Introduction. The review presented here on the measurement of teacher self-efficacy is justified by the problems of operational definition of the construct, despite its importance in the quality of teaching and learning processes. This makes it necessary to evaluate and improve its measurement. Method. By means of a scoping review, 47 primary studies carried out in Spain, Portugal and Latin America were selected. Results. The synthesis carried out shows the interest in the subject. The instrument that emerges as the most widely used is the TSES. Discussion. The results obtained allow us to conclude about the need to advance in stricter primary studies, given the importance of this aspect in the validity of the instruments used.

Agile methods represent an alternative in the context of software development, enabling process optimization. The agile concept was extended to a number of scenarios, including the educational one. The aim is to discuss the agile culture in education, based on a comparison of agile manifestos for education and a survey conducted with professors in the area of Information Technology (IT). This is a exploratory research, with a qualitative and quantitative approach. A bibliographical survey was carried out and for the research with professors an online questionnaire was sent, in which the snowball strategy was adopted. Results showed that few people know about agile manifestos for education, agile methods are not widely used in education, the concept of agility is understood in a heterogeneous way and improvements were noticed in students' skills such as communication, collaboration, ability to solve problems and autonomy.

The man-machine relationship has long been a controversial issue. Among supporters who see the machine as a way to lighten tasks, make life easier, boost production, and afford humans more leisure time. Pessimists see the machine as a competitor that keeps taking their places in the world of work. Indeed, since the invention of the computer, various sectors of activity have seen profound changes in the management of many tasks that have been automated, resulting in job losses in these sectors. In the education sector, the use of artificial intelligence (AI) has become increasingly important throughout the world. To this end, it is important to explore teachers' perceptions and perspectives regarding AI in teaching. The aim of this article is to provide a viewpoint on the teacher-AI relationship with the perspective of better meeting their training needs for a better exploitation of AI in teaching life and earth sciences.

Many real-world problems involve decision-making. Such scenarios rely on cost or performance measures to assess the quality of solutions and are often modeled as optimization problems. Their solution involves the mathematical formulation of the problem and, in some cases, the adoption of heuristic algorithms. This study presents a case study that applies mathematical programming and the iterated greedy metaheuristic to solve a urban planning problem in a university campus. To this end, the scenario was modeled as the capacitated p-median problem and different instances were generated. The results indicate that the exact approach is capable of solving small instances, while the iterated greedy provides good solutions for larger instances. Moreover, the metaheuristic produces high-quality solutions in less time than the exact method, demonstrating its feasibility for real-world urban planning scenarios.

This article reports and analyzes the development, implementation, and evaluation of a pedagogical approach for teaching the photoelectric effect in Basic Education, grounded in Vygotsky’s Theory of Mediation (TMV) and methodologically supported by Project-Based Learning (PBL). Through a translational analysis that bridges academic research (basic or applied) to teaching-learning processes, practical activities were integrated to foster student engagement in applying concepts from this Physics topic to understanding contemporary phenomena and technologies. The results indicated that the integration of TMV and PBL, combined with translational analysis in a didactic sequence for teaching the photoelectric effect, produced satisfactory outcomes in strengthening the relationship between theory and practice. Additionally, it fostered the development of socio-interactionist competencies and skills, anchored in the relationship between thought, language, and the social formation of the mind. These include reflexivity, creativity, active collaboration, and critical thinking. Further research, involving other Physics topics, larger scales, and incorporating more PBL procedures as well as evaluation tools and indicators rooted in TMV, could extend the reach and improve the methods and outcomes of this proposal.

The aim of this scoping review was to learn about the materials and methods of Brazilian research which has employed neurofeedback in experiments involving attention over the last ten years. Neurofeedback is a transdisciplinary therapeutic technique that has shown promising results in the assessment and rehabilitation of attention in the contexts of mental health, education, sports and professional performance. We searched Google Scholar for Brazilian publications in Portuguese, with the words “neurofeedback” or “neurobiofeedback” and “atenção” or “TDAH” in the titles, from 2015 to 2024, and filtered the formats article, thesis, dissertation, undergraduate course conclusion paper and presentation in events, resulting in six publications. The main results show a lack of relevant information regarding the reproducibility and replicability of experiments, and the vulnerability of Brazilian researchers due to their dependence on a single country as supplier of technologies. The main contribution of this study to its field is the suggestion to develop national technologies and the call to improve experiment records.

This paper presents an assessment of the pedagogical and technological potential of a Spanish language course, developed in distance learning, in the light of Instructional Design. To this end, we used a case study, with data collection through a Likert-type questionnaire. The analysis was conducted using a quantitative approach, based on the degree of agreement or disagreement of the questions evaluated, with an average ranking calculation. The results indicate a positive evaluation regarding the pedagogical aspects related, mainly, to the PDF material, the accessible language, the methodology, the topics discussed, online tutoring, use of feedback, tasks and evaluation. Regarding technological aspects, some limitations were highlighted regarding the use of navigation resources, loading time and progress location. Among the resources evaluated, H5P, Padlet and Picvoice presented potential use for developing oral skills. On the other hand, the glossary and Storytelling showed flaws in their use.

Dental education in Brazil has been predominantly focused on technical and clinical aspects, relegating topics such as violence to a secondary role. This study analyzes the presence of the theme of violence in the curricula of stricto sensu graduate programs in Dentistry in Brazil, identifying guidelines and areas of concentration. It is a descriptive study, with a documentary and quanti-qualitative approach. The curricula of 99 active programs in 2023 were analyzed, based on data from the Sucupira Platform and the institutional websites of universities. The results indicate that only 2% of the courses address violence, most of them concentrated in the field of Public Health, with a smaller presence in specialties such as Pediatric Dentistry and Oral and Maxillofacial Surgery and Traumatology. The absence of this theme in most programs highlights the need for broader training, aligned with public health demands and the role of dentists in recognizing and addressing violence. The study showed that the theme of violence still appears in a limited way in Dentistry curricula, concentrated in few courses and references, which points to the need for greater inclusion and interdisciplinary approaches.

Brazil is the third country among the five countries with the highest number of cases of type 1 diabetes mellitus (DM1) in children and adolescents. Although this subtype is more common in these stages of life, type 2 has been increasing due to overweight and obesity. Flavonoids, phenolic compounds widely present in the plant kingdom, have anti-hyperglycemic, antioxidant and anti-inflammatory actions. The National School Feeding Program offers specialized care for students with special dietary needs, with differentiated menus and actions of Food and Nutrition Education (FNE) aimed at promoting health. This study aimed to discuss the benefits of flavonoids for the care of DM1 in school-aged children and elucidate the importance of EAN to spread knowledge about these substances. An integrative literature review was carried out, with selected through the databases Scientific Electronic Library Online - SciELO, Public Medline - PubMed, cross references through these articles, documents from the Ministry of Education and the Ministry of Development and Social Assistance and Fight against Hunger, as well as data from the Brazilian Institute of Geography and Statistics, the American Diabetes Association and the Brazilian Society of Diabetes. Flavonoids can act on DM by several mechanisms, such as modulation of the insulin signaling pathway, inflammation inhibition, lipotoxicity and oxidative stress. Thus, the consumption of flavonoids should be encouraged and EAN actions are effective to raise awareness about their benefits.