La enseñanza de la Biología con enfoque sociocultural. Una mirada teórica y prácticaThe teaching of Biology with a sociocultural approach. A theoretical and practical lookGiolvys Basulto-González; Yailin Casamayor-Alcantara; Darlenis Duvergel-RodríguezUniversidad de Guantánamo. CubaCorreo (s) electrónico (s)giolvysbg@cug.co.cuyailin@cug.co.cudarlenisdr@cug.co.cuORCID: https://orcid.org/0000-0003-3099-1661 https://orcid.org/ 0000-0002-1359-1706 https://orcid.org/0000-0002-1981-3138 Recibido: 6 de marzo de 2023Aceptado: 19 de junio de 2023Resumen El vertiginoso desarrollo científico y aplicaciones prácticas de las ciencias biológicas exigen, en el contexto didáctico de la Biología, un enfoque didáctico que se corresponda con su desarrollo sociocultural; sin embargo, su actual concepción didáctica no plantea la utilidad social de la misma; de su enseñanza resulta una preocupación el tradicionalismo con que se enseña y se aprende la misma, básicamente bajo una postura instructiva de conocimientos supuestamente acabados y poco significativos para los estudiantes. En tal sentido este trabajo tiene como objetivo proponer ideas básicas para la conducción del proceso de enseñanza-aprendizaje de la Biología con un enfoque sociocultural. Se emplearon métodos del nivel teórico, empírico y estadístico matemático. Los resultados se evaluaron mediante la aplicación del pre experimento, cuyos resultados mostraron su validez y permitieron concluir que la propuesta es pertinente para aplicar y valorar el impacto social de los contenidos en la enseñanza de la Biología.Palabras clave: Enfoque sociocultural; Proceso de enseñanza-aprendizaje; Ideas básicas, Enseñanza de la Biología.AbstractThe vertiginous scientific development and practical applications of the biological sciences demand, in the didactic context of Biology, a didactic approach that corresponds to its sociocultural development; however, its current didactic conception does not raise its social utility; From his teaching, the traditionalism with which it is taught and learned is a concern, basically under an instructive position of supposedly finished knowledge and little significant for the students. In this sense, this work aims to propose basic ideas for conducting the teaching-learning process of Biology with a sociocultural approach. Methods of the theoretical, empirical and mathematical statistical level were used. The results were evaluated through the application of the pre-experiment, whose results showed its validity and allowed us to conclude that the proposal is pertinent to apply and assess the social impact of the contents in the teaching of Biology.Keywords: Sociocultural approach; Teaching-learning process; Basic ideas, Teaching Biology IntroducciónThe 21st century is characterized by a socio-cultural revolution, based on the vertiginous development of science and the social impact of its practical applications. In the educational context, it implies that the teaching content must not only be updated, consistent with new scientific discoveries, but also reveal its practical utility and social impact, contributing to logical and heuristic thinking, allowing the application of scientific knowledge in the solution of everyday life problems and promoting education for life. The above is evidenced in the third stage of the Improvement of the National Education System, where new approaches and educational components are introduced, aimed at achieving comprehensive training and better preparation of students for life, based on a conception for teaching science that has applications in everyday life, overcoming traditionalism and descontextualization of teaching content.For this reason, numerous investigations have been devoted to the study of different approaches to the teaching-learning of science as one of the most pertinent ways to provide the necessary answers in relation to the way science is taught and learned. In this regard, one of the contemporary approaches used is the sociocultural one, which corresponds to the need to imprint certain changes in didactics in correspondence with the current role of science development. Researchers such as (Basulto, 2017; Fundora, 2007; Pedroso, 2008; Torres, 2008; Valdés, 1999; Vázquez, 2003; Vázquez, Zubero and Fernández, 2005); among others, have deepened the study of the sociocultural approach, motivating the multiplication of research on this topic at national and international level.In spite of recognizing the contribution offered by these authors, in the research carried out by the authors, it has been found that this approach is not implicit in the programs and methodological orientations of Biology subjects in middle school, in spite of being a necessity given by the changes in the conceptions of Biology teaching in middle school within the framework of the III Improvement of the National Education System.The proposals of the researches that have been carried out on the subject have been based on theoretical contributions, so there is a lack of practical proposals that allow transforming the teaching-learning process, this has an impact on the professional improvement where the proposed ways and methods directed to this purpose are insufficient; also the articulation of the professional improvement, the transformations in the study plans and the dissimilar types of training have occurred in a relatively short time, factors that have contributed to a permanence of the traditional approach. Another cause is the professional training programs where the theoretical contributions that have been made in science didactics in general and in biology didactics in particular are limited.Development An approach to the problems of teaching science Currently, the teaching of school science presents different problems. Regard this, different researches in the field of science education (Fernández et al., 2003), point out a large number of probable causes, among them the most significant are:- Curricular designs far removed from the social practice of science, that is, inadequacy of curricular designs with respect to the needs of education in the XXI century. - Evaluation systems centered on academics.- Outdated bibliography.- Use of traditional pedagogical strategies that do not promote understanding and appreciation of scientific topics and technological developments related to the development of science and their social impact.- Lack of contextualization of content in teaching. - Persistence of a transmission-reception teaching model.- Pedagogical-disciplinary knowledge in teacher training and updating. - Diffusion of some deformed visions of science and technology by some teachers.In response to the situation described above, an initiative has emerged that recognizes the social need to go beyond the usual transmission of scientific knowledge in science education. This requires a transformation of the didactic approach that relates the contents of sciences, such as biology, with their social impact and practical applications, a fundamental component for the creation of knowledge societies, with the processes of appropriation of knowledge.This has to do with the fact that many teachers do not relate the sociocultural aspects of science, which is why they lack meaning for students and, as a consequence, hinder their learning.Therefore, today we are faced with the challenge of articulating the teaching of science from a new approach: the sociocultural.An approach to the sociocultural approach to scienceFor Torres, (2008) the sociocultural approach "focuses attention on the social and cultural impacts of science" (p. 48). In the context of Biology it means revealing, in the teaching-learning process, the social nature of biological contents, explaining their practical usefulness.Hence, from this approach, the teaching-learning process becomes a socio-cultural activity of vital importance that contributes to the formation of students, capable of adopting responsible attitudes, making informed decisions and solving everyday problems related to science, technology, innovation, and their practical applications.Likewise, the knowledge of science as a subject is built in close relation to the social context, based on the needs imposed by society, scientific and technological development, culture, among others. That is why, in the teaching-learning process it is necessary to use the sociocultural approach in order to enhance in all its magnitude science as a subject, as a cultural vehicle that contributes to the integral formation of our students in today's knowledge society.This is evidence that science is part of society, which makes it necessary to define the objectives and contents in the teaching-learning process, taking into account the experience in the creative activity and attitudes, as well as knowledge, habits, particular skills, which is the aspect to which most attention is devoted. Otherwise, the scientific training of citizens would be incomplete.All the general content of science is clearly revealed through research activity, so if we want to prepare the new generations to live the present and future of science and technology, there is no choice but to reflect in the teaching-learning process, with special interest, the main characteristics of contemporary creative activity.The above is evidenced by research in the field of pedagogy in general and didactics in particular, which has made it possible to improve the teaching-learning process of teaching disciplines in different contexts, taking into account traditions, culture and advanced experiences (meanings), in an effort to acquire knowledge, values and attitudes that prepare man for life.In this regard, it is essential that these meanings be integrated into the students' teaching activity. This is based on transforming the socially significant into personal meanings, in such a way that in the students' activity these social meanings are integrated with the personal ones, that the social historical experience is connected with the personal one.From the methodological point of view, giving a cultural orientation to science education means that teachers should organize the teaching-learning process and act in it taking into account the relationship between culture, education and science. It also means reaching the teaching practice towards the formation of educated men, capable of orienting themselves in the historical and social context in which they live. Hence the need for a coherent didactic conception, adequated to the current socio-cultural context that allows the effective scientific training of the new generations.The school has the social task of developing individuals capable of preparing themselves for life, in a self-taught way, to solve the problems of time, supported by a solid basic training; it is not possible to fulfill this task without a profound transformation of the methodology of the teaching-learning process, where a deficient methodological work that does not imprint quality to this process can be appreciated.To the extent that we manage to teach the student to use scientific knowledge, so that he/she can autodidactically create new situations in order to solve the problems of daily life, he/she will feel more motivated because he/she has been useful to society and has acted in accordance with the demands of the context in which he/she lives.In this regard, it is important to emphasize that "when we teach students or schoolchildren, the fundamental necessary condition is the individual's desire to learn (...) in order to learn the new, it is condition number one to feel that it is "advantageous, useful (...)" (Kapitsa, 1985, pp. 209-210).In teaching practice, unfortunately, science teaching is traditionally conceived as the simple transmission of already elaborated knowledge and the formation of specific habits and skills. Essential aspects of the research experience, such as the delimitation of problem situations, the formulation of hypotheses and the development of strategies to test them, are not often taken into account or, on the other hand, insufficient attention is paid to the development of the values of the scientist, such as a critical attitude towards the work he/she does, the social orientation of thought and the willingness to learn in a self-taught manner.That is why, in contrast to the traditional approaches used in the teaching-learning process of school science, the sociocultural approach corresponds to the need to make certain changes in didactics, constitutes an alternative for the teaching-learning of school science, as it distances itself from encyclopedic teaching, with little relevance and social impact, and places the student at the center, allowing the contextualization of the teaching content of school science, while providing the necessary tools for the appropriation of knowledge in relation to the existing ones.In relation to the sociocultural approach, Torres' definition states that:It is understood as the direction of the teaching-learning process of these that considers not only what is known and what is done, but that gives special weight to knowing how to value and the fact that science is a cultural vehicle which develops in students a reflective attitude that empowers them in the understanding of their environment (...) for the achievement of sustainable development. (...)(2008, p. 17)The above definition constitutes an important background to define, from the perspectives of this work, what is understood by teaching Biology with a sociocultural approach.Conduct of the teaching-learning process of Biology that allows the student to contextualize, apply and value the social impact of the biological contents taught in high school, so that it is meaningful and thus raise learning levels.In summary, the authors consider it necessary to give a sociocultural approach to the teaching-learning of Biology, starting from contextualizing the essence of the biological content, which allows providing students with the necessary tools for the appropriation of the knowledge of this discipline in relation to the existing ones, which reveals the social nature of the same and the science-technology-society educational orientation as opposed to the traditional form of its approach in education in a way that guarantees a greater pedagogical scope for learning and teaching it.Materials and methodsThe research was carried out in the IPU "Ramón Infante García", belonging to the municipality of Guantánamo, and the tenth grade was chosen for the study. The structuring of the biological contents system favors the formation of knowledge, skills and values that constitute the basis for the study of these contents in the different grades of the educational level. We worked with a sample of 37 students and 2 teachers who teach biological contents in the subject Biology 4 tenth grade. The methodological conception of the research was based on the dialectical-materialist method as a scientific-methodological basis, which allowed analyzing the object of study, its causes, relations and development tendencies. Likewise, theoretical methods (historical and logical, analysis and synthesis, induction and deduction, systemic-structural, modeling) and empirical methods (observation and pedagogical test) were used. The induction-deduction method allowed the work with the theoretical-methodological referents and the making of inferences about the teaching-learning process, in the processing and interpretation of the results, which allow reaching conclusions in relation to the sociocultural approach in the teaching of Biology. The historical-logical method allowed the study of the evolution of the teaching-learning process, oriented to the sociocultural approach.Documentary analysis was used with the objective of knowing the treatment of the subject under investigation in the normative documents of the educational level and class plans of the subject Biology 4 tenth grade. Observation made it possible to verify the current state of the problem by exploring the reality of the teaching-learning process through the observation of teaching activities. For the processing of the information, descriptive statistics and percentage analysis were used. The pedagogical test was applied to diagnose the students and verify the pedagogical problem. The use of these methods made it possible to identify the weaknesses related to the object of study. For this purpose, the following ideas were ascertained:Teachers` limited didactic preparation, which does not favor student protagonism in the development of teaching activities. The integral formation of students is limited by the predominance of a traditionalist approach in the treatment of biological content. Students tend to know only the facts, concepts and principles that characterize science. The students` skills development is insufficient, this limits the link of the contents with daily life.Results The Cuban educational system has made important achievements in the treatment of biological contents; however, weaknesses have been identified that limit the integral formation of students in basic secondary education. In the documentary analysis of the program and methodological guidelines, it could be appreciated that there is still limited guidance on how to elaborate teaching tasks that contribute to the fulfillment of the purpose and objectives of the level to relate such contents to life. It should be noted that, the biological contents in tenth grade prioritize the aspects related to the cellular level, but it does not address sufficiently to the application of the knowledge system to its contexts of action to promote a better understanding of them.In 77.7 % of the classes sampled, the objectives lack a formative approach, so they respond essentially to the instructive, not taking advantage of the potential of the content for its linkage to the problems of society. In 83 % of the classes observed, the conception of teaching tasks that require the student to contextualize the contents in the solution of problems with a sociocultural approach is limited. 48.7 % of the students' answers only refer to the contents and not to their contextualization in the link with life. In this way, basic ideas are presented that make it possible for the teacher to conduct the teaching-learning process of Biology with a sociocultural approach.1. At the beginning of each class and depending on the potential of the content and the diagnosis of the group, a problematic situation will be presented, preferably open, elaborated from the social, productive, economic and environmental context.2. To carry out an analysis of the objectives and contents of the Biology subject programs. 3. To link the learning content with social practice and to stimulate the student's appreciation of it at the educational level.4.The achievement of this purpose requires that the student is able to identify the qualities that confer value to the object of study and that he/she makes his/her evaluation, that is to say, that he/she finds the social value it possesses, thus the positive effect that is produced in the student, regarding the learning of a content, the fact that he/she finds the social utility it has and the individual utility that the knowledge with which he/she is interacting can bring him/her is unquestionable.On the other hand, the interaction between students during the activity in the classroom will provide different moments in which important educational influences can be exerted, based on the evaluation and self-evaluation of their behavior and the result of the activity.5. Use methods, procedures and forms of organization that facilitate the interpretation, comprehension, explanation, evaluation and argumentation of proposals by the student, 6. Elaborate learning tasks in a way that allow the search and the analytical revelation of knowledge.In developing learning tasks, the teacher should keep the following suggestions in mind:They must contain those contents that reveal a social significance or practical utility and an active and reflective search of the knowledge object of teaching-learning.They must stimulate the operations of logical thinking, research and creativity of the student.They should promote the increase of cognitive, intellectual and formative demands towards higher levels of cognitive performance, through the performance of increasingly complex tasks, of interdisciplinary character, and the progressive transition from dependence to independence and creativity.They should lead to the resolution of typical science problems and others related to the context, transferring learning to new situations of daily life.They should motivate to systematize what has been learned and create the need for the search of new knowledge, since the student:Elaborate propositions, look for ways, procedures to explain the fact, phenomenon or process, reflect, analyze the meaning of the same, establish their mutual relations, their social nature and social and technological repercussions; as well as the evaluation of which resolution methods are adequate and the search for the best ones, giving possibilities for the students to elaborate and explain their own procedures.Establish levels of integration with the contents of other subjects or with the contents received in previous years.- Solve problems related to the context, transferring learning to new situations of daily life, to the creative application of new knowledge and skills acquired.- Assume judgments and critical positions make assessments around the content object of study and its practical and social implications, allowing them to appropriate knowledge, contribute to the development of their thinking and the formation of values.In this regard, Vygotsky, quoted by Bermúdez and Pérez, stated that: "any function in the child's cultural development appears on the scene twice, on two planes: first as something social, then as something psychological; first among people, as an interpsychic category, then within the child, as an intrapsychic category" (2004, pp. 49-50). It is precisely in communication that the acquisition of the referred external forms takes place. Thus, learning, intellectual development and the formation of feelings, qualities and values require interaction between people and consequent individual activity.The group interaction favors that the student appropriates the teaching content being the protagonist of his own learning, without ignoring that each student must act independently and the determining role of the "adequate direction" of the teacher in each type of activity.The exchange of information, the group reflections, the interaction among its members, favors the thinking of each student, allows him to confront ideas, to complete them, to vary them and even to arrive at new approaches. In other words, group work contributes to the development of each of its members.8. To provide students with the tools so that they perceive that the knowledge acquired in the classroom has its concreteness in educational practice and does not remain as abstract concepts that cannot be applied in daily life. To this end, it is suggested:- Teach science content based on the environment that surrounds the student, the activities he/she performs daily at home, in the community, among others.- Make the environment a specialized classroom for science. Changing the confined space of the classroom to turn the environment into a classroom and even more, into a laboratory to do and learn science for life.The above ideas are intended to deepen the scientific significance of the teaching content, why and what it is taught for, reflecting its future projection, level of impact in practice, potentialities, new ideas and points of view for its teaching, the contributions of science and technology to its development, so that it transcends the merely informative and includes the development of didactic tools for the integration of science and technology to the teaching-learning process of school science, a process that is known as a social appropriation of knowledge.Finally, we would like to illustrate through an example, the idea that we defend in this work:Analyze the following situationCarbohydrates are necessary for the proper functioning of cell membranes; however, an excess of carbohydrates in the diet has a negative impact on the body and can lead to nutritional and metabolic disorders such as obesity and diabetes mellitus, cardiovascular diseases, arterial hypertension, among others.Why do people think that eating is a pleasure when it is the first premise to preserve health and life?a) From the answer in the previous paragraph, translate the following words of Hippocrates, one of the most outstanding figures in the history of medicine:"It lets that the food your medicine and the medicine your food". Argue the sentence.b) Among the complex carbohydrates, we find cellulose. One of its sources is sugarcane bagasse, the result of the process of obtaining cane sugar. It was researched through the internet or in an information center, the applications of this product in Cuba and how sugar production has behaved in the territory, as well as its derivative products in the period (2018-202).c) Because of its sweet taste, the simple sugar called glucose is used in confectionery for the preparation of candies and sweets; when the remains of these sweets accumulate between the teeth, they ferment under the action of certain microorganisms, and create the favorable environment for the development of cavities, a common disease of the digestive system. Why is it important to go to the doctor when suffering from the so-called "toothache" and not authenticate yourself?DiscussionThe results obtained with the application of the applied methods and the search for theoretical references about the subject affirm the need to deepen in it, due to the importance of the sociocultural approach in the teaching of Biology for the integral formation of students in pre-university education. 92.6 % of the teachers express the importance of the sociocultural approach in the direction of the teaching-learning process of Biology 4, being the student the center of the teaching activity. It is corroborated that 87.5 % of the students express in their answers the application of the knowledge system and their experiences in their relations with everyday life.With the implementation of the sociocultural approach in educational practice, transformations are achieved that show its impact on the integral formation of students. This demonstrates its effectiveness and relevance in the teaching-learning process of Biology, which leads to the idea of its possible generalization to other subjects in the area of Natural Sciences at this educational level.Most significant results achieved with the application of the basic ideas.The development achieved in biological knowledge, skills and values to link the contents with everyday life situations is appreciated.They achieve the updating of the biological content from the self-management of knowledge.Improvements are observed in the planning of teaching activities led by students, according to teachers' opinions. In this same order, they are able to establish an evaluation strategy to verify the progress achieved in the students, taking into account not only the elements of knowledge, but also the development of qualities and values that characterize the student's ways of acting at this educational level.ConclusionsAssuming the sociocultural approach in the teaching-learning process of Biology means a change of position before the problems of knowledge and pedagogical reality, and the substitution of an atomized vision for an assertive, reflexive, transforming and contextualized vision of the teacher's professional knowledge. The basic ideas proposed to solve the problem lead to conceive new didactic strategies, to elaborate new ways and procedures to address the contents in the teaching of Biology, to link them with everyday life situations and thus, to promote new attitudes in students and teachers. In this context, the teacher should not only act as a transmitter of knowledge, and the student should leave aside his passive role and take on a positive and active attitude in the development of scientific thinking in order to become a creative professional.Referencias bibliográficasBasulto, G. et al. (2017). Enseñar y aprender Biología desde el enfoque sociocultural- profesional.EduSol, 17 (61). https://www.redalyc.org/jatsRep o/4757/475753289019/html/inde x.html. Fundora, J. (2007). Orientación sociocultural de las Ciencias Naturales. Varona 45, 63-68.http://www.redalyc.org/articulo.Fernández, I. et al. (2003). El olvido de la tecnología como refuerzo de las visiones deformadas de la ciencia. Enseñanza de las Ciencias, 2 (3).González, R. y Mitjáns, A. (1989). La personalidad, su educación y desarrollo. Pueblo y Educación.Kapitsa, P. (1985). Experimento, teoría, práctica. MIR.Torres, R. (2008). Las tareas docentes con enfoque sociocultural-profesional. [Tesis de doctorado, Universidad de Ciencias Pedagógicas]. Félix Varela. Pedroso, F. (2008). Diseño Curricular de la Disciplina Física con un Enfoque Sociocultural para la Formación de Profesores de Ciencias Exactas en la Enseñanza Media Superior. [Tesis de doctorado, Instituto Superior Pedagógico “Enrique José Varona].”. Valdés, R. y Valdés, P. (1999). Tres ideas básicas de la Didáctica de las Ciencias. http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/didaticasdelasciencias.pdf.Valdés, R. y Valdés, P. (2004). La orientación cultural de la educación científica. En Didáctica de las Ciencias, Nuevas perspectivas. Pueblo y Educación.Vázquez, C. (2003). Actualización con enfoque socio cultural del proceso de enseñanza-aprendizaje de la física nuclear para la formación y superación de profesores. [Tesis de doctorado, Instituto Superior Pedagógico “Enrique José Varona”].Vázquez, J. Zubero, M. D. y R. Fernández. (2005). La orientación sociocultural del proceso de enseñanza-aprendizaje. http://www.bibliociencias.cu/gsdl/collect/tesis/index/assoc/HASH01d3.dir/doc.pdf Giolvys Basulto, Yailin Casamayor, Darlenis Duvergel: La enseñanza de la Biología con enfoque sociocultural. Ciencia y Progreso Publicada en línea: octubre, 2023, RNPS: 2477, ISSN: 2707-7098 http://cienciayprogreso.cug.co.cuVol.8, No.22, octubre-diciembre, año 2023 PAGE \* MERGEFORMAT52Vol.8, No.22, octubre-diciembre, año 2023 PAGE \* MERGEFORMAT64iVBORw0KGgoAAAANSUhEUgAAAPQAAABOCAYAAAFgeQt7AAAAAXNSR0IArs4c6QAAAARnQU1BAACx jwv8YQUAAAAJcEhZcwAAFxEAABcRAcom8z8AADITSURBVHhe7Z0JmFxF1fcbum/3JCAQEMJMLzMJ QSAiogifr4goIoo7KrKqgIqAn4gKqLyyBNkRZFOMiggIGpKZyUxC2FfZN9lR8QXZXrYsJCGBhCS8 v3/l1OXe27d7eiaTZBL7/zz11K39VJ06Vafq1q2bmRwEv8gk0BUE37DH5Y8p+fxb3vRgzHv5g5q/ 1BspEPdr160oArqDYPpkCouatMIr5fL99ugwatSoke2l0v/oedNNNnmrUio9hftfcvM8R/Ymo0a5 fEZVKmF+o9vb3fPojo63xN9ZvlAI2eYa7BtTChfK5fLnZFeKxZ2cRwog8mHZbW1t75LtCjG0l8tz ZW/i/WjmV1WwezZ7ahD8XfZyBwXOVaFdmcwGU63wFcfzfH62r/GV2NdiahUOW97TEwRn6HnCsGFF 2V3Z7K6Tc7nv6tmD1jxR9uWZzMbOAyBFP7LHOHzhZP4amU+6MZNpkXuqJaaAXWQTfjJxZ+g5iutJ TyUu0zPh6kOLXYChZ621RsqGyH86jygk37LJ4B7nEQEFfkt2T6HgOhkZ/0C2R3ehcMgVudwHjs1k cnJPLhR2xu9AF2gYn8kEVOqb5hwCQMz2UpOL17Lp5adY0PKFCrs9kxmmZ3ick9sFLANGF4ub2mNt qKCksaAQHa2tu2hkYtB4bdPRo104g8vXGGi+zwj2vUql8iHs32y44YZrayBhADkKM13xogPLKBvR OjTK+cLoXA/SMT4eK3j33bOykiMYhbxQKpW21TMFnOr8KpXfjBw5ci3z+2/ZdaGCrlbhQfCrtNou N/ga65lu/0+N4S5gecMXOg37iggRAnJ8l2yG1i2cB6Bl3teZy30H1hzGyORkH/uoyZnMO7DPl5tp eFcq8VWNA+T3M/lNRcZlh1BBamoyuolMXzZvBxJuLZsMj5Y9IZPZEL/nNMR2ZzLrdRUKB8ufdLd0 BsGWehZwP0Z+s7tyuYMYXNZUfAuKQzXtbWnZsTcIfmleIRjuDnW2UU6m+1OjLzImu44ndOXzx/S2 tg43pxvRNIpNHjaszbw0C25jj0tBDWZLQ5kSBN82rxjURGLDTbWoXhVBpRfYowMtvjcsuoBWjTUC M2ds8lmlQaVfUf/uy6wwXaUOGhoXGwGVnpFWyaRppNLRwb29WPy0PWba29vdwICOvL/sclvbQc5t NpMAM6Wr1DzZHpoEmFkYE5YirdLR2SiKpL+boTyotFN/vTFvN7pJvzJnKnzG7ZXKItnRSns93QOC F9pjqHsz242RTZif7UY7u1T6texw5rMGVKU7isX36tmDuN8dy9RszhDQwkD7NpRu44033tA5kN85 vsIaws3vqGQjDIXuPWiggq/5CjqTy/0/BrNH6QE9uG+TQiz/NK4T70bCFpHH8+a1TGDwrNLmlwuo 3DhfYWb0mqs64sWWCJNbWj5ydSbjup8wLZMp+MlcIP7J9qjns2T7yZqy3PzLJH+A7CiIe5omfBqA LJ37cRcAurPZjzsbBcDZQXAN8/QW+H9Sczfu5+R/MXRNKRQ+queaEDGqtJ5R/L/tG8EbFykFfhUq aP1FoVv3rr32O+Xm+WRpKC4M9Ui2r7S0GmcXCm7pJPD8SWezRotpOazVyOtMPXeutdZGsn2lpfnI lvaj9RvlPCM3rbUOCs+H9dwn4PRxIkyVublQeOuKQuFsC2pilYe6b3SjLAnk1M3j5lx94BfuMtKz Zby75kphVYZGPnvM9KAPMBj8goHj7KktLe3mnZliu1GrDcRNDVyMmOPMKwRz9kFXGcfNK4rAbCH6 HIXbsBogYnmiTYVMSAPa3FfsMYaOcnkPe3wbvhv3ZSx6CL+PLNTSfwcTVCq2y5eE3wVKIkpniLQK phmLHiKt0ujI49CP30IXd1satukeLvgJe1W24odpyuX94Mb/6lnx0aXf1HMY3t6+BXFm+EqRt7bJ npW/3Dz/mfBnk5Umz7/J3y80aLSbifsM6dYb1EpD8CyzL5LtC6Twh5xdLP6A59P0LOA+jJXXXubU AmRHe9SCYb5s4hzv3AlO+zI9GuU05c+rqrR2x9CkDpB6h93p/S1NiGgh/jUKLfkH2WR8nuyw0sXi n2QLhN1mjw7RSgtw8k7ZvtKV1tb3O9sqTZ5VG5xClB64GW7x99m9WVwskV+dwSsES8c2LdcoADqW DiK1Ki3g9/ZzsbirPVZXulyeIttX2jcoveAQ2ZThVNCIeDiRSXIaf9d4vtI+3G1JRystTyH0sy2j 2yJhqwXSKo0W5tzM165LrVZraSFaab/bzcLjaf9iSYg2yGqBaKXDnZMgeB7F5OKoeuoiJ+DeS+Tz 9yEGz5rXgEFDu3fMKwS+Un5nZCqFq7LahNeA5ru6ixxBmk4O4e4sA6rsvs7O57/QWyiEm/gTMplh LG7ONadbj2sdrtcTrJHd6wmBRv/WlCDYU7s4cmN/BBp+5QKBVGR6ohssWf6e7jwNxHP7a3XhK51W MQ8awikPUURf/Fxti36/qZDMS40n26fxDabGle2hhY5snw8NFNuTv5E1vuxkeu8mvnvp3+dLKQ1S vtLo3/t3FQqb8PwSZhbd9imLVgVfEeF6IyZZab0VgWvX+rjduZx7LX6DxfdEd+Vyv6NX3E86N2X6 XkfaqbJFI8/X+8oR70bZPv0NZkP/nrIJf1F2TWhvSUTSvd6Q23dnb2odxSDsJ3Rntw/mK+FbWOmc HQQvyfb+VPpw2T6+byxPtKchWWk/1txk8Yl3k+xkpenybt+8T04LPbncRSL0UtvfQob+SMa30l02 J/UaLlIKtDdFxU6kW441LxE6rrulZQc9X5jJtNAwJ/h8L29pqcjGz+2Zjc9khvtn0h3XUyh8Qs80 /O6yyft9sgWVM8mWu9D3AdnQ+EXZPg+BfE6wx8ZAJeeri6plNZCZ9+oHWuZFyRwyFaqGA0F3odBB 93rVd7UmhhgYKEbQq9/AuHFL45gN6DMQlTO0Hd2LKF6byayr99za4yfuMXSQpxXPp5PR4LqsHaaJ FYQpjLuMk0+Iie5gBCY6ielZQ50mFcbOmXSG2MKwiSEKaQ9aTmnYjb5A6g9QqNenEzwkTUEdxLyb GEpgCH7ZS2vUSPG3IVxvDB/H3MXzI5iXpeJFV19R0wijxyT2tjzG2LZQI6hUKtuMsUODKxLaIuur XOJ8p1Iqha+s+4taG5y1kLoHmAQS3dDBokZNI4yuRVhyc3M5YU2zG0XNZUct0An3aU8/BNVXXo62 fjDaxa/D6LfLQ1IbOkzVqBksRuuMEo21sCOy9Y/7jc3b2jYwZ2xzuVIu/xNJcusuD99gra2tw5Nl Kq389awN6A7CSb+JCwTRvJNAWuf5M0+CbVCHb93I5+s1GL30Q4xy2Z3DEsjrBGh3OwMe9RhN3LtI /3NzOkTrRn5HUJ9ec2bGjBmzjsuvKwhmpjEszXhFTEqa5vW0OIPM6PCViID7PBoxPJiWZEY0PXHD PSYqfptefil+1CB5buNOjCZ++J7JkMXvGTUSjed2PTz0BiJyrPvB9ra2cMEv6DUM/iGjlV6H5pSX aIzSnTaK1WK0Ogl5ub2wKKLt6epWLsfrqnCG7vArnTQDY/X6JBwCYPJRUxK7Emje/xTz6TST9AGF edcEvfLu6CsdQaf9IMrtjQliNPHc6yEPGq8uo3WYn4Z4gbx/2lEsuh1UAUYegt/vzFkFY7Q7rZiG Uqk0jPCwrCijoeFYynSnnjyijCbsSNzh6Skhytz+MFrwr7eiiEl0ufwaI5XboYqBoTt2JNQbMa6n UHBHNoWuQmGX6JpZko2W7l4kCtrKxmp4PkMKtqbB3OtmGmMhjRE7QCBG4X+SOR1wH10sFj9mTjH+ SXsMQRzNj24rPAmk+haVpy9A6PXht210gk/D7Nh3SzDweRdX9FUq7syfB3Q/1N7e7j5fMqxBfjcq X6vPq6QJvyAg7wPUUZx0YWDGlRbkQNzPkuZ1pXVxymV3LrgWiH+o8vPxeXb7ph4aYchvtg9HOM6W RLsPwJImupst0CHOT4n3Ewt20Nq6kaG7iZWA7sh556iR9DIUh5vIOo4gKfbhWn75r/2Enmz2C0rT ZPQQBYyOn/FOGO1d92az4Xyq4XxaEGxlTncEWetqH9+/hmkEPSiFKHUXku4WOskldBb3VmMo4Mog OIdRLDyyvcoDRs/zTIqa3iC4waK4d2JpcdJMI4zWgUSNCJT9ZfNaKbgyn3fnd6Kg4206tVD4jjlX H8Cc+5LM8m9+GwVpdkMil1j6UHNOg7691vwPs2Pf2SRBfsdIITSng9uJi3xU7N546wvYIHhSowpT jfs4XNAre9xn3oZN+HSnXNpxAtL8GDoXiF7r6O5rEfLeh+eZ+N2HWaIX05dnMnmFTQiC9+hVJv73 2xS2WFu+/hsE4TrKIo/HKO9R0UPcey1IU99r+E8RPdD1jPLAPvtWxYM+dXwtWS26U25NwBaQzz3i CcL3hAX3HxPy+bHRuTdqRCxhWss2rE1TofBrsTTo7ZfyjX7l4qFvJjqz2U/pGaYeLbpcgEE00Six 4XRyLncQfmdiX+rf1gtqGOL/3pwZfUwSfYWqT2H9W/womJpG0SHGkecJNPBCzJ/lr/cA0j884wWY eiXh7rSeB8zby9FDh/SnDATizcb/H+bUIYCD1Q7mFNbQaHj58OHueKPoJ82PXYiBNllEvleZs/+A ObdEGawG06kChU1be+0NVcFoeNL0Z14WjAnuVowo1DDhLQv5/OFRxgkqyzOa8PtgiDsXKuC/d7Th XEPZ8Q5BXwT5Yx5CGqMlweTrTjMIPL+BcTc6iNHJelLmVGhyh355/nmU3s5hw0r+eIhAPrMx7piI oC+LouWrvdUR/S0R1kaxVQ0Sv4hy3KdaAwZEHCatWY2ZbGC503bCJHEitjOTabWoDYP0l4oxNmqE JzxQ7sLvUBmq5jiGBcFzmJcUD9vd74G9jRoeumdgdBBpQVRi9QyjjzSnY3S04fWplhirdEwlbq5G Wu4VPeT3sIZgK4/qufLekzxjhJ8k2u1UaajVVEJ++gBRQ/+r0fi452H+as5MZy53SLRjitFK7xmt b/lcHZhCMHdL2OCPOzE+KOhqafmGGlCMFBORmpep0Ak02g7dLS1amY9Qb5W2PYVGgIjY8NLEEMVl kdsRBgNI/m722MRQgoZMpDb29mQgII/T3bySuCapiSECPy9rvoBZN6FVhh+19IXeTGY4Q/ofTHFw BvdhFtzEUALz7BlRRkkhckpREPyVpcK3CX8vDH2njgtpGxT/vTGTUfUXaz3s07n5nPUe2kV/X+w3 saLgTrQHwR2Sas84GW1QSPPUYl6MdJsOmGgc+TMvvyhFzbJrYlUAw/eZ2uUS0zWsRxmrZ/lJkt1O ThBMuhQt3JI2MZSBxFbd0CgwBK/Rm8ttq+UT0v6bnlzut9r16slmd9LcbNFiYKg/h/jh2rWJIQRJ qOboXphkXv0GHeI70t6d5De17qEJr3XLGMPvhXF9Xu6DdL+LobvbaeuRPEjrvuDuA2l75/JreE8d rCylr08a20sl97nfQKBjQOXEIcd60AUQxWKxZM7aiDLaG213iumOgUHwDMPx/Zh70LafxH5T23FS 0pLpZLS1Z1mnolIs7t5un/lH0dHW9o1Kuez2lRuBjsnQIN835woDNL7VkTgjlsTofpxPT4I67VIp ldCPG0O5WDy1va1tP3PWRhqjl8V05XLugtRaoLfvBqMnmjOEznphLjTnKo1lZPQnaIe/mLNPEPdk CYk5a2MVYfTKXJv3ezqpweiG6tDW3v5fDTLa0UXcY2owOk73UGW0PnvR1VM63kr8GbLp7W5fXrbO SRP/Frmxr6hUKrFPYN7FXEe68HZVnl8l3uuUP7MjckmpoLJI/yFXVrHozncT/xniv8FQ/Yz/BEfH iVUuYbEDAOR3gzv9aZckRf+A0NbRsZkLK5WeshObD1iQg+ZkC59D2Awd/8W+xIKrAJ3bOxpKpZeJ N19pO4rFr1uwwkcrD9FtJ06XXpC6HBjtbnCshUYZbY3ymjn9EdYXzKm/O5TJ62o9iwHEj51sQRfo Is1/6Zl495YjvV5nysnL3WQpWIOEDBg1atR2uN3l4SnIk98j9iy6O+l4sfPn9YZu0j6PBG5mTncb LswJ9yLESPJMlWj3xQnxzenAHD0uKtHKDyu85416PFgqlbYbuoymp4qZ5nRQ77XHTGXjjcd6RgtI 1ZLoWWursEPaIfnoQXgLD4c6GLcJzHcHCpKQBEYZnXqgvg6jYeSJ5O8uu6Mz7gujulyAgbCaczQd 9E+kid1ARtxwjqa93gdtsUu+7OuO+/vFaGnj2gaVxp3cCvWmmzW1lZGKRhkdZapHlGFJRtNA36H3 uv8B6XIt8upxAcANb9HPVHhOYXQMpD9C/pTx6AabbfYO804yeg3qUnVGLsHoNYnzovISHTLQ6o5R i3HQ8nkXy1CX0eXyc5qSzOlA3JDRhOsKu7fraQa/eX0y2m979gTBWTrmoxcbLLnepxceLLVmR5dZ itvXHE2P1r8wwpMWHmpYEW3OzKiUxq/HaMF3DvzvGT169LrOE6iy9piKNEZ7QO/7o50iyWiNJPYc IspoGnk+I80Hzal6nuQZTce8lOfGGV2pPB9eQG5Qm0UYfTAmdlFTiFqSKePeSEUYNzmb/RhMPid6 eerEQuGjWlfTEZ7XOSwd0bGgdIwdm0+TVgh8mkYNfwsxEEZT6ae22WabIKoMCdFhPA31GC3AkH9u YtNIf4fuZDg0nhEyulLZh6E4dtivLqNLpUtop9gPg6KMdnpLufyKC0iiFqM1THetuWZ4bQUM3lPD tsIkxUjzgN8703BPQ9Akm1PXhNhjkswfCKPdHY7l8sMpjfEz4uqfYeH1pCNHjnTXgAtJRku5s8fM xh0dTvPn0c3hSUZT1jkYaeHhZ7MJiV6EMhQKBrSc6RktqOyo1qy4tRgNsqKFDrK9uTX8nx5Vxhhh pL0fZU4xf+lnxrUYjX9MGRHjE3FiP4bQhTb22BBorIvCeaRcvt68QzBMVV3OR1x38bxAZUeT7gJz hiBd7A84HjTg3jSAmyNla4fOgtQ4sevjaOhviS6L+zJlhYcf6ZzrEX6FOR20M0W8JYqvdDxfZ0EO 1PVeX1fCnouOXAI097gP9JaGz4eekPFJ0NGGE+dunx+0vOxvTfUg/z+KFsvvxTFjxhTqDd3HWDoH f2DQGw3XFuSAxHfr9aU/rtvEEEMao+XXWSi4g/QefTGaofxH8kcZ+//m1cRQQi2JRrFyN0d7hK8h zaRItPtHG8ur75lXE0MJtRiN4hVbNuA3PxreHQSxGzf9MqvTfszWxBBDnTlaS6ZQq9X7Z305IKVM dvQ/FKypnTQ702T00EQ9RssgqbHLUZI/fezN52+Mbbrkcg2/Iyb+oYwM12OuYY4/OvoB28rEpGx2 Z+p9EfSEmy6rPGoxWof/eu3LPdy7uXV1ENzN86UwZqI2SJKnRmUaOdetb7Wk3OlwA3n9nXQPyq2f O1uUFYK0s2+TCoXRfxUthcLqtXpIY7R2xLDd3cww4szoNmdfhvz6ZLSYSsdxP4tYWWBVsVOaPsHo 9MM/59/+3e1qgzRGw9zwv27MzV8So/3ZbtneLYmUHU3b1143Q/SPNRL0NUxrL10f85kzc1kmMxK6 wjc3GhXI63DoG9+Z+I+4LgaHFnfL0eRC4bt0qnP+XCiEl8Vp5NCqQfXszmY/p58AyF8nXBmpTibf 83rtr4EenUGwpz7i11eTU4PgF+Tv/gLsodFBW8CkPZ/O8rPdI7twqqvqo2fRw/R31iW2VUz8L8KD 82m37eSOghH1/eR1jvIzr4HDb2tGDURBd2MQM1haTbaD/PrsNdzuSwON+zxluD8f1YMxYm9zStJ2 jX4WC4N/b3ndpzpEw2igr9GA+rZZl+UtEl1umrCPDIj/ptV1Ifm+gV7hDuPdrDhL/9H5uDojZYQ7 XOSlz15/e3vB3aDwiuqrDm/Bmt4+A8P0DbQ+mX1Tn8z6fX/9dVGbSaR7jLadJXo0quE+3wuK8ose yuwuFKapDQj7G+07Q/lJIbbg/sMyixkRpascLEpDmECP1Ifmtc58e6iSlBFe+eCBMqAbgsMX8mIM jRLutfcUCp9S45izCqoHDf1ZPSOV+8JAHWwMr7pQQ9Kw4etRMRL318xZhUlBsIfyNKcYOdeNYJlM QW6Ysq3yqPUBA/XUVR/uEjsxWp0C+tztCYJ93Bi+gCBctys86J4ZOVQWo0i4tUleD1OnuteG1AWZ v0EmVcy2njZLPx63qH1iUj5f61RGiFqMloSqg5mzIUarIWDmSeR3jBjL0Ol25cRopXeRDNTzFUz4 sYIxOnajnyDmY87EnBa9IYEy5pI+ekvDGhpFqPOm5najG3Qcow5G+pnQ7/bExWh1mminsA2ocMpB iX2AdO5/qtjHR6/FELpaWna0OvXnDNvbgKCzKDBksIwaDfOgX14wFB5P4f+gonOIr3vJpmO/SJz7 YdCXXEYA7tX6hWEI0qUO3eQzPjoU9sVopOMuNR753UF+t4lmzX8uDEZHh3KBeLqu+m5zVjGayGsq f+IspK7XEfb3aHn4z8UvdhokymhoPVVu2ugB4t1MfF1DgXAuZXSSHjE6ekhDtIWMzucvi7aFoGu/ VF8/ovQbN2YyOVWazN82QRCeu8b9VCwsYSShEFFXAYuChjhSkksniv3pO43RUUZEGU3arBoOJSr8 iN/pGsvAaJ7Po/xwaERhGu1/RiSQdi7tEvsTeZTRemaEcb+CF4ir6zgGxGjSHZccvZiz3Xt/cw4M NPL1CcaFd4CqwX1YTcPwadEbgggWU6etv354SIEOoIYOK4LELqDC4WlL3WbkK69erefounsgjIYx Id20wYXUfbE5M9MYhvvDaMXVvO4CAHGfHSijFV/tPtF+/SUQ9jhtMvA52iMq1TR6qDTgPqJK4jEU 6j6eRympOv/VFzQlSKpVGb9kk4n22J5c7oNyuyE5CP4lW5e5WLCmk1eNLmml/7LVg9uVw/11adAu ooGhVRr4feZUx3pQZRP3WTrGN+DICGm2+Etbl+Y855ZIHrhfJ25sNSJ6WHM7TRimXi96sKW1PyqB wb5WYWJclHZBdYsuRUUb8cO/7NMJOxWHch/AzBVtFN6vd/6pkJQoYzFRkkXlwxttxzP3slY9iope p0bAnoz0uHXhskDrRMrTH3eOQ6J215BsQQ4XZjItlHso5Z2IovVtfYxvQQ7ajiXtz6HpqJ6Wlu39 lVm62YeOGOoOgjZIWEaFEiJoOmBIPER//zEvd/+XyqN+B0X/Ja2dMho/dgkeneerTH3hyVNdGmB1 ORazq6ZF+av9aM/wVIlAvXeLlivaNDyb02ECIyu0HK82MK/BA43/rEmHuxLKMZchaWIQvFuXsl37 jndsQIW2ZNj5Ho15Dx0kdlitiVUIMHks5gE/tGoY8kOr9oEJe1pDq0VvYlUA0vo6EvqsFAMNMea9 0sFQtxWjy0TNkwxrPzTvJppooh4QaO17hEq0ra6mSpdAtwk/4VnekN6BAJ9I+c9rxvBqgtMPm5co NNFEY0CnvkVCowWVBMgbCbkEXKtd4vwvAv8HFhP76v2PX8QMBOjo67Bw2Zm8TiTP+zSQRAXYGz/A oAIu5jm2UGqiiSb6gF6NoOZeqzWUFs9uOyph5CfBk5BrEJAgyr976Y3jL2CexjyJ+TeDwHMY3a+8 UPG1X6l8lb+0gGTeMn79xuDyLGUdcXHKze1NNNFEP6GtUIRyD9bW1yB8CyRkErY0IR+IUT7SCDQg mAbwBOb46IuUJppoYgDozuWOvDCTWc+cNaGzc72Fwi4I+knM5Fdjv4hwLpFgSiilHkvwvZGwakbW jC4BJv4cZut7SDOe5/0a/fCS+J/vHEK/wmqiiSENhOtlCR+CuQjBuwh3v44DDjbcGjuf/z4z9tOi y/2KpLkp1kQTjQHBeSmqSmtG1QyLn07/XTqlUPhkX2d3lwVd+fwWlHUM6v1jmulltCHm6REtTYFu ookGoRk6KtBJozAJmWZLBE1HYP+BfRHq82EI42c7g2BLBP6dyXfY2gnX5yZdhcImDAofxT4AVf1M 0txJ2jk+T/eaDJNWtowEuq+bgvtCuVz+cEelcnd7uTzOvOqiUqnsrPiki/1BbjDQ0dHRXimXr4KW O9tLpdhtEqsjRo8YsW65VJrUTnvq4jzz7jfgyYG6/KdSKi37Z0n9hG6I0l0wlD3BvAYV5HuK/uYf vWxowECgX6kn0PWM0mlG14aZThr5GdYb+Sm8L6GtZyTQfX2v1xcQnN3UYAhRQwdVaeB9dBsUdniB 4WChfeTIDgT6ho729nvai8Xwr4yrK3SfH+3Yq/p2lMsD7rBeoOHhf5vXCkNEoGvdBrZMIN+Th4RA rwizugl0EwNDU6AbBCp0U6ATqCfQ7e3tHajjJ8DkHZx73XXX6ygWD0WlvIr4j1DG9dhHE6/qf48j R45cC1oOIc5PmK1+jArqvtAXdKUf/odhxrW2tvb5BoD0e1DmKWlxW9vbN4e+cWgCN6LuPoZ9B+YX ldbW2DWFUZRKpS3ptD9HcFwc3EVo2W90pfKzSlvbh1wkA3FGuzqWSldjHkHTeJi6XDmqXP45bRH9 MiKAjm+Qz09VX5uhax4vHjt2bF7XOBLvAvK/F9ofhe6bKeMU8rjEeFgl0HaF43eJ90fMrRilexB7 crlYPGx05A7QeoDWXcj/HPK6w/JQu/0Kv3Pd1Yz9+NFLEuuPGbOOrpWkbpeSz9/I/xGM+soJ5D9V A0Y9gXbXRJZK+2MmEv8h8niYvC7D6Nuvtw96IdDTh7pAT+7jgve+QCMMmkDT4XZS45PnJYTfT55v 0ml+UiwWtxqNcCmcsHt1ISv+yf+HBQjKdjB2f3UQ0sZu8yXtZ4zOu9W5zbsKMPGrRt8vzcsBQdPa /03SLybscN1VzkCxjqOrVPom/rMd7cVi1ck7aN5LYbocnrgvKC7xzkNYDqZu7vMjaB9GvHus7FPo gJtJmPBfv33jjbcgbE8/IBjW1N8SSq2tuxF/AXk+pEHNwkJogGBwesL9gaBcnqZ66HZiXVLLM+NE eQeEe6LKJY/wElsP0UWcL2jg0UAkNV9poe2D0HSN40WppI8cY595Ceuvv/46lHmT4pD3ffDgK6Jn c9LrFmf9uYF2OFd8GYhAQ8+25Bv+NoO8t4fWNt21vkmpNMYGkZtqCfQY6CP8bpe+Urlc+alurm1a W7enL1wv2vFfqj2gcs9YBWboISXQEkYnGHXUP5jvLt1VhzCvELp12oUlbp4WKPNE17EZuc0rBnV0 yp1L+P04w5GZjrFULaRzmFcqoP9qF69S2cm8HKBlLxtkFkoQzDsG0nzcpY380KAR6LZryp1PGY8k BVozOuVqAHoqen9+EpQ9YJWbNJc4gUjsWUiwKHcWQjGX53ebdxXCtu2nyu363VJe3h69rygJwlNV brUVYY+pfTQwmncVoG8PlYN9umboIS/Q0U/EB4LBFmhjrvv5Ui1Q1nnWyLGfJwj1BBqsobxdGYzA 5heCNFLTFtDBR5mXA4J8pdF1+ChpAcXiB5OGUXw7CYQbMCqV2HUF5LuX6/TlsrtSpxbI/wSLt4Q8 fiUhdzeA10E9gSafKeINtNW9v6oRgUaTKFHGnrTt0dB5BuZk4h9E20xT28CL2MfKuE+zq+3rfohM vH4LtFs+SO2vVJYgjFubdypEZ5pAM7Au5QnahZvpU3iqAZF4n6asF6nrDM3QMwdLoJWPdrYlhHol 1b30ziVd3zPTjE6LLdapMhmdMutr93swBBqGfdYYMtm86oIGPMAacrx5hXACLYFIue4/ChrXC/Tn zCtEHwKd2XTp+nUO4U9uFREA/A5zdFWrzPo9z1KNoFz+PfU8mnLHJQ1hso8j3rEdpdJHLK0DZXmB PtW86kLrUqXB9JDmLaWlTW6ircPfE3jUEegsaZ6A3oXQVXOGFOoJtPyM9gWUcRZ5fR4B+Ajt9FHK /QxlXJUm0JTbqXSjUPHNKxWk67dAa2+Dcl8hzfQNNtgg/K1SGoiTKtD4H+EmolLpNtUROqp46g1x j6GNvqfrGGYti0DrtZSEuCcIpiGsn7480/iNvKTfjHQnINSvudsUlI/lqQHBPtbQtU1V93/1B1JT qfBCzAvqXOZdExJWU3uryo0IdOxvdUnAgAELtMBs82nrpOeZeysT2HNdhASg5zIXv1QKb1fsD0jX L4FOgpnivdA3Hzqmj2VNbd4O9WZo4l/hOm2xuKt5paKWQJPnAW6NXOu3TwA+nmG8iAt0ufwLl7ZY jF0pmgTp+i3Q0lrI/yHaRJpM7B8nSZBv+gxdKn1KdJNP7FKkukDlnjWQd8T2scac5K82PLry+WOJ s0iX50g4dduS0iCc55+dcgeavodmxj5cd8BE74QZLMCU/3bqlf6lVkdFpMMc5RqxWLwLVSa8d8Zj RQm0IEa7jlQsfpn87sL9tx1rfKOuvzQRR38+eq3eeqsWllWg6bSjSTubdnmJ59gtmXVVbtRR1NI3 aY8ZLBVqHjsmz2+mCbQE3fh6hnlVgTSnpwk0a/aNSPcCM/SScltbFZ88KMMvs/q3hmaQUjrKf4Ky w3uIkiDfE9MEGqxBe16m+pFX7E8nNYGAvdpfgZaAduVyv7csYtAnj+T5mFTqtLQ2Ez+ky48tyQoD jboLHWe6a6ByeTEd7D7MtZhby6XSTDHdGFfzOrxKW9vO1rH+ZF6pIHy8ykH1+6J5hSiNHKlXRMqj 7gYWyELLDfqJMXFf0261+adC6zbqMt51DgYM0uq1yx+wz8K+QHWl3Pm4q/5fj8DtK3pJV/Pf9qT7 LuFzyetm2vJi2mw8eU6CNtem+N9PfasGY/1UkbSuY0d/FechP8L/ovbXr2bJR4PXhQjSWb4M/J6V 1kQeVR2b5cPJLq3qvPQU3nmYU8nj19iOPoWTX9pJtTWZoU8VP0y9fYQyLybN2aQ/X3SR5z9sB77x mdJgS5PrrG1Fv9pOyyItDX5HWC9+bhccLSf1Ajd48xXizHFtXCr9mzQTcJ+r+mE6O8rlJ3E/o382 9lugnUAGwZVWVhV6crmjagmzjMqSit6Zz+9mSWKgxdZDdX+A2fza3iD4GqNG3fXHQDGGTkaDfgAm 74y9g05w4d3IxQ1ZvUroayNIwjVixAjt2qbtbq6hdVWaBpAGvevGqrlLWgNZ6jZqlF75oDJqt10D wtjaS6Kc6K33ukzQax7o3hwh2lH5MqtuixDHVOwUrKGZmXiNDOJrjtHmFvRC+yesnHfrNY3Clkap iTxLk021dvZ1Vhts1scaNoqNNtpo5GjrF+TzMWkQo/AjaDCu5wrUz6Dtw6LPrfNbWzenPfv82tFD 2k6Evo+SdovYGh3hnN2oQCuejnSSZk9LXgWE8QJdZpCW3httdGHXvCdM62rlofJuVdxcru4ap4km mjBo57m/As36uOaVQAj7qSawNY2FH2FJqkA5R2rN7ePqilELaqKJJuqhPwItI4EmzX21drMR6P21 +VUrT+2o63VVdzab+mGCuy0ln39YarniNwW6iSb6AYRmbn8EWsZeUz1+2VpraW1RBQTyMj/DJo38 meFTDy9oQ4049/pXWDIS6OavaptookEgfK/1V6BllMYOj9zZHQRVJ2H+EgRbTg2CLuJpwFgyJZ/X /d9XTsrnN7coITQr9wbBWZr9k+/EJdBd/fhT7UDwViazpn5/gD2wf0c10cRQwbIKNII6B0E93f8X 9OK11tqou1D4uP/dYxquIoxBYA+EuAcBXqRd8Vo0uA22QRToy0eMWFfrfMzMawuFt/S3opswN0eM u/Yon38z+U+U/2SgJX0QXs+8i/bRwR/4t5//B0wTQwgI9Lz+CLSEmPjTeT7U31KiHxLC4NNg9GKp y7rQQOtoPaeZemvspJFAQ2Off57uC1dLnQ+CG5WflgwMJLp95Vz96kW/Q7swk2mhg649oVAYRbm7 sSz4giVdLTEpCA7E7GfOmmBw7qCdHr8XQWYAfm5SLhc7MtrEEEOjAm3r5keTfxITuvDXrKZ8+mPS ykkaJ9C53DIJtDol9ZypOsgw2/zH3lHm/lCSzz8rrYRBeEDHRJsYwoCpzyXXrWnGqb5BcIolq8Kl mcw7p+VyH0bo99X3y1r3Yn7IDHgYZRyI0O9FPl8hfC/y+TYz4E8RsvN5vhrhfkaztlRvze6+TAm9 ZnTi7GPF9Bv61SHlXyPNwuW1jL/4g/7j9G7cbdbVoIv23FX7AbdjqHfVGWNo+Is2B/+KUN1qRs/6 J/VUljCk+WXaSTra4et3Eod2W6K9iM5C4RPEf1LLBi0VlKfMVM2k2WzsKKOuYaYdpugorm9ftbXe OFi7LIZf4aee+hUidVii/3jeRt6eRg3caGKLtFyK/tHXg+XXltDn6/7VSZlMO2W4v7PcEqUxn59P H0i9s410+9IXFmnQiZatOkrdp4xryTf8N7eH/vNJPRbdRhwG8e9R361pi8eVzrUv/urH9Kub1R76 pSS0TlC/c7RZHPriPOp/uGVbBTv89Gvab66nUUZ5UK/F0DcF/lTRt0JAJ+lU5/NMrmXEfMx81sbu po7lBRrqyzTI8+pk6mww5VWEqO6XOPVA+vdA/2L3ui0I/i2mW9CAQGc4WoODaNMgZd4x6P+lajOn XQTByeYdgnbcFIZ/Tp1dqr425XoymZEa6Mh/tjtpFwTTk/sQGiwlGOStK5eXno3P589FDd7eCXgQ 7ImgPS9/0YjAhHsPPL9rYi73Aeg5SW2hONB/vPYJLg+CbSYGwVaixaJndPGjlh2UNZZBcW1d+oi9 rs7aQ8fjPg/Kj71+1KWRpJnreJfPvyl6oWmKBh/8N9MfWrDvkKak9oGGqk9aJWwI1OcpZys9W9lr T8nldsDvXpWt/sFz7OyzeEuZs9VXacclikP+56gOUzKZInn+gHZbpHDiua/+cD84OZv9vNoPe2fS /U20iW6eq76oI69jRLcrn7hojzv4pSd13oL2nSj6NDBQ9tRl+W3UgEDFvmzEVQlxmhGxMOgFno+4 fPjwqmt2Bgt0pt2vZ8SjgcL/zw8ECNcnxEAxj7reEe20tcDofjZlv0G61zuz2dhFALTTMgt0PZDn V9XGohchiH02KoFW2SZIT6qzW1AIyh1L2Dx1KOzbzTsEAnmw8lanhbYBfcXWOXx4K/x506nt+fwl 5u3gBVr5q/3Q0Kq+6Zb2QboHJDTQ8AqDWezb7nqYuu66I0jzkspm0KMJ3oYXaLUP/FmQVjZ0H6v+ 7niTJrC0KTx4zgl0EDwVXWIS/8vijXhAH+ky7ypIM1UcG7BqarXLBdqppGEeEwPUCfsyEnxVygT7 CWbTM0gf+7pHo7t+a0PDvweztUZazLs1Cmqm0NW++gt2Xx9oSKgnFwofM+eA4GhgtBa90PnU1Q3M 0JQ7XoOJE9psdhfzdhgMgZZAMNtcQh5zpQ56tVK20iito7dQiK31vUBbZ6y6ikdw6mAQvCz1kXzu Nu8QjQq01FGE8ySE8kW1RZRG0ax+4AQyn49dy+MF2upe88w/vJiiQYe4s+gXMfVUyyR48FPq6wTL ly0jtVbaiYSS/HWtUAgv0JbvX807Bn1br7RW/wPNO4RmVPK42+URBM/or/IWJN7/Qe3vZIXlj3lX gbLHQv9M1z653MPJK66XO7RzCeOcKgIxqUYMVEWwz1ensaQO+oSStcqLqoDvLFrrqNNHjfy80Siq hlUaa9xfL4+K+zW0ypGQ1FsbeSxPgcY9Tp3F6qzXdrH38vjtp/ZRO9YSaDf75nKp9RgMgaaNPiP+ KB70PSS10oIcRDN5L9DavZ5A0+khJx2UPTVNoFlmfAi/Ja7sIPjXpGz2k+KhBS/d4ERDtE29mgKN nfolG7PnQaFAp1ycIYFWu6UKdC53gRdoeJ/81DEE6SXQs9TneH5wpbzeo6N+SUzU6AcRMSM/zJKe bLbq22fS7a4KSuCT6fpj1FAwqF93VTWKy1taKuQ9XXSKmTCq7je/9QR6UhDsrc5mwnqaecdQS6C1 BsX9PxI2jdzmHQPhX1ueAo1AHKK81Q61dvvprJNUBoI9T5qVeYdg4N8UgXljuQh0Lvdb5avJBfq2 Ne8Qk1pa2kn7/MoQaPL8oiYF8YA2QhFNB/GOlDCrDYh3onmveHQPH74NgjlPgq0O6Y0EGv8l+gOG RQ2Byv1e4ryuBoqmadQobzUe+d8zdTmuyRGmPI3bo0aWwDiVVrNPEBwnAdR6S5pKT0vLvjDkPoWn CTQMzxF+tfKxgeza3lxuRw0aYv6kQmE0HeUwDXBiKvnHZmjKvET1VRuTzyXqzNC2tt6Tq0MS/pPl KdC92ezHRbejPQj+Tj4f0qGgiQiu0ioOnf5g1U9tQJw7cW+nwYgePHzCOuusr58WkvfC5SLQQbCH BM7488jklpaPILUjVLZsbaoR5xVX9goWaIF8fyy+Kg/67iNMcjvp/IJOO5JuLO3VLdrd24Qg6FR+ lnTlQMcfJ+dy48UQCRtEOqNndTRVyKLGQEX2QrjvIZ7b2fSVVuXUeLLVSdVQeibenCtYY9HxV/jP 3OkIe6PO3QoN80WLOr9GfHUS0ajZATOX8DvoSFVHVYXJ2ezHWGbcjdAvkpD59aXWeKo3bbaQ9tA/ s6vU2okIFW15L2UsVpm3Y+7A6NWK0tImCwh7CXt3S+JAB9lH7arOQmf8kXnHYFrA0k2jfP4u844B /n4Auu9RPV1+xHWfqUZ2xTUwwdNe4ryuOJ5G1VFu4uoQ0Qxoim36aGAgbK7v0OZdBWicYifyZund uHk7TBg2rEjdL6fseWpblenLdgMFBr7NJP9fWRKHaWuvvSFhrypftCzkrBqUe6B4LL7r2bxDmEDf 5WgLgqc1SFhQCDukdCo0zhJ9vm3Ut+kzr2MmaGlg0YcG6BhZZq4zNZOo8mpEGXUCNQjMfkzvmIlT 95/OaiC9ljFnDGoYGv6zU5gBVso6o4km/hMhdZLZ5hyEeYZGZwm4BJsRys3amlUk5E7QMQj+LEaw 5xgBn8T+F+YpZvZXMO6gguKT3xS9P7UimmiiiZUFqeXM0O9GYPfAPhmBvQJhfQT3izy/ipnO8xP4 3cDzuai3+7PO3FbrDMuiiSaaGHRkMv8H9PCZaJToAjQAAAAASUVORK5CYII=iVBORw0KGgoAAAANSUhEUgAAACEAAAAZCAYAAAC/zUevAAAAAXNSR0IArs4c6QAAAARnQU1BAACx jwv8YQUAAAAJcEhZcwAADsMAAA7DAcdvqGQAAABDSURBVEhL7c5LDQAhAMTQkYQERBJWDtL4JdXA Htrk3ZtTS8qX1FfuRE/GNl9xAk7ACTgBJ+AEnIATcAJOwAn8YCJzAXj61Ap3GRYaAAAAAElFTkSu QmCC214477026241Microsoft Office Word021861falseTítulo1Title1Una mirada a la enseñanza de la Biología con enfoque socioculturalUna mirada a la enseñanza de la Biología con enfoque socioculturalLuffifalse30950false72745401505http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/didaticasdelasciencias.pdf20972001205http://www.redalyc.org/articulo6029338905https://orcid.org/0000-0002-1981-3138720993605mailto:darlenisdr@cug.co.cu786528305mailto:yailin@cug.co.cu3407939005mailto:giolvysbg@cug.co.cufalse15.0000Una mirada a la enseñanza de la Biología con enfoque socioculturaltrabajowilliamvc95@gmail.com32023-10-07T14:12:00Z2023-10-07T14:12:00Z2023-10-08T12:15:00Z