Transição para o ensino superior: aspiração dos alunos do ensino médio de uma escola pública

O trabalho discute resultados de uma pesquisa que identifica e analisa projetos e aspirações de continuidade dos estudos de alunos do ensino médio de uma escola estadual da região metropolitana de Belo Horizonte, Minas Gerais. Busca-se compreender as formas de presença da escola e da família na elaboração dos projetos de vida. A discussão se baseia nos dados coletados por meio de questionários autoaplicados dirigidos aos alunos. Foram realizados cruzamentos entre a variável resposta (se o aluno pretende cursar o ensino superior) e as variáveis relacionadas às características adscritivas dos alunos, à trajetória escolar, ao contexto familiar e escolar. A partir dos cruzamentos, foram selecionadas as variáveis que indicavam associação com a variável resposta e estimado um modelo de regressão logística que buscou analisar os fatores associados às aspirações dos alunos em cursar o ensino superior. Os achados indicaram que três características distinguem mais os alunos em termos de aspirações de continuidade de estudos: sexo, renda familiar e incentivo da família

Desigualdades no interior das escolas: uma análise da composição social das turmas

This article analyzes the social composition of fifth grade classes in Brazilian public schools. Besides, investigates the correspondence between class social composition and the within-class criteria of grouping. We consider the social composition of classes as the percentage of students who failed in the past, who are black, female, low socioeconomic level or low achievement in reading and mathematics tests. Then, we use the Theil-L Index to describe at first the inequality between classes considering their social composition and, on the other hand, to compare it to the within-class criteria of grouping declared by the principal. As a result, we observe that there is a mismatch between the unequal distribution of students among classes and the perception of principals, even when they stated that were applied a heterogeneous grouping criteria.Neste trabalho analisa-se as desigualdades de composição social das turmas de 5º ano da rede pública brasileira. Além disso, busca-se verificar se há correspondência entre a composição das turmas e os critérios de enturmação declarados pelos diretores. A composição social de cada uma das turmas foi calculada a partir do percentual de alunos negros, do sexo feminino, reprovados, de baixo nível socioeconômico e não proficientes em Leitura e Matemática. O Índice de Theil-L descreve a desigualdade entre as turmas quanto à sua composição e compara aos critérios para organização das turmas. Constatamos que há um descompasso entre a distribuição desigual dos alunos e a percepção dos diretores, mesmo quando afirmaram utilizar critérios de enturmação baseados na heterogeneidade

Disease progression after R-CHOP treatment associated with the loss of CD20 antigen expression

A case of a follicular lymphoma transformed into a CD20+ is described which progressed with the loss of CD20 expression after 8 cycles of R-CHOP. This phenomenon is not a rare event and has shown poor prognosis. Our purposes are to describe this event and suggest biopsy in relapsed or progressive disease

QUALIDADE DA OFERTA EDUCACIONAL E DESIGUALDADES DE APRENDIZADO NO ENSINO FUNDAMENTAL BRASILEIRO

In recent decades, concern with educational quality was more evident on the Brazilian public agenda than efforts focused on combating inequalities, due to the widespread use of the Basic Education Development Index - Ideb. However, studies indicate that quality has not been accompanied by equity, violating constitutional principles. In the context, we investigated the relationship between indicators of educational provision and measures of quality and equity of learning in Elementaryeducation. Using data from Brazilian public schools, from the Censo Escolar (School Census) and Saeb (National Basic Education Assessment System), demographic and investment data, from IBGE(Brazilian Institute of Geography and Statistics) and Siope (Information System on Public Budgets in Education), we observe that educational offer indicators are more associated with quality than with equity and that larger municipalities tend to present quality with less equity. It is possible to observe a North/South pattern in the country. More equitable situations are seen in the North and Northeast states. On the otherhand, the best quality situations will be found in the South and Southeast states. More quality situations with equity are rare in Brazilian municipalities, but were found in greater proportion in Ceará state. We concluded that specific and more objective policies are necessary to guarantee a quality education with equity. This guarantee is everyone's right and is even more relevant in the post-COVID-19 pandemic scenario, in which learning gaps and increased educational inequalities have become more evident.En las últimas décadas, la preocupación por la calidad de la educación fue más evidente en la agenda pública brasileña que los esfuerzos enfocados en combatir las desigualdades, debido al uso generalizado del Índice de Desarrollo de la Educación Básica - Ideb. Sin embargo, estudios indican que la calidad no ha ido acompañada de equidad, violando principios constitucionales. En el contexto, investigamos la relación entre los indicadores de provisión educativa y las medidas de calidad y equidad del aprendizaje en la educación primaria. Utilizando datos de escuelas públicas brasileñas, del Censo Escolar y Saeb (Sistema Nacional de Evaluación de la Educación Básica), datos demográficos y de inversión, del IBGE (Instituto Brasileño de Geografía y Estadística) y Siope (Sistema de Información sobre Presupuestos Públicos en Educación ), observamos que los indicadores de oferta educativa están más asociados a la calidad que a la equidad y que los municipios más grandes tienden a presentar calidad con menor equidad. Es posible observar un patrón Norte/Sur en el país. Se observan situaciones más equitativas en los estados del Norte y del Nordeste. Por otro lado, las situaciones de mejor calidad se encontrarán en los estados del Sur y Sureste. Más situaciones de calidad con equidad son raras en los municipios brasileños, pero fueron encontradas en mayor proporción en el estado de Ceará. Concluimos que son necesarias políticas específicas y más objetivas para garantizar una educación de calidad con equidad. Esta garantía es un derecho de todos y es aún más relevante en el escenario pospandemia del COVID-19, en el que las brechas de aprendizaje y el aumento de las desigualdades educativas se han hecho más evidentes.Nas últimas décadas, a preocupação com a qualidade educacional foi mais evidenciada, na agenda pública brasileira, do que as ações centradas no combate às desigualdades, em função do amplo uso do Índice de Desenvolvimento da Educação Básica - Ideb. Contudo, estudos apontam que a qualidade não tem sido acompanhada de equidade, ferindo princípios constitucionais. Nesta esteira, investigamos a relação entre indicadores de oferta educacional e medidas de qualidade e equidade de aprendizado no ensino fundamental. Utilizando dados das escolas públicas brasileiras, provenientes do Censo Escolar e Saeb, dados demográficos e de investimentos, provenientes do IBGE e Siope, observamos que os indicadores da oferta educacional associam-se mais à qualidade do que à equidade e que municípios maiores, em termos e população, tendem a apresentar qualidade com menos equidade. É possível observar um padrão Norte/Sul do país. Situações de mais equidade, são vistas em estados do Norte e Nordeste. De lado oposto, situações de mais qualidade são encontradas em estados do Sul eSudeste. Situações de mais qualidade com equidade são raras nos municípios brasileiros, mas foram encontradas em maior proporção, no Ceará. Conclui-se que políticas específicas e mais objetivas são necessárias para a garantia de uma educação de qualidade com equidade. Esta garantia é um direito de todos e recebe ainda mais relevância no cenário pós pandemia por COVID-19, em que as lacunas de aprendizagens e o acirramento das desigualdades educacionais têm se revelado cada vez mais profundas

The effect of previous SARS-CoV-2 infection on systemic immune responses in individuals with tuberculosis

BackgroundThe impact of previous SARS-CoV-2 infection on the systemic immune response during tuberculosis (TB) disease has not been explored.MethodsAn observational, cross-sectional cohort was established to evaluate the systemic immune response in persons with pulmonary tuberculosis with or without previous SARS-CoV-2 infection. Those participants were recruited in an outpatient referral clinic in Rio de Janeiro, Brazil. TB was defined as a positive Xpert-MTB/RIF Ultra and/or a positive culture of Mycobacterium tuberculosis from sputum. Stored plasma was used to perform specific serology to identify previous SARS-CoV-2 infection (TB/Prex-SCoV-2 group) and confirm the non- infection of the tuberculosis group (TB group). Plasmatic cytokine/chemokine/growth factor profiling was performed using Luminex technology. Tuberculosis severity was assessed by clinical and laboratory parameters. Participants from TB group (4.55%) and TB/Prex-SCoV-2 (0.00%) received the complete COVID-19 vaccination.ResultsAmong 35 participants with pulmonary TB, 22 were classified as TB/Prex-SCoV-2. The parameters associated with TB severity, together with hematologic and biochemical data were similar between the TB and TB/Prex-SCoV-2 groups. Among the signs and symptoms, fever and dyspnea were significantly more frequent in the TB group than the TB/Prex-SCoV-2 group (p < 0,05). A signature based on lower amount of plasma EGF, G-CSF, GM-CSF, IFN-α2, IL-12(p70), IL-13, IL-15, IL-17, IL-1β, IL-5, IL-7, and TNF-β was observed in the TB/Prex-SCoV-2 group. In contrast, MIP-1β was significantly higher in the TB/Prex-SCoV-2 group than the TB group.ConclusionTB patients previously infected with SARS-CoV-2 had an immunomodulation that was associated with lower plasma concentrations of soluble factors associated with systemic inflammation. This signature was associated with a lower frequency of symptoms such as fever and dyspnea but did not reflect significant differences in TB severity parameters observed at baseline

Genomic epidemiology unveils the dynamics and spatial corridor behind the Yellow Fever virus outbreak in Southern Brazil

Despite the considerable morbidity and mortality of yellow fever virus (YFV) infections in Brazil, our understanding of disease outbreaks is hampered by limited viral genomic data. Here, through a combination of phylogenetic and epidemiological models, we reconstructed the recent transmission history of YFV within different epidemic seasons in Brazil. A suitability index based on the highly domesticated Aedes aegypti was able to capture the seasonality of reported human infections. Spatial modeling revealed spatial hotspots with both past reporting and low vaccination coverage, which coincided with many of the largest urban centers in the Southeast. Phylodynamic analysis unraveled the circulation of three distinct lineages and provided proof of the directionality of a known spatial corridor that connects the endemic North with the extra-Amazonian basin. This study illustrates that genomics linked with eco-epidemiology can provide new insights into the landscape of YFV transmission, augmenting traditional approaches to infectious disease surveillance and control

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