REFLEXÕES EM TORNO DO BRINCAR EM CONTEXTOS DE EDUCAÇÃO DE INFÂNCIA

Aquilo que parecia ser um dado adquirido, “Direito de brincar”, tornou-se na sociedade atual uma necessidade emergente, enredados, que estamos, na visão das crianças como futuros adultos produtivos. Neste artigo procuramos refletir acerca do brincar em contextos de educação de infância, revisitando algumas linhas de pesquisa que têm sido desenvolvidas por diversos autores, colocando em contra ponto os discursos vigentes e o seu compromisso nas práticas, pelos educadores de infância. Devemos olhar a criança através da lente dos direitos, direitos que emanam das suas necessidades, sendo o brincar uma delas.   PALAVRAS-CHAVE: Brincar; aprender; educação de infância.     ABSTRACT What seemed taken for granted "the right to play", became in today's society an emerging need. We see children as future productive adults. In this article we have tried to reflect about the play in childhood education contexts revisiting several research in the field of play and learning, and related this with the pre-school teachers pratices. We must view children through the lens of their rights. This rights proceed from their needs, and playing is one of them.   KEYWORDS: Play; learn; childhood education.     RESUMEN El “Derecho a jugar” que solía ser visto como garantizado en el pasado, en la sociedad actual se convirtió en una necesidad emergente, atendendo al echo de que vemos a los niños como futuros adultos productivos. En el presente artículo, intentamos reflexionar sobre el juego en contexto de educación infantil, basados en algunas líneas de investigación de distintos autores, contraponiendo y reflejando sus prácticas. Debemos mirar a los niños teniendo en linea de cuenta sus derechos y sabendo que esos mismos derechos nacen de sus propias necesidades. Jugar es una de ellas.   PALABRAS CLAVE: Jugar; aprendizagem; educación infantil

Multiple Myeloma Treatment Guidelines by the Portuguese Group of Multiple Myeloma

The treatment of multiple myeloma has profoundly changed with the introduction of several innovative therapies. The optimization of therapeutic sequencing through the combined use of the various drugs developed in recent years and the attention given to the characteristics of patients have allowed the reduction of toxicities and increased survival and quality of life of patients with multiple myeloma. These treatment recommendations from the Portuguese Multiple Myeloma Group offer guidance for first-line treatment and progression/relapse situations. These recommendations are given highlighting the data that justify each choice and referring to the respective levels of evidence that support these options. Whenever possible, the respective national regulatory framework is presented. These recommendations constitute an advance towards the best treatment of multiple myeloma in Portugal.publishersversionpublishe

Cardiomiopatia de Takotsubo: características clínicas e fisiopatologia: revisão sistemática: Takotsubo cardiomyopathy: clinical features and pathophysiology: a systematic review

A cardiomiopatia de Takotsubo diz respeito a uma forma aguda e reversível da insuficiência cardíaca em que muitas das vezes está correlacionada com a síndrome coronariana aguda. Essa pesquisa tem como objetivo evidenciar as características clínicas e a fisiopatologia da cardiomiopatia de Takotsubo. Trata-se de uma Revisão Integrativa da Literatura. Foram encontrados 4 artigos, sendo 3 desses relatos de caso. Após análise e interpretação dos dados, concluiu-se que a cardiomiopatia de Takotsubo apresenta características clínicas que podem se confundir a outras doenças coronarianas, por isso é essencial o diagnóstico diferencial. Percebe-se a necessidade de mais estudos referentes à temática da cardiomiopatia de Takotsubo

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

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 understanding 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,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 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 underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities 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 organism 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 neglected 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 lost

Omecamtiv mecarbil in chronic heart failure with reduced ejection fraction, GALACTIC‐HF: baseline characteristics and comparison with contemporary clinical trials

Aims: The safety and efficacy of the novel selective cardiac myosin activator, omecamtiv mecarbil, in patients with heart failure with reduced ejection fraction (HFrEF) is tested in the Global Approach to Lowering Adverse Cardiac outcomes Through Improving Contractility in Heart Failure (GALACTIC‐HF) trial. Here we describe the baseline characteristics of participants in GALACTIC‐HF and how these compare with other contemporary trials. Methods and Results: Adults with established HFrEF, New York Heart Association functional class (NYHA) ≥ II, EF ≤35%, elevated natriuretic peptides and either current hospitalization for HF or history of hospitalization/ emergency department visit for HF within a year were randomized to either placebo or omecamtiv mecarbil (pharmacokinetic‐guided dosing: 25, 37.5 or 50 mg bid). 8256 patients [male (79%), non‐white (22%), mean age 65 years] were enrolled with a mean EF 27%, ischemic etiology in 54%, NYHA II 53% and III/IV 47%, and median NT‐proBNP 1971 pg/mL. HF therapies at baseline were among the most effectively employed in contemporary HF trials. GALACTIC‐HF randomized patients representative of recent HF registries and trials with substantial numbers of patients also having characteristics understudied in previous trials including more from North America (n = 1386), enrolled as inpatients (n = 2084), systolic blood pressure < 100 mmHg (n = 1127), estimated glomerular filtration rate < 30 mL/min/1.73 m2 (n = 528), and treated with sacubitril‐valsartan at baseline (n = 1594). Conclusions: GALACTIC‐HF enrolled a well‐treated, high‐risk population from both inpatient and outpatient settings, which will provide a definitive evaluation of the efficacy and safety of this novel therapy, as well as informing its potential future implementation

Educação e cuidados em creche : conceptualizações de um grupo de educadores

Doutoramento em Ciências da EducaçãoEm Portugal tem sido realizada pouca investigação acerca da educação e cuidados de crianças pequenas em contextos colectivos de atendimento. Embora seja aceite que uma das principais variáveis que afectam a qualidade da creche se relaciona com a formação e desempenho dos educadores que aí trabalham, o modo como eles compreendem as suas práticas e contextos de práticas não têm sido interrogados. O presente trabalho tomou como referência o designado “paradigma do pensamento do professor”, e foi realizado através de uma abordagem qualitativa (a grounded theory), tendo conduzido à formulação de um modelo compreensivo das conceptualizações (crenças e teorias implícitas) de um grupo de educadoras acerca da educação e cuidados de crianças em creche. Esse modelo procura condensar os dados que emergiram do processo analítico e que dizem respeito aos processos através dos quais as educadoras dão significado às suas práticas em creche, aos princípios que lhes servem de orientação, aos dilemas que enfrentam na definição de padrões de acção e na construção curricular, bem como ao modo como a experiência efectiva nesse contexto questiona e é também interrogada pelas suas ideias prévias acerca da educação não parental e acerca da sua própria profissionalidade como educadoras de creche.Very little research has been carried out in Portugal into the care and education of children under three. Although it is widely accepted that one of the main variables that influences child care quality relates to the practitioners education and performance, the question of the way practitioners understand their practices and contexts of practice has not been addressed. The theoretical framework of this study was the “teacher thinking paradigm”, and grounded research methodology was employed in order to develop a comprehensive model of the conceptualizations (beliefs and implicit theories) of a group of early child teachers about the education and care of young children in child care centers. The model built through the research process focus on the way early child teachers create meanings for their practices in child care centers, the principles that serve to them as orientation, the dilemmas they face in the definition of patterns of action and in the curricular construction, as well as the way their effective experience in those settings questions and is also interrogated by their previous ideas concerning non parental education and also concerning the specific professional nature of their own roles and missions.portugues

O papel dos pares na inclusão de alunos com nee: Programa pares

Inclusion is not a real inclusion if it only means the physical presence of a different child (disabled or not) at the school context. Ambition must be higher, the challenge has to be including the child in his/her social and affective dimension. Being so, it is important to pay attention to those who truly are essentials to the socialization process – the others, the peers. The construction of the “PARES” Programme was intended to promote the acquisition of socioemotional skills in pupils, with or without Special Educational Needs (SEN). The programme was implemented in a 3rd Cycle class, which included pupils with SEN at Secondary School, in Coimbra district. The results allow us to conclude that the programme had a positive impact, on pupils with and without SEN. Benefits were also obtained in the functioning of the educational community, particularly through the dissemination and awareness activities attained by students during the “PARES” Programme. Intervention improved the “paths” to inclusion of SEN children, promoting comprehension, acceptation and tolerance to the difference, no matter its origin or typology.A inclusão não será uma efetiva inclusão se apenas se resumir a uma presença física da criança diferente (seja ou não portadora de deficiência) em contexto escolar. A ambição deve ser maior, o desafio será, também, o de incluir as crianças na sua dimensão social e afetiva. Para viabilizar este repto é fundamental considerar aqueles que são essenciais a qualquer processo de socialização: os outros, os pares. A construção do Programa PARES teve como objetivo principal promover a aquisição de competências socioemocionais nos alunos que dele usufruíram, com ou sem Necessidades Educativas Especiais (NEE), tendo sido implementado numa turma de alunos do 3º ciclo, que integrava alunos com NEE, no Agrupamento de Escolas do Distrito de Coimbra. Os resultados obtidos permitem-nos concluir que o programa teve um impacto positivo, quer nos alunos sem NEE, como nos alunos com NEE. Obtiveram-se igualmente benefícios no funcionamento da própria comunidade educativa, nomeadamente através das atividades de divulgação e sensibilização que os alunos fizeram durante o programa PARES. A intervenção permitiu, pois, melhorar os “trilhos” para a inclusão de alunos com NEE, promovendo a compreensão, aceitação e tolerância da diferença, independentemente da sua origem ou tipologia

Innovate and train for the articulation of educational practices in exterior and interior contexts in pre-school education

This research aims to design, implement and evaluate a blended collaborative training program (CTP), in Preschool Education (EPE), integrated in the project "Invisible Limits: Education in a Nature Environment" (LI) and with the Kindergartens (JI) that participate in it, in order to articulate educational practices in external contexts, namely nature, and interior. The project emerged from the concerns pointed out by current research regarding the lack of opportunities for action by children in the space nature and its repercussions on their health and cognitive development, socio-emotional, motor and environmental awareness. Through a case study, of qualitative nature, it is intended to evaluate the contributions of the CTP referred, on the one hand, in the reorientation of the conceptions and educational practices of four educators before and after their participation in the CTP, using multiple techniques of data collection and processing - researcher's journal, documentary analysis, semi-structured interviews, participant observation, written, photographic and video records and content analysis with Webqda software support, and, on the other hand, the quality of the experiences developed with twenty-four children, through the application of the emotional well-being and implication scale of Portugal and Laevers (2018), before, during and after the CTP. The study may contribute to the development of innovative strategies in diverse contexts, in a crosscutting approach, through collaborative and articulated work among professionals - researchers, coordinators, educators, auxiliaries and specialists in nature environment education. Ultimately, the relevance of this project comes from the need for research, training and intervention in the area, as well as the contribution and implications it aspires to achieve in the quality of educational and training offerings in Portugal.publishe