Dengue virus is the main arboviral disease transmitted by Aedes mosquitoes and affects mainly school-aged children and teens. Many methods have been developed for dengue control, including health education strategies for elementary and high school students. The objective of this study is to provide an update on the status of health education on dengue in schools and provide new perspectives on health behavior research in order to reduce the proliferation of mosquitoes and spread of arboviral diseases among school-aged children and other community members. A systematic review about health educational initiatives was carried out. This research discusses the effectiveness of these strategies in educating students about dengue disease and mosquito control and how the school is relevant for community-based participation in research on dengue education. The study found that employing ludic strategies and directly involving children in mosquito control in their households have been the most attractive and effective strategies for dengue education in children and teens. However, the sustainability of protective behaviors has been poorly evaluated, and new approaches for health behavior research are needed. Inasmuch as, schools are important places for gathering community members, and students can serve as an essential link between educative interventions and the community.

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The Theory of Evolution (TE) is the backbone of biology and is the best way to explain the diversity of species that exist on the planet. However, despite all the supporting evidence, TE remains poorly understood and accepted. In this study, the levels of acceptance and understanding of TE were measured, respectively, using the Inventory of Student Evolution Acceptance (I-SEA) and Knowledge of Evolution Exam (KEE) questionnaires, in high school students in Monterrey, Mexico (N = 370). The results show that the acceptance of TE ranges from moderate (90.3 out of 120) to high (3.7 out of 5), depending on the scale with which it is measured, while the level of comprehension is low (4.5 out of 10). Statistical analysis of the data collected reveals that there is a positive relationship between acceptance and understanding of TE (r = 0.34). In addition, the proportions of I-SEA and KEE were evaluated based on several factors, such as religion and educational level of the parents, among others. It was found that the level of education of the parents positively affects the understanding of the basic concepts of TE, while religion is the main factor of negative influence on both acceptance and understanding. Finally, the low comprehension shown in this study suggests a revision and readjustment of the contents that are taught in the upper secondary education curriculum.

Este é um artigo de acesso aberto, licenciado por Creative Commons Atribuição 4.0 International (CC BY 4.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados.Resumen: Los lenguajes educativos modernos transformaron las normas de razón de la religión en discursos pedagógicos para la escuela. Por tanto, la formación del ciudadano moderno no fue solo fruto de la inserción de la racionalidad científica en la escuela, sino de una hibridación de lo científico y lo religioso en los discursos educativos. A partir de una lectura interpretativa y crítica de manuales escolares de biología publicados en Colombia desde finales del siglo XIX hasta mediados del siglo XX, y con base en una visión de los manuales escolares como tecnologías de gobierno, mostramos que el enfoque adaptado en los manuales estuvo signado por la teología natural que fue parte de una tecnología discursiva desplegada para hibridar la ciencia y la cosmovisión católica. Concluimos que las ciencias naturales en el currículo trajeron consigo más que ciencia pura, sino que fueron parte del proceso de la fabricación de un ciudadano católico.Palabras clave: teología natural, manuales escolares, ciencias naturales escolares, ciudadano católico, educación en Colombia.Abstract: Modern languages of education transformed the norms of reason of religion into pedagogical discourses in education. Thus, the making of the modern citizen was not only a result of the insertion of scientific rationality in schools, but also of a hybridization of science and religion in educational discourses. Based on a critical interpretation of biology textbooks published in Colombia between the second half of the 19 th and the first half of the 20 th centuries, and drawing on a view of textbooks as part of governing technologies, we show that the approach in the textbooks was characterized by natural theology. The latter became part of a discursive technology that hybridized science and the Catholic worldview. We conclude that science in the school curriculum inserted in children more than pure science. Rather, it was an important part of the fabrication of the Catholic citizen.

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