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.

In the Colombian context, marked by social inequalities and health challenges, the training of healthcare personnel demands a profound transformation. Transdisciplinarity emerges as a key approach to integrating disciplinary and community knowledge, facilitating the understanding of the social determinants of health and promoting ethical, collaborative, and critical competencies in professionals working in vulnerable settings. Therefore, this study adopted a qualitative approach with a descriptive scope and a case study design to analyze how transdisciplinarity is experienced in two healthcare institutions located in Bucaramanga and Armenia, Colombia. Sixteen healthcare professionals participated through semi-structured interviews and document review. Data analysis was conducted using triangulation in an Excel matrix. The findings reveal that both institutions function as training centers with a commitment that goes beyond patient care. Transdisciplinarity is reflected in the way patients are treated and in the continuous professional development of staff, demonstrating a vocation for social responsibility, teaching, and research. These practices contribute to transforming healthcare delivery and to the professional growth of the human team. In the discussion, the results are contrasted with previous research, highlighting similarities, differences, or novel contributions. It is concluded that transdisciplinarity is part of everyday practice and is reflected in the collaborative work among professionals, allowing for a comprehensive view of the patient beyond the disease. Furthermore, mechanisms exist for the integration and ongoing training of staff, positioning the healthcare professional as an educational agent serving the community through clinical practice and research.

In the agricultural sector, organisations face the challenge of addressing the needs of their human talent, integrating critical issues such as mental health, gender, forced displacement and psychosocial risk. Despite the relevance of these issues, the current literature presents a gap in information regarding the coping strategies employed by displaced women working in these types of environments, despite the high prevalence of the phenomenon. For this reason, the present research aimed to analyse the coping strategies used by a group of women in the face of work-related difficulties. The study was conducted using a qualitative approach with a phenomenological design, employing semi-structured interviews for data collection. The group of participants, selected intentionally, consisted of 30 women with experience of forced displacement and employed on farms in the banana-growing region of Urabá, Colombia. The analysis, carried out using open and axial coding, revealed that the participants perceive indicators of psychosocial risk in their work environments, such as discrimination, harassment and gender-based violence. Despite these adversities, the women have a set of coping strategies focused on problem solving, emotion management, modification of egodystonic thoughts, and the search for support networks. It is concluded that these workers' coping resources are multidimensional and allow them to manage stressful situations in a resilient manner.

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.

From an interpretive paradigm, this research aimed to design a gamified strategy to develop emotional intelligence in five- and six-year-old children at Colegio Tibabuyes Universal, a public institution in Bogotá. The strategy integrates an analog game and a digital game, both guided by an explicit pedagogical intention. The study follows an empirical approach and adopts a quasi-experimental design, with an experimental group that implemented the gamified strategy and a control group without intervention. Additionally, a mixed-methods approach was employed, combining quantitative and qualitative techniques. For data collection, the main instruments were a validated questionnaire and the structured observation of emotional behaviors. These tools allowed the identification and analysis of changes in emotional intelligence skills—self-awareness, emotional self-regulation, empathy, and social skills—before and after the implementation of the strategy, thus ensuring methodological triangulation that reinforces the validity and depth of the findings. The results showed statistically significant differences between the groups, suggesting improvements in emotional intelligence following the strategy's implementation. Complementary qualitative analyses revealed greater capacity to verbalize emotions, apply calming techniques, demonstrate empathy, and exhibit prosocial behaviors. It is concluded that a gamified strategy, designed according to the interests, motivations, and developmental needs of children in this age group, effectively fosters the development of emotional intelligence in a safe, playful, and intentional environment.