DIVULGAÇÃO CIENTÍFICA NA ESCOLA: A CLASSIFICAÇÃO DOS SERES VIVOS POR MEIO DO PIBID CIÊNCIAS

Scientific dissemination makes it possible to present scientific knowledge to different audiences, in different communication and information channels. During social distancing, the dissemination of science has become a key element for the scientific literacy of children and young people in Basic Education. The objective of this research was to verify how content developed in the format of scientific dissemination can contribute to the educational training of students, especially in remote contexts. Aiming at this purpose, the steps for the formation of a video entitled “classification of living beings” were analyzed, produced by Science Licentiates participating in the Institutional Scholarship Program for Teaching Initiation (PIBID), at the Federal University of São Paulo (Unifesp), Diadema campus, and the application for students of the 7th year of Elementary School of a public school in the city of São Caetano do Sul-SP. It was found that the video, proposed for children and their families, managed to be adopted in the school environment, allowing the development of scientific literacy. The partnership between the public university and the institution of Basic Education contributed to spreading the sciences and presenting them as belonging to reality.   Keywords: Scientific Dissemination in Education. Science. Video.  A divulgação científica permite apresentar o conhecimento científico para diferentes públicos, em diversos meios de comunicação e informação. Durante o distanciamento social, a difusão das ciências tornou-se um elemento primordial para a alfabetização científica de crianças e jovens da Educação Básica. O objetivo desta pesquisa foi verificar como um conteúdo desenvolvido no formato de divulgação científica pode contribuir para a formação dos estudantes, principalmente em contextos remotos. Almejando-se este propósito, foram analisadas as etapas para a formação de um vídeo intitulado “classificação dos seres vivos”, produzidos pelos Licenciandos em Ciências participantes do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), da Universidade Federal de São Paulo (Unifesp), campus Diadema, e a aplicação para os alunos do 7º ano do Ensino Fundamental de uma escola pública do município de São Caetano do Sul-SP. Verificou-se que o vídeo, proposto para as crianças e os seus familiares, conseguiu ser adotado no ambiente escolar, permitindo desenvolver a alfabetização científica. A parceria entre a universidade pública e a instituição da Educação Básica contribuiu para difundir as ciências e apresentá-las como pertencentes à realidade.   Palavras-chave: Divulgação Científica na Educação. Ciências. Vídeo

Skin color and severe maternal outcomes: evidence from the brazilian network for surveillance of severe maternal morbidity

Taking into account the probable role that race/skin color may have for determining outcomes in maternal health, the objective of this study was to assess whether maternal race/skin color is a predictor of severe maternal morbidity. This is a secondary analysis of the Brazilian Network for Surveillance of Severe Maternal Morbidity, a national multicenter cross-sectional study of 27 Brazilian referral maternity hospitals. A prospective surveillance was performed to identify cases of maternal death (MD), maternal near miss (MNM) events, and potentially life-threatening conditions (PLTC), according to standard WHO definition and criteria. Among 9,555 women with severe maternal morbidity, data on race/skin color was available for 7,139 women, who were further divided into two groups: 4,108 nonwhite women (2,253 black and 1,855 from other races/skin color) and 3,031 white women. Indicators of severe maternal morbidity according to WHO definition are shown by skin color group. Adjusted Prevalence Ratios (PRadj - 95%CI) for Severe Maternal Outcome (SMO=MNM+MD) were estimated according to sociodemographic/obstetric characteristics, pregnancy outcomes, and perinatal results considering race. Results. Among 7,139 women with severe maternal morbidity evaluated, 90.5% were classified as PLTC, 8.5% as MNM, and 1.6% as MD. There was a significantly higher prevalence of MNM and MD among white women. MNMR (maternal near miss ratio) was 9.37 per thousand live births (LB). SMOR (severe maternal outcome ratio) was 11.08 per 1000 LB, and MMR (maternal mortality ratio) was 170.4 per 100,000 LB. Maternal mortality to maternal near miss ratio was 1 to 5.2, irrespective of maternal skin color. Hypertension, the main cause of maternal complications, affected mostly nonwhite women. Hemorrhage, the second more common cause of maternal complication, predominated among white women. Nonwhite skin color was associated with a reduced risk of SMO in multivariate analysis. Nonwhite skin color was associated with a lower risk for severe maternal outcomes. This result could be due to confounding factors linked to a high rate of Brazilian miscegenation.2019CNPQ - Conselho Nacional de Desenvolvimento Científico e Tecnológico402702/2008-

Multidifferential study of identified charged hadron distributions in ZZ-tagged jets in proton-proton collisions at s=\sqrt{s}=13 TeV

Jet fragmentation functions are measured for the first time in proton-proton collisions for charged pions, kaons, and protons within jets recoiling against a $Z$ boson. The charged-hadron distributions are studied longitudinally and transversely to the jet direction for jets with transverse momentum 20 $< p_{\textrm{T}} < 100$ GeV and in the pseudorapidity range $2.5 < \eta < 4$. The data sample was collected with the LHCb experiment at a center-of-mass energy of 13 TeV, corresponding to an integrated luminosity of 1.64 fb$^{-1}$. Triple differential distributions as a function of the hadron longitudinal momentum fraction, hadron transverse momentum, and jet transverse momentum are also measured for the first time. This helps constrain transverse-momentum-dependent fragmentation functions. Differences in the shapes and magnitudes of the measured distributions for the different hadron species provide insights into the hadronization process for jets predominantly initiated by light quarks.Comment: All figures and tables, along with machine-readable versions and any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-013.html (LHCb public pages

Study of the B−→Λc+Λˉc−K−B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-} decay

The decay $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ is studied in proton-proton collisions at a center-of-mass energy of $\sqrt{s}=13$ TeV using data corresponding to an integrated luminosity of 5 $\mathrm{fb}^{-1}$ collected by the LHCb experiment. In the $\Lambda_{c}^+ K^{-}$ system, the $\Xi_{c}(2930)^{0}$ state observed at the BaBar and Belle experiments is resolved into two narrower states, $\Xi_{c}(2923)^{0}$ and $\Xi_{c}(2939)^{0}$, whose masses and widths are measured to be $$m(\Xi_{c}(2923)^{0}) = 2924.5 \pm 0.4 \pm 1.1 \,\mathrm{MeV}, \\ m(\Xi_{c}(2939)^{0}) = 2938.5 \pm 0.9 \pm 2.3 \,\mathrm{MeV}, \\ \Gamma(\Xi_{c}(2923)^{0}) = \phantom{000}4.8 \pm 0.9 \pm 1.5 \,\mathrm{MeV},\\ \Gamma(\Xi_{c}(2939)^{0}) = \phantom{00}11.0 \pm 1.9 \pm 7.5 \,\mathrm{MeV},$$ where the first uncertainties are statistical and the second systematic. The results are consistent with a previous LHCb measurement using a prompt $\Lambda_{c}^{+} K^{-}$ sample. Evidence of a new $\Xi_{c}(2880)^{0}$ state is found with a local significance of $3.8\,\sigma$, whose mass and width are measured to be $2881.8 \pm 3.1 \pm 8.5\,\mathrm{MeV}$ and $12.4 \pm 5.3 \pm 5.8 \,\mathrm{MeV}$, respectively. In addition, evidence of a new decay mode $\Xi_{c}(2790)^{0} \to \Lambda_{c}^{+} K^{-}$ is found with a significance of $3.7\,\sigma$. The relative branching fraction of $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ with respect to the $B^{-} \to D^{+} D^{-} K^{-}$ decay is measured to be $2.36 \pm 0.11 \pm 0.22 \pm 0.25$, where the first uncertainty is statistical, the second systematic and the third originates from the branching fractions of charm hadron decays.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-028.html (LHCb public pages

Measurement of the ratios of branching fractions R(D∗)\mathcal{R}(D^{*}) and R(D0)\mathcal{R}(D^{0})

The ratios of branching fractions $\mathcal{R}(D^{*})\equiv\mathcal{B}(\bar{B}\to D^{*}\tau^{-}\bar{\nu}_{\tau})/\mathcal{B}(\bar{B}\to D^{*}\mu^{-}\bar{\nu}_{\mu})$ and $\mathcal{R}(D^{0})\equiv\mathcal{B}(B^{-}\to D^{0}\tau^{-}\bar{\nu}_{\tau})/\mathcal{B}(B^{-}\to D^{0}\mu^{-}\bar{\nu}_{\mu})$ are measured, assuming isospin symmetry, using a sample of proton-proton collision data corresponding to 3.0 fb${ }^{-1}$ of integrated luminosity recorded by the LHCb experiment during 2011 and 2012. The tau lepton is identified in the decay mode $\tau^{-}\to\mu^{-}\nu_{\tau}\bar{\nu}_{\mu}$. The measured values are $\mathcal{R}(D^{*})=0.281\pm0.018\pm0.024$ and $\mathcal{R}(D^{0})=0.441\pm0.060\pm0.066$, where the first uncertainty is statistical and the second is systematic. The correlation between these measurements is $\rho=-0.43$. Results are consistent with the current average of these quantities and are at a combined 1.9 standard deviations from the predictions based on lepton flavor universality in the Standard Model.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-039.html (LHCb public pages

The Genome of Anopheles darlingi, the main neotropical malaria vector

Anopheles darlingi is the principal neotropical malaria vector, responsible for more than a million cases of malaria per year on the American continent. Anopheles darlingi diverged from the African and Asian malaria vectors ∼100 million years ago (mya) and successfully adapted to the New World environment. Here we present an annotated reference A. darlingi genome, sequenced from a wild population of males and females collected in the Brazilian Amazon. A total of 10 481 predicted protein-coding genes were annotated, 72% of which have their closest counterpart in Anopheles gambiae and 21% have highest similarity with other mosquito species. In spite of a long period of divergent evolution, conserved gene synteny was observed between A. darlingi and A. gambiae. More than 10 million single nucleotide polymorphisms and short indels with potential use as genetic markers were identified. Transposable elements correspond to 2.3% of the A. darlingi genome. Genes associated with hematophagy, immunity and insecticide resistance, directly involved in vectorhuman and vectorparasite interactions, were identified and discussed. This study represents the first effort to sequence the genome of a neotropical malaria vector, and opens a new window through which we can contemplate the evolutionary history of anopheline mosquitoes. It also provides valuable information that may lead to novel strategies to reduce malaria transmission on the South American continent. The A. darlingi genome is accessible at www.labinfo.lncc.br/index.php/anopheles- darlingi. © 2013 The Author(s)

Rationale, study design, and analysis plan of the Alveolar Recruitment for ARDS Trial (ART): Study protocol for a randomized controlled trial

Background: Acute respiratory distress syndrome (ARDS) is associated with high in-hospital mortality. Alveolar recruitment followed by ventilation at optimal titrated PEEP may reduce ventilator-induced lung injury and improve oxygenation in patients with ARDS, but the effects on mortality and other clinical outcomes remain unknown. This article reports the rationale, study design, and analysis plan of the Alveolar Recruitment for ARDS Trial (ART). Methods/Design: ART is a pragmatic, multicenter, randomized (concealed), controlled trial, which aims to determine if maximum stepwise alveolar recruitment associated with PEEP titration is able to increase 28-day survival in patients with ARDS compared to conventional treatment (ARDSNet strategy). We will enroll adult patients with ARDS of less than 72 h duration. The intervention group will receive an alveolar recruitment maneuver, with stepwise increases of PEEP achieving 45 cmH(2)O and peak pressure of 60 cmH2O, followed by ventilation with optimal PEEP titrated according to the static compliance of the respiratory system. In the control group, mechanical ventilation will follow a conventional protocol (ARDSNet). In both groups, we will use controlled volume mode with low tidal volumes (4 to 6 mL/kg of predicted body weight) and targeting plateau pressure &lt;= 30 cmH2O. The primary outcome is 28-day survival, and the secondary outcomes are: length of ICU stay; length of hospital stay; pneumothorax requiring chest tube during first 7 days; barotrauma during first 7 days; mechanical ventilation-free days from days 1 to 28; ICU, in-hospital, and 6-month survival. ART is an event-guided trial planned to last until 520 events (deaths within 28 days) are observed. These events allow detection of a hazard ratio of 0.75, with 90% power and two-tailed type I error of 5%. All analysis will follow the intention-to-treat principle. Discussion: If the ART strategy with maximum recruitment and PEEP titration improves 28-day survival, this will represent a notable advance to the care of ARDS patients. Conversely, if the ART strategy is similar or inferior to the current evidence-based strategy (ARDSNet), this should also change current practice as many institutions routinely employ recruitment maneuvers and set PEEP levels according to some titration method.Hospital do Coracao (HCor) as part of the Program 'Hospitais de Excelencia a Servico do SUS (PROADI-SUS)'Brazilian Ministry of Healt

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

O corpo sente e produz sentidos na aprendizagem da docência

Esse trabalho é um recorte da pesquisa de doutorado intitulada - Afeto e corpo na docência em Educação Física, desenvolvida em Vitória-ES, Brasil. Cujo objetivo é investigar sobre os impactos das experiências iniciais como professor/a de Educação Física nas escolas e o que o corpo sente enquanto vive a docência, com o intuito de ampliar o olhar sobre a dimensão corporal da atuação docente, suas marcas, bem como a relação da construção dos saberes experienciais, as emoções vividas e sentimentos construídos. A pesquisa tem um viés qualitativo e os dados aqui apresentados foram coletados a partir de observação participante em reunião de formação realizada com os professores-residentes. Para refletir sobre o que sentiram os professores-residentes após os contatos iniciais com as escolas-campo e com seus respectivos professores, partimos dos escritos de Felicio, (2014), Fensterseifer (2012), González-Calvo, Varea e Martínez-Álvarez (2017; 2020), Martínez-Álvarez, González-Calvo (2016), Pañagua Martín-Alonso y Blanco (2019). A intenção inicial foi exercitar a escrita reflexiva, fazendo o esforço de olhar para si na relação com a escola e com os parceiros de interação. Compreendemos que a partir de uma escrita reflexiva, pode-se potencializar reflexões sobre os corpos durante as vivências e as marcas que ficam para a vida dos futuros docentes.De acordo com Pañagua, Martín-Alonso e Blanco (2019, p. 15), "La escritura constituye un medio fundamental para dar forma al pensamiento, para reconstruir lo vivido y comunicar algo de su cualidad". A escrita reflexiva pode favorecer uma visão mais ampliada das formas de incorporação do vivido, da construção dos sentidos e da identidade docente. Os contatos iniciais dos professores-residentes com as escolas-campo engendraram uma miríade de sensações: apreensão; ansiedade; sensação de ser julgado o tempo todo; frustração com o percebido na escola; insegurança por estar na condição de novato; animação com o ambiente; sensação de estar minúsculo no espaço-tempo; deslumbramento com os espaços; intimidação ao ver o tamanho dos estudantes; medo - "agora você vai ter que assumir. Vai ser você, com você mesmo" -; triste em função do desinteresse e desrespeito dos estudantes pelas propostas apresentadas pelo professor; feliz por ser professora de Educação Física; curioso com o que estaria por vir; preocupados. Ao observar os relatos percebemos que estão conseguindo fazer leituras e apropriações dos trabalhos dos professores e da escola, ao mesmo tempo em que percebem sua condição corporal ao refletir sobre o vivido. Os primeiros contatos interpessoais durante a vivência da docência na escola impactaram de forma significativa os estudantes, em função do caráter de novidade que possui. Isto chama atenção para a necessidade de pensar a atuação docente a partir daquele que sente e é sentido nos espaços-tempos da aula. A experiência docente durante a formação inicial tem apresentado elementos importantes para a construção de sentidos sobre a docência na Educação Física, permitindo que os estudantes possam corporalmente viver sensações e construir sentimentos que auxiliem na construção de seus saberes e suas identidades ao atribuir sentidos e significados próprios a atuação docente.Fil: Silva, Mauro Sérgio da. Instituto Federal do Espírito Santo/Universidade Federal do Espírito Santo.Fil: Almeida, Felipe Quintão de. Universidade Federal do Espírito Santo.Fil: Alvarez, Lucio Martínez. Universidad de Valladolid

O corpo sente e produz sentidos na aprendizagem da docência

Esse trabalho é um recorte da pesquisa de doutorado intitulada - Afeto e corpo na docência em Educação Física, desenvolvida em Vitória-ES, Brasil. Cujo objetivo é investigar sobre os impactos das experiências iniciais como professor/a de Educação Física nas escolas e o que o corpo sente enquanto vive a docência, com o intuito de ampliar o olhar sobre a dimensão corporal da atuação docente, suas marcas, bem como a relação da construção dos saberes experienciais, as emoções vividas e sentimentos construídos. A pesquisa tem um viés qualitativo e os dados aqui apresentados foram coletados a partir de observação participante em reunião de formação realizada com os professores-residentes. Para refletir sobre o que sentiram os professores-residentes após os contatos iniciais com as escolas-campo e com seus respectivos professores, partimos dos escritos de Felicio, (2014), Fensterseifer (2012), González-Calvo, Varea e Martínez-Álvarez (2017; 2020), Martínez-Álvarez, González-Calvo (2016), Pañagua Martín-Alonso y Blanco (2019). A intenção inicial foi exercitar a escrita reflexiva, fazendo o esforço de olhar para si na relação com a escola e com os parceiros de interação. Compreendemos que a partir de uma escrita reflexiva, pode-se potencializar reflexões sobre os corpos durante as vivências e as marcas que ficam para a vida dos futuros docentes.De acordo com Pañagua, Martín-Alonso e Blanco (2019, p. 15), "La escritura constituye un medio fundamental para dar forma al pensamiento, para reconstruir lo vivido y comunicar algo de su cualidad". A escrita reflexiva pode favorecer uma visão mais ampliada das formas de incorporação do vivido, da construção dos sentidos e da identidade docente. Os contatos iniciais dos professores-residentes com as escolas-campo engendraram uma miríade de sensações: apreensão; ansiedade; sensação de ser julgado o tempo todo; frustração com o percebido na escola; insegurança por estar na condição de novato; animação com o ambiente; sensação de estar minúsculo no espaço-tempo; deslumbramento com os espaços; intimidação ao ver o tamanho dos estudantes; medo - "agora você vai ter que assumir. Vai ser você, com você mesmo" -; triste em função do desinteresse e desrespeito dos estudantes pelas propostas apresentadas pelo professor; feliz por ser professora de Educação Física; curioso com o que estaria por vir; preocupados. Ao observar os relatos percebemos que estão conseguindo fazer leituras e apropriações dos trabalhos dos professores e da escola, ao mesmo tempo em que percebem sua condição corporal ao refletir sobre o vivido. Os primeiros contatos interpessoais durante a vivência da docência na escola impactaram de forma significativa os estudantes, em função do caráter de novidade que possui. Isto chama atenção para a necessidade de pensar a atuação docente a partir daquele que sente e é sentido nos espaços-tempos da aula. A experiência docente durante a formação inicial tem apresentado elementos importantes para a construção de sentidos sobre a docência na Educação Física, permitindo que os estudantes possam corporalmente viver sensações e construir sentimentos que auxiliem na construção de seus saberes e suas identidades ao atribuir sentidos e significados próprios a atuação docente.Fil: Silva, Mauro Sérgio da. Instituto Federal do Espírito Santo/Universidade Federal do Espírito Santo.Fil: Almeida, Felipe Quintão de. Universidade Federal do Espírito Santo.Fil: Alvarez, Lucio Martínez. Universidad de Valladolid