A aula de português no ensino médio: o ensino que se deseja, o ensino que se faz

Settled within the realm of a problematization towards teaching and learning the Portuguese language, this study aims to investigate the way how the Portuguese Language discipline is dealt with in Secondary School. We propose specifically to analyze the orientations of the official documents concerning the educator practice, examining the way the PCNEM proposal is approached in the didactic book, identifying the treatment given to language questions, analyzing the way the teacher uses the didactic book and verifying the relations between the official approach and the pedagogical practice. The analysis takes into account the several discourses concerning school literacy, considering the various political-educational instances which institutionalize the teaching of the mother tongue - where we locate the teaching that is wanted . In what teachers and students say in their activities and concerning them - the realm of the teaching that is performed - we presuppose that there are signs of the principles - or conceptions - that orientate what they understand by language, teaching and learning. Such evidences are considered within the interrelation of the enunciative places where this literacy is promoted: the public policies concerning education - focusing the language questions - the academic researches about those questions, the educator formation and capacitation and the very school practices in the complexity of their discoursive inter-subjectivity. The principles - or conceptions - are pursued in what is said (or not) about what is done (or not) in the classroom when dealing with the Portuguese Language. The corpus is made up of oral and written texts produced in Portuguese classes in the Secondary School at a public school in the city of Natal, Rio Grande do Norte, Brazil. Situated in the realm of Applied Linguistics, the research is conducted in a qualitative and interpretative perspective, following the ethnography of communication procedures and the contributions of the Functional Linguistics. In the observations, language conceptions were discerned, among others, besides beliefs and representations where the theoretical and practical aspects, professional roles, expectations and uncertainties were diluted.

Vozes em diálogo na escola : uma análise de posicionamentos sobre a disciplina língua portuguesa no ensino médio integrado à educação profissional do IFRN

Esta investigación toma como tema la asignatura Lengua Portuguesa en el contexto de la enseñanza media integrada a la educación profesional, implementado en el año de 2005, en el Instituto Federal de Educação, ciência y tecnología del Rio Grande do Norte. En el ámbito general, objetiva analizar las voces reveladas en posicionamientos sobre la asignatura Lengua Portuguesa en este contexto. En este estudio, el uso del adjetivo integrado es comprendido como revelador de una formación escolar no basada en investigaciones dicotómicas, sobre todo en aquellas que evidencian una separación entre el conocimiento y el ejercicio profesional. Se buscó aporte teórico en los debates del área de educación, sobre formación integrada, en la visión de contemporaneidad de Bauman y en la concepción de lenguaje de M. Bakhtin. El corpus se compone de material empírico de la naturaleza cuantitativa y cualitativa, obtenido por medio de aplicación de cuestionarios con alumnos y profesionales, además del análisis documental de los PCNEM y de las OCEM, a lo que se refiere a asignatura Lengua Portuguesa. El direccionamiento metodológico es guiado por el paradigma cualitativo inserido en una perspectiva socio-histórica y eligió como categoría de análisis el concepto de voces sociales. Los resultados indican que la asignatura Lengua Portuguesa, en la perspectiva de integración con el mundo del trabajo, adquiere, en mayor o menor grado, en lo observado en los documentos oficiales y en los posicionamientos de alumnos y profesionales de la enseñanza media integrada a la educación profesional del IFRN, un perfil cuya esencia, lejos de asumir características de una enseñanza instrumental reductora, requiere una concepción de lenguaje que esté en sintonía con el mundo del trabajo de la sociedad contemporánea, una sociedad cada vez más abierta a la pluralidad de opiniones y a la ambivalencia de sentidos

Caracterização do ciclo sono/vigília de professores do ensino médio em natal/rn

In the school environment is fundamental the knowledge about the sleep-wake cycle (SWC), because we find children and adolescents with excessive sleepiness and learning difficulties. Furthermore, teachers with high demand and with different work schedule, which may contribute to changes in SWC. The aim of this study was to describe the SWC of high school teachers in Natal/RN. Habits and knowledge about sleep, chronotype, SWC, daytime sleepiness, sleep quality and job satisfaction were described in 98 high school teachers from public and private school. These parameters were compared according to the characteristics of work, family structure and gender. Data collection was performed with the use of questionnaires in two stages: 1) "health and sleep" (general characterization of sleep habits), Horne & Ostberg questionnaire (characterization of chronotype), Epworth Sleepiness Scale and the Index of Pittsburg Sleep Quality, 2) The sleep diary for 14 days. From the results, we observe that the teachers woke up and went to bed earlier in the week and showed a reduction of time in bed around 42min comparing to weekend. This reduction in time in bed during the week was accompanied by an increase in nap duration on weekend. In addition the teachers woke up earlier on Saturdays than on Sundays, probably due to housework and leisure. The teachers' knowledge about sleep was low in relation to individual differences and effect of alcoholic beverages on sleep, and high in the consequences of sleep deprivation. The differences found in comparisons on the characteristics of work, family structure and gender were punctual, except concerning the work schedule. The teacher who started work in the morning and finished in the night, woke up earlier, went to bed later and had less time in bed, when compared to teachers who work only in two shifts. In addition, teachers with late chronotypes who begin the work in the morning had a greater irregularity in the wake up time compared to teachers with earlier and intermediate chronotypes. Half of teachers have excessive sleepiness, which was positive correlated with work dissatisfaction. In general, teachers showed IPSQ averages equivalent to poor sleep quality and the women showed worst averages. From the results, it is suggested that the SWC of teachers varies according to work schedule, leading to irregularity and partial sleep deprivation in the week, although these responses vary according to chronotype. These changes are accompanied by excessive daytime sleepiness and poor sleep quality. However, it is necessary to expand the sample to clarify the influence of variables related to work, family structure and gender together

A água nossa de cada dia : percepção, uso e predisposições comportamentais de alunos do ensino médio de Natal, Rio Grande do Norte

Embora a escassez de água seja reconhecida como um dos principais problemas mundiais a ser enfrentado pela humanidade, padrões comportamentais ecologicamente insustentáveis ainda persistem. Assim, o objetivo deste estudo foi analisar determinantes do comportamento pró-ambiental relativo à água, bem como os significados que lhe são atribuídos por alunos do ensino médio do Centro Federal de Educação Tecnológica do Rio Grande do Norte, em Natal. Compuseram a amostra de conveniência 315 estudantes, 146 mulheres e 169 homens, que responderam a um questionário sobre uso e percepção da água, contendo também indicadores de pró-ambientalismo, cuidado ambiental, desenvolvimento sustentável, perspectiva temporal, externalidades e coletivismo, além de inquérito sócio-demográfico. Para os participantes, água é sinônimo de vida, muito embora a relação que mantém com ela parece dúbia e, muito mais funcional que ecológica; consideram-na um recurso finito, um patrimônio indispensável à vida, contudo não foi observada coerência entre as concepções manifestadas e os comportamentos auto-relatados de uso da água. Os resultados encontrados apontaram preditores importantes do comportamento pró-ambiental relativo à água: sexo do respondente, Escala Novo Paradigma Ecológico e deixar forma de contato para participar de campanhas futuras. Seja para aprofundamento teórico em novos estudos, seja para auxiliar na elaboração de programas de educação ambiental, que poderiam contribuir para inibir os efeitos de uma cultura de consumo e de uma visão utilitarista da água, ampliando esforços individuais e coletivos para a preservação de bens comuns, como a água. Palavras-chave: psicologia ambiental; sustentabilidade; água; comportamento próambiental. x xi Abstract Although water scarcity is recognized as one of the main world-wide problems to be faced by human kind, ecologically unsustainable patterns of behavior still persist. Thus, the objective of this study was to analyze pro-environmental behavior related to water, as well as meanings associated to it by high school students of Federal Center of Technological Education of Rio Grande do Norte, in Natal. The convenience sample was composed by 315 students, 146 women and 169 men, who answered a questionnaire about use and perception of water, containing indicators of proenvironmentalism, environmental care, sustainable development, time perspective, externalities and collectivism, besides socio-demographic items. According to participants, water is synonymous of life, even though the relationship they present with it is ambiguous, much more functional than ecological; they consider it a finite resource, an indispensable life patrimony, however there was no coherence between such conceptions and the self-reported behaviors of water use. Results indicated three important predictors of pro-environmental behavior: sex of respondent, New Ecological Paradigm Scale and telephone/address left for eventual contact to participate in future environmental campaigns. They may be used in additional studies for theoretical development, or to assist in the planning of programs of environmental education, aimed at the inhibition of the effects of a culture of consumption and of an utilitarian perception of water, extending individual and collective efforts towards the preservation of common resources as water

A Água nossa de cada dia: percepção, uso e predisposições comportamentais de alunos do ensino médio de Natal, Rio Grande do Norte

Although water scarcity is recognized as one of the main world-wide problems to be faced by human kind, ecologically unsustainable patterns of behavior still persist. Thus, the objective of this study was to analyze pro-environmental behavior related to water, as well as meanings associated to it by high school students of Federal Center of Technological Education of Rio Grande do Norte, in Natal. The convenience sample was composed by 315 students, 146 women and 169 men, who answered a questionnaire about use and perception of water, containing indicators of proenvironmentalism, environmental care, sustainable development, time perspective, externalities and collectivism, besides socio-demographic items. According to participants, water is synonymous of life, even though the relationship they present with it is ambiguous, much more functional than ecological; they consider it a finite resource, an indispensable life patrimony, however there was no coherence between such conceptions and the self-reported behaviors of water use. Results indicated three important predictors of pro-environmental behavior: sex of respondent, New Ecological Paradigm Scale and telephone/address left for eventual contact to participate in future environmental campaigns. They may be used in additional studies for theoretical development, or to assist in the planning of programs of environmental education, aimed at the inhibition of the effects of a culture of consumption and of an utilitarian perception of water, extending individual and collective efforts towards the preservation of common resources as water

Análise dos conteúdos termodinâmicos em livros de Química e Física do ensino médio

PNLEM came out in 2004 and modified the view about schoolbook in Brazil. New perspectives pointed towards constitution of a more critical citizen as of an interdisciplinary and more contextualized teaching, made schoolbook understand these changes.But not always these alterations are checked up on by all means,because what we notice are adaptation of works have already known on market, where texts that are placed reveal environmental, socioeconomic, historical facts or daily phenomenon, or then scientific relevancy examples.We thus offer to analyse contents of chemical thermodynamics and physics for high school which are shown on schoolbook of chemistry and physics validated by PNLEM 2012, now called PNLD, studying the facts if these works bring these scientific sociocultural standpoint as well as their historical context,considering as analysis categories the following criteria: presentation of introduction, content contextualizing,presentation of concepts, thermodynamics historical context, representation in microscopic level and proposal of experiments.Eleven books were analysed,being five of chemistry and six of physics.So was applied a questionnaire with physics and chemistry teachers of high school to have an impression of their opinion about their teaching strategies and about schoolbook.This work grounded in orientations of legal documents about high school in Brazil (LDB,PCN,PCN+,OCEM) and in research on science teaching that regards specifically schoolbook and physics and chemical thermodynamics teaching.Were eleven books in number, only four denoted much coherence with new perspectives for high school, being two of chemistry and two of physics,whose concern about contextualizing and with a much integrated view of science to student s reality,indicating much social and critical character.The rest, when don t overlook,regard cultural and historical,socioeconomic contexts in isolated manner from presented concepts,aside from content

O uso de analogias para o ensino de equilíbrio químico no ensino médio: facilitação da aprendizagem ou transmissão de erros conceituais?

The use of analogies in high school is often useful for chemistry teaching, either on textbooks or by teachers in the classroom.This use is justified by the large number of abstract concepts that rules this course. Analogies are conceptualized by several authors, which converge on the idea that these are tools that seek a way to elucidate an unknown concept by comparing it to a familiar one, relating their similar and dissimilar features. An analysis on a survey of analogies found in high school chemistry textbooks and chemical equilibrium studies is performed in order to verify whether they are leading to misconceptions for their use by students and/or for their use by teachers in the classroom, or whether they promote a learning facilitation

Hábito alimentar e percepção ambiental : um estudo de caso com estudantes do Ensino Médio em Natal-RN

This study has as objective to examine the level of perception of high school students from two private schools in Natal-RN about the existence of a direct link between alimentary habit and its effects on environmental. The research was lead with 433 students, who had their school alimentary habits investigated according to the 24-hour recall method and presents the results of data collection from their opinions on participating in the generation of industrialized solid residues and their yearnings about the improvements of the standard of the food offered in the school. The students show a high rate of grading age for level at school, traditional family structure, riding, predominantly, by car or by bus in the house-school-house way, have generally all three important meals at home, feed frequently at their school, getting it from their won school, which included, mainly, soft drinks and fried or grilled appetizers; show a good knowledge about selective collectors, however with a high variation in their correct use. They show significant approval in the existence of a connection between their alimentary habits and debased effects about environmental and consider their food compounds at school could improve the offering of health/natural food, slowing industrialized foods, which are highly used, sometimes. The study on the students knowledge and concern level with regard to the interface alimentary habit-environmental impact allowed delimitating some of the mainly involved components in the alimentary choices of the same students in the school environment, what might help to develop a set of proposals that stimulates the formation of a responsible consumption standard among teenagers and the need of a consideration about the consequences of their choices

A geografia no currículo do ensino médio e no vestibular da UFRN: 2001-2007

This work examines the results of the selecting process to enter Universidade Federal do Rio Grande do Norte called Vestibular, in 2001, 2003, 2005 and 2007, in relation to the necessary knowledge presented by the candidates in the Geography area. It observes the contents in the discursive exams and its corresponding results discussing them from the official curriculum of the Secondary School, as it is stated in the official documents of Ministério da Educação(MEC): Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), Orientações Curriculares Nacionais para o Ensino Médio (OCNEM) e Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+ do Ensino Médio). We aim to highlight what are the contents and background of the Geography curriculum according to the orientations of the official curriculum; discuss in what measure these contents are present in the questions and in the correct answers of the candidates as well as reflect upon what possibly is suggested by those results concerning the knowledge presented in the answers. In this investigation process, the history of the teaching in Brazil is taken up together with the statistical data about the Fundamental School and about Higher Education in the last years. Both map the scenario in which this research takes place as well as make knowledgeable some variables such as: cultural, economical, political and social structures. The discussion takes place between the curriculum and the teaching, Geography teaching and Secondary School in Brazil articulating these variables with the question of accessibility to Higher Education through the Vestibular . Despite the limitations of this research in terms of methodology and deepening of analysis, the results led us to important observations which can contribute to the understanding of that the students´ performance in the Geography examination has several outspreads. These must be thought with scientific exactness in order to avoid any rushed and careless explanations leading to conclusions that may have serious consequences for the teaching systems and the students

Uma abordagem crítica do conteúdo esporte nas aulas de educação física no ensino médio integrado

Researchers have analyzed how sport is being taught in the classroom as a regular subject and how it is accepted as a pedagogical action at school. This study aims to suggest some pedagogic proposal on the Physical Education subject to High School System which would be planned, formulated, and applied based on some critical approach on teaching, as well as analyzing and thinking over its impact on the students' learning, taking in consideration some conceptual, procedural and attitudinal dimensions to make possible for the students to become more critical so that they will understand how this subject works in contemporary time. .We had three specific blocs to develop our research: Historic, conceptual and cultural elements about sport; Public policies to sport; Individual, group and environmental characteristics. The method of this work was based on qualitative research through some research action. The study was made actually at IFRN (Federal Institute of Education, Science and Technology of Rio Grande do Norte state), in the city of Pau dos Ferros. Students from the second year of the computing course in high school were the participants in the research, there were 37 students from eleven different cities near Pau dos Ferros. They answered some questionares and a Research Diary. From the pedagogical intervention we could prove the students have improved their knowledge about the concept on sport itself, leaving the old idea about sport only as a physical practice such as an activity with rules or as competition, we could prove they have sport as a social-cultural event, involving policies, ideologies as well as historical interferences. Another aspect they mentioned was that sport is the citizens' right and as such there must be public policies pro sports. Understanding that sport transpires on peoples' habits as well as their behavior allowed us to identify its influence on our students' quality of life back in their home towns. Therewith, it is clear the necessity of a pedagogical focus on the content of Physical Education at school to make this subject more meaningful, so that the students will become more critical and reflexive about life and will be able be real citizens

Abordando o sono no ensino médio: proposta de unidade didática contextualizada com o tema saúde

Biological rhythms are part of the life from the simplest to the most complex living beings. In humans, one of the most important biological rhythms is the sleep-wake cycle (SWC), which represents an indispensable behavior for health, since sleep deprivation can lead to deficits in attention and memory, mood and daytime sleepiness which may affect school performance. Nevertheless, the SWC is a content rarely discussed in schools. Thus, the aim of this research was to address contents of the sleep-wake cycle, related to the content of Health to encourage healthy sleep habits. This study was conducted in a public school with 33 students of the 3rd year of high school and is divided into four stages: 1st) Study and analysis of the content of the textbook adopted by the school to subsidize the activities covered in the teaching unit (TU) and approximation with the biology teacher from the class to evaluated the feasibility of schedules for the development of TU; 2nd) Survey of students' prior knowledge, through a questionnaire, to guide the development of the TU; 3rd) Development and implementation of a TU based on meaningful learning and characterization of the students sleep habits, 4th) Evaluation of the TU as a viable proposal to teach biological rhythms concepts. Previous knowledge of students about the SWC are scarce and this content is not covered in the books adopted by the school. Alternative conceptions were observed, particularly with regard to individual differences in sleep, which may contribute to the occurrence of inadequate sleep habits, as reported by the adolescents in this study. The activities developed during UD were well received by the students who showed participative, motivated and evaluated positively the procedures used by the researcher. After the TU, students' knowledge about the concept of biological rhythms has been increased and they started to identify that the SWC changes throughout life and occur due biological and socio-cultural factors. Thus, the UD elaborated in this study represents a viable proposal to teach the concepts of biological rhythms contextualized to the content of Health, in high school

A formação da habilidade de explicar no contexto do ensino médio: o que dizem os livros? o que pensam os professores?

The discussion about explanation in knowledge has been made for decades. Through this course, we present different ways of understanding about what is to explain the history: the primitive ethnographic description, the chronicler, the positivist construction of a historical science and historiography of the second half of twentieth century. Nowadays this discussion needs to be continued both in the general framework of scientific practice as within educational institutions as cognitive - linguistic ability. The focus of our research is by the second approach, which is the explanation as cognitive - linguistic ability. The formation of skills, among them, the explaining one, has been studied by the authors as: (NÚÑEZ 2012; JORBA et al, 2000; SANMARTÍ and IZQUIERDO 2000). This research had as general purpose: to study the processes of formation of the ability to explain social revolution in history classes in high school, by teachers opinion and by content as this theme among history books, in order to support the continuing education of history teachers for high school. Th e qualitative based research used instruments of data collection and analysis protocol for the books prepared for this study, and interviews with teachers. For this, the techniques of content analysis and discourse referenced in Bardin and Orlandi , respec tively were used. At first, the instruments for data collection were developed and validated, while in the second, the data were collected, organized and analyzed. From the answers to the questions of the study results shows that: a) in the analyzed books - do not express the work with the definition of Social Revolution, considering the processes for the formation of this definition, the predominant type of explanation has characteristics of multicausality; proposals for teaching are characterized as eclec tic; b) while teachers speech - it is important the students know the definition of Social Revolution, the ability to explain is more linked to didactic explanation in the classroom than the explanation through epistemological sense. These results indicate that the formation of the ability to explain Social Revolution based in Cultural History approach, are not expressed in the analyzed books, but they can serve as an important resource for this purpose. The discourse of teachers has a potential pointing to the possibility of teaching organization and learning process, based on training or upgrading the explanation skill from the theory of stepwise formation of mental actions and concepts by P.Ya. Galperin. For this purpose, the research constitutes a contri bution to support the continued education of history teachers in high school.

A TV como objeto de leitura da imagem no contexto escolar: uma pesquisa-ação com alunos do ensino médio

This research seeks to reflect on the dynamics of television reception, studying the Brazilian TV miniseries Hoje é Dia de Maria, produced by Globo Television Network, and aims to generally promote inferences in the process of image reading, mainly for aesthetic reading in school context, aiming at the formation of visual proficient readers. The research was conducted with students from the third grade of a state high school, geographically located in the city of Natal, Rio Grande do Norte. The theoretical framework comes from the assumptions of cognitive social interactionism to understand language, and it is also based on the ideas of Bakhtin (1992) and Vygotsky (1998), which enabled us to understand the social interaction and the Theory of Aesthetics Reception and Aesthetic Effect with Jauss (1979) and Iser (1999), which provided a better understanding of aesthetic experience, aesthetic effects and production of meaning. The methodological approach assumes a qualitative nature and an interpretive bias, accomplished through interviews, observation, questionnaire and application of a set of investigative activities, such as introductory exposition of themes, handing out of images and mediation process. This research is the result of a research-action process in a pedagogical intervention in a state school. The results indicate that the interactional linguistic resources used by the speakers demonstrated lack of prior knowledge and repertoire regarding image reading, which initially led them to do a cursory reading. It was evident that the respondents were unaware of the initial proposal. However, throughout the meetings, it was possible to realize their transformation, because the pre-established concepts were analyzed with the help of mediation, so that the group felt more autonomous and safe to read images at the end. The survey also showed significant data, so that the school could develop new methods of teaching televisual reading.

Conteúdos de matemática do ensino médio com abordagem de raciocínio recursivo e questões do ENEM e OBMEP

In this work, we have the purpose of reminding the math teacher of High School the recursive process so that he/she can use this tool to introduce contents, using recursion as an alternative to the teaching of mathematics. For this, we used questions taken from the Exame Nacional do Ensino M´edio (ENEM) [National Examination of High School] and from the Olimp´ıada Brasileira de Matem´atica das Escolas P´ublicas (OBMEP) [Brazilian Mathematics Olympiad of Public Schools], in addition to present some contents of mathematics that are defined by recursion. In this dissertation, we also showed some activities that involved the recursive reasoning and were applied in a 3rd grade class of high school in a public school in Natal / RN.

Escolarização de surdos no ensino médio em Natal/RN: vendo e ouvindo vozes

La Escuela Secundaria es la etapa final de la Educación Básica y su objetivo es profundizar los conocimientos adquiridos anteriormente, con vistas tanto a la continuidad de los estudios por parte de los alumnos como también a su formación profesional. Considerando el carácter excluyente y elitista de la Escuela Secundaria brasileña, solo recientemente las matrículas de los estudiantes sordos comienzan a ampliarse, y los profesores se deparan con el desafío de lidiar con ese tipo de discente en aulas regulares. Tanto la política de educación especial, desde una perspectiva inclusiva, como la Ley nº 10.436/2002 – reglamentada por el Decreto nº 5.626/2005 – posibilitaron un gran salto para la educación de los sordos en el país. La primera, por la defensa de una escuela atenta a las peculiaridades y demandas de sus discentes; la segunda, por reconocer la Lengua de Señas Brasileña como medio de comunicación y expresión legítimo de la comunidad de sordos y por indicar medidas que garanticen el derecho al acceso y al éxito escolar de la población sorda dentro de la escuela. Amparado en esas discusiones, este estudio tuvo como objetivo analizar el proceso de escolaridad de alumnos sordos de una Escuela Secundaria pública y estatal del municipio de Natal, Rio Grande do Norte. Se realizó un estudio de caso de tipo cualitativo. Los sujetos fueron tres discentes sordos que estaban terminando la Escuela Secundaria, una profesora de Portugués y dos intérpretes de Lengua de Señas Brasileña. Como procedimiento de investigación, se utilizaron entrevistas (grabadas en audio y video), observaciones y análisis de documentos. La participación de los sujetos sordos demandó cuidados éticos adicionales, tales como la traducción del Término de Consentimiento Libre y Aclarado y del guion de la entrevista a la Lengua de Señas Brasileña. Los resultados apuntan que el acceso y la permanencia en la escuela secundaria fueron garantizados, no obstante había poca participación en las clases y el aprendizaje de los contenidos escolares estaba comprometido. Había traductores/intérpretes de Lengua de Señas Brasileña, los cuales, sin embargo, solo iniciaron sus actividades tres meses después del comienzo del periodo lectivo. La profesora y los intérpretes no mantuvieron interacciones que facilitasen el aprendizaje o la participación de los estudiantes, quienes se encontraban siempre juntos y en un lugar determinado del aula, sin mayores interacciones con sus pares normo-oyentes. Los discentes sordos estaban terminando la Escuela Secundaria con edades superiores a 17-18 años, los cuales revelaron no tener perspectivas de continuidad en sus estudios o de inserción en el mercado laboral. Se concluye que la escolaridad de los alumnos sordos en la escuela investigada apunta a la necesidad de una reorganización curricular que atienda a las especificidades lingüísticas y sociales de esos estudiantes.