Learning by Design: Reconstructing Knowledge Processes in Teaching and Learning Practices

Impact of Infectious Diseases training in the perception of antibiotic resistance and rational use of antibiotics among Spanish medical students – a cross-sectional study

“…We must adopt pedagogical measures to stabilize the knowledge learned in infectious diseases in medical schools and, through continuous medical education, ensure adequate training for future prescribers. According to pedagogical studies, learning consists in reconstructing knowledge [ 19 ], that is, new knowledge is built on the existing foundations. Therefore, to add knowledge, you must have a solid foundation that allows the student to acquire more specialized knowledge of certain aspects [ 18 ].…”

“…Several studies have investigated how to prevent the decline in students’ and professionals’ knowledge, and other forms of learning such as role-playing, teaching in workshops or e-learning can also be implemented and have been shown to improve students’ knowledge retention [ 18 , 19 ].…”

O desenvolvimento de agência na formação docente em línguas: desafios e possibilidades

“…Monte Mór (2015) descreve os movimentos dos estudos de letramentos no Brasil dividindo-os em três gerações que coexistem até os dias de hoje. O interesse por uma nova visão de letramento é inaugurado no Brasil pelo trabalho de Freire nos anos de 1960, situado numa confluência de valorização dos estudos e visões de uma identidade brasileira no pós-guerra, o que influenciou uma preocupação com os moldes e concepções de uma educação que fosse apropriada para as expectativas e necessidades.…”

Delinking Multiliteracies and the Reimagining of Literacy Studies

“…Nonetheless, the pioneering work of Paulo Freire back in the 1960s is undoubtedly a major pillar of the so-called New Literacy Studies (henceforth NLS) as his highly politically and ideologically driven notion of alfabetização would already encompass the notion of language as a social practice. That is why I couldn't agree more with the evolving literacy movement as well put by Monte Mór (2015) when the author decolonizes the very genealogy by locating Freire as the first generation on literacy studies, in which the contributions from the NLS turn out to be the second. Recent decades driven by globalization and the digital turn have brought a third generation to the fore in which scholars, particularly, Lankshear and Knobel (2003) in their discussions on New Literacies as well as the New London Group (1994Group ( , 2000 with the Multiliteracies studies begun to enthusiastically approach literacy issues to the digital realm, in which emerging modes of living, working, knowing, and acting are acknowledged.…”