vol. 25 núm. 38 (2025): enero - junio

En el marco de la formación docente y los procesos de aprendizaje en el grado transición es indispensable reconocer las divergencias entre la didáctica y la enseñanza de las Ciencias, siendo la primera aquella disciplina que estudia la enseñanza y concibiendo la segunda como su objeto de estudio. En este artículo, de revisión temática, se presenta, valga la redundancia, una revisión de investigaciones y artículos que conceptualizan ambos conceptos, en donde se evidenció que los maestros suelen relacionar la didáctica con estrategias para la enseñanza presentando dificultades para distinguir su verdadera naturaleza, lo que implica confusiones en el campo de la práctica y sus reflexiones.

Dropout is a major challenge for higher education institutions. This paper presents a systematic literature review conducted within a master’s research project that aims to analyze, from the students’ perspective, the main causes of student dropout in the Bachelor’s Degree in Natural Sciences at Unipampa (Bagé, Rio Grande do Sul, Brazil), regarding academic and personal factors. The methodology used was a systematic literature review on the concepts of dropout, teaching practice, and teaching methodologies. The results demonstrate that there is a relationship between evasion, teaching practice and teaching methodologies.

Neste estudo, analisam-se as contribuições da pedagogia histórico-crítica (PHC) para a implementação da concepção de educação integral. Trata-se de uma pesquisa de abordagem qualitativa, baseada em revisão bibliográfica de autores como Saviani (1989, 2011, 2021, 2024) e Lombardi et al. (2021). Os resultados indicam que a PHC contribui para a educação integral ao oferecer uma fundamentação teórica que promove uma formação omnilateral, crítica e emancipatória dos estudantes. Entretanto, sua efetivação enfrenta desafios estruturais no contexto capitalista, que impõe barreiras à transformação educacional e social. Conclui-se que a implementação da educação integral na perspectiva da PHC requer uma reestruturação curricular e pedagógica, além do fortalecimento do papel dos professores como agentes de mudança.

This article is the result of a documentary research on the concepts of autonomy and pedagogy. Therefore, a state of the art is elaborated based on a bibliometric analysis. Its objective is to explore the most relevant theories in the current scientific literature on the concepts of autonomy and pedagogy. The central axis around which this research is carried out is that of the Self-Determination Theory. Thus, this text argues that autonomy is determinant in education as part of the development of the self. The fundamental theme is the creativity of students. However, the paradox of control of the self, and of the educational process emerges.

This investigation evaluates the perceptions of medical students from the Multicampi School of Medical Sciences of Rio Grande do Norte (EMCM/UFRN/Brazil) concerning the integration of innovative technologies into medical practice. This study addresses a significant gap in existing literature regarding the educational preparedness of future medical professionals. Diverging from previous research that predominantly underscored technical and clinical dimensions, this study prioritizes comprehending students' attitudes towards embedding these technologies within both their educational framework and clinical practice. Adopting a descriptive and exploratory methodology, interviews were conducted with 83 students slated for enrollment in 2024. The findings disclose that 63.8% of the students consider their knowledge of innovative technologies as limited. Meanwhile, 92.8% of the students acknowledge the considerable potential of these tools in enhancing the quality of medical care. Technologies identified as especially promising include artificial intelligence (79.5%), augmented reality (59%), and telemedicine (56.6%). However, ethical and privacy concerns emerged as prevalent issues, cited by 68.3% of participants, alongside apprehensions regarding the potential diminishment of health professionals' roles (54.9%). Moreover, 77.1% of participants highlighted the prohibitive costs associated with these technologies as a significant impediment, whereas 54.2% identified insufficient training as a barrier to their adoption. In conclusion, the study underscores that despite favorable perceptions, there exists an imperative to enhance medical curricula by incorporating modules dedicated to emerging technologies. 

The article explores the Catalogers' Cup game as a teaching strategy in the Cataloging II course of the School of Library and Information Sciences of the University of Costa Rica. It highlights how educational games can increase motivation and improve active learning in university environments. The study uses a mixed methodology that combines qualitative and quantitative approaches. Data was collected through student surveys and a focus group with the teachers who teach the course, covering 45 students between 2018 and 2023. The results show that the game not only facilitates the understanding of complex concepts, but also encourages teamwork and active participation. Students positively valued the integration of playful elements in their learning, while teachers highlighted the improvement in the retention of knowledge and practical skills. However, areas for improvement were identified, such as the need to adjust the difficulty of the exercises and the organization of the game. According to this, the Catalogers' Cup game is confirmed as an effective tool for learning cataloguing, suggesting its continuous implementation and the consideration of improvements.

This article sought to systematize the experiences, learning and practices carried out during the first year of the Thinking Group in Complex Studies, which was condensed in the first meeting of the hotbed and which had as its motto “reflect on the complex.” The methodology on which this reflection is written was the schizomethod that functions as a multi-method to think in a rhizomatic way about the phenomena that become complex and highlight their porosities and breaks from which the polyvalent ideas emerge that allow the advancement of the interdisciplinary fields that we They challenge us in our daily lives. The conclusions of these meditations allow us to understand that complex thinking invites us to embrace uncertainty and the interconnection of phenomena, recognizing that reality is multifaceted and dynamic. By adopting a perspective that integrates various dimensions and considering the relationships between systems, we can not only better understand the world we inhabit, but also find more effective and sustainable solutions to contemporary challenges.

El artículo de investigación busca desarrollar una propuesta de enseñanza-aprendizaje que integre cuentos fantásticos para facilitar la comprensión y apropiación teórica de conceptos de mercadeo. La pregunta problema que guía esta investigación es: ¿cuál debería ser la estrategia de enseñanza para promover desde la narrativa ficcional el aprendizaje del componente teórico de mercadeo en primer semestre en la Facultad de Ciencias Empresariales de la Corporación Universitaria Minuto de Dios - UNIMINUTO, en el programa de Tecnología en Gestión de Mercadeo? Metodológicamente, se implementó el enfoque cualitativo. La muestra se seleccionó por conveniencia (1 docente y 2 estudiantes). Las técnicas e instrumentos de recolección de datos fueron: revisión sistemática de documentos, análisis de conceptos y socializados de conceptos. Las conclusiones del estudio indican que la estrategia de enseñanza para promover el componente teórico de mercadeo debe ser innovadora y significativa, relacionándose con el entorno y no dependiendo únicamente de repeticiones conceptuales conductistas. Se recomienda aplicar esta estrategia en diferentes programas académicos y evaluar su impacto en estudios de carácter longitudinal, y utilizar esta estrategia para abordar otras temáticas de las ciencias empresariales.