Os sentidos do brincar para professores de uma escola pública de educação infantil de Boa Vista/RR: implicações para a formação docente.

This abstract presents a doctor research that aims in analizing how the teachers from the 1stand 2ndgrades of public preschool in Boa Vista-RR, construct meanings about playing and also reflect about these meanings in pedagogical practice with small kids. We assume that the child is also a real human being, in process of discovery, learnings and transformation. Thinking of the child as an active being in social relationships means consider him/her integrated in a psychological, social, cultural and historical process, constituted at a specific time. This way, we problematize the notions of childhood, child and playfrom a specific field of knowledge: the Historical -Cultural Psychology and anchor in it our epistemological perspective of thinking these notions dated in a time-space determined by history and culture. Nowadays, the discussion about the formation of the professional who works in the preschool is highlighted and consistent. Thus, the guiding question of the research arises from the concerns generated from the possibility of advances and challenges in preschool education, from the perspective that it is possible to understand and value the cognitive, affective and creative abilities of a child. Concerning this, we present playing as an essential point of discussion of this work, because we understand that integrating education with playing, in preschool education, is about the way the child is seen and understood, once we understand that playing must be the axis that drives practice in the field of preschool education. This research is limited to the qualitative approach, with the methodological perspectiveof critical collaborative research, since it enables the dialogue between the researcher and the researched, having as it main point the understanding and transformation of school contexts. The teacher’s language as object and instrument was considered because it exposes how the activity room and the relationships established in it are thought. The reflexive session was the instrument for the data production and the cores of meaning were the path to the analysis. From the speeches of the research participants it is intended to weave reflections that make it possible to understand, know different ways to perceive the world, integrating the feelings of teachers about playing to the pedagogical practice. For the result of this research, it was essential to note that the teachers perceive the situations experienced in the educational environment critically, and go further, either as in relation to the role of the County Secretary of Education and the positions it takes, also as in relation to the ideas and concepts they understand to be necessary to expand the knowledge about the education of young children. The understanding of the necessary transformation of the pedagogical practice that offers spaces, times and activities that truly consider the child, the playing, the imagine, the creating, with respect and the appreciation of children’s interests and particularities; it was presented by the teachers as essential after the discussions and reflections made during the sections.Este resumo apresenta a pesquisa de doutorado que objetivou analisar como os professores que atuam no 1° e 2° períodos da Educação Infantil, em uma escola da rede municipal de Boa Vista-RR, constroem os sentidos sobre o brincar e refletir sobre essas significações na prática pedagógica com crianças pequenas.Consideramos a criança como um ser de relações em processo de descobertas, aprendizagens e transformações. Pensar a criança como ser ativo nas relações sociais, confere considerá-la integrada a um processo psicológico, social, cultural e histórico, constituída em um tempo específico. Desta forma, problematizamos as noções de infância, de criança e de brincar a partir de um campo específico do conhecimento: a Psicologia Histórico-Cultural e nela ancoramos a nossa perspectiva epistemológica de pensar essas noções datadas em um tempo-espaço determinado pela história e pela cultura. Atualmente, a discussão sobre a formação dos profissionais que atuam na Educação Infantil ganha relevo e consistência. Neste sentido, a questão orientadora da pesquisa surge das inquietações geradas a partir da possibilidade de avanços e desafios na Educação Infantil, na perspectiva em que seja possível compreender e valorizar a capacidade cognitiva, afetiva e criativa da criança. Assim, apresentamos o brincar como o ponto essencial de discussão deste trabalho, pois entendemos que integrar a educação com a brincadeira, na Educação Infantil, passa pela forma como a criança é vista e entendida, uma vez que compreendemos que o brincar deve ser o eixo que conduz as práticas no campo da Educação Infantil.Esta pesquisa está circunscrita à abordagem qualitativa, com a perspectiva metodológica da pesquisa crítica de colaboração, uma vez que possibilita o diálogo entre pesquisador e pesquisado, tendo como ponto principal a compreensão e transformação dos contextos escolares. A linguagem do professor como objeto e instrumento foi considerada, pois expõe como é o pensar a sala de atividades e nela as relações estabelecidas. A sessão reflexiva foi o instrumento para a produção dos dados e os núcleos de significação foram o caminho para a análise.A partir das falas dos participantes da pesquisa foi possível tecer reflexões que possibilitaram compreender, conhecer formas diferentes de perceber-se e perceber o mundo, integrando os sentidos dos professores sobre o brincar à prática pedagógica. Para os resultados destapesquisa foi fundamental constatar que os professores percebem de forma crítica as situações vividas no espaço educacional e conseguem ir mais além, tanto com relação ao papel da Secretaria Municipal de Educação e as posturas que assume como também no que diz respeito a ideias e conceitos que entendem ser necessários para que ampliem os conhecimentos a respeito da educação de crianças pequenas. A compreensão da necessária transformação da prática pedagógica que ofereça espaços, tempos e atividades que verdadeiramente considerem a criança, o brincar, o imaginar, o criar, com respeito e valorização aos interesses e particularidades infantis, foi apresentadapelos professores como fundamental depois das discussões e reflexões feitas durante as sessões

A FORMAÇÃO DE PROFESSORES PARA EDUCAÇÃO INFANTIL EM BOA VISTA: a política municipal e o papel da Universidade Federal de Roraima

Este artigo enfoca os resultados da Dissertação de Mestrado intitulada “A formação dos professores de educação infantil frente aos avanços legais e a política de educação infantil no município de Boa Vista/RR”, defendida na Universidade do Amazonas – UFAM, no ano de 2009. As reflexões queaqui fazemos advêm, pois, de uma pesquisa bibliográfica e documental, cujo objetivo foi conhecer os princípios que regem o atendimento à criança pequena realizado pela Secretaria Municipal de Educação de Boa Vista/RR, a partir da documentação relativa à Educação Infantil e das exigências legais em âmbito nacional e considerando a formação dos professores que atuam neste nível de ensino. Aborda a formação de professores de educação infantil, considerando o significado social e profissional de ser professor de crechese pré-escolas. Buscamos, a partir deste trabalho, compreender e caracterizar o papel da Universidade Federal de Roraima no processo de formação de professores de Educação Infantil e identificar desafios e possibilidades para essa formação, já que esta instituição constitui o principal lócus da formação de pedagogos no município.Palavras-chave: Formação de professores de Educação Infantil. Secretaria Municipal de Educação de Boa Vista. Universidade Federal de Roraima.AbstractThis article focuses on the results of a Master’s thesis entitled “Teachers Training for Children’s Education before the Legal Developments and Policy on Early Childhood in Boa Vista City” which was presented at Federal University in Amazonas State (UFAM) in 2009. The observations we have made herecome from literature and documentary research whose goal was to know the principles governing early childhood care. It was implemented by the Municipal Department of Education in Boa Vista City from the documentation relating to Children’s Education as well as statutory requirements at nationallevel by taking into account teachers training at this level. Also, it focuses on teachers training in Children’s Education, with regards to the professional and social importance of being a day care center or a pre-school teacher. From those efforts, one tries not only to understand and characterize the role of Federal University in Roraima State in the process of teachers trainingin Children’s Education, but also to identify challenges and possibilities for such a training because this institution constitutes the main locus of educationalists training in the neighborhood.Keywords: Teachers Training in Children’s Education. Municipal Department of Education in Boa Vista City. Federal University in Roraima State.

Contrasting Effects of Wild Arachis Dehydrin Under Abiotic and Biotic Stresses

Plant dehydrins (DNHs) belong to the LEA (Late Embryogenesis Abundant) protein family and are involved in responses to multiple abiotic stresses. DHNs are classified into five subclasses according to the organization of three conserved motifs (K-; Y-; and S-segments). In the present study, the DHN protein family was characterized by molecular phylogeny, exon/intron organization, protein structure, and tissue-specificity expression in eight Fabaceae species. We identified 20 DHN genes, encompassing three (YnSKn, SKn, and Kn) subclasses sharing similar gene organization and protein structure. Two additional low conserved DHN Φ-segments specific to the legume SKn-type of proteins were also found. The in silico expression patterns of DHN genes in four legume species (Arachis duranensis, A. ipaënsis, Glycine max, and Medicago truncatula) revealed that their tissue-specific regulation is associated with the presence or absence of the Y-segment. Indeed, DHN genes containing a Y-segment are mainly expressed in seeds, whereas those without the Y-segment are ubiquitously expressed. Further qRT-PCR analysis revealed that, amongst stress responsive dehydrins, a SKn-type DHN gene from A. duranensis (AdDHN1) showed opposite response to biotic and abiotic stress with a positive regulation under water deficit and negative regulation upon nematode infection. Furthermore, transgenic Arabidopsis lines overexpressing (OE) AdDHN1 displayed improved tolerance to multiple abiotic stresses (freezing and drought) but increased susceptibility to the biotrophic root-knot nematode (RKN) Meloidogyne incognita. This contradictory role of AdDHN1 in responses to abiotic and biotic stresses was further investigated by qRT-PCR analysis of transgenic plants using a set of stress-responsive genes involved in the abscisic acid (ABA) and jasmonic acid (JA) signaling pathways and suggested an involvement of DHN overexpression in these stress-signaling pathways

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Anais do V Encontro Brasileiro de Educomunicação: Educação midiática e políticas públicas

A presente coletânea, que chega ao público através de um suporte digital, tem como objetivo disponibilizar os papers, bem como os relatos de experiências educomunicativas apresentados durante o V ENCONTRO BRASILEIRO DE EDUCOMUNICAÇÃO, que teve como tema central: “Educação Midiática e Políticas Públicas”. O evento foi realizado em São Paulo, entre 19 e 21 de setembro de 2013, a partir de uma parceria entre o NCE/USP - Núcleo de Comunicação e Educação da USP, a Licenciatura em Educomunicação da ECA/USP, a ABPEducom – Associação Brasileira de Pesquisadores e Profissionais da Educomunicação e a FAPCOM – Faculdade Paulus de Tecnologia e Comunicação, que ofereceu seu campus, na Vila Mariana, para os atos do evento. Os presentes anais disponibilizam o texto de abertura, de autoria do coordenador geral do evento, denominado “Educação midiática e políticas públicas: vertentes históricas da emergência da Educomunicação na América Latina”. Na sequência, apresentam 61 papers sobre aspectos específicos da temática geral, resultantes de pesquisas na área, seguidos de 27 relatos de práticas educomunicativas, em nível nacional

Contributions of mean and shape of blood pressure distribution to worldwide trends and variations in raised blood pressure: A pooled analysis of 1018 population-based measurement studies with 88.6 million participants

© The Author(s) 2018. Background: Change in the prevalence of raised blood pressure could be due to both shifts in the entire distribution of blood pressure (representing the combined effects of public health interventions and secular trends) and changes in its high-blood-pressure tail (representing successful clinical interventions to control blood pressure in the hypertensive population). Our aim was to quantify the contributions of these two phenomena to the worldwide trends in the prevalence of raised blood pressure. Methods: We pooled 1018 population-based studies with blood pressure measurements on 88.6 million participants from 1985 to 2016. We first calculated mean systolic blood pressure (SBP), mean diastolic blood pressure (DBP) and prevalence of raised blood pressure by sex and 10-year age group from 20-29 years to 70-79 years in each study, taking into account complex survey design and survey sample weights, where relevant. We used a linear mixed effect model to quantify the association between (probittransformed) prevalence of raised blood pressure and age-group- and sex-specific mean blood pressure. We calculated the contributions of change in mean SBP and DBP, and of change in the prevalence-mean association, to the change in prevalence of raised blood pressure. Results: In 2005-16, at the same level of population mean SBP and DBP, men and women in South Asia and in Central Asia, the Middle East and North Africa would have the highest prevalence of raised blood pressure, and men and women in the highincome Asia Pacific and high-income Western regions would have the lowest. In most region-sex-age groups where the prevalence of raised blood pressure declined, one half or more of the decline was due to the decline in mean blood pressure. Where prevalence of raised blood pressure has increased, the change was entirely driven by increasing mean blood pressure, offset partly by the change in the prevalence-mean association. Conclusions: Change in mean blood pressure is the main driver of the worldwide change in the prevalence of raised blood pressure, but change in the high-blood-pressure tail of the distribution has also contributed to the change in prevalence, especially in older age groups

Repositioning of the global epicentre of non-optimal cholesterol

High blood cholesterol is typically considered a feature of wealthy western countries(1,2). However, dietary and behavioural determinants of blood cholesterol are changing rapidly throughout the world(3) and countries are using lipid-lowering medications at varying rates. These changes can have distinct effects on the levels of high-density lipoprotein (HDL) cholesterol and non-HDL cholesterol, which have different effects on human health(4,5). However, the trends of HDL and non-HDL cholesterol levels over time have not been previously reported in a global analysis. Here we pooled 1,127 population-based studies that measured blood lipids in 102.6 million individuals aged 18 years and older to estimate trends from 1980 to 2018 in mean total, non-HDL and HDL cholesterol levels for 200 countries. Globally, there was little change in total or non-HDL cholesterol from 1980 to 2018. This was a net effect of increases in low- and middle-income countries, especially in east and southeast Asia, and decreases in high-income western countries, especially those in northwestern Europe, and in central and eastern Europe. As a result, countries with the highest level of non-HDL cholesterol-which is a marker of cardiovascular riskchanged from those in western Europe such as Belgium, Finland, Greenland, Iceland, Norway, Sweden, Switzerland and Malta in 1980 to those in Asia and the Pacific, such as Tokelau, Malaysia, The Philippines and Thailand. In 2017, high non-HDL cholesterol was responsible for an estimated 3.9 million (95% credible interval 3.7 million-4.2 million) worldwide deaths, half of which occurred in east, southeast and south Asia. The global repositioning of lipid-related risk, with non-optimal cholesterol shifting from a distinct feature of high-income countries in northwestern Europe, north America and Australasia to one that affects countries in east and southeast Asia and Oceania should motivate the use of population-based policies and personal interventions to improve nutrition and enhance access to treatment throughout the world.Peer reviewe

Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants

Summary Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents. Methods For this pooled analysis, we used a database of cardiometabolic risk factors collated by the Non-Communicable Disease Risk Factor Collaboration. We applied a Bayesian hierarchical model to estimate trends from 1985 to 2019 in mean height and mean BMI in 1-year age groups for ages 5–19 years. The model allowed for non-linear changes over time in mean height and mean BMI and for non-linear changes with age of children and adolescents, including periods of rapid growth during adolescence. Findings We pooled data from 2181 population-based studies, with measurements of height and weight in 65 million participants in 200 countries and territories. In 2019, we estimated a difference of 20 cm or higher in mean height of 19-year-old adolescents between countries with the tallest populations (the Netherlands, Montenegro, Estonia, and Bosnia and Herzegovina for boys; and the Netherlands, Montenegro, Denmark, and Iceland for girls) and those with the shortest populations (Timor-Leste, Laos, Solomon Islands, and Papua New Guinea for boys; and Guatemala, Bangladesh, Nepal, and Timor-Leste for girls). In the same year, the difference between the highest mean BMI (in Pacific island countries, Kuwait, Bahrain, The Bahamas, Chile, the USA, and New Zealand for both boys and girls and in South Africa for girls) and lowest mean BMI (in India, Bangladesh, Timor-Leste, Ethiopia, and Chad for boys and girls; and in Japan and Romania for girls) was approximately 9–10 kg/m2. In some countries, children aged 5 years started with healthier height or BMI than the global median and, in some cases, as healthy as the best performing countries, but they became progressively less healthy compared with their comparators as they grew older by not growing as tall (eg, boys in Austria and Barbados, and girls in Belgium and Puerto Rico) or gaining too much weight for their height (eg, girls and boys in Kuwait, Bahrain, Fiji, Jamaica, and Mexico; and girls in South Africa and New Zealand). In other countries, growing children overtook the height of their comparators (eg, Latvia, Czech Republic, Morocco, and Iran) or curbed their weight gain (eg, Italy, France, and Croatia) in late childhood and adolescence. When changes in both height and BMI were considered, girls in South Korea, Vietnam, Saudi Arabia, Turkey, and some central Asian countries (eg, Armenia and Azerbaijan), and boys in central and western Europe (eg, Portugal, Denmark, Poland, and Montenegro) had the healthiest changes in anthropometric status over the past 3·5 decades because, compared with children and adolescents in other countries, they had a much larger gain in height than they did in BMI. The unhealthiest changes—gaining too little height, too much weight for their height compared with children in other countries, or both—occurred in many countries in sub-Saharan Africa, New Zealand, and the USA for boys and girls; in Malaysia and some Pacific island nations for boys; and in Mexico for girls. Interpretation The height and BMI trajectories over age and time of school-aged children and adolescents are highly variable across countries, which indicates heterogeneous nutritional quality and lifelong health advantages and risks