O desenvolvimento da escrita segundo Vigotski : possibilidades e limites de apropriação pelo livro didático

Orientador: Gilberto de CastroDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 2007Inclui bibliografiaResumo: A presente dissertação tem como objeto a apropriação da teoria de Vigotski acerca do desenvolvimento da escrita pelo livro didático de alfabetização. O objetivo maior foi investigar se a teoria de Vigotski tem implicações para o ensino e aprendizagem da escrita e se estas podem se concretizar no livro didático de alfabetização. Ou seja, não se tratou apenas de verificar se o livro didático analisado tem uma proposta pedagógica coerente com a teoria de Vigotski. Foram inferidos desta teoria três momentos do desenvolvimento da escrita: pré-história do desenvolvimento da escrita pela criança, escrita como representação dos sons da fala e escrita como linguagem. Estes três momentos coexistem durante o desenvolvimento da escrita, que não ocorre por etapas sucessivas e lineares. Para a criança desenvolver a escrita como linguagem, é preciso que compreenda a representação simbólica e as relações arbitrárias entre fonemasgrafemas. Mas o mais importante, na perspectiva da psicologia histórico-cultural, é que a criança aprenda a usar a escrita como meio de interlocução e expressão. Os fatores que levam a criança a desenvolver a escrita são as atividades envolvendo representação simbólica, que são o gesto, o desenho e o jogo, a interação social, a leitura e o uso da escrita em situações reais, nas quais esta se torna uma necessidade. Os fatores do desenvolvimento da escrita constituíram os critérios de investigação do livro didático. Assim, foi feita uma análise do livro didático, tanto no texto que este traz de orientação aos professores, quanto nos exercícios propostos, verificando como os fatores do desenvolvimento da escrita são apropriados e concretizados em atividades de alfabetização. Concluiu-se que o livro didático tem possibilidades limitadas para trabalhar na perspectiva da psicologia histórico-cultural porque não pode dialogar com professor e aluno e, consequentemente, não pode ser o interlocutor do aluno que expressa seus pensamentos através da escrita.Abstract: The present dissertation has as object of study, the appropriation of Vigotsky's theory on the writing development by the educational book of literacy. The major aim of this research was to investigate if the Vigotsky's theory has implications in the teaching and learning of writing and if they can be concretized in the educational book of literacy. It means that the study was not only the verification if the educational book analyzed has a pedagogical proposal coherent with Vigotsky's theory. It was concluded from this theory three different moments of the writing development: pre-history of the writing development by child, the writing as a representation of sounds of speaking and the writing as language. These three different moments coexist during the writing development, which does not occur by successive and linear stages. For the child to develop the writing as language, it is necessary the comprehension of the symbolic representation and the arbitrary relations between phonemes and graphemes. But, the most important thing, from the perspective of historical-cultural psychology, is that child should learn to use the writing to make the representation of his thoughts and ideas. What makes the child to develop the writing are activities involving symbolic representation which are the gesture, the drawing and the game, the social interaction, the silent reading and the use of the writing in real situations in which it is necessary. The writing development factors constituted the investigation criteria of the educational book. It was accomplished an analysis on the educational book, including the teacher's book and the exercises proposed, verifying how the writing development factors are appropriated and concretized in literacy activities. Finally, it was concluded that the educational book has limited possibilities to work in the perspective of historicalcultural psychology, because it can not dialog with teacher and student and consequently, it can not be the interlocutor of the student which express his thoughts through the writing

Usos do livro didático de alfabetização no primeiro ano do ensino fundamental em Foz do Iguaçu : estudo etnográfico

Orientadora: Profª Drª Leilah Santiago BufremTese (doutorado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 16/12/2011Bibliografia: fls. 315-330Resumo: investigação etnográfica sobre os usos do livro didático de alfabetização em uma escola municipal de Foz do Iguaçu, PR, realizada durante o ano letivo de 2010. Observa duas salas de aula e entrevista duas professoras a partir da etnografia educacional, principalmente na perspectiva de Rockwell, problematizando as seguintes questões: como as professoras usam o livro didático de alfabetização? Qual a importância do livro didático na cultura da escola? O que as professoras enfatizam mais na alfabetização, o ensino do código escrito ou as atividades envolvendo os usos sociais e significativos da leitura e da escrita? Analisa os dois livros didáticos adotados na escola, o Porta Aberta: Letramento e Alfabetização Linguística, distribuído pelo Programa Nacional do Livro Didático, e o Alfabetização Fônica: Construindo Competência de Leitura e escrita, adquirido pela prefeitura de Foz do Iguaçu e cujo uso foi cobrado e fiscalizado por representantes da secretaria municipal de educação. Analisa teoricamente os dois livros didáticos e as relações com as concepções e métodos de alfabetização que fazem parte da história da educação no Brasil. Faz uma crítica ao método fônico de alfabetização. Mostra que os livros didáticos utilizados não contemplam, em suas propostas, a instrumentalização para o trabalho com as variações linguísticas presentes na fronteira entre Brasil, Paraguai e Argentina. Discute o livro didático como instrumento de políticas municipais que buscam padronizar a alfabetização por meio de parcerias com empresas privadas. Questiona se é possível padronizar a alfabetização por meio do livro didático em um contexto plurilinguístico. Observa como as professoras adaptam os livros didáticos às crianças que chegam ao primeiro ano do ensino fundamental com cinco anos de idade e sem terem cursado a educação infantil, produzindo um ensino embasado nos preceitos escolanovistas e tecnicistas sobre a maturidade necessária para a alfabetização. Conclui que na cultura da escola o livro didático participa de processos de bricolagens (CERTEAU, 1994), múltiplas formas de usos e apropriações que as professoras fazem das teorias educacionais e livros didáticos a partir dos interesses, saberes e necessidades próprios. Observa que as professoras mesclam, com os usos do livro didático, práticas arraigadas, como o método silábico e os usos de abecedários e silabários. Mostra que, por meio de diálogos nos quais brincam e explicam as palavras para os alunos, as professoras tentam tornar significativas as atividades voltadas unicamente para o ensino do código escrito. No entanto, os alunos ao realizarem exercícios que visam ensinar as relações entre letras e sons, como completar palavras com letras que faltam, não efetuam a leitura das palavras, produzindo apenas o traçado mecânico das letras. Os alunos se esforçam para ler quando os textos são significativos, superando as dificuldades oriundas das diferenças entre fala e escrita. Conclui que a adoção obrigatória do método fônico induziu as professoras a enfatizarem os exercícios mecânicos de codificação e decodificação do escrito, em detrimento de atividades reais e interativas de empregos da leitura e da escrita...Abstract: this study is an ethnographic investigation about the uses of the alphabetization textbook, on a primary school belonging to the municipality of Iguassu Falls, during the entire year of 2010. Two classrooms were observed and the two teachers interviewed, according to educational ethnography, mostly on Rockwell perspective. The questions investigated are the following: how do the teachers use the alphabetization textbooks on their classes? What's the importance of the textbook on school culture? What do the teachers emphasize more: teaching to write as a code or activities involving social and meaningful uses of writing and reading? The textbooks adopted by the school were: Porta Aberta: Letramento e Alfabetização Linguística e Alfabetização Fônica: Construindo Competência de Leitura e Escrita. The first is distributed by the National Program of Textbooks (PNLD) and the latter was bought by Iguassu Falls municipality, which use was directly controlled by representatives of the Department of Education. It analyses theoretically both textbooks and their relations with alphabetization conceptions and methods as a part of Brazil's history of education. It criticizes the phonic method of alphabetization. It shows that the adopted textbooks don't allow the approach of the linguistic variations present on the triple frontier (Brazil, Paraguay and Argentina) by the teacher. It discusses the textbook as an instrument of municipal policies aiming to standardize alphabetization by means of partnerships with private companies. It questions if the textbook can standardize alphabetization on a plurilinguistic context. It observes how the teachers adapt the uses of the textbooks to unschooled five year old children, basing the pedagogic actions on escola nova and technicists precepts about the maturity needed to alphabetization. It concludes that, on the school culture, the textbook participates on bricolage processes (CERTEAU, 1994), wich is the multiple ways of using and appropriating that teachers do of educational theories and textbooks from their interests, knowledge and needs. It observes that the teachers mix, on their uses of the textbook, deep rooted practices such as the syllabic method, the ABC and syllabaries. It shows that thru dialogues on which the teachers make jokes and explain the words for the students, they try to render activities meaningful, aiming to teach writing only as a code. However, students doing exercises on relations between letters and sounds don't really read the words, producing only the letters' mechanic layout. The students endeavor more to read when the texts are meaningful, overcoming the difficulties arising from the differences between speech and writing. It concludes that the obligatory adoption of the phonic method of writing induced the teachers to emphasize the mechanic exercises of coding and decoding, to the detriment of real and interactive activities involving the uses of reading and writing

Global variations in diabetes mellitus based on fasting glucose and haemogloblin A1c

Fasting plasma glucose (FPG) and haemoglobin A1c (HbA1c) are both used to diagnose diabetes, but may identify different people as having diabetes. We used data from 117 population-based studies and quantified, in different world regions, the prevalence of diagnosed diabetes, and whether those who were previously undiagnosed and detected as having diabetes in survey screening had elevated FPG, HbA1c, or both. We developed prediction equations for estimating the probability that a person without previously diagnosed diabetes, and at a specific level of FPG, had elevated HbA1c, and vice versa. The age-standardised proportion of diabetes that was previously undiagnosed, and detected in survey screening, ranged from 30% in the high-income western region to 66% in south Asia. Among those with screen-detected diabetes with either test, the agestandardised proportion who had elevated levels of both FPG and HbA1c was 29-39% across regions; the remainder had discordant elevation of FPG or HbA1c. In most low- and middle-income regions, isolated elevated HbA1c more common than isolated elevated FPG. In these regions, the use of FPG alone may delay diabetes diagnosis and underestimate diabetes prevalence. Our prediction equations help allocate finite resources for measuring HbA1c to reduce the global gap in diabetes diagnosis and surveillance.peer-reviewe

Usos do livro didático de alfabetização no primeiro ano do ensino fundamental em Foz do Iguaçu : estudo etnográfico

Orientadora: Profª Drª Leilah Santiago BufremTese (doutorado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 16/12/2011Bibliografia: fls. 315-330Resumo: investigação etnográfica sobre os usos do livro didático de alfabetização em uma escola municipal de Foz do Iguaçu, PR, realizada durante o ano letivo de 2010. Observa duas salas de aula e entrevista duas professoras a partir da etnografia educacional, principalmente na perspectiva de Rockwell, problematizando as seguintes questões: como as professoras usam o livro didático de alfabetização? Qual a importância do livro didático na cultura da escola? O que as professoras enfatizam mais na alfabetização, o ensino do código escrito ou as atividades envolvendo os usos sociais e significativos da leitura e da escrita? Analisa os dois livros didáticos adotados na escola, o Porta Aberta: Letramento e Alfabetização Linguística, distribuído pelo Programa Nacional do Livro Didático, e o Alfabetização Fônica: Construindo Competência de Leitura e escrita, adquirido pela prefeitura de Foz do Iguaçu e cujo uso foi cobrado e fiscalizado por representantes da secretaria municipal de educação. Analisa teoricamente os dois livros didáticos e as relações com as concepções e métodos de alfabetização que fazem parte da história da educação no Brasil. Faz uma crítica ao método fônico de alfabetização. Mostra que os livros didáticos utilizados não contemplam, em suas propostas, a instrumentalização para o trabalho com as variações linguísticas presentes na fronteira entre Brasil, Paraguai e Argentina. Discute o livro didático como instrumento de políticas municipais que buscam padronizar a alfabetização por meio de parcerias com empresas privadas. Questiona se é possível padronizar a alfabetização por meio do livro didático em um contexto plurilinguístico. Observa como as professoras adaptam os livros didáticos às crianças que chegam ao primeiro ano do ensino fundamental com cinco anos de idade e sem terem cursado a educação infantil, produzindo um ensino embasado nos preceitos escolanovistas e tecnicistas sobre a maturidade necessária para a alfabetização. Conclui que na cultura da escola o livro didático participa de processos de bricolagens (CERTEAU, 1994), múltiplas formas de usos e apropriações que as professoras fazem das teorias educacionais e livros didáticos a partir dos interesses, saberes e necessidades próprios. Observa que as professoras mesclam, com os usos do livro didático, práticas arraigadas, como o método silábico e os usos de abecedários e silabários. Mostra que, por meio de diálogos nos quais brincam e explicam as palavras para os alunos, as professoras tentam tornar significativas as atividades voltadas unicamente para o ensino do código escrito. No entanto, os alunos ao realizarem exercícios que visam ensinar as relações entre letras e sons, como completar palavras com letras que faltam, não efetuam a leitura das palavras, produzindo apenas o traçado mecânico das letras. Os alunos se esforçam para ler quando os textos são significativos, superando as dificuldades oriundas das diferenças entre fala e escrita. Conclui que a adoção obrigatória do método fônico induziu as professoras a enfatizarem os exercícios mecânicos de codificação e decodificação do escrito, em detrimento de atividades reais e interativas de empregos da leitura e da escrita...Abstract: this study is an ethnographic investigation about the uses of the alphabetization textbook, on a primary school belonging to the municipality of Iguassu Falls, during the entire year of 2010. Two classrooms were observed and the two teachers interviewed, according to educational ethnography, mostly on Rockwell perspective. The questions investigated are the following: how do the teachers use the alphabetization textbooks on their classes? What's the importance of the textbook on school culture? What do the teachers emphasize more: teaching to write as a code or activities involving social and meaningful uses of writing and reading? The textbooks adopted by the school were: Porta Aberta: Letramento e Alfabetização Linguística e Alfabetização Fônica: Construindo Competência de Leitura e Escrita. The first is distributed by the National Program of Textbooks (PNLD) and the latter was bought by Iguassu Falls municipality, which use was directly controlled by representatives of the Department of Education. It analyses theoretically both textbooks and their relations with alphabetization conceptions and methods as a part of Brazil's history of education. It criticizes the phonic method of alphabetization. It shows that the adopted textbooks don't allow the approach of the linguistic variations present on the triple frontier (Brazil, Paraguay and Argentina) by the teacher. It discusses the textbook as an instrument of municipal policies aiming to standardize alphabetization by means of partnerships with private companies. It questions if the textbook can standardize alphabetization on a plurilinguistic context. It observes how the teachers adapt the uses of the textbooks to unschooled five year old children, basing the pedagogic actions on escola nova and technicists precepts about the maturity needed to alphabetization. It concludes that, on the school culture, the textbook participates on bricolage processes (CERTEAU, 1994), wich is the multiple ways of using and appropriating that teachers do of educational theories and textbooks from their interests, knowledge and needs. It observes that the teachers mix, on their uses of the textbook, deep rooted practices such as the syllabic method, the ABC and syllabaries. It shows that thru dialogues on which the teachers make jokes and explain the words for the students, they try to render activities meaningful, aiming to teach writing only as a code. However, students doing exercises on relations between letters and sounds don't really read the words, producing only the letters' mechanic layout. The students endeavor more to read when the texts are meaningful, overcoming the difficulties arising from the differences between speech and writing. It concludes that the obligatory adoption of the phonic method of writing induced the teachers to emphasize the mechanic exercises of coding and decoding, to the detriment of real and interactive activities involving the uses of reading and writing

Ship Detection Based on Faster R-CNN using Range-Compressed Airborne Radar Data

Near real-time ship monitoring is crucial for ensuring safety and security at sea. Established ship monitoring systems are the automatic identification system (AIS) and marine radars. However, not all ships are committed to carry an AIS transponder and the marine radars suffer from limited visibility. For these reasons, airborne radars can be used as an additional and supportive sensor for ship monitoring, especially on the open sea. State-of-the-art algorithms for ship detection in radar imagery are based on constant false alarm rate (CFAR). Such algorithms are pixel-based and therefore it can be challenging in practice to achieve near real-time detection. This letter presents two object-oriented ship detectors based on the faster region-based convolutional neural network (R-CNN). The first detector operates in time domain and the second detector operates in Doppler domain of airborne range-compressed (RC) radar data patches. The Faster R-CNN models are trained on thousands of real X-band airborne RC radar data patches containing several ship signals. The robustness of the proposed object-oriented ship detectors are tested on multiple scenarios, showing high recall performance of the models even in very dense multi-target scenarios in the complex inshore environment of the North Sea

Make EU trade with Brazil sustainable

Brazil, home to one of the planet's last great forests, is currently in trade negotiations with its second largest trading partner, the European Union (EU). We urge the EU to seize this critical opportunity to ensure that Brazil protects human rights and the environment

Respiratory support in patients with severe COVID-19 in the International Severe Acute Respiratory and Emerging Infection (ISARIC) COVID-19 study: a prospective, multinational, observational study

Background: Up to 30% of hospitalised patients with COVID-19 require advanced respiratory support, including high-flow nasal cannulas (HFNC), non-invasive mechanical ventilation (NIV), or invasive mechanical ventilation (IMV). We aimed to describe the clinical characteristics, outcomes and risk factors for failing non-invasive respiratory support in patients treated with severe COVID-19 during the first two years of the pandemic in high-income countries (HICs) and low middle-income countries (LMICs). Methods: This is a multinational, multicentre, prospective cohort study embedded in the ISARIC-WHO COVID-19 Clinical Characterisation Protocol. Patients with laboratory-confirmed SARS-CoV-2 infection who required hospital admission were recruited prospectively. Patients treated with HFNC, NIV, or IMV within the first 24 h of hospital admission were included in this study. Descriptive statistics, random forest, and logistic regression analyses were used to describe clinical characteristics and compare clinical outcomes among patients treated with the different types of advanced respiratory support. Results: A total of 66,565 patients were included in this study. Overall, 82.6% of patients were treated in HIC, and 40.6% were admitted to the hospital during the first pandemic wave. During the first 24 h after hospital admission, patients in HICs were more frequently treated with HFNC (48.0%), followed by NIV (38.6%) and IMV (13.4%). In contrast, patients admitted in lower- and middle-income countries (LMICs) were less frequently treated with HFNC (16.1%) and the majority received IMV (59.1%). The failure rate of non-invasive respiratory support (i.e. HFNC or NIV) was 15.5%, of which 71.2% were from HIC and 28.8% from LMIC. The variables most strongly associated with non-invasive ventilation failure, defined as progression to IMV, were high leukocyte counts at hospital admission (OR [95%CI]; 5.86 [4.83-7.10]), treatment in an LMIC (OR [95%CI]; 2.04 [1.97-2.11]), and tachypnoea at hospital admission (OR [95%CI]; 1.16 [1.14-1.18]). Patients who failed HFNC/NIV had a higher 28-day fatality ratio (OR [95%CI]; 1.27 [1.25-1.30]). Conclusions: In the present international cohort, the most frequently used advanced respiratory support was the HFNC. However, IMV was used more often in LMIC. Higher leucocyte count, tachypnoea, and treatment in LMIC were risk factors for HFNC/NIV failure. HFNC/NIV failure was related to worse clinical outcomes, such as 28-day mortality. Trial registration This is a prospective observational study; therefore, no health care interventions were applied to participants, and trial registration is not applicable

Respiratory support in patients with severe COVID-19 in the International Severe Acute Respiratory and Emerging Infection (ISARIC) COVID-19 study: a prospective, multinational, observational study

Background: Up to 30% of hospitalised patients with COVID-19 require advanced respiratory support, including high-flow nasal cannulas (HFNC), non-invasive mechanical ventilation (NIV), or invasive mechanical ventilation (IMV). We aimed to describe the clinical characteristics, outcomes and risk factors for failing non-invasive respiratory support in patients treated with severe COVID-19 during the first two years of the pandemic in high-income countries (HICs) and low middle-income countries (LMICs). Methods: This is a multinational, multicentre, prospective cohort study embedded in the ISARIC-WHO COVID-19 Clinical Characterisation Protocol. Patients with laboratory-confirmed SARS-CoV-2 infection who required hospital admission were recruited prospectively. Patients treated with HFNC, NIV, or IMV within the first 24 h of hospital admission were included in this study. Descriptive statistics, random forest, and logistic regression analyses were used to describe clinical characteristics and compare clinical outcomes among patients treated with the different types of advanced respiratory support. Results: A total of 66,565 patients were included in this study. Overall, 82.6% of patients were treated in HIC, and 40.6% were admitted to the hospital during the first pandemic wave. During the first 24 h after hospital admission, patients in HICs were more frequently treated with HFNC (48.0%), followed by NIV (38.6%) and IMV (13.4%). In contrast, patients admitted in lower- and middle-income countries (LMICs) were less frequently treated with HFNC (16.1%) and the majority received IMV (59.1%). The failure rate of non-invasive respiratory support (i.e. HFNC or NIV) was 15.5%, of which 71.2% were from HIC and 28.8% from LMIC. The variables most strongly associated with non-invasive ventilation failure, defined as progression to IMV, were high leukocyte counts at hospital admission (OR [95%CI]; 5.86 [4.83–7.10]), treatment in an LMIC (OR [95%CI]; 2.04 [1.97–2.11]), and tachypnoea at hospital admission (OR [95%CI]; 1.16 [1.14–1.18]). Patients who failed HFNC/NIV had a higher 28-day fatality ratio (OR [95%CI]; 1.27 [1.25–1.30]). Conclusions: In the present international cohort, the most frequently used advanced respiratory support was the HFNC. However, IMV was used more often in LMIC. Higher leucocyte count, tachypnoea, and treatment in LMIC were risk factors for HFNC/NIV failure. HFNC/NIV failure was related to worse clinical outcomes, such as 28-day mortality. Trial registration This is a prospective observational study; therefore, no health care interventions were applied to participants, and trial registration is not applicable

Association of Country Income Level With the Characteristics and Outcomes of Critically Ill Patients Hospitalized With Acute Kidney Injury and COVID-19

Introduction: Acute kidney injury (AKI) has been identified as one of the most common and significant problems in hospitalized patients with COVID-19. However, studies examining the relationship between COVID-19 and AKI in low- and low-middle income countries (LLMIC) are lacking. Given that AKI is known to carry a higher mortality rate in these countries, it is important to understand differences in this population. Methods: This prospective, observational study examines the AKI incidence and characteristics of 32,210 patients with COVID-19 from 49 countries across all income levels who were admitted to an intensive care unit during their hospital stay. Results: Among patients with COVID-19 admitted to the intensive care unit, AKI incidence was highest in patients in LLMIC, followed by patients in upper-middle income countries (UMIC) and high-income countries (HIC) (53%, 38%, and 30%, respectively), whereas dialysis rates were lowest among patients with AKI from LLMIC and highest among those from HIC (27% vs. 45%). Patients with AKI in LLMIC had the largest proportion of community-acquired AKI (CA-AKI) and highest rate of in-hospital death (79% vs. 54% in HIC and 66% in UMIC). The association between AKI, being from LLMIC and in-hospital death persisted even after adjusting for disease severity. Conclusions: AKI is a particularly devastating complication of COVID-19 among patients from poorer nations where the gaps in accessibility and quality of healthcare delivery have a major impact on patient outcomes