A Doença de Parkinson (DP) causa a perda progressiva da inervação dopaminérgica, afetando a qualidade de vida. O projeto "Parkinson Na Ginga" foi criado para combinar a capoeira adaptada com fisioterapia para tratar pessoas com DP. O estudo avaliou como a capoeira impactou a função motora, equilíbrio, marcha e qualidade de vida dos pacientes, utilizando um programa de 20 exercícios de capoeira duas vezes na semana, 90 minutos por 12 semanas. A pesquisa, aprovada pelo Comitê de Ética da Universidade Estácio de Sá, sob o parecer nº 7.188668, em outubro de 2024, ocorreu na Fundição Progresso, no Rio de Janeiro, de novembro a março de 2025, com 20 participantes divididos em dois grupos: capoeira adaptada e fisioterapia.  As avaliações ocorreram na 1ª e 13ª semanas, utilizando a Escala de Hoehn & Yahr, UPDRS II e III, Escala de Equilíbrio de Berg (EEB), Timed Up and Go (TUG), PDQ-39 e MOCA-Test. O TUG foi utilizado para avaliar a velocidade da marcha, métodos quantitativos e qualitativas dos relatos dos participantes. O protocolo inclui exercícios aeróbicos de intensidade moderada a intensa, com resistência muscular do próprio peso, mobilidade e complexidade. Resultados: O grupo da capoeira promoveu melhora significativa na função motora e mobilidade, com percepções positivas sobre a qualidade de vida (avaliada pela PDQ-39). O grupo de fisioterapia teve resultados modestos. Não houve quedas registradas durante a intervenção. Conclusão: A capoeira adaptada se mostrou eficaz para melhorar aspectos motores, sociais e emocionais de pessoas com DP preenchendo uma lacuna científica na intervenção dessa condição.

Instructional coaching has become a key strategy for teacher professional development, promoting reflective, situated, and collaborative support processes aimed at the continuous improvement of teaching practice. The aim of this article is to analyze the conceptual foundations, theoretical models, and educational strategies that support its implementation in face-to-face school settings, based on a critical review of recent literature. This review is relevant given the ongoing conceptual confusion between coaching, mentoring, and supervision, as well as the limited systematization of instructional coaching experiences in Latin America. A narrative systematic review was conducted, focusing on studies published between 2015 and 2024. Inclusion criteria emphasized methodological rigor, thematic relevance, and the applicability of findings. A total of 26 selected documents were analyzed, including specialized books, academic articles, and empirical studies in Spanish and English, retrieved from databases such as Scopus, ERIC, RedALyC, EBSCO, and Google Scholar.Findings were organized into five thematic blocks: the evolution of educational coaching; theoretical models and approaches; characteristics of instructional coaching; educational strategies for its implementation; and international, Latin American, and Guatemalan experiences. Effective practices identified include structured classroom observation, formative feedback, and joint instructional planning. Additionally, key institutional factors for sustainability were highlighted, such as professional trust, distributed leadership, and ongoing training. These findings offer both theoretical and practical insights to support the development of institutional coaching strategies, particularly in Latin American contexts seeking sustainable and context-responsive educational policies. In addition to synthesizing the evidence, this study provides contextual adaptation criteria to guide institutional decision-making in Latin America and Guatemala.

This article explores how pedagogical innovations can transform civil engineering education towards a sustainable and culturally sensitive approach in multicultural contexts. Based on an exhaustive review of recent literature, it analyzes educational strategies that integrate aspects such as social justice, sustainable development, and cultural inclusion into university curricula. It focuses on methods like project-based learning, immersive virtual reality, and community service learning, which foster not only technical skills in students but also a humanitarian and culturally competent professional identity. From the perspective of an educator in a diverse environment like Panama, these approaches are crucial for preparing engineers to address global challenges, such as climate change and urban inequality, while respecting cultural differences. The article discusses practical cases, such as study abroad programs and courses on macroethics in sustainability, highlighting their impacts on student motivation and social engagement. Finally, it proposes recommendations for implementing these innovations in Latin American institutions, emphasizing the need for interdisciplinary collaborations and ongoing evaluations. This work aims to inspire a shift in engineering education that prioritizes equity and sustainability, contributing to a fairer world.

This study analyzes the relevance of implementing a curricular articulation model in Chilean higher education as a strategy to promote coherent, flexible, and inclusive educational pathways. The research addresses the fragmentation of academic trajectories, the lack of continuity between educational levels, and the barriers faced particularly by students from vulnerable backgrounds. A qualitative theoretical and documentary review design was adopted, integrating academic literature, national and international regulations, and current public policies. The search, conducted between May and June 2025 across databases such as Scopus, ERIC, and official sites (MINEDUC, CNED, UNESCO), resulted in 43 relevant documents published between 2017 and 2024. The analysis was structured in three phases: document exploration, thematic categorization, and critical synthesis. The findings show that curricular articulation is essential for building progressive educational pathways through mechanisms such as prior learning recognition, curriculum modularization, inter-institutional mobility, and qualifications frameworks. However, structural, regulatory, and cultural limitations persist in Chile, hindering the effective implementation of these mechanisms, despite advances like the National Qualifications Framework for Technical-Professional Education. The study concludes that it is urgent to design a curricular articulation model tailored to the Chilean context, based on three interdependent dimensions: pedagogical (competency-based and flexible curriculum), institutional (collaborative governance and regulated mobility), and social (equity, recognition, and diversity of student pathways). This model would contribute to reducing dropout rates, improving academic progression, and enhancing the quality and relevance of higher education.

The objective of this study was to determine the perception of the level of mastery of customer service skills in tourism students. The research was descriptive and based on the theories of multiples intelligences and learning. The study sample consisted of 258 students from a tourism school at a university in Puerto Rico. The data was collected through an online questionnaire programmed on the Microsoft platform in which the study sample had access with their private code from the educational institution. The questionnaire has a Cronbach reliability level of .940 and OMEGA of .966 respectively. The collection instrument presents 27 statements coded with their respective skill to determine the level of mastery of the competencies (Interpersonal communication, Teamwork, Decision making, Innovation and creation, Learning capacity and Technology management) the following statements were used: nothing, little, average, quite a bit and a lot. The findings show that the statements “Quite a bit” (35.56%) and “Fairly so” (33.62%) are the most frequent. The statements with low frequency are: “A lot” (17.89%), “A little” (10.40%) and “Not at all” (2.53%) respectively. The study concludes that the students do not have much mastery of the competencies, remaining at an average level in their perception of mastery of customer service skills.

El modelo Teaching Games for Understanding (TGfU) es un enfoque pedagógico innovador que prioriza la comprensión táctica y la toma de decisiones en el aprendizaje deportivo. Utiliza juegos modificados para enseñar a los jugadores a resolver problemas tácticos en contextos reales, fomentando un aprendizaje significativo y activo. Su aplicación al pádel resulta especialmente efectiva debido a las características únicas del deporte, como el uso estratégico de paredes, el juego en parejas y la necesidad de tomar decisiones rápidas en espacios reducidos. Este modelo no solo mejora las habilidades técnico-tácticas de los jugadores, sino que también promueve valores sociales como la cooperación, la comunicación efectiva y el respeto por las reglas, además de desarrollar competencias cognitivas como el pensamiento crítico. TGfU facilita la transferencia de aprendizajes tácticos entre deportes de raqueta como tenis, bádminton y squash, adaptándose a diversas disciplinas deportivas. Innovaciones recientes incluyen su hibridación con modelos como Educación Deportiva (Sport Education), que estructura temporadas completas para enriquecer el aprendizaje, y la integración de tecnologías digitales como simuladores y aplicaciones móviles para evaluar el rendimiento táctico. Aunque plantea desafíos como la necesidad de mayor investigación sobre su impacto a largo plazo en el pádel y su potencial tecnológico, TGfU se consolida como una herramienta clave para desarrollar jugadores autónomos e inteligentes, promoviendo un aprendizaje inclusivo y transformador.