Reporte Técnico de la Evaluación Censal de Estudiantes (ECE 2015). Segundo y cuarto (EIB) de primaria y segundo de secundaria

Detalla los procesos de construcción de las pruebas aplicadas en la ECE 2015, la población y la muestra utilizadas, la forma cómo se organizó el operativo y las estrategias de análisis psicométrico aplicadas. Se recomienda que la lectura de este reporte técnico se haga en conjunto con los marcos de fundamentación de la ECE (Minedu, 2009; Minedu, 2015). En el primer capítulo, se describe el proceso de construcción de los instrumentos aplicados. Se señalan los criterios que se siguen en la elaboración de los ítems, el recojo de evidencias de validez vinculadas al contenido de los ítems, y el proceso piloto y definitivo de recojo de información. En el segundo capítulo, se describen la población objetivo y el marco muestral utilizado. Además, se señala qué es la muestra de control, cómo fue definido su tamaño y los pesos utilizados en la estimación de los diversos parámetros derivados de dicha muestra. Este capítulo culmina con el análisis de los posibles sesgos por cobertura. El tercer capítulo aborda los aspectos relacionados con el operativo de campo. Describe la forma cómo se organizó la red administrativa, el modo cómo fueron seleccionados y capacitados los aplicadores, y la manera cómo se recolectaron los datos en el contexto de la ECE 2015. Finalmente, el cuarto capítulo describe el modelo Rasch utilizado para los análisis psicométricos. Se pone énfasis en la forma cómo se analizaron los ítems y cómo se obtuvieron evidencias de confiabilidad y validez. Además, se describe cómo se realizaron los procesos de corrección de respuestas construidas y de equiparación de medidas, la forma cómo se establecieron los puntos de corte en segundo grado de secundaria, así como la manera cómo se presentaron los resultados de los estudiantes evaluados

Influência da expressão e educação físico motora no desenvolvimento da criança do 1º ciclo do ensino básico : contextos, perspetivas e participantes

A formação global da criança, na qual se integra a formação motora, deve ocupar um lugar de relevância na escola atual. Neste espaço, os alunos constroem o seu próprio conhecimento, e ao vivenciarem as aprendizagens de forma lúdica, potenciam o desenvolvimento de outras competências. O presente Relatório Final de Estágio encontra-se dividido em duas partes distintas: as reflexões críticas das práticas em contexto e o trabalho de investigação. Na primeira parte é apresentada uma apreciação crítica das práticas em contexto prático, nomeadamente na educação pré-escolar e do ensino do 1.º CEB. Na segunda parte damos a conhecer o trabalho de investigação, baseado num estudo de natureza quantitativa realizado no contexto de 1.º CEB de um Agrupamento de Escolas de Aveiro e de um Agrupamento de Escolas de Viseu que visa compreender a influência da Expressão e Educação Físico-Motora no desenvolvimento global da criança. Para o efeito, recorremos a autores de referência e à legislação em vigor, assim como, em termos empíricos, as respostas aos questionários dirigidos aos professoras do 1.º CEB. Os resultados encontrados apontam para o seguinte conjunto de principais conclusões: 1.º os professores atribuem muita importância às práticas motoras, constituindo-se como um fator fundamental para o desenvolvimento integral e harmonioso da criança; 2.º a Expressão e Educação Físico-Motora não têm sido uma realidade nas escolas do estudo, os professores apresentam como principais causas: a falta de condições de materiais, espaciais e de equipamentos como também a necessidade de formação, quer a nível da formação inicial quer a nível da formação contínua; 3.º os agrupamentos, as escolas e os professores devem estar implicados nos diferentes contextos nos quais circula a criança e que são promotores de formação e desenvolvimento, tanto ao nível dos quadros letivos e curriculares como também nos de enriquecimento curricular e nos projetos mais lúdicos e de recreação; 4.º a Expressão e Educação Físico-Motora deve assumir claramente o seu carácter formativo, onde a iniciativa e responsabilidade na organização deve ir ao encontro das aspirações das crianças e de toda a comunidade educativa.The overall formation of the child, in which the motor formation is integrated, must occupy a place of relevance in the present school. In this space, students construct their own knowledge, and when they experience learning in a playful way, they foster the development of other skills. This Final Internship Report is divided into two distinct parts: the critical reflections of the practices and the research work. The first part presents a critical appraisal of practices in a practical context, namely in pre-school education and 1st cycle education (1st CEB). In the second part it is presented the research work, based on a quantitative study carried out in the context of 1st CEB in two schools from Aveiro and Viseu Portuguese Grouping of Schools that aims to understand the influence of physical-motor expression in the overall development of the child. To this end, authors of reference and legislation in force, as well as, in empirical terms, the answers to the questionnaires addressed to the teachers of the 1st CEB were used as methodology to reach the desirable goal. The results lead to the following set of main conclusions: 1) teachers attach great importance to motor practices, constituting as a fundamental factor for the integral and harmonious development of the child; 2) physical-motor expression have not been a reality in the schools of the study, the main causes of teachers are: the lack of material, space and equipment conditions as well as the need for training, both in training Initial or continuing training; 3) groups, schools and teachers must be involved in the different contexts in which the child circulates and are promoters of training and development, both in terms of school and curricular frameworks as well as curriculum enrichment and more playful projects and recreation; 4) expression and physical-motor education must clearly assume its formative character, where the initiative and responsibility in the organization must meet the aspirations of the children and the entire educational community

Switch from a type 2 to a type 1 T helper cell response and cure of established Leishmania major infection in mice is induced by combined therapy with interleukin 12 and Pentostam.

Successful treatment in allergic, autoimmune, and infectious diseases often requires altering the nature of a detrimental immune response mediated by a particular CD4+ T helper (Th) cell subset. While several factors contribute to the development of CD4+ Thi and Th2 cells, the requirements for switching an established response are not understood. Here we use infection with Leishmania major as a model to investigate those requirements. We report that treatment with interleukin 12 (IL-12), in combination with the antimony-based leishmanicidal drug Pentostam, induces healing in L. major-infected mice and that healing is associated with a switch from a Th2 to a Thl response. The data suggest that decreasing antigen levels may be required for IL-12 to inhibit a Th2 response and enhance a Thi response. These observations are important for treatment of nonhealing forms of human leishmaniasis and also demonstrate that in a chronic infectious disease an inappropriate Th2 response can be switched to an effective Thi response

Marco de fundamentación de las pruebas de rendimiento de la Evaluación Muestral 2013 de Estudiantes de 6to. grado de Primaria

La Evaluación Muestral de estudiantes de sexto grado de Educación Primaria pretende convertirse en una herramienta tanto de política educativa como de toma de decisiones en el interior del aula, al brindar información detallada del desarrollo de competencias fundamentales. Este Marco de Fundamentación tiene por objetivo presentar los principios, las definiciones fundamentales y las características de las pruebas de rendimiento que intervienen en la EM. Dichos principios guiarán las decisiones en las distintas etapas del proceso de evaluación. El primer capítulo muestra un resumen de las principales experiencias previas en evaluaciones muestrales, que permitirá poner en contexto esta evaluación. El segundo capítulo establece la legislación y la normativa institucional en la que se enmarca la evaluación. El tercer capítulo desarrolla los objetivos de la EM, señalando brevemente las razones de las principales decisiones tomadas. En el cuarto capítulo, se hace referencia a los principios que guían la construcción de las pruebas de la ECE: la búsqueda de la validez, de la confiabilidad y de la accesibilidad. En el capítulo quinto se explica el modelo general de evaluación, es decir, la relación entre contenidos, procesos y contextos que intervienen en la resolución de los ítems. En el sexto capítulo se describen los aspectos relacionados a la medición de las distintas competencias evaluadas en la Evaluación Muestral; estos incluyen la caracterización del enfoque pedagógico, la definición de la competencia, el modelo de evaluación de la competencia y las especificaciones correspondientes. El séptimo capítulo está dedicado a resumir las características de la construcción de los instrumentos de evaluación, detallando aspectos como los tipos de ítems utilizados y el armado de los cuadernillos. El octavo capítulo describe el modelo de medición que se utiliza para analizar los datos provenientes de las respuestas de los estudiantes y que resulta de suma trascendencia para la formación del juicio de valor que se adoptará sobre los resultados. En el último capítulo de este documento se describe a grandes rasgos la estrategia de devolución de resultados a los distintos actores educativos

Leishmania braziliensis: Partial Control of Experimental Infection by Interleukin-12 p40 Deficient Mice

Resistance to infection by Leishmania major has been associated with the development of a Th1 type response that is dependent on the presence of interleukin 12 (IL-12). In this work the involvement of this cytokine in the response to infection by L. braziliensis, a less virulent species in the mouse model, was evaluated. Our results show that while interferon (IFN-γ) deficient (-/-) mice inoculated L. braziliensis develop severe uncontrolled lesions, chronic lesions that remained under control up to 12 weeks of infection were observed in IL-12p40 -/- mice. IL 12p40 -/- mice had fewer parasites in their lesions than IFN-γ-/- mice. Lymph node cells from IL-12p40 -/- were capable of producing low but consistent levels of IFN-γ suggestive of its involvement in parasite control. Furthermore, as opposed to previous reports on L. major-infected animals, no switch to a Th2 response was observed in IL-12p40 -/- infected with L. braziliensis

Leishmania braziliensis : partial control of experimental infection by Interleukin-12 p40 deficient mice.

Resistance to infection by Leishmania major has been associated with the development of a Th1 type response that is dependent on the presence of interleukin 12 (IL-12). In this work the involvement of this cytokine in the response to infection by L. braziliensis, a less virulent species in the mouse model, was evaluated. Our results show that while interferon (IFN-γ) deficient (-/-) mice inoculated L. braziliensis develop severe uncontrolled lesions, chronic lesions that remained under control up to 12 weeks of infection were observed in IL-12p40 -/- mice. IL 12p40 -/- mice had fewer parasites in their lesions than IFN-γ-/- mice. Lymph node cells from IL-12p40 -/- were capable of producing low but consistent levels of IFN-γ suggestive of its involvement in parasite control. Furthermore, as opposed to previous reports on L. major-infected animals, no switch to a Th2 response was observed in IL- 12p40 -/- infected with L. braziliensis

CD8þT cells are not required for vaccine-induced immunity against Leishmania amazonensis in IL-12/23P40_/_ C57BL/6 mice.

Vaccine-induced protection against leishmaniasis is largely dependent on cell-mediated type 1 response and IL-12-driven IFN-g production. Surprisingly, our previous data showed that IL-12/23p40_/_ mice could be vaccinated against L. amazonensis and were able to produce limited amounts of IFN-g. Since the role of CD8þT in immunization against L. amazonensis is obscure, the aim of this study was to evaluate the effects of CD8þ cells in protection against L. amazonensis in IL-12/23p40_/_ mice. In order to deplete CD8þ cells, one group of vaccinated animals was treated with anti-CD8 mAb. Infection was followed for 8 weeks. The vaccinated CD8þ-depleted group developed smaller lesions than the non-depleted group. CD8 depletion did not affect tissue parasitism or antibody response against the parasite, and treated animals displayed milder inflammation and better tissue integrity. IFN-g production in spleen and draining lymph node was impaired in the depleted group, suggesting that CD8þ cells produced this cytokine in IL-12-independent vaccination. Such results suggest that this T cell subset contributes to augmented pathology in IL12/23p40_/_ mice vaccinated and challenged with L. amazonensis. Although these cells could produce some IFN-g the in the absence of IL-12, they do not affect the parasite tissue load