Homeschooling and the criticism of school: hybridisms and educational (dis)continuities

Desde os anos 1960, o homeschooling apresenta dinâmicas de crescimento atualizadas nos diagnósticos da crise do capitalismo e dos sistemas educativos. Por ser praticado por famílias próximas do progressismo libertário, do cristianismo conservador ou de outras inspirações axiológicas, a abordagem investigativa presente neste texto pressupôs romper com uma visão unívoca e alheia à sua diversidade e aos diferentes graus de (in)formalidade dos quotidianos educativos de crianças e de jovens que caracterizam este fenómeno educativo. Procura-se captar as especificidades do ensino doméstico (ED) em Portugal e a sua crescente expressão social e educacional e reflete-se sobre os sentidos das aprendizagens que ele encerra. Conclui-se que o ED parece ser contrário aos horizontes formativos da criança segundo o interesse da sociedade, sendo omisso sobre o seu papel na emancipação dos sujeitos. Confrontam-se a escola e o seu modo de funcionamento a partir do racional do ED, à procura de novas epistemologias e de novas linhas de pesquisa.Since the 1960s, homeschooling has shown growth dynamics updated by the diagnosis of the crisis of capitalism and of educational systems. Because it is practiced by families close to libertarian progressivism, conservative Christianity, or other axiological inspirations, this paper’s approach sought to break with a univocal conception alien to its diversity and to the different degrees of (in)formality of the children’s and young people’s educational daily lives inherent to this educational practice. Therefore, this paper seeks to understand the specificities of Portuguese homeschooling and its increasing social and educational expression, and to reflect on the meanings of the learning it entails. Being unclear about its role on the emancipation of the subjects, homeschooling seems to be contrary to the educational horizons of the child according to the interests of the whole society. This paper confronts school and its way of functioning with the homeschooling rationale in order to search for new epistemologies and new lines of research.info:eu-repo/semantics/publishedVersio

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

Homeschooling in Portugal: an approach of new organizational epistemologies of education, of subjectivities and everyday life within the families

Tese de Doutoramento em Ciências da Educação - Especialidade em Organização e Administração EscolarO ensino doméstico em Portugal encerra um conhecimento declarativo, processual e contextual. Até ao momento não tem merecido a atenção como objeto de estudo por parte das ciências sociais e da educação, salvo o projeto de investigação que o autor realizou no âmbito do mestrado (Ribeiro, 2010) e que agora culmina com a apresentação desta tese de doutoramento. A partir de uma abordagem sociológica e organizacional, o autor estuda o ensino doméstico como um novo movimento social que não demonstra sinais de desvanecimento desde os anos 1960, assumindo-se mesmo como uma das maiores tendências da privatização da educação. Fundando-se na crítica à instituição escolar, o ensino doméstico tem-se propagado pela inscrição à ideologia da parentocracia da Nova Direita, cuja agenda tem contribuído para o desenvolvimento de ambiências e representações sociais de crise dos sistemas educativos contemporâneos. Observando as crises simultâneas do Estado-providência, do trabalho e do sujeito, o autor avança para o debate sobre a crise da Escola, considerando-a como uma evolução moral intrínseca ao triunfo da lógica mercantil e do retraimento ensimesmado da Escola, prefigurando-se ao investigador como um facto sociológico que interpela os sentidos das estruturas e organizações educativas no atual quadro de modernidade. O esboroar das estruturas intermédias, a fragilização dos laços comunitários, a tendência para a atomização social, entre outros aspetos de distinta espessura sociológica, permitiu também olhar a crise da Escola a partir de um princípio político-filosófico inspirado na valorização neoliberal dos sentidos atuais da autonomia e da autenticidade. O autor discorre ao longo deste trabalho sobre as influências que a Educação Nova, as teses da desescolarização e a educação como restauração têm tido na compreensão da identidade socio-organizacional e dos esquemas organizacionais híbridos do ensino doméstico. Sendo praticado por famílias (ideal-típicas) que desenvolvem o seu quotidiano algures no dipolo ideológico crente-cristão e progressista-libertário, o ensino doméstico inscreve a educação e formação das crianças e jovens nessas matrizes axiológicas, cujas aprendizagens se fazem segundo diferentes graus de in/formalidade. O autor dá expressão às várias perspetivas de aprendizagem que o ensino doméstico encerra, privilegiando uma abordagem qualitativa atenta às epistemologias educativas das famílias, no que se refere particularmente aos papéis do educador e do educando, aos dispositivos didáticos-pedagógicos e sua articulação com as diversas mundividências as sustentam no quotidiano. Desenvolve um “olhar” crítico sobre este fenómeno educativo, propondo uma abordagem inicialmente voltada para as suas dimensões não-formais e informais e que evolui, subsequentemente, para a compreensão da instituição Escola e das suas especificidades organizacionais a partir desse lado de fora, por vezes híbrido e mimético no que à forma escolar diz respeito.Homeschooling in Portugal encompasses a declarative, procedural, and contextual knowledge. Up until now it hasn’t received the proper attention as a study object by the social sciences and education, with the exception of my research project conducted within the framework of my master’s degree (Ribeiro, 2010) and which now culminates with the presentation of this doctoral thesis. Based on a sociological and organizational approach, the author studies homeschooling as a new social movement, that doesn’t show any fading signs since the 60’s, assuming itself as one of the major trends of the privatization of education. Building on the criticism towards the educational institution, homeschooling has been spreading from the adherence to the parentocracy ideology of the New Right, whose agenda has contributed to the development of social ambiences and representations of the crisis within the contemporary educational systems. By observing the simultaneous crisis of the welfare state, the labor crisis, and the crisis of individuals, the author moves forward to the debate about the school crisis, considering itself as an intrinsic moral evolution for the triumph of the commercial logic and the withdrawal enclosed in itself, that to the researcher prefigures itself as a sociological fact, that calls on the purposes of the educational and organizational structures within the modern framework. The weakening of the intermediate structures, the languishment of the community bonds, and the trend towards social atomization, among other features of distinct sociological dimension, also enabled us to look at the school crisis as a political-philosophical principle, inspired in the neoliberal valorization of the current sense of autonomy and authenticity. Throughout this work, the author discusses about the influences that the New Education, the unschooling theses, and education as restoration have been having on the understanding of socio-organizational identity and the hybrid organizational schemes of homeschooling. Carried out by (ideal-typical) families that develop their practices according to a Christian believer and progressive libertarian ideological dipole, homeschooling includes education and training of children and youth in these axiological matrices, where learning takes place according to different degrees of in/formality.The author gives expression to the various learning perspectives held by homeschooling, favoring a qualitative approach aware of the families’ educational epistemologies, with regard in particular to the roles of educator and student, the pedagogic-didactic devices and their conjunction with the different worldviews held on a daily basis. He develops a “critical eye” about this educational phenomenon, thus proposing an approach initially focused on its non-formal and informal dimensions, evolving, subsequently, to a comprehension of the School institution and its organizational specifications from the outside, sometimes hybrid and mimetic with regards to the school system

O ensino doméstico e a organização escolar: um contributo sociológico-organizacional sobre a realidade portuguesa

Dissertação de mestrado em Ciências da Educação (área de especialização em Administração Educacional)A partir de um enfoque sociológico-organizacional, com o intuito de compreender o homeschooling enquanto fenómeno enquadrável nas lógicas de privatização do ensino, o autor reflecte criticamente acerca da Escola e da sua propalada crise ao longo dos vários tempos genésicos, em função das transformações sociais ocorridas e em ocorrência. Desembocando nas políticas de livre-escolha das instituições escolares e no modo alternativo de escolarização “escola em casa”, o autor debate as políticas educativas concernentes ao impacto da ideologia da parentocracia. Neste sentido, a dissertação evoluiu para a contextualização histórica do homeschooling, no que respeita às suas especificidades e dinâmicas face à organização educativa escolar convencional, procurando compreender as ordens situadas a diferentes níveis administrativos que o interpenetram, quer no panorama internacional, quer no quadro da realidade portuguesa. Metodologicamente, constroem-se perguntas de investigação sobre o ensino doméstico em Portugal, categorizando-as segundo as relações que aquele estabelece com a escola convencional, com as várias famílias e organizações de apoio e com a sociedade em geral. Neste percurso metodológico, o autor enceta um diálogo heurístico com as diversas abordagens teóricas da análise sociológica das organizações educativas. Situando-se no pólo alternativo/construtivista, propõe-se um quadro teórico de referência, de alcance multidimensional, simultaneamente sinalizador da realidade investigada e igualmente problematizador das dimensões sociologico-organizacionais que classicamente são avocadas para a compreensão das organizações educativas. Segue no caminho de um estudo de caso – variante multicasos – recolhendo informações junto de duas organizações de apoio e de cinco famílias. Utiliza técnicas de pesquisa não–documentais e procede à análise documental de fontes escritas não-oficiais, oficiais públicas e privadas. Depois de reflectir criticamente sobre a metodologia accionada, o autor conclui que o ensino doméstico conduz ao questionamento do modo de funcionamento do modelo de organização escolar convencional, impossibilita a instauração de “narrativas partilhadas e culturas de diálogo” e a construção de uma base comum e recíproca de conhecimentos, de comportamentos, de atitudes, de valores, de doutrinas, entre os membros da sociedade. No ensino doméstico vivem-se processos e elementos de gestão diferenciados, passíveis de serem compreendidos à luz dos vários modelos e perspectivas, não obstante este fenómeno educativo encerrar possibilidades de emergência de uma nova abordagem teórica para além das fronteiras da Escola como organização.From a sociological and organizational emphasis, aiming to comprehend homeschooling as a phenomenon that falls within the scope of the privatisation of teaching, the author critically reflects on school and its much-divulged crisis over the several genesical times according to the social transformations occurred and still occurring. Leading to the free-choice politics of the teaching institutions and to the alternative schooling mode – homeschooling – the author debates the educational politics related to the impact of parentocracy ideology. In this sense, the dissertation evolved into the homeschooling historical contextualization, regarding its specifications and dynamics in view of the conventional educational organization of schools, trying to understand the orders coming from different administrative levels that encroach it, whether in the international scene or in the realm of the Portuguese reality. Methodogically, some investigation questions about homeschooling in Portugal have been raised, categorizing them according to the relations that they establish with the conventional school, the families and supporting organizations, and with the society in general. In this methodological line, the author begins a heuristic dialogue with the different theoretical approaches of the sociological analysis of educational organizations. Placing itself in the alternative/constructivist approach, he proposed a reference theoretical framework, of multidimensional reach, simultaneously indicative of investigated reality and also a way to put in doubt the sociological and organizational dimensions which are classically seized for a better understanding of the educational organizations. Following in the path of a case study – multicase variant – gathering information from two supporting organizations and five families, he uses non-documental research techniques and proceeds from a documental analysis of unofficial written sources, public and private official sources. After reflecting critically on the used methodology, the author concludes that homeschooling leads to questioning the functioning mode of the conventional model of educational organization of schools, making it impossible to establish “shared narratives and dialogue cultures” and building a common and mutual ground of knowledge, behaviours, attitudes, values, and doctrines amongst the members of our society. With homeschooling we experience different processes and management elements, capable of being understood in the light of the various models and perspectives, even though this educational phenomenon holds the possibility of emerging a new theoretical approach beyond the scope of the school as organization

B.P.E: Becoming a part of Europe project. How youth work can support young migrants, refugees and asylum seekers. European level research

"This report, a component of the BpE project, documents the key findings of a European-wide research that explores existing youth work practices and provision with young migrants, refugees and asylum seekers. The findings respond to the key research question: how can Youth Work support the social inclusion of young migrants, refugees and asylum seekers (YMRA)? The research adopted a qualitative approach to explore the experiences, challenges and perspectives of Youth Workers and YMRA in relation to Youth Work provision and practice in nine European countries. Through the adoption of a multi-case studies method, data collection tools included 9 life stories of YMRA, 24 open-ended exploratory interviews, 107 descriptions of good practices among different participating countries, field notes and other reports from national expert meetings, a documental analysis of initiatives, projects and relevant literature at a national and European level via an online questionnaire. The findings of the research provide some interesting insights into how youth workers throughout Europe are already responding to the arrival of young migrants, refugees and asylum seekers. This in itself is testimony of the strengths of youth work practice: flexibility, innovation and an open approach emerge as key elements that go to the core of Youth Work practice. The data collected, highlights how despite its diversity (be it in relation to context, approach and the youth population), there are common characteristics that are more than apparent across the projects identified in this research. In this regard, the findings indicate some key principles that define the projects and Youth Work practice. These include: an emphasis on fostering social inclusion; the provision of ‘safe spaces’; and a commitment to a democratic, participatory, ‘bottom up’ approach. Not all of the projects under review were exclusively engaging YMRA, rather, Youth Workers adopt an inclusive approach that seeks to engage young people from different backgrounds, including those facing disadvantage and social exclusion." -- From Executive SummaryCo-funded by Erasmus+ Programme of the European Union (Code: 580420-EPP-1-2016-1-IT-EPPKA3-IPI-SOC-IN)info:eu-repo/semantics/publishedVersio

In vitro and in vivo experimental models for drug screening and development for Chagas disease

Submitted by Nuzia Santos ([email protected]) on 2012-11-12T19:20:36Z No. of bitstreams: 1 100.2010.pdf: 628329 bytes, checksum: e376150db1b041e55dd80e513a9798f8 (MD5)Made available in DSpace on 2012-11-12T19:20:36Z (GMT). No. of bitstreams: 1 100.2010.pdf: 628329 bytes, checksum: e376150db1b041e55dd80e513a9798f8 (MD5)Fiocruz, DNDiFundação Oswaldo Cruz. Instituto Oswaldo Cruz. Programa Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil / Fundação Oswaldo Cruz. Centro de Pesquisas René Rachou. Belo Horizonte, MG, Brasil.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Programa Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Programa Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Programa Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil/Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil.Drugs for Neglected Disease Initiative.Geneva, SwitzerlandUniversidade Federal de Ouro Preto. Departamento de Ciências Biológicas. Ouro Preto, MG, Brasil.Drugs for Neglected Disease Initiative. Geneva, Switzerland.Drugs for Neglected Disease Initiative, Geneva, Switzerland.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Programa Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Programa Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil / Fundação Oswaldo Cruz. Centro de Pesquisas René Rachou. Belo Horizonte, MG, Brasil.Instituto de Investigaciones Científicas y Servicios de Alta Tecnologia- AIP. Clayton, Panamá.Universidade Federal de Minas Gerais. Belo Horizonte, MG, Brasil.Drugs for Neglected Disease Initiative.Geneva, SwitzerlandMédecins sans Frontières. Geneva, Switzerland.Instituto Conmemorativo Gorgas de Estudios de la Salud. Panamá, Panamá.University of Georgia. Center for Tropical and Emerging Global Disease. GA, USA..Institute Pasteur-Korea. Center for Neglected Diseases Drug Discovery. Gyeonggi-do, Korea.Instituto de Investigaciones Científicas y Servicios de Alta Tecnologia-AIP. Clayton, Panamá.Universidade Federal de Ouro Preto. Departamento de Ciências Biológicas. Ouro Preto, MG, Brasil.Drugs for Neglected Disease Initiative. Geneva, Switzerland.Fundação Oswaldo Cruz. Centro de Pesquisas Gonçalo Moniz. Salvador, BA, Brasil.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Programa Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil / Fundação Oswaldo Cruz. Centro de Pesquisas Gonçalo Moniz. Salvador, BA, Brasil.Murdoch University. Murdoch, AustráliaPrograma Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil / Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Programa Integrado de Doença de Chagas. Rio de Janeiro, RJ, Brasil / Fundação Oswaldo Cruz. Centro de Pesquisas Gonçalo Moniz. Salvador, BA, Brasil.Chagas disease, a neglected illness, affects nearly 12-14 million people in endemic areas of Latin America. Al¬though the occurrence of acute cases sharply has declined due to Southern Cone Initiative efforts to control vector transmission, there still remain serious challenges, including the maintenance of sustainable public policies for Chagas disease control and the urgent need for better drugs to treat chagasic patients. Since the introduction of benznidazole and nifurtimox approximately 40 years ago, many natural and synthetic compounds have been as¬sayed against Trypanosoma cruzi, yet only a few compounds have advanced to clinical trials. This reflects, at least in part, the lack of consensus regarding appropriate in vitro and in vivo screening protocols as well as the lack of biomarkers for treating parasitaemia. The development of more effective drugs requires (i) the identification and validation of parasite targets, (ii) compounds to be screened against the targets or the whole parasite and (iii) a panel of minimum standardised procedures to advance leading compounds to clinical trials. This third aim was the topic of the workshop entitled Experimental Models in Drug Screening and Development for Chagas Disease, held in Rio de Janeiro, Brazil, on the 25th and 26th of November 2008 by the Fiocruz Program for Research and Technological Development on Chagas Disease and Drugs for Neglected Diseases Initiative. During the meeting, the minimum steps, requirements and decision gates for the determination of the efficacy of novel drugs for T. cruzi control were evaluated by interdisciplinary experts and an in vitro and in vivo flowchart was designed to serve as a general and standardised protocol for screening potential drugs for the treatment of Chagas disease

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)