Relación docente-estudiante y compromiso escolar: percepción de estudiantes secundarios con necesidades educativas especiales / Teacher-student relationship and student engagement: perceptions of secondary students with special educational needs / Relação professor-aluno e compromisso escolar: percepção de jovens com necessidades educacionais especiais

Resumen (analítico) Investigaciones previas sostienen que la relación docente-estudiante es un factor relevante para el compromiso escolar y rendimiento académico. Sin embargo, su impacto ha sido poco explorado en estudiantes con necesidades educativas especiales. Este estudio examina la influencia de la relación docente-estudiante en el compromiso escolar según la percepción de estudiantes de primer año medio con necesidades educativas especiales de una Región de Chile. Se realizó un estudio cualitativo, de tipo fenomenológico y de alcance descriptivo-analítico. Se desarrollaron diez entrevistas en profundidad a estudiantes con necesidades educativas especiales, las que se analizaron mediante el método de comparación constante de la teoría fundamentada. Los resultados revelan el rol clave de los/as docentes en el compromiso escolar a través de la satisfacción de las necesidades de vinculación y competencia de sus estudiantes, pero no de su autonomía.

Abstract (analytical) The results of existing research studies show that the teacher-student relationship is a relevant factor that affects academic engagement and school performance. However, there is limited evidence of its impact on students with special educational needs. This study examines the influence of the teacher-student relationship on school engagement based on the perceptions of students with special educational needs in their first year of high school education in Chile. The study used a qualitative, phenomenological, and descriptive-analytical design. A total of ten indepth interviews were conducted with students with special educational needs. The data was analysed using the methodological guidelines of grounded theory. The results highlight the key role of teachers in academic engagement by satisfying students' psychological needs in the areas of connection and competence, but not satisfying students' need for autonomy.

Resumo (analítico) Pesquisas anteriores afirmam que a relação professor-aluno é um fator relevante para o engajamento e desempenho acadêmico. No entanto, seu impacto tem sido pouco explorado em alunos com necessidades educacionais especiais. Este estudo examina a influência da relação professor-aluno no compromisso escolar segundo a percepção dos alunos com alunos com necessidades educacionais especiais do primeiro ano do ensino médio, da Chile. O desenho foi qualitativo, fenomenológico, descritivo-analítico em escopo. Foram realizadas 10 entrevistas em profundidade com alunos com necessidades educacionais especiais. Os dados foram analisados segundo as diretrizes metodológicas da teoria fundamentada nos dados. Os resultados apontam para o papel fundamental do professor no comprometimento escolar, por meio da satisfação das necessidades de vinculação e competência de seus alunos, mas não de sua autonomia.

Rhizobacterial Community Structures Associated with Native Plants Grown in Chilean Extreme Environments.

Chile is topographically and climatically diverse, with a wide array of diverse undisturbed ecosystems that include native plants that are highly adapted to local conditions. However, our understanding of the diversity, activity, and role of rhizobacteria associated with natural vegetation in undisturbed Chilean extreme ecosystems is very poor. In the present study, the combination of denaturing gradient gel electrophoresis and 454-pyrosequencing approaches was used to describe the rhizobacterial community structures of native plants grown in three representative Chilean extreme environments: Atacama Desert (ATA), Andes Mountains (AND), and Antarctic (ANT). Both molecular approaches revealed the presence of Proteobacteria, Bacteroidetes, and Actinobacteria as the dominant phyla in the rhizospheres of native plants. Lower numbers of operational taxonomic units (OTUs) were observed in rhizosphere soils from ATA compared with AND and ANT. Both approaches also showed differences in rhizobacterial community structures between extreme environments and between plant species. The differences among plant species grown in the same environment were attributed to the higher relative abundance of classes Gammaproteobacteria and Alphaproteobacteria. However, further studies are needed to determine which environmental factors regulate the structures of rhizobacterial communities, and how (or if) specific bacterial groups may contribute to the growth and survival of native plants in each Chilean extreme environments.