Revista Sudamericana de Educación, Universidad y Sociedad
La Revista Sudamericana de Educación, Universidad y Sociedad es una revista anual, de publicación continua, con período de publicación iniciando en Enero y terminando en Diciembre de cada año, dirigida a investigadores, profesionales, estudiantes avanzados de Maestría y Doctorado y profesores. Solamente se aceptan artículos científicos, ensayos y reseñas que tengan por lo menos uno de los/las autores/as con título de magíster o Doctor/a. No se aceptará más de un artículo por año del/de la mismo/a autor/a. Su objetivo es contribuir con la divulgación del conocimiento y la innovación dentro de sus ejes temáticos, que son: Cultura, sociedad y educación; Didáctica, currículum e innovación educativa; Política, gestión y calidad de la educación; Altas Habilidades/Superdotación. Una vez recibidos, los trabajos se someten a un software antiplagio. En caso que el informe acuse alguna similitud que permita sospechar la posibilidad de plagio, se comunica al autor para que revise el texto e indique las alteraciones realizadas, que el editor verifica. Este proceso se reitera en el caso que hubiese correcciones indicadas por los árbitros, antes de publicar la versión final de cada artículo. El sistema de arbitraje utilizado es doble ciego. Los artículos y ensayos se envían a dos árbitros que los evalúan respondiendo al Código de Práctica y hacen su recomendación a respecto de la publicación o no del mismo. Los informes de los árbitros se envían al/a la autor/a para que implemente las eventuales correcciones. Las reseñas y los Informes especiales no son arbitrados y son evaluados por el/la editor/a de la revista, que también hace sus recomendaciones sobre la posible publicación. La revista se reserva el derecho de la primera publicación de los artículos recibos, con el trabajo registrado con la licencia de atribución de Creative Commons CC BY 4.0, que permite a terceros utilizar lo publicado siempre que mencionen la autoría del trabajo y a la primera publicación en esta revista. Esta revista no realiza cobro por el envío de artículos ni por su publicación. Título Abreviado: RSEUS ISSN: 2393.7815 DOI: 10.48163/rseus
Política para revistas de acceso abierto Los autores/as que publiquen en esta revista aceptan las siguientes condiciones: a. Los autores/as conservan los derechos de autor y ceden a la revista el derecho de la primera publicación, con el trabajo registrado con la licencia de atribución de Creative Commons (CC-BY), que permite a terceros utilizar lo publicado siempre que mencionen la autoría del trabajo y a la primera publicación en esta revista. b. Los autores/as pueden realizar otros acuerdos contractuales independientes y adicionales para la distribución no exclusiva de la versión del artículo publicado en esta revista (p. ej., incluirlo en un repositorio institucional o publicarlo en un libro) siempre que indiquen claramente que el trabajo se publicó por primera vez en esta revista.
Relevance of technological skills in enterprise resource planning (ERP) software among accounting and finance students
Objective: To assess the relevance of technological competencies in enterprise resource planning (ERP) software among working Accounting and Finance students at Universidad Rosario Castellanos (UNRC). Method: Non-experimental, cross-sectional study. A 58-item questionnaire was piloted four times; final sample comprised ninety-eight employed students. Analyses used SPSS v27 and SmartPLS v3.02. Reliability (Cronbach’s α): X1 Administration–Management α=.713; X2 Communication α=.698; X3 Collaboration α=.723; criterion variable Y ERP Technological Competence α=.852. Multiple linear regression with assumption checks (Durbin–Watson=1.674; VIF<3). Results: The model explained 61.3% of the variance in Y (R²=.613). Standardized effects: βX1=.267, βX2=.383, βX3=.263; all significant (p<.001; t=5.644; 8.459; 5.096). Pearson correlations between predictors and Y were positive and moderate (.642; .687; .679). Likert means were ~3.5–3.6 (“High”). Most used tools were WhatsApp, Gmail, Microsoft Office, Drive, Outlook, government platforms, and Teams. Conclusions: ERP-related competencies in administration–management, communication, and collaboration are positively and moderately associated with overall technological competence, supporting their relevance for working accounting and finance students. Opportunities remain to strengthen processing and creation of accounting information.
Copyright (c) 2026 Dr. Emmanuel Francisco Herrera Equivel, Dra. María de Jesus Araiza Vázquez, Dr. Víctor Manuel Cárdenas González http://creativecommons.org/licenses/by/4.0
Pre-professional practices and teacher identity
A vocation for teaching is often inherent or a result of the educational process. However, in Ecuador, the allocation of places for the applicant's first, second, or third degree program, based on a score, leads to the dropout rate of one in three young people "due to a lack of vocational interest" (La Hora Newsroom, 2024, para. 5). In this context, pre-professional internships emerge as an alternative for students to critically evaluate their skills and attitudes toward this profession. Therefore, this study aimed to analyze, from the perspective of students in the Elementary Education program at the State Polytechnic University of Carchi (UPEC), how and to what extent pre-professional internships have influenced the construction of their professional teaching identity. This research is mixed, descriptive, phenomenological, field-based, and documentary. For data collection, an ad hoc questionnaire was designed, based on similar instruments, and administered to a population of 234 students from the third to sixth semesters. The results demonstrated a high degree of vocation and commitment among the participants. The majority perceive teaching as a personal mission and a passion, and express a clear desire to remain in the profession long-term. They also highlighted the support they received during their practicums, in schools, at the university, and within their social circles. Finally, exposure to atypical and varied experiences has fostered a broader and more contextualized understanding of the teaching role and the real challenges of the profession.
Copyright (c) 2025 Diana Ruiz-Onofre http://creativecommons.org/licenses/by/4.0
Copyright (c) 2025 MSc. Juan Fernando Tobón Bedoya, Dra. Irma Leticia Zapata Rivera http://creativecommons.org/licenses/by/4.0
Challenges of teachers in the process of including deaf students in higher education
The article highlights the importance of public policies and institutional initiatives to ensure the right to inclusive education, regulating the incorporation of Brazilian Sign Language (Libras) into the educational environment and teacher training curriculum. The study aimed to understand teachers' perceptions and adaptations when teaching deaf students, identifying barriers and possible solutions. The methodology followed a qualitative approach, with a descriptive nature and narrative method. Interviews were conducted with seven professors from the Business Administration program who had experience with a deaf student. The results showed that communication was one of the main challenges. The research reinforced the urgency of preparing educators to promote truly inclusive teaching.
Copyright (c) 2025 Taise Gomes dos Santos Cá, Katia Mariel Figueroa Rohmann http://creativecommons.org/licenses/by/4.0
The identification and evaluation of musical talent based on aptitude in adult life can contribute to the process of Positive Disintegration and the achievement of a fulfilling life. However, this process has been limited in Brazil. The purpose is to describe the evaluation journey of two cases of musical talent identified in adulthood, as well as their process of Positive Disintegration that began during the evaluation. This is a clinical case study involving two adult participants. A qualitative analysis of the data was conducted. To accomplish this, referrals from a professional psychologist, the Protocol for Screening Musical Abilities, the Advanced Measures of Music Audiation as well as performance observation and analysis of musical production (musical arrangement and composition) were utilized. The results revealed that both participants demonstrated music talent, and their artistic production was considered at a high level. It was observed that both individuals were in the phase of Positive Disintegration. The evaluation process, along with the feedback provided, contributed to their self-knowledge. It is inferred that recognizing the talent contributes to the attainment of well-being and self-knowledge, and can assist the individual in relieving emotional issues. However, there is a shortage of specialized services for talented adults in Brazil.
Copyright (c) 2025 Fabiana Oliveira Koga, Rosemeire de Araújo Rangni http://creativecommons.org/licenses/by/4.0
Systematic Review: An Analysis of the Monitor Professional in Support of Students with ASD
This article presents a systematic review on the importance of school monitors in the inclusion of students with Autism Spectrum Disorder (ASD). The research analyzed publications between 2017 and 2023 in SciELO, Google Scholar, and eduCAPES databases, resulting in 7 selected studies. The results indicate that the monitor is essential to promote effective participation of students with ASD, highlighting two main challenges: the absence of structured training programs and lack of clear guidelines regarding their role. It is concluded that investment in public policies and continuous training for these professionals is necessary.
Copyright (c) 2026 Cristiane Gonçalves Moreira , Cristiano Ferreira http://creativecommons.org/licenses/by/4.0
Satisfaction of work competencies in accounting and finance students at Universidad Rosario Castellanos
The objective of this study is to analyze the satisfaction of work skills in students who study and work in accounting areas. A non-experimental cross-sectional design was used, with a cross-sectional quantitative approach to evaluate students' perception through multiple linear regression. The results of the study show that students have a satisfaction in their technological work skills of 74.8% due to the Pearson correlation coefficient = 0.748; The internal consistency reliability of the instrument is obtained by Cronbach's Alpha with an acceptable value >0.70 and <0.95. The results show a significant impact on student satisfaction.
Copyright (c) 2025 Mtro., Dra., Dr. http://creativecommons.org/licenses/by/4.0
Training and social representation of pedagogical practices of youth and adult education (EJA) teachers
The general objective of this article is to identify the importance of continuing teacher education and the social representation of pedagogical practices for quality education for students in youth and adult education. The problem that motivates this research is: how can continuing teacher education affect their social representation before students to promote quality education? In order to understand this problem, this research uses as its methodology a bibliographic review of books and academic articles that deal with the subject, as well as Brazilian legislation. Continuing teacher education is an essential factor for the teaching and learning process, since, through updated knowledge, teachers will be able to provide quality education and meet the educational needs of their students, especially those students outside the age range who are part of youth and adult education (EJA). Ongoing teacher training is essential to ensure that the social representation of their pedagogical practices is up to date and aligned with students' learning needs. These characteristics are essential for students to have quality learning and personalized teaching to meet the needs of EJA students. When teachers apply updated knowledge and innovative strategies, they promote a more dynamic and interactive environment. As a result, this transformation helps to increase student engagement and improve academic results. Therefore, it is important to have a good relationship between teachers and students, as well as for students to develop their knowledge.
Roberto Kennedy Ferreira da Silva de Queiroz
Copyright (c) 2026 Thiago Silveira de Resende, Roberto Kennedy Ferreira da Silva de Queiroz http://creativecommons.org/licenses/by/4.0
Mapping of Academic Publications on Artificial Intelligence and Education in Uruguay
Although the incorporation of Artificial Intelligence tools into the educational field is not recent, it is not until approximately five years ago that this technology has had a massive incorporation into educational processes, in all areas and levels. Along with this, worldwide, research and publications on the link between Artificial Intelligence and education have also had exponential growth. The objective of this study is to identify the main characteristics of the academic publications that have been carried out in Uruguay on the subject of Artificial Intelligence and education. To do so, a systematic review methodology was carried out, which resulted in the identification of seven documents that met the defined selection criteria; these documents were subjected to a coding process for the extraction of information and its subsequent analysis. The results of the research suggest that publications on the subject of Artificial Intelligence and education in Uruguay are in an incipient state. Although there are attempts to address the subject, there are important gaps that are not being addressed by current research. In this sense, we identified that there are several specific educational topics and fields on which there are few or no academic publications.
Artificial Intelligence, Education, Uruguay
Copyright (c) 2025 Juan Manuel Sarochar http://creativecommons.org/licenses/by/4.0
ANALIZANDO LA CULTURA JUVENIL Y LLEVANDO PREGUNTAS PARA LA EDUCACIÓN
This article is part of a PhD research entitled "Youth culture and military culture: encounters and disagreements in high school education", by the Center for Multireferential Biographical Studies in Education (CEMBE/UDE), directed by Prof. Dr. Charlie Palomo. The presentation in this article, which focuses on youth culture, shows an essential part of the conceptual framework of the doctoral thesis. In principle, it is pointed out that youth culture is not unique and homogeneous. The boys form subgroups with their own identity, style, configuration, liturgies... Rappers, graffiti artists, funk artists, taggers, punks, samba dancers, forrozeiros, they are not the same, therefore, considering and treating them uniformly is a first source of conflict detected. It is presented as a necessary starting point, to recognize their own identity and study them as lifestyles. They have their daily practices based on explicit and implicit principles, they contain their values that should be recognized, valued and respected. They have their forms of entertainment or hobbies. They choose and cultivate their own routes of knowledge appropriation. The various generations born and raised in the digital world approach and use technologies in a different and particular way. These, among other characteristics, make up a complex profile to which education can hardly give a single and simple answer, valid for everyone. And this is the axis of the deepening that is exposed here and that will be carried out, later, in the form of questions for education.
Copyright (c) 2024 LAURO MELLO http://creativecommons.org/licenses/by/4.0
Based on the critiques of Louro and Butler regarding how academia reproduces hegemonic norms of gender and sexuality, this qualitative study analyzes how these concepts are addressed in a scientific initiation event at a community university in Rio Grande do Sul, Brazil. Abstracts presented at the Scientific Initiation Seminar were selected using descriptors related to gender and sexuality. The methodology included Discourse Analysis (DA) from a feminist post-structuralist perspective, addressing the linguistic materiality of the texts, discursive formations, and ideological processes. The steps involved searching electronic records, reading the abstracts, constructing an overview, and problematizing the discourses. The results revealed three predominant theoretical perspectives and a low percentage of works addressing gender and sexuality. The study highlights the importance of problematizing these concepts in academia, emphasizing their role as key social markers in the organization of society, culture, and processes of subjectivation within various historical and social frameworks.
Copyright (c) 2025 Maria Luiza Adoryan Machado, Maria Carolina Magedantz, Betina Hillesheim http://creativecommons.org/licenses/by/4.0
Use of Debunking and Fact-Checking Techniques to Combat Disinformation: An Integrative Review
With the advent of globalization, it is possible to disseminate information that is easily accessible to individuals. However, with this, fake news is integrated and can cause informational noise. Therefore, in contexts that are prone to the rapid spread of information, as observed in the COVID-19 pandemic, it was necessary to pay attention to how to shield oneself from what is credible or not. The aim of this study was to investigate how debunking and fact-checking techniques are being used to combat fake news around the world. To this end, an integrative review was carried out by searching the SAGE, Science Direct and Periódicos Capes databases. The results showed that debunking and fact-checking techniques were promising for combating disinformation, and were responsible for improving the perception of individuals who used them in the face of fake news. Furthermore, there is a need for a broad view of the context in which they will be used, as well as greater scientific production that will make it possible to visualize results that will corroborate their use.
Copyright (c) 2024 Ariane de Brito, Cauê Elias Santos Nascimento, David Tavares de Sousa, Gabriel Lucas Santana http://creativecommons.org/licenses/by/4.0
Teacher’s knowledge and pedagogical practices
The article aims discussing the complexity of pedagogical practices, covering various aspects that go beyond the simple act of teaching, reflecting on the role of the teacher as a transformative agent in the educational context. The teacher's praxis is used as a teaching activity that is inserted in the context of teaching, showing that it requires the application of different strategies in the classroom. To revisit it, we highlight the need for continued training, bringing its complexity, showing that this is a necessary condition for educators to reflect on their actions and improve them. The discussion is based on bibliographical research that dialogues with scholars in the area, aiming to understand the phenomenon of pedagogical practice and its reflection that provides the basis for the teacher's action.
Maria Iolanda Demeneck de Figueiredo Iolanda
Copyright (c) 2025 Maria Iolanda Demeneck de Figueiredo Iolanda http://creativecommons.org/licenses/by/4.0
The Identification of Students with High Ability/Giftedness
This article had the general objective of analyzing the reflections of teachers who work in Specialized Educational Services in some municipal institutions in the state of Paraíba, in the Northeast of Brazil, and what they point out about the study and/or identification of people with High Ability/Giftedness. To this end, the methodology used was qualitative in nature, of the field research type. As an instrument for data collection we used semi-structured, in which five teachers from Specialized Educational Services participated interviews and to process the data we used Content Analysis, proposed by Bardin (2011). Thus, from the material collected, notes emerged about the thematic category that was called “High Ability/Giftedness: concepts and identification of students”. Therefore, the results demonstrate the lack of knowledge about the existence of students with High Ability/Giftedness as well as the lack of instruments and the lack of knowledge of teachers who work in Specialized Educational Services to identify these students beyond IQ tests. Therefore, the research opens ways for new studies to approach the universe of practice, which involve subjects, families, the school community, the management team, municipalities, universities, among others, in order to provide the expansion of knowledge and educational public policies in the area of High Ability/Giftedness.
Santuza Mônica de França Pereira da Fonseca
Copyright (c) 2025 Elizangela Dias Santiago Fernandes, Santuza Mônica de França Pereira da Fonseca, Eugenia Rosa de Lima http://creativecommons.org/licenses/by/4.0
The Cuban pañoleta and the standardization of educational individuals
The objective of the research is to analyze how the normalization of the individuals in Cuba is expressed through the meanings and rituals associated with the pañoleta, considered as a fetish, within the context of the Cuban primary educational institutionalism. The research seeks to understand how fetishes, as well as the rituals and myths surrounding them, contribute to the formation of political subjectivity, construction and normalization of individuals within the educational system, focusing specifically on primary education where the process of disciplining begins. Through a qualitative and interpretative methodology, the relationship between the concepts of normalization and control according to Foucault's perspective and the Cuban educational reality will be examined by means of a bibliographic review and interviews to teachers and elementary school principals. The final objective is to obtain a deeper understanding of how rituals and symbols, such as the pañoleta, influence the shaping of identity and adherence to norms within the Cuban educational context, which could provide relevant information for the analysis of the ideological discourse present in Cuban primary schools. In addition to the bibliographical review on the subject, qualified informants are interviewed to correlate the theoretical and historical aspects to the particular realities of teachers and principals of educational institutions in exercise for the last 20 years.
Cuban pañoleta, standardization, disciplining, educational rituals, Foucault.
Copyright (c) 2024 Jeisil Aguilar Santos http://creativecommons.org/licenses/by/4.0
This integrative review aims to discuss the contributions of environmental education, as a public policy, to promoting environmental sustainability from the perspective of complex thinking. The research explores the contributions of thinkers such as Edgar Morin, Moacir Gadotti, Enrique Leff and Leonardo Boff, who play a fundamental role in advancing education aimed at sustainability. The approach of complexity, interdisciplinarity and critical education is considered essential for facing contemporary environmental challenges and promoting sustainable practices in society. Environmental education is understood here as a set of shared norms, knowledge and practices that foster environmental citizenship, promoting understanding of ecological challenges and encouraging the adoption of sustainable behaviours. Complexity theory is adopted as an analytical lens for a deeper understanding of sustainability, since it recognises the interconnections and dynamics between natural and social systems, as well as economic and environmental aspects. This study discusses Complexity Theory in the context of sustainability, reflecting on the challenges that threaten the continuity of life on the planet. By providing a systemic and ethical vision, complexity proves to be a valuable tool for understanding the interrelationships of environmental problems. In this way, environmental education, anchored in complexity, facilitates a critical view of sustainability and encourages thought in the educational context, contributing to the formation of citizens who are more aware of and committed to sustainable practices.
Educação Ambiental, Sustentabilidade, Complexidade
Copyright (c) 2025 Alisson Martins Duarte, Lucia Ceccato de Lima http://creativecommons.org/licenses/by/4.0
Levels of awareness in the use of ICTs taken to research in Education
Education, as well as the use of ICT, are characterized by the social and cultural essence that demarcates them. For this reason, when investigating them it is essential to look at them comprehensively, interpreting them from the individuals who star in it, but also from their groups, their history, their context. Based on this, the concern arises to present a methodological alternative that allows comprehensive knowledge of the levels of awareness in the use of ICT in the educational context, from its protagonists. To achieve this, the Dynamic Spiral of Development adapted to the Levels of Consciousness in the use of ICT is taken as a support point, a theoretical approach that arises from two of the most significant foundations of the Integral-Holonic approach: the holographic theory and the Spiral Dynamics. Each level of consciousness gives the possibility of describing a perspective of ICT and the potential of the subject who uses them. In the spiral there are seven levels through which you can travel and deepen these potentialities, understanding that the stages or levels are not exclusive. Each level represents a representation of ICT in the educational context in which the participating subjects operate, but also implies the possibility of moving to any of the other levels of the spiral. The theoretical and methodological aspects that frame the identification of these levels of consciousness make it possible to guarantee scientific rigor in the research. Which leads to a more accurate approach to said reality.
Copyright (c) 2024 Marymili Segura Vera http://creativecommons.org/licenses/by/4.0
Gender, art and feminism: a view from de Uruguayan Northeast
This work is part of the line of Gender and Power studies of the Center for Multireferential Biographical Studies in Education (CEMBE), which aims to investigate and promote professionals trained to co-construct cognitive processes motivated for analytical understanding based on a political dialogue radically involved in caring for oneself, for others, for the environment, for life. The category “gender” contributes to defining the system of oppression of women deeply rooted in conditions of cultural, social, economic, and political subjugation and submission. This gender category constitutes an important instrument used by feminist women to contribute to developing a critical analysis of the interrelationships of productive capitalism and the repressive nature of patriarchy in the Uruguayan state. It concludes by reflecting on feminism, art, and identification, proposing the construction of possible citizenship from the South in Multireferential Learning Environments (Casnati, Galeffi, 2014) (Casnati, Cuadro, 2017). In art, as in all areas of life for Uruguayan women, equal opportunities are currently far from being equitable for men and women, so the principle that underpins the development of this work is based on the need to maintain an epistemic justice built from a politics of knowledge that can manage to decolonize the fields of knowledge, bodies, and the representational policies of hegemonic feminism so questioned by feminisms (Bidaseca, 2016).
Copyright (c) 2024 Ana María Casnati http://creativecommons.org/licenses/by/4.0
Nossa revista continua sendo cada vez mais reconhecida. Indexado no Latindex, sistema regional de informação online de revistas científicas da América Latina, Caribe, Espanha e Portugal, administrado pela Universidade Nacional Autônoma do México, em 2021 foi inscrito em seu Catálogo 2.0, que exige o cumprimento de diversos critérios de qualidade. A classificação A4 no Qualis de la Coordenação de Aperfeiçoamento de Profissionais da Educação Superior (CAPES) do Brasil também nos orgulha, por colocar a RSEUS entre as revistas de categoria mais alta daquele país e neste ano, juntou-se à Dialnet, outra importante revista científica plataforma, administrada pela Universidade de La Rioja, Espanha.
Copyright (c) 2023 Susana Pérez Barrera http://creativecommons.org/licenses/by/4.0
Considerations on the crisis of the meaning of universities under neoliberal management
This article presents critical considerations on the assumption of forms of university management aligned with neoliberal premises, in the context of Brazilian federal universities. The processes of implementation (in the colonial period), expansion (in the 1920s as colleges and then Universities in the 1930s) and university recovery (in the 2000s) have been impacted by the country's political, social and economic development, deeply marking the meanings and purposes of Higher Education. Supported by the conception that the Brazilian university context has suffered the impact of the national development model based on dependent capitalism, we also consider the basis for the constitution of social classes in Brazil and address how access to the University influences social conformation in these terms. In this way, we present considerations regarding the transformation of the meaning of existence of Universities - from social to technocratic -, reflecting on the impact of the absorption, by university management, of neoliberal management prerogatives, based on the presentation of examples on this issue in relation to to policies related to the daily life of Universities, seeking to include planning and execution policies at both national and local levels. For our analysis, the Narrative Review method was used. We conclude critically, in this sense, on how university management, through the assumption of neoliberal prerogatives, has been the stage for advances in its hegemonic control by the dominant sectors of the Brazilian elite, a phenomenon that urges the urgency of expanding and deepening studies and debates on the theme.
Copyright (c) 2023 Ana Furlong Antocevis, Carlos Roberto da Silva Machado http://creativecommons.org/licenses/by/4.0
About How to Lock a High Able/Gifted Person Into a Box of Matches
This article arises from the reading of another one. Its objective is, under my opinion, to expose the errors that are committed, often due to a lack of depth, others due to a clinical tradition that is no longer sustained, others simply because of a certain corporativism that ends up trampling on a professional sector that is already too discriminated and devalued – that of Education, which is the one which has to learn to look at this huge population of about 10% in any country, province, city or school as a group of human beings who need to have the opportunity to develop their potential. Therefore, I present a brief overview of the historical evolution of the psychometric tests, and their relationship with the concepts of intelligence, then moving on to present a definition of High Abilities/Giftedness (HA/GT) which is the one I consider most appropriate and guides me. Then after, I discuss the interpretations of HA/GT as a disease or disorder, which unfortunately are trying to be adopted as a result of ideas originated in the health field, and finally the intended and dangerous attempt of classify them as, let’s say, a “positive disability”, before weaving some final considerations arising from these reflections.
Copyright (c) 2023 Susana Graciela Perez Barrera http://creativecommons.org/licenses/by/4.0
Continuing teacher training in ICT and digital media in recent years: an approach in the educational context of Brazil
With the evolution of technology, its use has become a focus of debate in all areas of society, especially in education. Therefore, training guidelines must go beyond mere pedagogical and didactic updating or “training”, they must promote reflective actions that lead to the autonomy of the teachers involved. In the reality of Brazilian schools, studies reveal that there are many challenges to face for educational technologies to be effectively incorporated in classrooms. And the greatest of them refers to the insufficiency of teacher training for this purpose. The objective of this article is to describe the evolution of continuing teacher training in ICT and digital media in recent years in the educational context of Brazil. For which a Bibliographic Research was carried out, using content analysis as an information collection technique. Among the final considerations, it is worth noting that continuous teacher training has been increasingly implemented in educational policies in Brazil; however, a more sensitive view is needed regarding the provision of teacher training for the use of educational technologies. We know that technologies have advanced rapidly in all areas and institutions, it is also necessary for it to be present in a significant way in education
Copyright (c) 2023 Luciana Nobre de Jesus Santos, Marymili Segura Vera http://creativecommons.org/licenses/by/4.0
Educational management and high skills/giftedness: building bridges for greater synergy
The purpose of this article is to highlight the importance of the educational manager in the quest to end the invisibility of the population of students with High Abilities/Giftedness (AH/GD), considering the possibilities that their role gives them to promote changes in the school context. The results achieved were the product of research entitled "High Ability/Giftedness: a contemporary challenge for educational management", developed during the Professional Master's Degree in Educational Management (MPGE), in the Postgraduate Program at the University of Vale do Rio dos Sinos (2021-2023). The general objective was to analyse the conceptions of educational managers about the importance of including the theme of High Ability/Giftedness in continuing teacher training, verifying the impact of socializing the research with the participants, from October to December 2022. This was an exploratory qualitative study that used semi-structured interviews as a data collection tool with nine educational managers who worked in public and private educational institutions in Porto Alegre and Greater Porto Alegre, in the state of Rio Grande do Sul, Brazil. The results from the content analysis of the responses indicated that the lack of information and specific training for education professionals makes it difficult to identify and contributes to maintaining the invisibility of this population of students at school, remaining on the margins of educational considerations and planning.
Copyright (c) 2023 Maristela Cernicchiaro Deos http://creativecommons.org/licenses/by/4.0
Produção acadêmica de Altas Habilidades/ Superdotação: o que dizem os periódicos da educação física?
This research aimed analyzing the state of the art of academic production related to High Abilities/Giftedness in Physical Education journals, through a bibliographical review of the national scientific production. Those journals from the field of Physical Education having the highest rates according to Capes’ evaluation strata (A1, A2, B1 and B2) from 2004 to 2015 were considered. The analysis of 21 papers that met the criteria of the study revealed some updated knowledge on the subject, where there are productions, but it is still necessary to deepen terminology issues. The results show that research has been developed; however, there is a lack of productions in/to the educational area, given the importance of the school in the process of indication and identification in High Abilities/Giftedness.
Altas habilidades/Superdotação; Educação Física; produção científica.
Copyright (c) 2020 Susana Graciela Pérez Barrera, Dra., Deizi Domingues, Mag
Gifted families are considered fortunate in many respects to have highly capable children, yet these families face challenges and problems directly related to the characteristics of these individuals. These peculiar demands can generate stress and anxiety, influencing parental expectations and practices, and the way wich talent is recognized and stimulated. Thus, the purpose of this study is to describe how the processes of identification, precocity, asynchrony and the individual and socioemotional characteristics of gifted individuals influence the dynamics and family relationships. This article is a non-systematic literature review, the descriptive nature, supported by book chapters, theoretical essays, and empirical research.
desenvolvimento, superdotados, dinâmica familiar.
Copyright (c) 2020 Jane Farias, Dra., Sheila de Andrade, Mag
Enriquecimiento tipo III: experiencias uruguayas en la atención de estudiantes con Altas Habilidades/ Superdotación
This research was conducted in the framework of the first courses in the area of High Ability/Giftedness for teachers at the national level through the Ministry of Education and Culture. 27 teachers participated in this training, of which two experiences of their final work were selected: a primary school student who attends a rural school and a high school student who attends a private institution in the capital of the country. The general objective was to analyze how teachers implement “Type III Enrichment” activities (Renzulli & Reis, 1997) and how the attitude of the students changed by incorporating these experiences in the room. The results show motivated students, producers of knowledge (rather than consumers), which leads to more challenging and attractive learning for all students.
educación diferenciada, altas habilidades/superdotación, enriquecimiento tipo III.
Copyright (c) 2020 Natalia Colino, Mag, Karen Bendelman, Mag, Leticia Arbelo, Mag
The three-ring conception of giftedness: a developmental approach for promoting creative productivity in young people
This paper aims to present in detail the Three Ring Conception of Giftedness developed by its author (Renzulli, 1978), as well as the identification system and the services offered to students with High Skills/Giftedness. The authors are presenting a summary of 40 years of research in the area, explaining the components of their definition and the most frequently asked questions related to the definition. At the same time they explain the tools used and the people involved in the identification of the “Talent Pool”, as well as the Schoolwide Enrichment Model (SEM), its components and the advantages of its use in educational institutions. Finally, the authors introduce recent contributions about how students can use their gifts in a socially constructive way, addressing the relationships between the “co-cognitive” personal characteristics and the role these characteristics play in the development of “social capital”
Altas Habilidades/Superdotación, Concepción de los tres anillos, Modelo de Enriquecimiento Escolar.
Copyright (c) 2020 Sally Reis, PhD, Joseph Renzulli, PhD
Aprendizagem ao longo da vida: o “Aprender a Aprender” na (Re)produção do Capital
This work addresses the issue of lifelong learning by analyzing the Pedagogy of “learning to learn.” Our objective is to understand how the learning process, linked to the logic of “learning to learn”, is developing in Brazilian public schools as a path for the (re)production of capital. Methodologically, it follows a qualitative bibliographic approach guided by Marxist philosophy, organized in two moments to understand the logic of “learning to learn” in its current version and its materialization in the context of public schools through educational policies and reforms. Finally, we consider that this process forms workers with a superficial and limited level of knowledge, treated as an instrument to (re)produce capital.
Copyright (c) 2020 Revista Sudamericana de Educación, Universidad y Sociedad
La autogestión de los aprendizajes. Innovación en estrategias y tecnologías. El caso de estudiantes universitarios de la Facultad Regional San Nicolás
This article provides knowledge about a teaching proposal that favors self-management of learning, implemented during 2018 in which 17 second-year students of Mathematical Analysis II of the Electronic Engineering degree at the San Nicolás Regional Faculty, UTN, participated. The proposal included different learning activities with the purpose of analyzing the students' performances against a different work methodology. The analysis of the results allowed us to understand this type of scenario and the need to strengthen the development of self-management of learning in engineering students from the first years.
El problema del Déficit de Reconocimiento dentro de las instituciones de enseñanza secundaria del Uruguay
In this work it is proposed to carry out a study on the problem of recognition deficit within the Secondary Education institutions of Uruguay, based on the reading of Hegel (1805-1806/1984; 2015) and Honneth (2009), with the understanding that it is possible to understand the problem of poor functioning of Secondary Education institutions as a social pathology. While the problems of these institutions refer to a deficit in the rationality that guides them, this affects the grammar of intersubjective recognition (teacher-student), giving rise to a deficit of recognition of the teaching authority and those students who do not adapt to institutional requirements.
Déficit de reconocimiento, Educación secundaria