos superiores. Se hizo el trabajo en un curso de graduación en ingeniería. Los resultados se mostraron auspiciosos, posibilitando la atención a las exigencias legales y la satisfacción de la comunidad académica local.

The controversial themes has been a way to highlight the link between science and social context to achieve scientific literacy. The aim of this research is to identify and characterize the perceptions of a group of university students about the controversial topic: relations between science and oppression. The method used was arts-based educational research, adopting the Theater of the Oppressed as artistic language. From collaborator’s perception, science can be used to oppress and the oppression through science is characterized by similarities with oppressions imposed by the work, the media and the education system. The results suggest discussions of science and oppression result knowledge growth about science and may result in positive attitudes towards science. And shows the profitability of arts-based educational research in science education., A abordagem de temas controversos tem sido um caminho para evidenciar o vínculo entre ciência e contexto social, favorecendo a educação CTS. Esta pesquisa tem como objetivo identificar e caracterizar as percepções de um grupo de estudantes universitários sobre o tema controverso: relações entre ciência e opressão. O método utilizado foi a pesquisa educacional baseada em artes, adotando o Teatro do Oprimido como linguagem artística. Encontrou-se que, na percepção dos colaboradores, a ciência pode ser utilizada para oprimir e que a opressão por meio da ciência é caracterizada por similaridades com opressões impostas pelo mundo do trabalho, pela mídia e pelo sistema de educação. Os resultados sugerem que a discussão do tema ciência e opressão favorece o conhecimento sobre a ciência, podendo resultar em atitudes positivas para com ela, e sinalizam a proficuidade da pesquisa educacional baseada em artes para a educação em ciências.

Discussing the precarious concept is not a fad. It is a debate about understanding the geopolitics of capital in times of crisis and potential conflict; we say that based on authors such as István Mészáros (2009), Giovani Alves (2007, 2012, 2013), Mandel (1990), Standing (2015), and others. It should be pointed out that the purpose of this article is to reflect on the relationship between the expansion of higher education, the structural crisis of capital and its implications on the visibility of the precarious. The methodology used is qualitative, based on documentary analysis and results of empirical research, aiming to indicate the urgency to discuss the precariousness and its relation with the expansion of higher education in Brazil in a context of structural crisis of capital and neoliberalism. The results show that the expansionist process of higher education in the present historical moment, rather than being a possibility of human emancipation, is under the rule of capital and transformed into cheap, easy-to-use and cheap merchandise content and this is spreading this way in all levels of the Brazilian education system whose visibility lies in the precarious., Discutir acerca do conceito precariado não é modismo. Trata-se de um debate sobre o entendimento da geopolítica do capital em tempos de crise e de conflito potencial. Com base em autores como István Mészáros (2009), Giovani Alves (2007, 2012, 2013), Mandel (1990) entre outros. Destaca-se que o objetivo deste artigo é refletir sobre a relação entre a expansão do ensino superior, crise estrutural do capital e suas implicações na visibilidade do precariado. A metodologia utilizada é de caráter qualitativo, a partir de análise documental e resultados de pesquisa empírica, com vistas a indicar a premência em se discutir acerca do precariado e sua relação com a expansão da educação superior no Brasil num contexto de crise estrutural do capital e neoliberalismo. Os resultados, apontam como tendência que o processo expansionista da educação superior no atual momento histórico mais do que se constituir em uma possibilidade de emancipação humana, encontra-se sob a regência do capital e se transmuta em uma mercadoria barata, de fácil consumo e de pouco conteúdo e isso se espraia dessa forma em todos os níveis do sistema de ensino brasileiro cuja visibilidade reside no precariado., Discutir el concepto precariado no es una moda pasajera. Es un debate sobre la comprensión de la geopolítica del capital en tiempos de crisis y conflicto potencial, basado en autores como István Mészáros (2009), Giovani Alves (2007, 2012, 2013), Mandel (1990), Standing (2015),entre otros. Cabe señalar que el propósito de este artículo es reflexionar sobre la relación entre la expansión de la educación superior, la crisis estructural del capital y sus implicaciones sobre la visibilidad de la precariedad. La metodología utilizada es cualitativa, a partir del análisis de documentos y resultados de investigaciones empíricas, con el fin de indicar la urgencia de la discusión sobre el precariado y su relación con la expansión del educación superior en Brasil en el contexto de crisis estructural del capital y neoliberalismo. Los resultados apuntan a una tendencia de que el proceso de expansión de la educación superior en el momento histórico actual más que constituir una posibilidad para la emancipación humana está bajo el dominio del capital y se transforma en un producto barato, fácil de usar y de poco contenido, y esto se está difundiendo de esta manera en todos los niveles del sistema educativo brasileño, cuya visibilidad reside en lo precario.

Este artículo posee como tema las estrategias de enseñanza y los artefactos de Google For Education utilizados en la educación por metodologías activas. El objetivo trata de suscitar el debate buscando la utilización de artefactos Google For Education en estrategias de enseñanza para una metodología activa. Se trata de investigación cualitativa, de cuño bibliográfico, con búsqueda de materiales en libros, periódicos, memorias de eventos, entre otros. Destacamos como principales resultados cinco estrategias posibilitadoras de metodologías activas de enseñanza, que son: Aprendizaje basado en problemas; Aprendizaje basado en proyectos; Aprendizaje con los colegas; Aprendizaje basado en equipos; y Sala de clase invertida. Concluimos que los artefactos Google For Education contienen distintas posibilidades para una enseñanza de cualidad que pueden ofrecer autonomía al estudiante además de la posibilidad de uso en las diferentes estrategias mencionadas, con objetivo de una educación por metodologías activas.,  This article focuses on teaching strategies and Google For Education artifacts used in education through active methodologies. The goal is to spark the debate for the use of Google For Education artifacts in teaching strategies for an active methodology. It is a qualitative research, of a bibliographic nature, with search of materials in books, periodicals, annals of events, among others. We highlight as main results five strategies that enable active teaching methodologies, which are: Problem-based learning; Project-based learning; Peer learning; Team-based learning; and Inverted Classroom. We conclude that the Google For Education artifacts contain several possibilities for a quality teaching that can offer autonomy to the student besides the possibility of use in the different strategies mentioned, in order to have an education by active methodologies., Este artigo possui como tema as estratégias de ensino e os artefatos da Google For Education utilizados na educação por metodologias ativas. O objetivo trata de suscitar o debate em busca da utilização de artefatos Google For Education em estratégias de ensino para uma metodologia ativa. Trata-se de pesquisa qualitativa, de cunho bibliográfico, com busca de materiais em livros, periódicos, anais de eventos, entre outros. Destacamos como principais resultados cinco estratégias possibilitadoras de metodologias ativas de ensino, que são: Aprendizagem baseada em problemas; Aprendizagem baseada em projetos; Aprendizagem pelos colegas; Aprendizagem baseada em equipes; e Sala de aula invertida. Concluímos que os artefatos Google For Education contêm diversas possibilidades para um ensino de qualidade que podem oferecer autonomia ao estudante além da possibilidade de uso nas diferentes estratégias mencionadas, a fim de uma educação por metodologias ativas.

Este artículo posee como tema las estrategias de enseñanza y los artefactos de Google For Education utilizados en la educación por metodologías activas. El objetivo trata de suscitar el debate buscando la utilización de artefactos Google For Education en estrategias de enseñanza para una metodología activa. Se trata de investigación cualitativa, de cuño bibliográfico, con búsqueda de materiales en libros, periódicos, memorias de eventos, entre otros. Destacamos como principales resultados cinco estrategias posibilitadoras de metodologías activas de enseñanza, que son: Aprendizaje basado en problemas; Aprendizaje basado en proyectos; Aprendizaje con los colegas; Aprendizaje basado en equipos; y Sala de clase invertida. Concluimos que los artefactos Google For Education contienen distintas posibilidades para una enseñanza de cualidad que pueden ofrecer autonomía al estudiante además de la posibilidad de uso en las diferentes estrategias mencionadas, con objetivo de una educación por metodologías activas.,  This article focuses on teaching strategies and Google For Education artifacts used in education through active methodologies. The goal is to spark the debate for the use of Google For Education artifacts in teaching strategies for an active methodology. It is a qualitative research, of a bibliographic nature, with search of materials in books, periodicals, annals of events, among others. We highlight as main results five strategies that enable active teaching methodologies, which are: Problem-based learning; Project-based learning; Peer learning; Team-based learning; and Inverted Classroom. We conclude that the Google For Education artifacts contain several possibilities for a quality teaching that can offer autonomy to the student besides the possibility of use in the different strategies mentioned, in order to have an education by active methodologies., Este artigo possui como tema as estratégias de ensino e os artefatos da Google For Education utilizados na educação por metodologias ativas. O objetivo trata de suscitar o debate em busca da utilização de artefatos Google For Education em estratégias de ensino para uma metodologia ativa. Trata-se de pesquisa qualitativa, de cunho bibliográfico, com busca de materiais em livros, periódicos, anais de eventos, entre outros. Destacamos como principais resultados cinco estratégias possibilitadoras de metodologias ativas de ensino, que são: Aprendizagem baseada em problemas; Aprendizagem baseada em projetos; Aprendizagem pelos colegas; Aprendizagem baseada em equipes; e Sala de aula invertida. Concluímos que os artefatos Google For Education contêm diversas possibilidades para um ensino de qualidade que podem oferecer autonomia ao estudante além da possibilidade de uso nas diferentes estratégias mencionadas, a fim de uma educação por metodologias ativas.