DETERMINANTES DAS POLÍTICAS EDUCACIONAIS NO BRASIL CONTEMPORÂNEO: risco à democracia?

A discussão proposta aborda determinantes políticos e econômicos das políticas educacionais no Brasil. Na primeira seção buscou-se discutir uma base conceitual para compreender o golpe de Estado de 2016. A segunda seção contempla a discussão da tese do risco à democracia face à conjuntura política nacional. A terceira seção apresenta elementos para apreender o caráter das políticas educacionais na conjuntura atual brasileira. Foram mobilizados os conceitos de golpe de Estado, democracia e mercantilização. Buscamos discutir que não houve nas políticas educacionais ampliação ou estreitamento da democracia burguesa, mas alterações na forma política pela qual ela passa a ser praticada aprofundando os riscos às lutas da classe trabalhadora

Interações voltadas a cidadania e a filantropia na escolarização de sujeitos que apresentam sequelas motoras

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciencias da EducaçãoEste trabalho propõe-se a relacionar a análise de algumas mensagens contidas em alguns documentos que possibilitam aos sujeitos considerados deficientes o acesso à escolarização com uma situação concreta de escolarização, no intuito de elucidar elementos importantes que contribuam para a compreensão do processo de escolarização de sujeitos que apresentam seqüelas motoras. Com isto, busca-se observar a presença de interações voltadas à cidadania e à filantropia no processo de escolarização de sujeitos que apresentam seqüelas motoras e relacionar estas diferentes formas de interações à compreensão vygotskiana de desenvolvimento humano. Assim, através de uma história concreta de escolarização, discute-se em que medida algumas formas de interações podem promover autonomia e dependência. O trabalho apresenta uma discussão teórica envolvendo as categorias cidadania e filantropia, procurando historicizá-las

Políticas públicas de inclusão: uma análise no campo da educação especial brasileira

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em Educação.O trabalho teve o objetivo de estudar as políticas de "inclusão" no Brasil, compreendendo os processos pelos quais se articulam à educação especial. Levou-se em consideração três níveis de elaboração: a política educacional dos anos de 1990 e início do século XXI e suas implicações para a educação de sujeitos considerados com deficiência; a "inclusão" pensada como política pública; e a relação desses dois níveis com as orientações de organismos multilaterais referentes à inclusão. A investigação foi desenvolvida por meio de análise documental de fontes nacionais e internacionais com base na "análise de discurso textualmente orientada". A análise da proposição política de educação especial brasileira, em sua relação com as idéias de inclusão divulgadas em nível internacional, possibilitou discutir três pontos de tensão: gestão, formas organizativas do trabalho pedagógico e formação e trabalho docente

Políticas públicas em educação especial em tempos de ditadura: uma análise sobre a concepção de deficiência no Brasil no período 1973-1985

Neste trabalho, articulamos reflexões sobre a concepção de deficiência nas políticas de educação especial no Brasil no período da ditadura civil-militar, mediante análise documental cujo recorte temporal se delimita entre a criação do Centro Nacional de Educação Especial (Cenesp), em 1973, e o ano de 1985. A investigação se sustentou nos pressupostos teóricos e metodológicos do materialismo histórico e dialético. Desenvolvemos a tese de que a compreensão da deficiência constituiu inteligibilidade sobre a organização dos processos educacionais e a concepção de deficiência foi constitutiva dos processos de incorporação dos sujeitos ao sistema de ensino e ao mercado de trabalho. A educação no período se traduziu em estratégia psicossocial da classe dominante para a internalização de consciência coletiva homogênea legitimadora do regime e do grupo no poder. A política de educação especial no Brasil incoporou inteligibilidade e modelo de serviços das instituições privadas de educação especial, cuja concepção de deficiência se assentava na dicotomia entre o normal e o patológico. A base biologizante desse modelo subordinava os processos pedagógicos à medicina positivista e funcionalista e se articulou ao binômio ordem e progresso, à normalização, seleção e classificação dos anormais, de modo a torná-los produtivos à sociedade capitalista e funcionais ao modelo político da ditadura.POLÍTICAS DE EDUCACIÓN ESPECIAL EN TIEMPOS DE LA DICTADURA CIVIL-MILITAR: UN ANÁLISIS SOBRE LA CONCEPCIÓN DE LA DISCAPACIDAD EN BRASIL EN EL PERÍODO 1973-1985En este trabajo, articulamos reflexiones sobre el concepto de discapacidad en las políticas de educación especial en Brasil durante el período de la dictadura civil-militar, a través de un análisis documental cuyo marco temporal se delimita entre la creación del Centro Nacional de Educación Especial (Cenesp), en 1973, y el año 1985. La investigación se basó en los supuestos teóricos y metodológicos del materialismo histórico y dialéctico. Desarrollamos la tesis de que la comprensión de la discapacidad constituía la inteligibilidad sobre la organización de los procesos educativos y la concepción de la discapacidad era constitutiva de los procesos de incorporación de los sujetos al sistema educativo y al mercado laboral. La educación en el período se tradujo en una estrategia psicosocial de la clase dominante para la internalización de la conciencia colectiva homogénea que legitimaba al régimen y al grupo en el poder. La política de educación especial en Brasil incorporó el modelo de inteligibilidad y servicio de las instituciones privadas de educación especial, cuya concepción de la discapacidad se basó en la dicotomía entre lo normal y lo patológico. La base biologizante de este modelo subordinó los procesos pedagógicos a la medicina positivista y funcionalista y estuvo vinculada al eslogan orden y progreso, a la normalización, selección y clasificación de anormales, a fin de hacerlos productivos para la sociedad capitalista y funcionales para el modelo político de la dictadura.PUBLIC POLICIES IN SPECIAL EDUCATION IN DICTATORIAL TIME: AN ANALYSIS ON THE CONCEPTION OF DEFICIENCY IN BRAZIL IN THE PERIOD 1973-1985In this paper, we articulated reflections on the concept of disability in the special education policies in Brazil during the period of the civil-military dictatorship, through documentary analysis delimited between the creation of the National Center of Special Education (Cenesp), in 1973, and 1985. The research was based on theoretical and methodological assumptions of historical and dialectical materialism. We developed the thesis that the understanding of disability constituted intelligibility on the organization of educational processes and the concept of disability was constitutive of incorporation processes of subjects to the education system and to the work market. Education in the period was translated into the psychosocial strategy of the ruling class for the internalization of the homogeneous collective conscience that legitimates the regime and the group in power. The special education policy in Brazil incorporated intelligibility and the service model of special education private institutions, whose concept of disability was based on the dichotomy between normal and pathological. The biological basis of this model subordinated the pedagogical processes to positivist and functionalist medicine and articulated itself to the binomial order and progress, to the abnormal normalization, selection and classification, in order to make them productive to capitalist society and functional to political model of dictatorship

O caráter conservador da perspectiva inclusiva na Educação Especial: as salas multimeios na Rede Municipal de Florianópolis

No presente artigo objetivamos analisar as políticas de inclusão escolar voltadas a alunos da Educação Especial, especificamente aquelas referentes à oferta de atendimento educacional especializado (AEE) na Rede Municipal de Ensino de Florianópolis (RMF). Buscamos apreender as concepções e as práticas presentes no AEE na RMF, analisamos a estrutura, os equipamentos e recursos, os professores (formação, forma de contratação, tempo de trabalho), os alunos (número de alunos, deficiência, agrupamento) e a dinâmica do AEE em seis salas multimeios presentes na RMF. Para tanto, lançamos mão de análise da política educacional municipal. As variações no trabalho desenvolvido remetem a distintas concepções de inclusão, desenvolvimento, aprendizagem, o que indica um ecletismo teórico-metodológico que consolida a conservação das influências tradicionais da Educação Especial presentes na perspectiva inclusiva. Tal diversificação explicita a precariedade da relação do trabalho desenvolvido com o processo de escolarização dos alunos da Educação Especial.Palavras-chave: AEE; Diversificação; Educação EspecialThe conservative character of inclusive perspective in special education: the multimedia classrooms in the municipal schools of Florianopolis"In this article we intended to analyze the policies of school inclusion directed to students of Special Education, specifically those concerning the provision of specialized educational services (AEE) in the municipal schools of Florianopolis. We sought to understand the concepts and practices present in these services, we analyzed the structure, equipment and resources, teachers (training, form of contracting, working time), students (number of students, deficiency, grouping), and the AEE dynamics in six multimedia classrooms. The variations in the developed work refer to different concepts of inclusion, development, learning, which indicates a theoretical and methodological eclecticism that consolidates the conservation of traditional influences of Special Education present in the inclusive perspective. This diversification explains the precariousness of the relationship between the developed work and the educational process of students of Special Education.Keywords: AEE; Diversification; Special Education

Rising rural body-mass index is the main driver of the global obesity epidemic in adults

Body-mass index (BMI) has increased steadily in most countries in parallel with a rise in the proportion of the population who live in cities(.)(1,2) This has led to a widely reported view that urbanization is one of the most important drivers of the global rise in obesity(3-6). Here we use 2,009 population-based studies, with measurements of height and weight in more than 112 million adults, to report national, regional and global trends in mean BMI segregated by place of residence (a rural or urban area) from 1985 to 2017. We show that, contrary to the dominant paradigm, more than 55% of the global rise in mean BMI from 1985 to 2017-and more than 80% in some low- and middle-income regions-was due to increases in BMI in rural areas. This large contribution stems from the fact that, with the exception of women in sub-Saharan Africa, BMI is increasing at the same rate or faster in rural areas than in cities in low- and middle-income regions. These trends have in turn resulted in a closing-and in some countries reversal-of the gap in BMI between urban and rural areas in low- and middle-income countries, especially for women. In high-income and industrialized countries, we noted a persistently higher rural BMI, especially for women. There is an urgent need for an integrated approach to rural nutrition that enhances financial and physical access to healthy foods, to avoid replacing the rural undernutrition disadvantage in poor countries with a more general malnutrition disadvantage that entails excessive consumption of low-quality calories.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

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