Hasil untuk "Theory and practice of education"

Winda Uno, Fibriyanti Karim

This research explores the development of a regulatory strategy to support the implementation of Augmented Reality (AR) as a visual aid in science learning (IPA) at rural elementary schools. The urgency of this study stems from the limited access to digital learning media in rural areas, which hinders students' understanding of abstract scientific concepts. Despite AR’s proven potential to enhance interactive learning experiences, its adoption in rural settings remains minimal due to insufficient infrastructure, low digital literacy, and the absence of clear regulations or policies. According to data from the Ministry of Education (2024), only 10% of rural schools have tried AR, and less than 5% have sustained its implementation. This study adopts a mixed methods sequential exploratory design. The quantitative phase includes surveys distributed to teachers and students to assess challenges, readiness, and current trends of AR usage. The qualitative phase involves in-depth interviews with educators and local education officials, along with document analysis of relevant policy frameworks. The goal is to formulate a practical and contextual regulatory strategy that addresses the specific needs of rural schools. The study supports national priorities outlined in the Indonesian National Research Master Plan (RIRN 2017–2045) and contributes to digital transformation in education. The expected outcome is a set of policy recommendations and a regulatory model for integrating AR into science learning, which will be published in an accredited national journal. The targeted Technology Readiness Level (TRL) is level 3, following validation of the proposed strategy in real school contexts.

Vanessa Suligo Araujo Lima, Loriége Pessoa Bitencourt

Este estudo nasce de um encontro vivido no cotidiano escolar, atravessado por afetos, memórias e reconhecimento do trabalho docente, que se transforma em experiência e investigação. Inscrito no campo da pesquisa narrativa, à luz de Clandinin e Connelly (2011), tem como horizonte compreender como uma professora de Língua Portuguesa da Educação Básica enfrentou os desafios da docência e as marcas dessa trajetória em sua identidade. A pesquisa compreende a docência como um percurso vivo, relacional e temporal, no qual narrar é habitar a experiência, escutar histórias e reconhecer a identidade docente como um processo contínuo de formação e construção de sentidos. As narrativas mostram que a identidade se constrói como um percurso em constante reconstrução, atravessado por valores, vínculos e compromissos, que revelam dedicação e amor à educação, inspirando reflexões sobre o afeto, o compromisso com a educação e os caminhos de transformação que sonhamos, em uma jornada de esperança.

Édouard Giudicelli, A. Syssau, Royce Anders et al.

Aim/Purpose: With respect to doctoral students, the present study examined the association between dropout intentions and contextual, dispositional, and affective variables. The aim was to provide a deeper understanding of the factors that promote successful completion of doctoral studies in the humanities and social sciences in France. Background: Key variables relevant to doctoral life that could serve as predictors for dropout intention were assessed. These were research activity, health and private life, academic social life, supervision, university and facilities settings, career prospects, doctoral year, student personality, self-efficacy, and anxiety and depression levels. Methodology: Each of the aforementioned variables was measured at the end of the 2019-2020 academic year within a sample of 202 students from the same university who were enrolled in doctoral programs in the humanities and social sciences. Dropout intention was modeled with a logistic regression model, which allowed for the simultaneous taking into account a gamut of variables. Contribution: This study is the first to jointly assess the variables respective to predicting dropout intention and innovatively account for personality factors in addition to contextual factors. This study offers a deeper understanding of the role that personality may play and altogether reveals the variables that are most associated with doctoral dropout intentions in France. Findings: Through having also modeled personality as a potential risk/protective factor, this study confirms that contextual factors, compared to personality, play a more consequent role in PhD dropout intentions. Furthermore, we show that while personality factors are indeed associated with dropout intention, their links may be best understood through their interplay with contextual factors. Importantly, a sense of self-efficacy, anxiety, and depression was found significant, as well as research wellness, supervision quality, health, and emotional stability. Overall, dropout intentions were found to increase with the doctoral year. Recommendations for Practitioners: Findings suggest that university personnel aiming to reduce the number of doctoral students who plan to dropout should especially consider the following key variables: research conditions, doctoral year, and student characteristics (e.g., personality, depression, and sense of self-efficacy). Recommendation for Researchers: In order to better understand doctoral dropout, future studies should consider the interplay between choice of doctoral discipline and contextual, dispositional, and affective variables, as well as theories of motivation. Impact on Society: In higher education and research, decreasing doctoral dropout is important in maintaining society’s confidence in, and general success of, scientific research and educational practice, as well as increasing the amount of public and private funds dedicated to these valuable endeavors. Future Research: Future research should more intricately assess and control for interactions between individual-level, personality, and contextual factors during the doctorate, as well as include a larger cohort that may consist of both social sciences and traditional sciences majors.

Pigga Keskitalo, Torjer Olsen, Anna-Lill Drugge et al.

Tatyana D. Sannikova, Zhanna N. Aksenova

The work is devoted to the study of the problems of forming a full-fledged set of competencies of engineers, contributing to their professional implementation and ensuring the personnel sovereignty of domestic enterprises. The necessity of participation in the training of engineering personnel of enterprises of the real sector of the economy, especially the high-tech sector, is substantiated. The role of integration of technical universities and enterprises in the process of personnel training to ensure technological and personnel sovereignty of the Russian industry is shown. The personnel sovereignty of the Russian economy is impossible without attracting a sufficient number of highly qualified specialists who have received education in relevant, practice-oriented programs that include not only basic knowledge, skills and training skills, but also "soft" skills that allow you to choose and apply successful behavioral and communication strategies in various production situations. The main factors that need to be guided by when building an effective system for training engineers are identified. Underestimation of these factors, leading to the exclusion of disciplines such as business planning, resource management, and business communications from the educational programs of technical universities, reduces the effectiveness of training graduates who replenish the personnel corps of enterprises, therefore, special attention is paid in the article to the problem of forming a set of competencies of engineers that contribute to their professional implementation and, ultimately, ensuring human resources the sovereignty of the high-tech sector of the economy.

Ana Leticia Becerra Gálvez, Alejandro Pérez Ortiz

Se ha demostrado que los estilos de crianza –EC– que ejercen los padres tienen un efecto sobre el rendimiento académico de sus hijos, sin embargo, resulta incierto si su salud mental y otras variables sociodemográficas también lo poseen. El objetivo de la presente investigación fue analizar la asociación entre los EC y el promedio, así como sintomatología de estrés, ansiedad, depresión y algunas variables sociodemográficas en un grupo de padres de familia de niños de educación básica. Participaron 55 padres de entre 24 y 52 años, quienes respondieron una batería psicológica que evaluó los EC y síntomas de trastornos del estado de ánimo. Los resultados revelan que el promedio general de los estudiantes mostró una asociación con el estilo emocional negativo, como también con la escolaridad del padre/madre. Asimismo, la sintomatología depresiva y de estrés correlacionaron con el estilo cognición negativa. Los hallazgos de esta investigación sugieren que la salud mental de los padres parece tener una asociación con el rendimiento académico del menor, no obstante, realizar más investigaciones permitirá conocer sus efectos y su relación con otras variables psicosociales.

Sophie Mårtensson, Susanne Knutsson, E. Hodges et al.

BACKGROUND In today's complex healthcare organisations there is an increasing recognition of the need to enhance care quality and patient safety. Nurses' competence in demonstrating caring behaviour during patient encounters affects how patients experience and participate in their care. Nurse educators are faced with the challenge of balancing the demand for increasingly complex knowledge and skills with facilitating students' abilities essential to becoming compassionate and caring nurses. AIM The aim was to describe undergraduate nursing students' development of caring behaviour while participating in a caring behaviour course. METHOD This pilot study used a quantitative observational design. At a university in Sweden, video-recorded observational data from twenty-five students were collected in the first and last weeks of a full-time five-week Caring Behaviour Course (the CBC). In total, 56-min video-recorded simulation interactions between a student and a standardised patient were coded by a credentialed coder using a timed-event sequential continuous coding method based on the Caring Behaviour Coding Scheme (the CBCS). The CBCS maps the five conceptual domains described in Swanson's Theory of Caring with related sub-domains that align with Swanson's qualities of the Compassionate Healer and the Competent Practitioner. The CBCS contains seventeen verbal and eight non-verbal behavioural codes, categorised as caring or non-caring. RESULTS Between the two simulations, most verbal caring behaviours increased, and most non-verbal caring behaviours decreased. Statistically significant differences between the simulations occurred in the sub-domains Avoiding assumptions and Performing competently/skilfully in the quality of the Competent Practitioner. Most observed caring behaviours aligned with the Compassionate Healer. CONCLUSION Generally, the students' development of caring behaviours increased while participating in the CBC. Using a structured observational behavioural coding scheme can assist educators in assessing caring behaviour both in education and in practice, supporting caring as the universal foundation of nursing and a key to patient safety.

Ugne Krenz, Sven Greving, Marina Zeldovich et al.

Traumatic brain injury (TBI) may affect the lives of the individuals concerned and their relatives negatively in many dimensions. Health-related quality of life (HRQoL) is a comprehensive and complex concept that can assess one’s satisfaction with a broad range of areas of life and health. The Quality of Life after Traumatic Brain Injury (QOLIBRI) questionnaire is a TBI-specific measure for HRQoL which is used in research and health services worldwide. When evaluating self-reported HRQoL after TBI, reference values from a general population are helpful to perform clinically relevant evaluations and decisions about the condition of an affected person by comparing the patient scores with reference values. Despite the widespread use of the QOLIBRI, reference values have until now only been available for the Netherlands and the United Kingdom. The aim of this study was to validate the QOLIBRI for the general population in Italy and to provide reference values. An adapted form of the QOLIBRI was administered to 3298 Italians from a healthy general population using an online survey. Their scores were compared with those of 298 individuals post-TBI recruited within the international longitudinal observational cohort CENTER-TBI study in Italian hospitals, who completed the original questionnaire. The psychometric characteristics and the measurement invariance of the QOLIBRI were assessed. A regression analysis was performed to identify predictors relevant for HRQoL in the general population. Reference values were provided using percentiles. Measurement invariance analysis showed that the QOLIBRI captures the same HRQoL constructs in an Italian general population and Italian TBI sample from the observational Center-TBI study. Higher age, higher education and the absence of a chronic health condition were associated with higher QOLIBRI scores, suggesting better HRQoL. Reference values were provided for a general Italian population adjusted for age, sex, education and presence of chronic health conditions. We recommend using these for a better interpretation of the QOLIBRI score in clinical practice and research in Italy.

Ana Luiza Taborda da Paixão, Felipe Augusto Fernandes Borges

O presente artigo expõe informações apresentadas em pesquisas científicas sobre as concepções de infância no Brasil colonial presentes nos relatos dos padres da Companhia de Jesus. Por meio deste trabalho, busca-se apontar alguns aspectos relativos à base documental sobre a atuação dos padres jesuítas no Brasil e apresentar uma ideia de como se constituía a infância brasileira antes da chegada dos padres, desenvolvida dentro das comunidades indígenas, além de trazer aspectos evangelísticos e metodológicos do ensino jesuítico. Trata-se de uma pesquisa de caráter bibliográfico realizada a partir de buscas em bases de dados de trabalhos acadêmicos, sendo eles: SciELO, Portal de Periódicos da CAPES, Biblioteca Digital Brasileira de Teses e Dissertações e Google Acadêmico, dos quais retiraram-se textos de vários autores brasileiros que escreveram teses, dissertações e artigos sobre o assunto. A partir dessas bases, o artigo traz pontos importantes sobre a infância no Brasil colonial pela perspectiva de pesquisadores que estudaram a Companhia de Jesus e apresentaram aspectos desses processos de aculturação que estão em nossa herança cultural.

Benjamin Brock, Stephanie Laggini Fiore, William Vincent Pilny

In times of crises, educational developers (EDs) work to ameliorate the teaching- and learning-related impacts caused by campus-wide disruptions such as health-related emergencies, mass shootings, and environmental disasters. These incidents may impact the personal-psychological factors and processes of EDs that, in turn, influence their engagement with team members and faculty. Given the vital role EDs play in improving faculty teaching and student learning across higher education (Dawson et al., 2010; Grupp, 2014; Schroeder et al., 2010), understanding the impacts of campus-wide disruptions on their functioning is critical. The present, novel study uses a psychological-phenomenological methodology and the Dynamic Systems Model of Role Identity (DSMRI; Kaplan & Garner, 2017) as a guiding theoretical framework to examine how a major disruption impacted the sense of self and engagement of EDs (n = 6) who hold different specialties (i.e., pedagogy or educational technology) and work in an educational development center housed within a large research institution. Participants completed three, open-ended survey questionnaires focused on their perceptions and actions before and during the COVID-19 disruption to institutional operation. Using the DSMRI Analysis Guide and Codebook (Kaplan & Garner, n.d.), five themes emerged from the data. These themes were used to address primary research questions and inform future directions and implications for theory, research, and practice.

Gidele Gizaw , Solomon Sorsa Sota

This paper aims to review and assess the strategies available in literature to improve the practices of science process skills (SPS) among students. SPS encompasses the mental and physical activities of students in collecting and organizing information and then using the information to make predictions, explain phenomena, solve problems, understand the scientific endeavor, and learn science. Students were required to develop and use these skills in the teaching and learning process. The commonly identified and described SPS are observation, measuring, classifying, communicating, predicting, inferring, using numbers, using space/time relationship, questioning, identifying and controlling variables, hypothesizing, defining operationally, designing experiments, interpreting data, and modeling. These skills are important for students as tools for exploration and investigation of the natural world, improving academic achievements and attitudes towards science, learning science with understanding, and promoting development of mental and intellectual processes. From the literature reviewed the following strategies were recognized for the development of SPS in students: integration of SPS in curriculum materials, classroom lessons and assessments, use of instructional strategies or methods, and providing explicit instruction or training on SPS. The instructional strategies identified for enhancing SPS were student-centered teaching methods and multiple representation approaches. Student-centered teaching approaches promote the development of SPS in students by engaging them in mind-on and hand-on activities. Multiple representation approaches involve presenting lessons by using a combination of various teaching methods or various media in the same lesson and are found important for SPS development in students. Therefore, it was recommended to use these strategies for developing SPS to attain science education goals.

Світлана Криштанович

У статті проаналізовано та представлено основні слабкі місця щодо взаємодії стейкхолдерів в освітньому середовищі. Здійснено аналіз наукових джерел, і вітчизняних, і зарубіжних, щодо сутності понять «стейкхолдер», «внутрішній стейкхолдер», «зовнішній стейкхолдер», оскільки немає чіткого розуміння участі цих учасників в освітньому середовищі. Визначено прямий та непрямий вплив стейкхолдерів на якість освітнього процесу та формування освітнього продукту. Представлене дослідження зумовлене непростою на сьогодні ситуацією в Україні, яка безпосередньо впливає на організацію освітнього процесу, на запити бізнес-структур, на виникнення нових професій, яких потребує ринок праці, та зникнення професій або їх трансформацію до нового поділу праці в суспільстві. У ході емпіричного дослідження було встановлено слабкі місця в освітньому процесі, які потребують інноваційних підходів ворганізації, зокрема набуття науково-педагогічними працівниками навичок нових педагогічних ролей; урахування запитів зовнішніх стейкхолдерів, а саме роботодавців, бізнес-структур, із якими має бути тісна співпраця щодо створення освітнього продукту; практико-орієнтованого навчання, що сприяє формуванню фахівця як особистості, яка готова до викликів сьогодення та легко може трансформувати свої знання, вміння й навички, орієнтуючись на зміни в суспільстві.

KONG Xianghui, SUN Pu

[Purpose/Significance] The biomedical research field is suffering from reproducibility crisis, which has become one of important issues under the background of the rise of the data-intensive research paradigm. As one of the most important attributes of scientific research by empirical data study,reproducibility needs to be improved by good data practices of researchers. How to effectively improve the data literacy of researchers has become the key point to solve the crisis. However, the relevant research is basically in the blank condition. The paper aims to establish a new data literacy education system for reproducibility crisis, in order to fill the current research gap and provide reference for implementing the relevant education in our country. [Method/Process] Firstly, the paper clarifies the relationship between reproducibility crisis and data literacy by using content analysis: the inappropriate data behavior of researchers may bring serious problems in many respects, such as research data, methods, process, environments and results, which could eventually lead to the irreproducible research. Then, we redefine the concept of data literacy education. Secondly, based on the summarization of the existing foreign research results and practice, the paper builds the Reproducibility Data Literacy Education (Re-DLE) system from the perspective of educational goals and content, subjects and objects, teaching methods, implementation strategies, and evaluation. At last, it proposes the necessary guarantee factors for the operation of the system. [Results/Conclusions] The ultimate goal of Re-DLE is to improve research reproducibility, bulid the educational content framework on the theory of data life cycle, and divide the main content into three dimensions: re-data awareness, re-data skills, and re-data ethics, each of which includes some clear educational objectives, subject modules and detailed instructions Medical libraries have a wealth of teaching experience and should become the educational main body for the broader biomedical research community. the establishment of diversified training methods, diversified teaching strategies and evaluation methods, in other words, we need to strengthen the team building of teaching librarians, consolidate the educational resources foundation, promote educational exchanges, and improve the internal and external cooperative system, so as to push forward the building of the Re-DLE system. The research results of this paper not only can be seen as a theoretical breakthrough, but also provide the theory basis for the development and implementation of education. In addition, due to the limitation of methods, the paper can be used as a qualitative research, which still has some problems to be solved. In the future work, we need to build more scientific and effective Re-DLE system by using empirical research methods.

Viktoriia Naumova

The article is devoted to the analysis of the state of readiness of heads of general secondary education institutions for innovative activities in the context of professional culture. The purpose of the study was to theoretically substantiate and experimentally test the state of readiness for innovation of heads of general secondary education institutions as part of professional culture. The hypothesis of the study was based on the premise that the readiness of GSEI leaders to implement innovative educational and management technologies is based on such a component of professional culture as continuous training in formal, non-formal and informal education. Objectives of the study: to analyze the state of readiness of the leaders of GSEI for innovation; experimentally prove the research hypothesis; identify the most important pedagogical conditions and make recommendations to increase the readiness of GSEI leaders to innovate at the level of GSEI. It was found that GSEI leaders have a sufficient and high level of readiness for innovation. The pedagogical conditions include the presence of positive motivation for professional development and self-development of GSEI leaders in the conditions of formal, non-formal and informal postgraduate education. The necessity of creation and implementation in each GSEI of the program and methods of development of readiness for innovative activity of pedagogical collective which would be directed on improvement of professional-pedagogical, scientific-methodical and administrative skill and self-educational activity of heads and teachers is proved. An important recommendation is to create a modern communicative environment in GSEI, in which the subject-subject interaction of the head with teachers in the system of «tutoring – coaching» will take place. We see the prospect of scientific research in the development of innovative technologies, forms and methods of professional development of leaders of GSEI in the context of globalization of education.

Annida Nurhaniffa, Warli Haryana

Kampung adat cireundeu yang berlokasi di Kota Cimahi, sebuah kampung yang memiliki kebudayaan unik dengan beragam adat dan tradisinya. Penerapan nilai-nilai kearifan lokal merupakan suatu upaya untuk meminimalisir dampak negatif dari arus globalilasi pada era moderenisasi ini. Karena dampak globalisasi akan menjadi suatu ancaman yang serius apabila generasi muda tidak didasari oleh kesaddaran akan pentingnya nilai-nilai adat dan tradisi yang berlaku dalam lingkungannya. Metode yang dilakukan yaitu kajian pustaka. Hasil dari kajian ini menunjukan bahwa kearifan lokal dalam upaya menjaga ketahanan budayanya yang dilakukan oleh masyarakat kampung adat Cireundeu mampu hidup berkembang dalam masyarakat adat tersebut selama ratusan tahun yakni terhitung sejak 1918 hingga saat ini. Kemampuan mereka mempertahankan kebudayaannya dari generasi ke generasi. Kearifan lokal Kampung adat Cireundeu memiliki konstribusi terhadap swasembada dan diverifikasi pangan yang baik dengan angka yang kecukupan bahkan surplus produksi pangan, tumbuhnya ekonomi lokal berbasis bahan baku setempat, kemandirian pangan, industri rumahan serta kegiatan pariwisatawan.

International Society of NeuroRegulation and Research (ISNR)

Although mental health issues and other behavioral disturbances do not always rise to the level of medical diagnostic criteria, the qEEG and neuron feed back community has demonstrated that multiple symptoms and behaviors in both clinical and nonclinical populations can be improved by EEG biofeedback. Neurophysiological changes and EEG abnormalities are often nonspecific to symptoms and expressed behaviors due to known confounds such as genetics, life experience, health status, brain injury, and now pandemic-related psychosocial stressors and neurological tissue damage from SARS-CoV2 infection. The traumatic brain injury field is familiar with this problem, widely acknowledging that no two TBIs are alike. Neurofeedback offers compelling potential to improve psychosocial and cognitive-affective functioning for millions who are suffering, without the use of medications, and the need has never been greater. However, despite a half-century of development in the field, neurotherapy has not expanded beyond its status as a boutique practice, with only about 7,500 practitioners in the United States at present. A lack of consensus regarding evaluations and protocol development has created confusion and mistrust in the scientific community and the public. Potential practitioners must navigate a steep learning curve and invest significant time and money in training, equipment, and continuing education. Current models are often dependent on complex clinical decision-making to determine which metrics are included in the feedback process. These decisions are in turn dependent on clinician training, equipment capabilities, and experience. Experienced clinicians continue to debate which failure mode in the brain should determine the feedback protocols used on any given subject. Within the last decade the complexity of protocol determination has exponentially increased as new modalities introduced various forms of external stimulation to drive brain processes or interrupt habitual circuit behaviors. Conventional models for assessing the effect of neuron feed back protocols have been insufficient to evaluate the constellation of outcomes reflecting changes in both homeostatic (internal) and allostatic (responses to external stimuli) processes, as can be demonstrated in a recent publication. Many interventions have not adequately appreciated and accounted for the complexity of the systems involved in producing any one component of EEG signal or in allowing for adequate response from a wide range of brain failure modes. A new model of delivery is emerging which can provide affordable, accessible, effective neurotherapy. This presentation will describe an artificial intelligence-driven approach that can individualize therapy on a large scale. We will discuss the evolution of prior neuron feed back paradigms and review recently published data that support the efficacy and rationale for using an integrated model of allodynamic, multinetwork neuron feed back training. These data will demonstrate that it is possible, using an algorithm-driven systemic paradigm, to individualize results within a heterogenous population of neurophysiologically dysfunctional brains..

N. Woznitza, International Society Of Radiographers And Radiolo, The European Federation Of Radiographer Societies

Radiographers and radiological technologists are the interface between imaging technology and patients. As medical imaging and radiotherapy experts, radiographers and radiological technologists are professionally accountable for patients’ physical and psychological wellbeing, immediately prior to, during and following imaging investigations or therapy procedures. Radiographers and radiological technologists take an active role in justification and optimisation of medical imaging and radiotherapeutic procedures, and have a critical position and vital role in the radiation safety of patients, carers and relatives in accordance with the “As Low As Reasonably Practicable (ALARP)” principle and relevant legislation.1 Recent developments have seen increasing integration of complex machine learning algorithms and artificially intelligent systems (AI) within medical safety, equipment operation, image review and treatment planning processes.2e4 Adoption of AI in medical imaging and radiation therapy requires radiographers and radiological technologists to adapt their imaging and treatment practices to ensure new technology is being implemented, used and regulated appropriately, based on high quality research evidence, maximising benefits to their patients.5e8 Changes in practice must be underpinned by appropriate education and training, both for the existing workforce and also curriculum development for the future workforce at European Qualifications Framework (EQF) Levels 6 (Bachelors) and 7 (Masters).

Tamara Sorochan, Lyubov Kartashova, Andrii Hurzhii

The article highlights new views on the possibilities of teachers’ professional development in postgraduate education system, due to the transition from learning management systems (LMS) to the next generation digital learning environment (NGDLE) as an ecosystem of digital tools to support the activities of subjects of the educational process. For the first time, the authors have revealed the signs of environmental friendliness of the NGDLE, have characterized it as an open, stable, safe and comfortable system for subjects of the educational process, providing information exchange between them, as well as between them and the world around them. Such digital ecosystems are created as digital twins of the real postgraduate education institutions for the efficient lifelong learning and teachers’ professional development. The practical implementation of these new generation concepts has been presented on the example of the Ukrainian Open University of Postgraduate Education, designed to organize and support non-formal postgraduate education. It has become a complex of digital solutions aimed at the implementation of EdTech with a priority in the successful functioning of virtual chairs, conducting the educational process (formal/non-formal education), professional development of students and teachers, attracting people from different regions of the country to training and teaching, highlighting innovative educational practice, etc.

Alex Sandro Rodrigues Martins, Alexandre Costa Quintana

This study aims to report the participation of a master's student in accounting in the discipline epistemology of knowledge through shorts papers. This research was developed seeking the qualitative understanding, and later covered the modalities of descriptive and analytical research. The study approach was through qualitative research that seeks to understand and classify dynamic processes experienced by social groups. In this sense, the realization of shorts papers made it possible to meet some thinkers from various times who contributed to the formation of knowledge and their works helped in the development of science. In addition, these papers generated subsidies for me to use in my dissertation and in the elaboration of scientific research. Given what has been argued, shorts papers have had a relevant role in understanding epistemology, and their role in the development of knowledge throughout history.

Fernanda Souza da Silva, Laíse do Nascimento Paula, Talita Soares Lago Duarte Costa et al.

A inclusão de pessoas com deficiência na educação profissional vem ganhando espaço ao longo dos últimos anos, contribuindo para a inserção social e, principalmente, profissional no mercado de trabalho. Para analisar os debates discutidos nessa temática, foi conduzido um mapeamento sistemático, por meio das bases de dados Scielo, Scopus e Web of Science.  Inicialmente foram encontrados 303 artigos, sendo que apenas 11 atenderam os critérios de inclusão e exclusão determinados. Os resultados das análises apontam para importância da oferta de uma educação profissional de qualidade aliada a ações de inclusão, para a independência, autonomia e emancipação do discente com deficiência, oportunizando que o mesmo possa ter uma vida significada de sentido por meio do trabalho e condições de ingressar no mercado em melhores vagas e responsabilidade profissional.