Introduction. The inclusion of students with ADHD in Physical Education is a challenge due to the hyperactivity and inattention inherent to the disorder. Objective. To explore the use of mime through a system of body expression activities to achieve the inclusion of students with ADHD in the Physical Education class, evaluating its impact on the participation, social interaction, and motor development of these students in an inclusive educational environment. Methodology. Mixed research design, pre-experimental type, and phenomenological design. The observation technique was applied and as an instrument a quantitative observation form of 9 parameters referring to inclusion, theoretically and statistically validated, in addition to an observation of behavior in Physical Education classes. The sample consisted of 30 students from the third grade of the Elementary EGB sub-level, including 2 students with a diagnosis of ADHD. Results. After the implementation of activities based on mime, students with ADHD showed significant improvements in their participation in class, in areas such as social interaction and adaptation to routines, elements corroborated by behavioral observation. Statistical tests confirmed positive changes in all parameters evaluated, especially highlighting the increase in social and motor skills. Conclusion. Mime proved to be an effective strategy to improve the inclusion of students with ADHD in Physical Education, promoting an inclusive learning environment and facilitating the understanding of instructions. General Area of Study: Education. Specific area of study: Inclusive Physical Education. Type of study: Original articles.

Introduction. Attention Deficit Hyperactivity Disorder (ADHD) significantly affects the essential skills within the playful practices, particularly in the emotional, social, motor, and cognitive dimensions, hindering the active participation of students in Physical Education classes. Objective. To design and implement inclusive strategies that favor the development of essential skills within the playful practices (DDIPL) in Physical Education in students with ADHD. Methodology. A quantitative pre-experimental design study was conducted in a sample of 14 students, including 2 with ADHD, from an educational institution in Ecuador. A validated instrument with Cronbach's alpha of 0.814 was used to evaluate the emotional, social, motor, and cognitive dimensions, in two periods: pre and post intervention. Results. Statistical analysis revealed significant differences between the periods evaluated (p < 0.05) in all the dimensions evaluated. The social and cognitive dimensions presented the greatest increases in mean values, while the overall levels of DDIPL in Physical Education were mostly in the “High” and “Very high” categories. Conclusion. The inclusive strategies implemented facilitated significant improvements in all the dimensions evaluated, thus complying with the DDIPL in Physical Education. General Area of Study: Education. Specific area of study: Inclusive Physical Education. Type of study: Original articles.

Introduction: Communicative practices have historically served as tools to generate positive changes in the communities where they are implemented. Objective: To analyze the case of the Quimiag Parish, located in Ecuador, where the communicative practices of its inhabitants and their influence on social change were evaluated. Methodology: Various forms of communication were explored, ranging from traditional word-of-mouth conversations to mingas (collective community work), community assemblies, and the integration of technology to create new ways of communication. Results: According to the study, mingas are a widespread practice in the parish, where the community gathers to work on projects of collective interest. These activities not only function as a form of cooperation but also serve as spaces to exchange ideas, discuss relevant topics for local development, and even agree on future meetings and actions for the benefit of the population. Additionally, communication campaigns for social change in Quimiag were analyzed, such as the "Todos al Aula" ("Everyone to the Classroom") education campaign implemented in 2022 to combat school dropout rates, one of the key issues affecting the area. The study also evaluated residents' perceptions of social change in Quimiag through surveys and interviews. It aimed to understand whether the community had experienced positive transformations in aspects such as development, quality of life, or social cohesion. This evaluation provided a comprehensive view of how communicative practices contribute to social change and how the community perceives them. Conclusion: This research sought to understand and leverage local communicative practices to promote social change in rural communities. By identifying the most effective strategies and understanding the inhabitants' perspectives, more appropriate and meaningful interventions can be designed to foster the development and well-being of the parish. General Field of Study: Communication. Specific Field of Study: Communicative Practices. Type of Study: Original Articles.

Introduction: By incorporating artistic expressions such as dance in the classroom, it can transform the way students perceive and value their cultural environment. This study analyzes how the integration of dance in literature classes influences the cultural formation of high school students, promoting critical skills and greater sensitivity to cultural diversity. Objectives: To determine if dance, as a pedagogical strategy, has a significant impact on the cultural construction of students. Based on interdisciplinary educational theories, this paper highlights that artistic activities not only complement learning, but also strengthen cultural competencies by linking emotional and cognitive aspects. Methodology: A quantitative approach was used through surveys applied to 25 students. The answers were organized in tables with absolute and relative frequencies, and the statistical analysis was performed using the Chi-square test (X²). The data included variables such as "dance" and "cultural training". Results: The findings indicate that 32% of the students perceived a significant impact, while 20% mentioned a transformative impact, suggesting a generalized perception that dance improves cultural formation. However, the statistical analysis (X²=0.78, lower than the critical value of 7.815) does not allow us to reject the null hypothesis, which suggests that, although there is quantitative evidence of the positive impact, it is not statistically significant. Conclusions: Dance, as an educational tool, enriches the learning experience by fostering a deeper appreciation of cultural values. This interdisciplinary approach presents new opportunities to improve teaching methodologies in high school, laying the foundations for future research on their effectiveness. General area of study: Pedagogy. Specific area of study: Pedagogy. Type of study: Literature review.