Editorial |EN The latest trends in qualitative research clamor to include practices that are ever more creative, more visual, more critical, more reflective, more collaborative, and even more multimodal. Rethinking and validating qualitative research as a more integral practice revives the original celebratory feeling related to qualitative research in its most intimate dimension: humanity. Why do we undertake qualitative research? Essentially, we engage in qualitative research to understand more and to understand better. In becoming closer to our humanity and the constructivist experiences that shape us on a daily basis, we forge ourselves as qualitative researchers in the constant search for the very meaning of the social phenomena relevant to our realities. Human, ever more human. Part of this human reality must bring with it significant doses of individual and collective reflection, of closeness to other latitudes, of constant criticality, of the systematic questioning as to the what, how and why of our qualitative research. We must investigate more on upcoming future trends so that they can form part of the conversation in the present. This conversation must include discussion about the effective and ethical use of communication and information technologies. It must question our data collection and analysis processes. Are we promoting free, safe, artistic, and symbolic spaces for our participants to explore their experiences and perceptions? Should we rethink the interview as an official mechanism for the collection of in-depth data? Could we think about other data collection techniques in which the participants can become the true protagonists of their own realities? Do we dare to rethink new trends that could guide participants in representing their realities more organically? As qualitative researchers, we must open ourselves to more participatory processes at community and regional levels; we must open the door to internationalization. We must, in turn, internalize conductive practices of reflective and critical questioning to challenge our own biases. Could the ethical and conscientious driving force in our work revolve around our self-awareness, our taking into account our own positioning in qualitative research studies? Could we celebrate open mindedness, embracing difference and embodying humility as fundamental pillars for those of us who dare to do qualitative research? Humble, ever more humble. Volume 20, Issue 1, of the journal New Trends in Qualitative Research, presents an enriching collection of these trends in qualitative research. Mohd Anis and Olisa (2024) present a pilot study that uses artificial intelligence in focus group processes as a mechanism to rethink data collection in a way that guarantees depth and scalability. Along similar lines, De Almeida et al. (2024) problematize pedagogical practices for teacher training and to guarantee the right to education in Brazil. Veras Meira and Fernandes (2024) reflect on decolonization and the need to institute new beliefs for a more emancipatory education. Picolo Gimenes et al. (2024) show how the use of the Drawing-Story Procedure promotes graphic expression through therapeutic play, and humanizes the collection of qualitative data, establishing ludic-affective links between children and nursing staff. Another study seeks to identify appropriate practices and strategies to minimize risks and impacts for patients who suffered from COVID-19 (Miranda et al., 2024). From Peru, an article reflects on the semantic and conceptual distinctions between theses, thesis reporting and scientific articles as academic practices in higher education, while another reflects on effective marketing strategies along with the challenges faced by some exporting companies in this nation. A research team from the University of Aveiro conducted a bibliometric and systematized study asking what is meant by plagiarism and self-plagiarism. In addition, a study carried out in Canada exemplifies creativity in qualitative research by using teaching innovation and research on primary school Social Science teachers. The authors Araújo-Oliveira et al. (2024) used socio-spatial analysis and the evaluation of musical works to promote professional development in teachers. Similarly, considerations rethinking the training of teachers in teacher-training colleges are presented, such that teachers can learn about the ontological, epistemological, and methodological dimensions of their educational research. Summers et al. (2024) make a reflective call for the collection of qualitative data on online contexts. Finally, presentation is made of an exploratory compilation of arts-based methods to assist in understanding the experiences of people working in care provision for the elderly. Techniques found in the compilation include the visual arts, photoelicitation and storytelling, among others. Such techniques deepened understanding of the emotional, psychological, and social perspectives of caregivers, while also promoting processes of self-reflection and dialogue in these. Such arts-based methods promise to position themselves as integral processes in qualitative research. The articles presented in this issue position qualitative research as a driving force focusing on reflection and the constant rethinking of the what, how and why of what we do. We hope that on reading this issue, you find more questions than you do answers, because we all owe ourselves this constant questioning, knowing that the conversation arising from qualitative research will always lead on to more. Reflective, ever more reflective.

Editorial |PT As novas tendências na investigação qualitativa clamam pela inclusão de práticas mais criativas, visuais, críticas, reflexivas, colaborativas e até mesmo multimodais. Repensar e validar a investigação qualitativa como uma prática mais integral é reviver o sentimento original de celebrar a investigação qualitativa desde a sua dimensão mais íntima: a humanidade. Porque fazemos investigação qualitativa? Essencialmente, fazemos investigação qualitativa para entender mais e melhor. Ao estarmos mais próximos da nossa humanidade e das experiências construtivistas que nos moldam dia após dia, forjamo-nos como investigadores qualitativos em busca constante do próprio significado dos fenómenos sociais relevantes para as nossas realidades. Humanos, ainda mais humanos. Parte desta realidade humana deve trazer consigo uma dose significativa de reflexão individual e coletiva, de proximidade com outras latitudes, de uma criticidade constante, de um questionamento sistemático sobre o quê, como e porquê fazemos investigação qualitativa. Devemos explorar mais as novas tendências para o futuro, para que sejam a conversa do presente. Esta conversa deve incluir o uso efetivo e ético das tecnologias de comunicação e informação, deve levantar questões sobre os nossos processos de recolha e análise de dados. Estamos a promover, nas nossas “personas” participantes, espaços livres, seguros, artísticos e simbólicos sobre as suas experiências e perceções? Será que devemos repensar a entrevista como o mecanismo oficial para a recolha de dados aprofundados? Pensamos noutras técnicas de recolha de dados onde as participantes sejam as verdadeiras protagonistas das suas realidades? Atrevemo-nos a repensar novas tendências que guiem as participantes a representar as suas realidades de uma forma mais orgânica? Como investigadores qualitativos, devemos abrir-nos a processos mais participativos a nível comunitário e regional; devemos abrir a porta à internacionalização. Devemos, por sua vez, internalizar práticas que conduzam a questionamentos reflexivos e críticos para desafiar os nossos próprios preconceitos. Será que o motor ético e de responsabilidade gira em torno da consciência que temos, tendo em conta o nosso posicionamento nos estudos de investigação qualitativa? Será que celebramos a mente aberta, abraçamos o distintivo e incorporamos a humildade como pilares fundamentais para aqueles que se atrevem a fazer investigação qualitativa? Humildes, ainda mais humildes No volume 20, número 1, da revista New Trends in Qualitative Research, apresenta-se uma coleção enriquecedora destas tendências em investigação qualitativa. Mohd Anis e Mohd (2024) apresentam um estudo piloto que utiliza a inteligência artificial em processos de grupos focais como mecanismo para repensar a forma de recolher dados, garantindo profundidade e escalabilidade. Na mesma linha, De Almeida et al. (2024)problematizam as práticas pedagógicas iniciais para treinar docentes e garantir o direito à educação no Brasil. Veras Meira e Fernandes (2024) refletem sobre a descolonização e a necessidade de instituir novas crenças para uma educação mais emancipadora. Picolo Gimenes et al. (2024) evidenciam como o uso de desenho-história promove a expressão gráfica através do jogo terapêutico e humaniza a recolha de dados qualitativos para estabelecer vínculos lúdico-afetivos entre as crianças e o pessoal de enfermagem. Outro estudo procura identificar práticas e estratégias apropriadas para minimizar riscos e impactos em pacientes que sofreram de COVID-19 (Miranda et al., 2024). Dois artigos com contexto peruano refletem sobre as distinções semânticas e conceptuais entre tese, relatório de tese e artigo científico, como práticas académicas no ensino superior, e sobre as estratégias de marketing eficazes, bem como os desafios enfrentados por algumas empresas exportadoras no Peru. Uma equipa de investigação da Universidade de Aveiro abordou a questão do que se entende por plágio e auto-plágio através de um estudo bibliométrico e sistematizado. Além disso, um estudo realizado no Canadá exemplifica a criatividade na investigação qualitativa ao usar a inovação no ensino e na investigação de professores do ensino primário em Ciências Sociais. Os autores Araújo-Oliveira et al.(2024) utilizaram a análise socioespacial e a avaliação de obras musicais para promover o desenvolvimento profissional dos professores. De forma semelhante, são apresentadas considerações revistas na formação de professores em escolas superiores, com o objetivo de que os docentes aprendam sobre as dimensões ontológicas, epistemológicas e metodológicas das suas investigações educativas. Summers et al. (2024) fazem um apelo reflexivo sobre a recolha de dados qualitativos em contextos online. Por último, apresenta-se uma compilação exploratória sobre métodos baseados nas artes para compreender as experiências vividas por pessoas remuneradas que cuidam de idosos. Dentro das técnicas encontradas na compilação, destacam-se as artes visuais, a fotoelicitação e a narração de histórias, entre outras. Estas técnicas aprofundaram as perspetivas emocionais, psicológicas e sociais das pessoas cuidadoras, promovendo nelas processos de autorreflexão e diálogo. Estes métodos baseados nas artes mantêm a promessa de se posicionarem como processos integrais na investigação qualitativa. Os artigos apresentados neste volume posicionam a investigação qualitativa como um motor centrado na reflexão e no constante reexame do quê, como e porquê fazemos o que fazemos. Esperamos que ao ler este volume tenha mais perguntas do que respostas, porque devemos a nós mesmos essa constante inquisição, porque a conversa sobre investigação qualitativa sempre dará para mais. Reflexivos, ainda mais reflexivos.

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Abstract The key benefits of qualitative research are rich insights and thick data. However, this may come at the cost of small sample sizes and low generalisability of findings. With traditional focus group sessions (FGDs), this could be addressed by conducting multiple groups. However, this requires significant investment of time and manpower. It was prudent to explore methods to gather thick data quickly, to effectively replace FGDs. This would increase the number of respondents in a single session, without increasing manpower or lengthening fieldwork, and maintaining data quality. This paper details the experience of running a pilot study of a 1.5-hour online discussion with N=103 respondents, to capture in-depth responses at scale. Using pre-programmed questions and artificial intelligence (AI) to provide instant visual analyses of responses and additional probes to respondents live, a full qualitative study was run, with a larger sample and in the same duration required for a typical FGD. The discussion was text-based - respondents could view and give their agreement or disagreement to what others may have said without directly interacting. The data was compared to data collected from a previous study where a total of 35 respondents across 5 FGDs discussed a similar topic, and analysed from an operational aspect of conducting research and gathering insights from both methodologies. While this methodology does not replace traditional FGD, it has proven effective in scaling up qualitative research by gathering large amounts of qualitative data within a short duration, in real-time. It has its limitations, primarily the inability to further nuance responses. Despite this, the pilot appears to be a successful attempt conceptually, as the AI generated valuable instant insights while the study was ongoing, particularly from open-ended (OE) responses. It may add value to specific use cases such as large-scale engagement studies which require both breadth and scalability.

Resumo Os regimes coloniais são racialmente organizados e o racismo é o principal instrumento de organização e controle da população negra. Assim, partimos do pressuposto de que o sistema educacional tem implicação direta nas práticas racistas, uma vez que os conteúdos e currículos são produtos de valores e crenças assentadas em uma visão de mundo hierarquicamente organizada a partir da diferenciação racial. Sendo assim, neste capítulo iremos refletir sobre o papel da decolonização dos currículos dos cursos de licenciatura através da educação étnico-racial na construção de crenças desassociadas da divisão hierárquica de raças. Descolonizar as Universidades, seus currículos e as práticas pedagógicas pode ser um caminho profícuo para construir novas crenças desassociadas da conformação social baseada na diferenciação por raça. A formação de subjetividades emancipatórias está, portanto, relacionada ao estabelecimento de novas crenças e isto pode ser possibilitado pela postura pedagógica ética e democrática.

Abstract Colonial regimes are racially organized, and racism is the main instrument of organization and control of the black population. Thus, we assume that the educational system has a direct implication in racist practices since content and curricula are products of values and beliefs based on a hierarchically organized worldview based on racial differentiation. Therefore, in this chapter, we will reflect on the decolonization of undergraduate course curricula through ethnic-racial education in constructing beliefs disassociated from the hierarchical division of races. Decolonizing Universities, their curricula, and pedagogical practices can be a fruitful way to build new beliefs disconnected from social conformation based on differentiation by race. Therefore, the formation of emancipatory subjectivities is related to the establishment of new beliefs, which can be made possible by the ethical and democratic pedagogical stance.

Resumen Los procesos de investigación, sin considerar el diseño de investigación, son ejercicios académicos muy relativos y casi nulos cuando se habla del proceso de divulgación de resultados. Precisamente, en el escenario peruano, existe relativa percepción conceptual entre tesis, informe de tesis y la naturaleza del artículo científico dentro de las prácticas universitarias. El estudio tiene como objetivo caracterizar históricamente el artículo científico como documento alternativo para lograr el título profesional o grado académico. Durante la investigación, se ha utilizado el método de indagación documentaria considerando el aporte de ocho modalidades distintas al informe de tesis de universidades de América Latina y, al mismo tiempo, utiliza el método narrativo-biográfico que recoge las experiencias investigativas divulgadas en artículos científicos de Roberto Koch, Luis Pasteur, Kohlberg, Vygotsky, Piaget, Freud, Newton, Faraday, Darwin, Freudenberger, Maslach, Miriam Diamon y George Broock. Lo sostenido faculta proponer el artículo científico como requisito opcional de graduación en estudios de pregrado y posgrado. La simbiosis del método indagatorio documental con el narrativo-biográficos permite valorar el origen y trascendencia del artículo científico como medio de divulgación científica de importantes teorías vigentes que no ha soslayado el esquema clásico y tradicional: introducción, metodología, resultados y discusión (IMRYD) planteado por Koch y Pasteur. Como resultado, se considera 25 atributos que distinguen al artículo científico del informe de tesis, cuyas similitudes y diferencias no los hace dependientes, porque cada uno es la representación con su propia direccionalidad. Se concluye que el artículo científico, desde su origen, es el documento con muchos atributos sostenibles para cumplir la misma función que un informe de tesis.

Abstract Research processes are academic exercises very relative and almost null when it comes to the process of disseminating results. Precisely, in the Peruvian scenario, there is a relative conceptual perception between thesis, thesis report and the nature of the scientific article. The study uses the method of documentary inquiry considering the contribution of eight different modalities to the thesis report of Latin American universities and, at the same time, it uses the narrative-biographical method that collects the investigative experiences disclosed in articles by Roberto Koch, Luis Pasteur, Kohlberg, Vygotsky, Piaget, Freud, Newton, Faraday, Darwin, Freudenberger, Maslach, Miriam Diamon and George Broock. The sustained allows proposing the scientific article as an optional graduation requirement in undergraduate and postgraduate studies. The symbiosis of the documentary inquiry method with the narrative-biographical method allows assessing the origin and significance of the article as a means of scientific dissemination of important current theories that has not avoided the old scheme of introduction, methodology, results and discussion (IMRD) proposed by Koch and Pasteur. As a result, 25 attributes are considered that distinguish the scientific article from the thesis report, whose similarities and differences do not make them dependent, because each one is the representation with its own directionality.

Abstract Introduction. Among the playful interventions recommended for the children’s care, the use of Therapeutic Play stands out in healthcare. Scientific evidence highlights benefits for children as an expression of their feelings, doubts, fears, desires and, consequently, greater tranquility, collaboration and learning in health procedures. There are also positive outcomes related to the reduction of pain, anxiety and negative attitudes. The use of this Brazilian technology is regulated by the Nursing Federal Council, integrating the role of the one who works in pediatric contexts. However, research indicates barriers to the systematic implementation of this practice by nurses in their daily care for children/adolescents. Goal. To understand how nurses represent themselves experiencing the use of Therapeutic Play in the care of children/adolescents supported by Drawing- Story. Methods. This is a qualitative study carried out considering Symbolic Interactionism and Grounded Theory. Eleven nurses of both genders participated with experience in using/teaching Therapeutic Play. Data were collected through participant observation and semi-structured interviews, they were recorded and finalized by Drawing-Story simultaneously with the analysis following the steps: initial coding, categorization, theoretical coding, apprehension of the Central Category, until reaching theoretical saturation, allowing the construction of the Theoric Model. Results. The analysis of the graphic messages in the drawings and verbalizations make it possible to understand that when promoting Therapeutic Play in childcare, nurses perceive themselves dynamically represented by virtuous adjectives that motive them to action such as: helping, conserving, understanding, repairing and welcoming. When you act like this, you are connecting yourself with positive feelings: good humor, joy, hope, perseverance, empathy, love, and gratitude with resilience. Conclusion. The Drawing-Story technique enriched data collection, as it enabled nurses to release their inner inclinations through graphic expression, revealing the essence of the playful nurse-person, constituted by ludic affection and humanism.

Resumo A Educação de Jovens e Adultos (EJA) no Brasil é uma modalidade da educação que abrange indivíduos que foram cerceados do direito de frequentar a escola em idade própria. No âmbito das inúmeras reformas educacionais implementadas no país, a formação tem sido discutida e avaliada tendo em vista as mudanças significativas ocorridas nos processos produtivos, na organização do trabalho, nas novas tecnologias e nas políticas públicas educacionais. Objetiva-se problematizar a formação inicial de professores da EJA, a partir da importância da literatura e das tecnologias digitais em processos alfabetizadores, identificando formas de inserção de obras literárias como acesso aos bens culturais nacionais. A metodologia de pesquisa, de natureza qualitativa, mapeou estudos, pesquisas e ações extensionistas produzidas em âmbito digital e nos ateliês de formação de professores promovidos pela universidade pública em escolas da região Leste Fluminense do Estado do Rio de Janeiro. Dos resultados, verificou-se a intensificação da utilização da literatura e da poesia e, particularmente, com a utilização de diferentes meios digitais como principais vias metodológicas em sala de aula. Como forma de investigação da narrativa, utilizou-se a aplicação de questionários a quarenta professores. A partir dessa análise qualitativa, foi possível problematizar as práticas de Formação Inicial e Continuada de professores, e colaborar com os processos didáticos-pedagógicos das práticas docentes a fim de garantir o direito à educação.

Abstract Young and adult education (Educação de jovens e adultos or EJA) in Brazil is a modality of education that involves individuals who were restrained from their right to attend school at a proper age. In the context of numerous educational reforms implemented in the country, training has been discussed and evaluated considering the significant changes that have taken place in productive processes, work organization, new technologies, and educational public policies. The objective is to problematize the initial training of EJA teachers, based on the importance of literature and digital technologies in literacy processes, identifying ways of inserting literary works as access to national cultural goods. The research methodology, of a qualitative nature, mapped studies, research and extensionist actions produced in the digital environment and in teacher training workshops promoted by the public university in schools in the East Fluminense region of the State of Rio de Janeiro. From the results, it was verified the intensification of the use of literature and poetry and, particularly, the use of different digital means as the main methodological ways in the classroom. As a way of investigating the narrative, questionnaires were applied to forty teachers. From this qualitative analysis, it was possible to problematize the practices of Initial and Continuing Training of teachers and collaborate with the didactic-pedagogical processes of teaching practices to guarantee the right to education. To investigate the narrative, we applied questionnaires to forty teachers. From this qualitative analysis, it was possible to problematize the practices of Initial and Continuing Training of teachers and collaborate with the didactic-pedagogical processes of teaching practices to guarantee the right to education.

Resumen El artículo examina el aporte de la investigación y desarrollo al desarrollo profesional docente, cuyo objetivo fue el diseño de una herramienta didáctica innovadora para la enseñanza de las Ciencias Sociales en 3° de primaria en Quebec (Canadá). Para ello, se presentan los resultados de una colaboración entre investigadores y docentes de primaria. Esta combina el análisis socioespacial, recomendado por el currículo de primaria para la enseñanza de las Ciencias Sociales con la creación, interpretación y valoración de obras artísticas como se establece para la enseñanza de la Música. Realizada en tres etapas distintas, pero interrelacionadas (análisis socioespacial de las tres sociedades estudiadas en 3° de primaria; realización de un álbum compuesto de nueve canciones que destacan las características de las tres sociedades y experimentación de la herramienta en el aula para identificar sus fortalezas y límites en la enseñanza-aprendizaje de las Ciencias Sociales), esta estrecha colaboración representó una importante contribución a la transformación de las relaciones que mantienen los docentes con los saberes escolares disciplinares, profesionales y con la práctica docente. En ese sentido, tanto el diseño conjunto de la herramienta didáctica como la experimentación de esta en clases y su difusión, representaron una ayuda sustancial para los docentes en su desarrollo profesional.

Abstract The article examines the contribution of research and development to teacher professional development. To do so, it presents the result of a close collaboration between researchers and primary school teachers aiming to design an innovative didactic tool for teaching humanities and social sciences in the 3rd year of primary school in Quebec, Canada. This tool combines the socio-spatial analysis recommended by the primary curriculum for teaching humanities and social sciences with the creation, interpretation, and appreciation of artistic works recommended for music education. Carried out in three distinct and interconnected stages: socio-spatial analysis of the three societies studied in the 3rd year of primary school; design of an album composed of nine songs highlighting the characteristics of the three societies; and experimentation of the tool in the classroom aiming to identify its advantages and limitations for the teaching and learning of humanities and social sciences. This close collaboration represented a significant contribution to transforming the relationships that teachers have with disciplinary school knowledge, professional knowledge, and teaching practice. In this sense, it is important to recognize that both the joint design of the didactic tool at the heart of this research and development, as well as the experimentation of the tool in the classroom and its dissemination, have provided substantial support for teachers in their professional development process.

Resúmen En esta etapa de la reactivación económica en que las empresas exportadoras de América Latina y el Caribe están retomando sus actividades después de la contracción del COVID-19 a nivel mundial, es necesario identificar las prácticas que fueron efectivas y las barreras actuales para que se logre la expansión internacional en la empresa. Además, la estrategia de marketing es el pilar para dar valor a los clientes. Objetivos del artículo responde a identificar los elementos claves en las estrategias de marketing y conocer las principales prácticas exitosas que se implementaron y los desafíos en las estrategias de marketing en empresas exportadoras de Perú. Método/s se realizó una revisión sistemática según la estrategia PRISMA de las tesis publicadas en el repositorio RENATI acerca de las estrategias de marketing en empresas exportadoras en Perú analizando con una ficha de observación según el objetivo, metodología, resultado, conclusiones, recomendaciones que se interpretó según el enfoque cualitativo que revela las categorías con el programa Spss versión 23 Resultado/s En los principales resultados de las tesis publicadas las potencialidades de las mypes exportadoras es su despegue en uso de estrategias de marketing digital, empleo de estrategias de marketing mix y el entorno mediante las políticas del estado como fondos de financiamiento para innovar y comercializar contribuyen de manera directa y los desafíos es generar valor agregado. Y las tesis son del área de Administración y Negocios Internacionales con centralismo de universidades privadas en las variables de la exportación (31%), las estrategias de marketing (27%) y el desempeño internacional con 15%.

Abstract At this stage of the economic recovery in which exporting companies in Latin America and the Caribbean are resuming their activities after the contraction of COVID-19 worldwide, it is necessary to identify the practices that were effective and the current barriers to achieve international expansion in the company. In addition, the marketing strategy is the pillar to provide value to customers. The objectives of the article are to identify the key elements in marketing strategies and to know the main successful practices that were implemented and the challenges in marketing strategies in exporting companies in Peru. Method/s a systematic review was carried out according to the PRISMA strategy of the theses published in the RENATI repository about marketing strategies in exporting companies in Peru, analyzing with an observation sheet according to the objective, methodology, results, conclusions, recommendations which was interpreted according to the qualitative approach revealing the categories with the Spss program version 23 Result/s In the main results of the published theses the potentialities of exporting mypes is their takeoff in use of digital marketing strategies, employment of marketing mix strategies and the environment through state policies such as financing funds to innovate and market contribute directly and the challenges is to generate added value. And the theses are from the area of Administration and International Business with centralism of private universities in the variables of export (31%), marketing strategies (27%) and international performance with 15%.

Resumen En abril de 2023 se realizó un Taller de Capacitación en métodos mixtos en Educación e Investigación en Salud en la Universidad de Aveiro. En esta capacitación se planteó un problema sobre qué es el plagio y/o el autoplagio, encontrándonos con muy pocas respuestas correctas sobre la definición de estos conceptos. Esto nos llevó a cuestionarnos qué se sabe realmente sobre este tema y dónde podemos encontrar ejemplos concretos de plagio y autoplagio que han pasado desapercibidos en la sociedad. Para llevar a cabo este estudio, se realizó una revisión bibliométrica y sistemática de literatura, entre los años 2014 y 2022, en las bases de datos Internacionales WOS y SCOPUS con el uso de las palabras-claves “Plagio”, “Científico” y “Educación”, utilizando el Software VOSViewer. Como resultado de esta búsqueda, fueron seleccionados 40 documentos con mayor impacto en el área de educación, analizando el contenido de sus resúmenes y conclusiones por medio del CAQDAS NVivo. Entre las conclusiones obtenidas, observamos que existe una necesidad real de dar a conocer: diversas instancias recurrentes de plagio y autoplagio que ocurren en entornos académicos de educación superior y modelos analíticos que arrojen luz sobre los momentos propensos a estas conductas, ofreciendo recomendaciones concretas para prevenir su persistencia. Como limitación, por ser este un estudio exploratorio, no fueron comparados los resultados obtenidos con otras bases de datos, como por ejemplo ERIC. Por último, para obtener en el futuro datos más significativos, pretendemos ampliar esta investigación realizando entrevistas y grupos focales a diferentes estudiantes y profesionales de la educación, para comparar las informaciones compiladas con nuevas búsquedas, más amplias, que incluyan otras bases de datos.

Abstract In April 2023, a Training Workshop on mixed methods in Health Education and Research was held at the University of Aveiro. In this training, a problem was posed about what plagiarism and/or self-plagiarism is, and we found very few correct answers regarding the definition of these concepts. This led us to question what is really known about this topic and where we can find concrete examples of plagiarism and self-plagiarism that have gone unnoticed in society. To carry out this study, a bibliometric and systematic review of the literature was carried out, between the years 2014 and 2022, in the International databases WOS and SCOPUS with the use of the keywords “Plagiarism”, “Scientific” and “Education”, using VOSViewer Software. As a result of this search, 40 documents with the greatest impact on education were selected, analyzing the content of their summaries and conclusions through CAQDAS NVivo. Among the conclusions obtained, we observe that there is a real need to make known: various recurrent instances of plagiarism and self-plagiarism that occur in academic environments of higher education and analytical models that shed light on the moments prone to these behaviours, offering concrete recommendations to prevent them. his persistence. As a limitation, since this is an exploratory study, the results obtained were not compared with other databases, such as ERIC. Finally, to obtain more significant data in the future, we intend to expand this research by conducting interviews and focus groups with different students and education professionals, to compare the information compiled with new, broader searches that include other databases.

Resumen El artículo presenta resultados del análisis de los propósitos y problemas de investigación planteados en los proyectos de investigación desarrollados por un grupo de Normalistas Superiores en formación entre los años 2000 y 2020, discute sobre las características de esos dos elementos y sus implicaciones para la investigación en la formación de normalistas superiores y presenta algunas consideraciones para la resignificación de los procesos de formación de profesores de preescolar y básica primaria, en Escuelas Normales Superiores. El análisis de los documentos se fundamentó en referentes del análisis de contenido y comprendió tres etapas: exploración y organización de los documentos, análisis de los documentos y proyección de consideraciones. Los resultados indican que todos los proyectos se centran en aspectos del aprendizaje, específicamente en promover competencias, habilidades. Los problemas planteados reflejan algunas dificultades para identificar, delimitar y comunicar de forma escrita fenómenos educativos que pueden ser objeto de investigación. Se plantea una revisión, actualización y armonización de los propósitos de la investigación en la formación de Normalistas; reconocer la pluralidad epistemológica y metodológica de la investigación en educación y priorizar la comprensión ontológica, epistemológica y de los referentes básicos de la investigación educativa, también promover habilidades básicas para la investigación.

Abstract This article provides the results of an analysis of the purposes and research problems raised in the post-secondary research projects developed by a group of Normalistas Superiores between 2000 and 2020. It explores the attributes of these two components and their ramifications in the context of research within the education of Normalistas Superiores. Furthermore, it offers insights into the reconceptualization of teacher training procedures for early childhood and primary education in Escuelas Normales Superiores. The analysis of the documents was based on content analysis references and involved three stages: exploration and organization of the documents, analysis of the documents, and projection of considerations. The results indicate that all the projects focus on aspects of learning, specifically in promoting competencies and skills. The problems raised reflect some difficulties in identifying, delimiting, and effectively communicating educational phe-nomena that can be the subject of research in written form. A review, update, and harmonization of the research purposes in the training of Normalistas Superiores is proposed, aiming to recognize the epistemological and methodological plurality of research in education, prioritize the onto-logical and epistemological understanding, and the basic references of educational research, as well as promote basic research skills.

Resumo A Prone Position (PP) é uma técnica utilizada para recrutar maior área pulmonar e combater a Síndrome de Dificuldade Respiratória Aguda (SDRA), atualmente associada à infeção por COVID-19. Esta técnica tem efeito eficaz quando aplicada por longos períodos de tempo, tornando-se um fator de risco acrescido para o desenvolvimento de Lesões por Pressão (LPP). As LPP apresentam-se como a problemática mais frequentemente associada à PP, e a sua incidência é altamente minimizável quando reunidos os cuidados profiláticos recomendados pela evidência científica; Objetivos Identificar as intervenções de enfermagem adequadas à prevenção das LPP no doente crítico em PP, nos cuidados intensivos; Métodos Revisão Integrativa da Literatura (RIL), estabelecida a partir da questão “Que intervenções para a prevenção de lesões por pressão, no doente crítico, em Prone Position, em Cuidados Intensivos?”. Foi realizada uma pesquisa nas bases de dados MEDLINE complete e CINAHL complete, a partir do motor de busca EBSCO, limitando ao espaço temporal entre 2016 e 2021. Da pesquisa e processo de seleção culminaram sete artigos para análise; Resultados As LPP têm maior prevalência nos doentes que permanecem mais tempo em PP. As LPP ocorrem mais frequentemente na região da face, tronco e membros inferiores, sendo na sua maioria estabelecidas gravidades entre Grau I a III. As intervenções instituídas para diminuir a ocorrência dessas lesões e a minimização das complicações foram estratégias implementadas para reduzir o impacto das LPP, no doente crítico em PP; Conclusões. Salienta-se a necessidade de investimento na formação das equipas nesta temática, que potencie a qualidade da intervenção pela adoção de medidas preventivas ao desenvolvimento das LPP, em doentes críticos em PP.

Abstract Prone Position (PP) is a technique used to recruit greater lung area and combat Acute Respiratory Distress Syndrome (ARDS), currently associated with COVID-19 infection. This technique is effective when applied for long periods of time, becoming an increased risk factor for the development of Pressure Injury (PPI). PUs are the most common problem associated with PP, and their incidence is highly minimizable when the prophylactic care recommended by the scientific evidence is used; Objectives To identify the appropriate nursing interventions for the prevention of PUs in critically ill patients on PP in intensive care; Methods Integrative Literature Review (ILR), based on the question "Which interventions for the prevention of PUs in critically ill patients on Prone Position in Intensive Care? A search was conducted in the MEDLINE complete and CINAHL complete databases, from the search engine EBSCO, limiting to the temporal space between 2016 and 2021. From the search and selection process seven articles culminated for analysis; Results LPP have a higher prevalence in patients who stay longer on PP. LPP occur more frequently in the face, trunk, and lower limbs, and most of them have severities ranging from Grade I to III. The interventions aimed at reducing the occurrence of these injuries and minimizing complications were strategies implemented to reduce the impact of CLP in critically ill patients on PP. Conclusions: We emphasise the need to invest in the training of teams on this topic, in order to improve the quality of intervention through the adoption of preventive measures for the development of PPL in critically ill patients in PP.

Abstract Introduction/Frame: Recent pandemic responsiveness has prompted increased online qualitative data collection. Few researchers have offered detailed discussions reflecting on how and/or why they maintained or adjusted in-person data collection techniques for online shifts. This paper pulled on lived experiences from researchers who reflected upon their online data collection practices, galvanized by evidence from peer-reviewed research. Research Question/Objectives: The following research questions guided this project: (1) How did qualitative data collection change when research rapidly shifted online? (2) What were essential elements to consider from in-person to online qualitative data collection practices? Goals and Methods: The goal was to inform qualitative researchers of key concepts to consider in adjusting to online data collection based on a fusion of the literature alongside professional experiences. This applied methodological paper utilized field notebooks and notes from research discussion groups during the transition to online data collection to examine considerations toward responsively revising data collection procedures aligned to online contexts. Results: Our investigation identified eight essential Successfully Applied, Grounded-in-Experience (SAGE) practices to consider in reconceptualizing data collection approaches for online contexts: (1) (re)examining online data collection differences in proximity and amplification of facial-emphasis communication, (2) strengthening awareness of truncated corporal visuality in online contexts, (3) increasing fluency and agility with digital tools, (4) increasing mindfulness of temporal need for visual data over audio-only data, (5) increasing research-oriented professionalism to counterbalance casual social or classroom-styled video chat practices, (6) enhancing researcher reflexivity regarding transcription and field notes, (7) maintaining procedural flexibility and balance regarding potential hybrid data collection, and (8) increasing temporal accessibility vis-à-vis boundaries. Final Considerations: Building from reactionary experiences and guidance during the emergency transition to online data collection modes and approaches, there is a need to reflexively reconceptualize data collection for online contexts.

Abstract Introduction: Unpaid caregiving plays a crucial role in supporting older adults, requiring innovative approaches to understand and enhance caregivers' experiences. Research Objectives: As a response, this scoping review investigates the application of arts-based methods in understanding the caregiving experience, as well as the advantages and limitations of these methods in providing care to diverse populations. Methodology: Building on Arksey and O’Malley's framework, our methodology draws from the Joanna Briggs Institute approach. Eligibility criteria encompassed peer-reviewed publications in English from 2007 to 2022, focusing on unpaid caregivers, arts-based methods, and caregiving experiences. Six comprehensive databases were queried, with the initial searches yielding 761 articles. Full text screening of 66 papers resulted in 19 papers for inclusion in the scoping review. Results: Analysis of the literature revealed the multifaceted applications of arts-based methods in understanding and supporting unpaid caregivers. These encompassed a wide range of creative techniques, such as visual arts, photo elicitation, storytelling, and performance - which provided insights into the emotional, psychological, and social dimensions of caregiving. Findings highlighted the potential for arts-based methods to enhance caregiver well-being, foster self-reflection and self-care, and promote dialogue. Nonetheless, there were notable gaps. Racial and ethnic diversity was often neglected in the studies (addressed in 3 of 19), underscoring the necessity for tailored interventions and methodological considerations for diverse populations. Importantly, dementia caregiving received substantial attention (12 of 19). Final Considerations: This scoping review highlights the growing interest in integrating arts-based methods into caregiving research and interventions amongst qualitative and mixed methods approaches. By mapping out the landscape of existing literature, this review underscores the need for further exploration and methodological refinement to harness the full potential of creative techniques in advancing our understanding of unpaid caregivers' lived experiences. Arts-based approaches hold promise in providing a nuanced and holistic perspective on unpaid caregiving experiences.