A pesquisa como construção coletiva: olhares em trilhas para pensar a formação continuada de professores

This article aims at providing some refl ections on issues that concerns to the politics of continued teacher training. The research was conducted through the analysis of the context of a state school. Intending to give visibility to the conceptions that teachers have about the in-service training, this paper focused on the analysis of the data, questioning the relationship between the teaching experiences towards the cognitive policies of continued training. The theoretical and methodological discussions are based on the studies of Lourau René, Gilles Deleuze and Félix Guattari and Michel Foucault. By recognizing the importance of the work of these authors as contributions to the fi eld of education, the data were thematised and tensioned from the naturalized places and knowledge and in their social conditions of production, in order to come up with other ways to intervene in education, in the day-by-day of a school which is dense, diverse and unique.Keywords: continued training, policies, intervention research, cartography.Este artigo se propõe a estabelecer algumas reflexões em torno das questões que dizem respeito às políticas de formação continuada de professores. A pesquisa tomou como analisador o contexto de uma escola da rede estadual de ensino. Buscando dar visibilidade às concepções que os professores têm sobre a formação em serviço, focalizou-se a análise dos dados, problematizando as experiências docentes frente às políticas cognitivas de formação nos diferentes modos de funcionamento no trabalho docente. As discussões teóricas e metodológicas estão fundamentadas nos estudos de René Lourau, Gilles Deleuze e Félix Guattari e Michel Foucault. Ao se reconhecer a importância desses autores como contribuições para o campo da educação, os dados foram tematizados e tensionados a partir dos lugares e dos saberes naturalizados, em suas condições sociais de produção, para se pensar outros modos de intervir na educação, em um cotidiano escolar sempre denso, diverso e singular.Palavras-chave: formação continuada, políticas, pesquisa-intervenção, cartografia

Os desafios de uma política de educação de jovens e adultos

Este artigo tem como objetivo analisar documentos de uma política pública de educação e suas contribuições para as práticas educacionais direcionadas à Educação de Jovens e Adultos. Neste sentido, o Plano Municipal de Educação do município do Conde, Estado da Paraíba, e os relatórios da Coordenação Geral da EJA constituem analisadores da pesquisa do tipo documental. Apresenta, metodologicamente, os seguintes eixos analíticos: a) a emergência do plano municipal e a sua relação com a educação de adultos; b) características e iniciativas da rede municipal; e, c) ações e estratégias de permanência dos alunos. Há indicadores, nos relatórios, apesar dos limites, que direcionam para uma “horizontalidade” das práticas educacionais na oferta de educação de jovens e adultos

Formação docente e pesquisa inventiva: problematização, criação e intervenção nos cotidianos escolares

Este artigo propõe colocar em análise a relação entre formação docente e pesquisa interrogando as propostas formativas que intensificam processos disciplinadores, com foco em educadores e educandos como objetos de uma “educação pedagogizada”, de uma compartimentalização dos saberes e de uma desarticulação entre esses e a cultura nas montagens curriculares. Nessa direção, a escola é valorizada como campo de lutas em que a pesquisa se caracteriza como práticas educativas questionadoras e inventivas. As discussões teóricas estão fundamentadas nos estudos de Varela (1994, 2002), Michel Foucault (2009), Silva e Moreira (2001), Zanella (2013) e Philippe Ariès (1978). Por fim, ao reconhecer a importância dos trabalhos desses autores como contribuições para o campo da educação, indicamos alguns caminhos para se pensar a formação dos professores e a pesquisa inventiva, concebendo a educação como um espaço de produção de diferentes saberes e sujeitos implicados com a idealização da crítica como movimento, criação e potência de vida

A escola na berlinda: pesquisa documental e narrativas juvenis em foco

Este estudio propone discutir el lugar que ocupa la escuela en la vida de los jóvenes inscritos en las clases de Educación de Jóvenes y Adultos (EJA). Es un estudio de caso realizado en una escuela de la Rede Municipal de Cabedelo, Paraíba. El diario de clase y el archivo individual que hace referencia a los años 2017 y 2018, así como una entrevista semiestructurada, realizada con los estudiantes de los ciclos III y IV de EJA, respaldan el trabajo empírico. Algunos resultados indican que van a las clases de EJA, o están "obligados" a hacerlo, en vista de la retención y el abandono escolar promovidos por la escuela. Los datos del Ciclo III, Clases A y B, año 2017 y la Clase "Única", año 2018, que se refieren al rendimiento escolar, basados en el conocimiento de portugués, matemáticas, geografía, ciencias, historia, inglés y artes, señalan que, de los 112 estudiantes, el promedio es de 34 estudiantes aprobados. Y aquellos en el Ciclo IV, considerando el mismo conocimiento, muestran un promedio de 46.14 aprobados, de 79 estudiantes matriculados en los años 2017 y 2018. Conciliar la escuela y el trabajo, experimentar con clases heterogéneas y mostrar bajo rendimiento escolar son variables concretas que apuntan a La complejidad de estas historias escolares asimétricas, reactivadas por trayectorias discontinuas en Educación Básica. Fuentes documentales y narrativas juveniles muestran que el problema histórico de la retención y el abandono escolar es también el fracaso de la escuela, ya que contribuye específicamente a los procesos de exclusión social y desigualdad.Este estudo propõe discutir o lugar que a escola ocupa na vida dos jovens matriculados nas turmas da Educação de Jovens e Adultos (EJA). Trata-se de um estudo de caso realizado numa escola da rede municipal de Cabedelo, Paraíba. O Diário de Classe e a ficha-individual referentes aos anos de 2017 e 2018 bem como entrevista semi-estruturada, realizada com os alunos dos Ciclos III e IV da EJA, respaldam o trabalho empírico. Alguns resultados indicam que eles vão para as turmas da EJA, ou a isso são “obrigados”, frente à retenção e evasão escolar promovidas pela Escola. Os dados do Ciclo III, Turmas A e B, ano 2017 e a Turma “Única”, ano 2018, referidos ao desempenho escolar, a partir dos saberes de Português, Matemática, Geografia, Ciências, História, Inglês e Artes, apontam que, dos 112 alunos, a média é de 34 alunos aprovados. E os do Ciclo IV, contemplando os mesmos saberes, mostram uma média de 46,14 de aprovados, de 79 alunos matriculados nos anos 2017 e 2018. Conciliar escola e trabalho, experimentar turmas heterogêneas e apresentar baixo rendimento escolar são variáveis concretas que apontam para a complexidade dessas histórias escolares assimétricas, reativadas por trajetórias descontínuas na Educação Básica. As fontes documentais e as narrativas dos jovens mostram que o problema histórico da retenção e da evasão escolar é também o fracasso da escola, ao contribuir, especificamente, para os processos de exclusão e de desigualdades sociais.This study proposes to discuss the place that the school occupies in the lives of young people enrolled in the Youth and Adult Education (EJA) classes. This is a case study carried out at a school in the municipal network of Cabedelo, Paraíba. The individual form and the Class Diary for the years 2017 and 2018, as well as a semi-structured interview with the students of Cycles III and IV of the EJA support the empirical work. The results indicate that they go to the EJA classes, or are “obliged” to do so, due to the production of retention and school dropout promoted by the school. Data from Cycle III, Classes A and B, from 2017 and the Class “Única”, year 2018, referring to school performance, based on the knowledge of Portuguese, Mathematics, Geography, Sciences, History, English and Arts, point out that, of the 112 students, the average is 34 approved students. And those from Cycle IV, considering the same knowledge, show an average of 46.14 approved, of 79 students enrolled in the years 2017 and 2018. Reconciling school and work, experimenting with heterogeneous classes and showing low school performance are concrete variables that point to the complexity of these asymmetric, school histories reactivated by discontinuous trajectories in Basic Education. Documentary sources and young people's narratives show that the historical problem of school retention and dropout is also the failure of the school to contribute, specifically, to the processes of exclusion and social inequality

Health-related quality of life in patients with type 1 diabetes mellitus in the different geographical regions of Brazil : data from the Brazilian Type 1 Diabetes Study Group

Background: In type 1 diabetes mellitus (T1DM) management, enhancing health-related quality of life (HRQoL) is as important as good metabolic control and prevention of secondary complications. This study aims to evaluate possible regional differences in HRQoL, demographic features and clinical characteristics of patients with T1DM in Brazil, a country of continental proportions, as well as investigate which variables could influence the HRQoL of these individuals and contribute to these regional disparities. Methods: This was a retrospective, cross-sectional, multicenter study performed by the Brazilian Type 1 Diabetes Study Group (BrazDiab1SG), by analyzing EuroQol scores from 3005 participants with T1DM, in 28 public clinics, among all geographical regions of Brazil. Data on demography, economic status, chronic complications, glycemic control and lipid profile were also collected. Results: We have found that the North-Northeast region presents a higher index in the assessment of the overall health status (EQ-VAS) compared to the Southeast (74.6 ± 30 and 70.4 ± 19, respectively; p < 0.05). In addition, North- Northeast presented a lower frequency of self-reported anxiety-depression compared to all regions of the country (North-Northeast: 1.53 ± 0.6; Southeast: 1.65 ± 0.7; South: 1.72 ± 0.7; Midwest: 1.67 ± 0.7; p < 0.05). These findings could not be entirely explained by the HbA1c levels or the other variables examined. Conclusions: Our study points to the existence of additional factors not yet evaluated that could be determinant in the HRQoL of people with T1DM and contribute to these regional disparities

Photobiomodulation reduces the cytokine storm syndrome associated with Covid-19 in the zebrafish model

Although the exact mechanism of the pathogenesis of COVID-19 is not fully understood, oxidative stress and the release of pro-inflammatory cytokines have been highlighted as playing a vital role in the pathogenesis of the disease. In this sense, alternative treatments are needed to reduce the inflammation caused by COVID-19. Therefore, this study aimed to investigate the potential effect of red PBM as an attractive therapy to downregulate the cytokine storm caused by COVID-19 from a zebrafish model. RT-PCR analyses and protein-protein interaction prediction among SARS-CoV-2 and Danio rerio proteins showed that rSpike was responsible for generating systemic inflammatory processes with significantly increased pro-inflammatory (il1b, il6, tnfa, and nfkbiab), oxidative stress (romo1) and energy metabolism (slc2a1a, coa1) mRNA markers, with a pattern like those observed in COVID-19 cases in humans. On the other hand, PBM treatment decreased the mRNA levels of these pro-inflammatory and oxidative stress markers compared with rSpike in various tissues, promoting an anti-inflammatory response. Conversely, PBM promotes cellular and tissue repair of injured tissues and significantly increases the survival rate of rSpike-inoculated individuals. Additionally, metabolomics analysis showed that the most impacted metabolic pathways between PBM and the rSpike-treated groups were related to steroid metabolism, immune system, and lipids metabolism. Together, our findings suggest that the inflammatory process is an incisive feature of COVID-19, and red PBM can be used as a novel therapeutic agent for COVID-19 by regulating the inflammatory response. Nevertheless, the need for more clinical trials remains, and there is a significant gap to overcome before clinical trials.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 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