La justicia y el pensamiento social en la enseñanza de las ciencias sociales

El libro La justicia y el pensamiento social en la enseñanza de las ciencias sociales ofrece al profesorado ideas, reflexiones y ejemplos para una enseñanza de las ciencias sociales que fomente el desarrollo del pensamiento social a partir del estudio de problemas sociales relevantes, de cuestiones socialmente vivas y de todo aquello que genere injusticias sociales. Apuesta por un profesorado práctico reflexivo, es decir por un profesorado competente para tomar decisiones sobre los contenidos y los métodos de enseñanza más adecuados para que sus estudiantes desarrollen su pensamiento y su conciencia social crítica. El primer capítulo se centra en la relación entre la justicia social y la enseñanza de las ciencias sociales. Se presentan, a modo de ejemplo, distintas propuestas curriculares y se caracteriza el papel del profesorado en cada una de estas. El segundo capítulo propone el desarrollo del pensamiento social desde un enfoque socio-constructivista del aprendizaje, considerado un componente fundamental en la enseñanza de las Ciencias sociales. El tercer capítulo plantea un ejemplo para la enseñanza y el aprendizaje de la diferencia y de la diversidad en el aula, a partir de los siguientes aspectos: las semejanzas y las diferencias en los grupos humanos, la contextualización temporal y territorial de la diversidad, los conflictos y las diferencias, y la diversidad en la construcción de la democraciaCONTENIDO Introducción ...........................................................................................................4 CAPÍTULO UNO...................................................................................................7 1. La justicia social y la enseñanza de las ciencias sociales................................8 1.1 La educación para la justicia social. ...................................................... 11 1.1.1 Los propósitos y las finalidades de la educación para la justicia social. ...........................................................................................................17 1.2 La enseñanza de la historia y la justicia social......................................27 1.2.1 ¿Cómo enseñar y aprender la justicia social? .....................................30 CAPÍTULO DOS .................................................................................................47 2. La formación del pensamiento social en la enseñanza de las ciencias sociales...................................................................................................................48 2.1 La formación del pensamiento social en la perspectiva .......................54 constructivista sociocultural de la educación..............................................54 2.2. Prácticas educativas para la formación del pensamiento social.........85 CAPÍTULO TRES...............................................................................................89 3. ¿Iguales en qué y diferentes en qué? La diversidad en la enseñanza..........90 de las ciencias sociales. Una experiencia para la educación básica. ................90 3.1 Presentación del tema..............................................................................91 3.2 Los contenidos..........................................................................................99 3.3 Desarrollo de la propuesta ....................................................................101 3.3.1 La diversidad.......................................................................................102 3.3.2 Identificación de semejanzas y diferencias al interior de los grupos humanos y entre estos................................................................................105 3.3.3 Contextualización del concepto de diversidad en el.........................109 tiempo, el espacio y en las relaciones entre las personas...........................109 3.3.4 Conflictos derivados de las diferencias e intereses hegemónicos entre grupos humanos que desconocen la diversidad. ........................................113 3.3.5 La diversidad en la construcción de sociedades democráticas, incluyentes y con justicia social.................................................................118 Reflexión final.....................................................................................................125 ¿Es justo nuestro mundo?, ¿pensamos que puede serlo? ............................125 Referencias..........................................................................................................13

Histomorphological and functional contralateral symmetry in the gastrocnemius muscles of the laboratory rat

It is usual in anatomical and physiological research to assess the effects of some intervention on extremities (e.g., training programmes or injury recovery protocols) using one muscle for the intervention and its contralateral as control. However, the existence of laterality (left-handedness or right-handedness) in athletes of different specialties is widely recognized. In rats, gastrocnemius is one of the muscles most widely used because of its importance in locomotion and high relative limb mass. Since we have not found studies reporting laterality assessment on the morphology and function in rat gastrocnemius, our study aimed to evaluate the fibre histochemical, morphometrical and muscle force contractile properties between right and left gastrocnemius of the laboratory rat. Fibre type proportion, fibre morphometrical measurements, muscle capillarization and muscle force properties were analysed in the right and left gastrocnemius of six male rats. No statistically significant differences (p=0.265) were found in gastrocnemius to body weight ratio (¿) between right (6.55±0.40) and left (6.49±0.40) muscles. The muscles analysed showed a great degree of heterogeneity in fibre type distribution, having three clearly distinguished regions named red, mixed and white. In the three regions, there were no statistical differences in fibre type proportions between right and left gastrocnemius, as is indicated by the p-values (from 0.203 to 0.941) obtained after running t-Student paired tests for each fibre type. When analysing fibre cross-sectional area, individual fibre capillarization and fibre circularity, no significant differences between right and left gastrocnemius in any of these morphometrical parameters were found in any muscle region or fibre type. Most of the p-values (70%) resulting from running t-Student paired tests were higher than 0.400, and the lowest p-value was 0.115. Seemingly, global capillary and fibre densities were not statistically different between right and left sides in all muscle regions with p-values ranging from 0.337 to 0.812. Force parameters normalized to gastrocnemius mass (mN·g-1) did not show any significant difference between right (PF=74.0±13.4, TF=219.4±13.0) and left (PF=70.9±10.7, TF=213.0±18.0) muscles with p=0.623 (PF) and p=0.514 (TF). Twitch time parameters (ms) also lacked significant differences between the two sides (CT: 43.4±8.6 vs 45.0±14.3, P=0.639; HRT: 77.6±15.0 vs 82.3±25.3, p=0.475). Finally, both muscles also showed similar (p=0.718) fatigue properties. We did find an absence of laterality at the morphological and functional levels, which raises the possibility of using right and left gastrocnemius muscles interchangeably for experimental designs where one muscle is used to analyse data after a physiological intervention and its contralateral muscle plays the control role, thus allowing unbiased paired comparisons to derive accurate conclusions

Changes in immunocompetent cells after interstitial laser thermotherapy of breast cancer

To access publisher full text version of this article. Please click on the hyperlink in Additional Links field.BACKGROUND: Local tumour destruction has been shown to give rise to changes in immunocompetent cells. The aim of this study was to describe the effect of interstitial laser thermotherapy (ILT) of breast carcinoma in the tumour and in regional lymph nodes. METHODS: Seventeen women that underwent radical surgical excision after non-radical ILT were studied. ILT was performed at a steady-state temperature of 48°C for 30 min. Surgical excision was performed 12 (6-23) days after ILT. Six patients with breast cancer not treated with ILT before surgery served as controls. Immunohistological reactions were performed on core needle biopsies prior to treatment and on the excised specimens. RESULTS: ILT resulted in more CD8 lymphocytes and CD68 macrophages within the tumour (P < 0.05 and P < 0.01, respectively) and higher counts of CD20 (P < 0.05), CD68 (P < 0.001) and CD83 (P < 0.01) at the tumour border, when compared to pre-treatment values. In the control patients not receiving ILT, CD8 cells increased within the tumour after resection (P < 0.05). With the probable exception of CD25 Foxp3 cells, the presence of cancer in a lymph node influenced the findings in lymph nodes (examined for CD1a, CD25, Foxp3 CD25, CD83 cells). Thus, comparisons between ILT and control patients were restricted to patients without lymph node metastases. In these patients, ILT and resection were followed by a decrease in CD25 Foxp3 lymphocytes (P < 0.05), when compared to surgical resection alone. CONCLUSIONS: ILT induced changes in immunocompetent cells in patients with breast cancer. The stimulation of the immune system is an added feature of ILT in treatment of patients with breast cancer