To describe and relate anthropometric evaluations used in the Health Science and physical education disciplines to detect relative risk of waist, cardiometabolic risk and prevalence of obesity or overweight, in schools in Temuco, Chile. These school house children with special educational needs. The study compares Gender and; a) Intellectual disability (ID), b) Motor disability (DM), c) Generalized Developmental Disorder (PDD), d) Cerebral palsy (PC). The participants correspond to schoolchildren n = 156 total, Women n = 50 (age 13,78 + 5,41) and Men n = 106 (13,09 + 5,57). The cardiometabolic risk was estimated by waist-hip index (ICC) and conicity index (CI), waist circumference (CCI) and hip (CCa). Nutritional status was estimated by body mass index (BMI). Student's t test was used for the parametric variables between two groups, and the Mann-Whitney U test were used for nonparametric variables. For the comparison of the parametric variables between more than two groups Anova was used. In the case of nonparametric variables, the Kruskal Wallis test was used. Schoolchildren with intellectual disabilities had statistically higher values in weight, BMI, waist and hip (p <0.05). The women showed high values of BMI, waist and relative waist risk (p <0.05). 44, 23% of schoolchildren had excessive malnutrition, 53, 8% had a relative risk of abdominal obesity. Conclusion associating anthropometric variables is an economic and effective health predicting tool in any type of study population. It can be used to make decisions in future food prescription or exercise therapy programs in order to avoid childhood obesity and improve the quality of life in individuals with disabilities.

Se buscó indagar las dificultades, necesidades, oportunidades y vivencias personales que tienen los académicos producto de la pandemia por covid-19. Se realizó una investigación cualitativa con un diseño de estudio de caso; participaron 5 académicos, a quienes se les aplicó una entrevista semiestructurada. Para el análisis de los datos se desarrolló una codificación abierta, además de una codificación axial buscando conocer la relación entre las categorías emergentes. Los docentes mencionan dificultades domésticas, tecnológicas, operativas y con sus estudiantes, que repercuten en su trabajo; así mismo, dificultades estructurales asociadas a la institución. En necesidades, destacan la formación y acompañamiento y una mayor preocupación por la labor docente. La gran oportunidad es la tecnología, que sin duda generará transformaciones en la educación superior. En lo personal se sienten sobrepasados por la carga de trabajo. El autocuidado, el acompañamiento, la flexibilidad y un apoyo desde la institucionalidad aparecen como elementos protectores a desarrollar.

Este trabajo analiza las implicancias de la relación comprensión lectora y resolución de problemas en matemática por medio de un análisis detallado de la formulación lingüística de problemas matemáticos y su resolución en un manual de apoyo docente elaborado para este propósito. De esta forma, se detallan diferentes enunciados de problemas en matemáticas para analizar desde su estructura verbal -conforme a una complejidad creciente e integrada- a fin de exponer su impacto enlas posibilidades de resolución por parte de los estudiantes universitarios de primeraño en la Facultad de Ingeniería de la UC Temuco.

COVID-19 forced a change in the usual face-to-face teaching–learning process to remote modalities in a matter of weeks. An abrupt change, within the context of uncertainty surrounding the pandemic, significantly increased the stress experienced by professors, students, and their families. Black screens were also a sign of anxiety in the face of new emergency didactic interaction. It has been documented that emotions influence learning; however, few studies have analyzed learning during a pandemic from a resilience approach. The perceptions of the teaching–learning process of 654 professors and 1540 students from 34 Chilean universities were analyzed. Emotions experienced in remote education during the pandemic were studied in relation to professor empathy, respect in the virtual classroom, student/professor technological resources, didactic strategies, student participation, group work, tutoring, perception of learning, assessment, and perception of demand. The results show a direct relationship between professor and student positive emotions and the quality of perceived pedagogical practice and interaction.