A EDUCAÇÃO ESPECIAL PELA ARTE RESISTINDO À NORMALIZAÇÃO ESCOLAR: UMA APRENDIZAGEM-CRIAÇÃO DE TEATRO

This article is an excerpt from a master's research developed in the field of Institutional Psychology. The objective of this article was to produce, describe and analyze a pedagogical practice, based on art, with students with disabilities from a public primary education school in Cariacica (ES) City, focusing on the experience of producing a theatrical staging. with special education students. Anchored in the research-intervention cartographic method and in concepts of French Institutional Analysis, the main guidelines were the notions that to make a cartography is following processes and to make a cartography is inhabiting an existential territory, having as research instrument the production of field diaries. From the analysis of this diary, analytical themes emerged that indicated learning clues offered by the students, which break or minimize the reproductive force of control, normalization, regulation and individualization. We conclude that students with disabilities resist the processes of normalization and regulation of life, finding in art a favorable territory for the construction and expression of other possibilities, producing processes of singularization.Este artículo es un extracto de una investigación de maestría desarrollada en el campo de la Psicología Institucional. El objetivo de este artículo fue producir, describir y analizar una práctica pedagógica, basada en el arte, con alumnos con discapacidad de una escuela de educación básica pública de la ciudad de Cariacica (ES), centrándose en la experiencia de producir una puesta en escena teatral con estudiantes de educación especial. Anclado en el método cartográfico de investigación-intervención y en conceptos de análisis institucional francés, los principales lineamientos fueron las nociones de que hacer una cartografia es seguir procesos y hacer una cartografia es habitar un territorio existencial, teniendo como instrumento de investigación la producción de diarios de campo. Del análisis de este diario surgieron temas analíticos que indicaron pistas de aprendizaje ofrecidas por los estudiantes, que rompen o minimizan la fuerza reproductiva de control, normalización, regulación e individualización. Concluimos que los estudiantes con discapacidad resisten los procesos de normalización y regulación de la vida, encontrando en el arte un territorio propicio para la construcción y expresión de otras posibilidades, produciendo procesos de singularización.Este artigo é um recorte de uma pesquisa de mestrado desenvolvida no campo da Psicologia Institucional. O objetivo deste artigo foi produzir, descrever e analisar uma prática pedagógica, baseada em arte, junto a alunos com deficiência de uma escola de educação básica da rede municipal de Cariacica (ES), tendo como foco a experiência de produção de uma encenação teatral junto aos estudantes de educação especial. Ancorada no método cartográfico de pesquisa-intervenção e em conceitos da análise institucional francesa, tomou-se como principais norteadores as noções de que cartografar é acompanhar processos e cartografar é habitar um território existencial, tendo como instrumento de pesquisa a produção de diários de campo. Da análise desse diário, emergiram temas analíticos que indicaram pistas de aprendizagens oferecidas pelos estudantes, as quais rompem ou minimizam a força reprodutiva de controle, normalização, regulação e individualização. Concluímos que os estudantes com deficiência resistem aos processos de normalização e regulação da vida, encontrando na arte um território propício para a construção e expressão de outros possíveis, produzindo processos de singularização

O yoga como prática de áskesis

Este ensaio tem por objetivo estabelecer uma reflexão de como a prática do yoga pode constituir-se como áskesis, como prática ascética, no sentido dado por Foucault, com base nas antigas práticas gregas do cuidado de si. Não pretendemos traçar simples semelhanças,visando igualar o yoga e as práticas antigas gregas, mas mostrar como a prática do yoga pode apresentar elementos de áskesis, tal como caracterizada por Foucault. Assim, veremos que o yoga pode produzir um contato do sujeito consigo e constituir uma estilística para a produção de transformações na vida. Diante da relevância que o yoga tem adquirido atualmente como prática corporal, destacamos a importância de refletir quais modos éticos e práticos junto à vida a prática pode suscitar

Doppler ultrasound findings correlate with tissue vascularity and inflammation in surgical pathology specimens from patients with small intestinal Crohn’s disease

BACKGROUND: Crohn’s disease (CD) is routinely evaluated using clinical symptoms, laboratory variables, and the CD activity index (CDAI). However, clinical parameters are often nonspecific and do not precisely reflect the actual activity of CD small-intestinal lesions. The purposes of this prospective study were to compare color Doppler ultrasound (US) findings with histological findings from surgically resected specimens and confirm the hypothesis that color Doppler US can distinguish tissue inflammation and fibrosis. METHODS: Among 1764 consecutive patients who underwent color Doppler US examinations, 10 patients with CD (12 small-intestinal CD lesions) who underwent US examinations before elective small-intestine resection were evaluated in the present study. Areas of thickened intestinal walls were evaluated in terms of blood flow using color Doppler US imaging. The blood flow was semiquantitatively classified as “hyper-flow” and “hypo-flow” according to the Limberg score. Resected lesions were macroscopically and histopathologically processed. Inflammatory cell infiltration, fibrosis and vascularity were evaluated by myeloperoxidase (granulocytes), CD163 (macrophages), CD79a (B cells), CD3 (T cells), Masson’s trichrome (fibrosis), and factor VIII staining (vascular walls). All histopathological images were entered into virtual slide equipment and quantified using a quantitative microscopy integrated system (TissueMorph™). RESULTS: There were no significant differences in disease features or laboratory findings between “hypo-flow” lesions (n = 4) and “hyper-flow” lesions (n = 8). Histopathologically, “hyper-flow” lesions showed significantly greater bowel wall vascularity (factor VIII) (p = 0.047) and inflammatory cell infiltration, including CD163 macrophages (p = 0.008), CD3 T cells, and CD79a B cells (p = 0.043), than did “hypo-flow” lesions. There was no apparent association between the blood flow and CDAI. CONCLUSIONS: In this study, active CD lesions were macroscopically visible in surgical specimens of patients with increased blood flow on preoperative color Doppler US imaging. Additionally, these CD lesions exhibited significantly greater vascularity and numbers of inflammatory leukocytes microscopically. Color Doppler US may predict tissue inflammation and fibrosis in small-intenstinal CD lesions

Bortezomib-cyclophosphamide-dexamethasone induction/consolidation and bortezomib maintenance for transplant-eligible newly diagnosed multiple myeloma: phase 2 multicenter trial

[Objectives:] We conducted a phase II trial to prospectively evaluate the efficacy and safety of bortezomib-cyclophosphamide-dexamethasone (VCD) induction, autologous stem cell transplantation (ASCT), VCD consolidation, and bortezomib maintenance in transplant-eligible newly diagnosed multiple myeloma (NDMM) patients in Japan (UMIN000010542). [Methods:] From 2013 to 2016, 42 patients with a median age of 58 (range 42–65) years with NDMM were enrolled in 15 centers. The primary endpoint was the complete response (CR) /stringent CR (sCR) rate after transplantation, and overall/progression-free survival rates were also evaluated. [Results:] Following induction therapy, the overall response rate was obtained in 71% of patients, including a CR/sCR of 10% and a very good partial response (VGPR) of 26%. Twenty-six of the 42 patients completed ASCT following the protocol and CR/sCR and VGPR rate 100 days after ASCT was 26% and 17%, respectively. During consolidation therapy, 3 of the 24 patients achieved deeper responses. Eight of the 18 patients completed 2-year bortezomib maintenance without disease progression and grade 3/4 toxicities. Five patients were VGPR or partial response after ASCT but maintained response with 2-year bortezomib maintenance. Two-year overall and progression-free survival rates were 92.5% (95% confidence interval [CI]: 78.5%−97.5%) and 62.6% (95% CI: 45.8%−75.5%), respectively. Grade 3/4 toxicities (≥ 10%) included neutropenia (19%) and anemia (17%) in induction, and thrombocytopenia (29%) in consolidation. [Conclusion:] VCD induction/consolidation and bortezomib maintenance with ASCT for NDMM resulted in a high CR/sCR rate and provided good overall/progression-free survival in Japan

Research Activities in the Department of Nursing

Research activity at the Department of Nursing is overviewed from the point of research topics, the theme of the projects admitted for grant from the Ministry of Education and Science of Japan, and expected research topics, trying to clarify the needs and challenges of the Department from multilateral aspects in future research activities. The Department of Nursing, Aino University is currently divided into the five areas and further into 12 fields. On the other hand, according to the Scientific Research Grant Program (2015 fiscal year), the research topics in nursing science is subdivided into the five areas; a) basic nursing, b) clinical nursing, c) lifelong developmental nursing, d) elderly nursing, and e) community health nursing

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Algo se move: um elogio filosófico-ético à prática do combate como arte e educação. doi: http://dx.doi.org/10.5016/1980-6574.2010v16n2p348

In this work we tried to produce a philosophic-ethic praise to the Martial Arts’ combat practice, based in our years of Martial Arts training accompanied with studies of oriental and occidental Philosophy. Tracing a critical history of the changes happened to the Martial Arts we brought the concept of combat as a martial practice of life empowerment. Opposing this, we presented the notion of fight as a result of the capture that the war arts suffered because of the despotic empires. Besides, we demonstrated that the combat practice is simultaneously an artistic and educational activity, because it aims at the production of an immanence field witch is loyal to the event.Neste trabalho procuramos produzir um elogio filosófico-ético à prática do combate nas Artes Marciais, a partir de nossos anos de prática marcial aliados aos estudos das Filosofias orientais e ocidentais. Traçando uma história crítica das transformações sofridas pelas Artes Marciais, trazemos o conceito de combate como sendo a prática marcial de fortalecimento da vida. Em oposição a isso, mostramos como a noção de luta é resultante da captura que as artes de guerra sofreram por parte dos impérios despóticos. Ademais, demonstramos que o combate se torna prática, ao mesmo tempo, artística e educacional ao visar à produção de um campo de imanência leal ao acontecimento

Corporeizar : acompanhar o problema do adoecimento das professoras a partir de uma intervenção ético-afectiva em grupos

Neste trabalho, embasando-nos na Filosofia da Imanência de Deleuze e Guattari, estivemos problematizando o corpo e seu posicionamento estratégico na produção de modos de vida – ética – no campo da Educação. Para tanto, partimos de duas grandes linhas de composição: o problema do constante adoecimento dos professores da rede municipal de ensino e a experiência que tivemos de uma intervenção prática, realizada junto a três grupos de professoras de uma escola municipal de Porto Alegre. Nesta experiência, tomamos contato com os problemas mais cotidianos e concretos vividos pelas professoras em seu trabalho como educadoras. Com o compromisso de, junto com as professoras dos grupos, construirmos novas possibilidades para os impasses do cotidiano, buscamos criar um território produtivo e de ação concreta para uma Psicologia da Imanência na Educação. Foi um trabalho realizado a partir de um projeto enviado à Secretaria Municipal de Educação, reivindicado pelas próprias professoras. Assim, nós nos propusemos a explorar o problema do corpo, conceituando-o como produção intensa de éticas. Analisamos os modos segundo os quais o capitalismo produz corpos e formas de vida no espaço micropolítico da escola, bem como questionamos a abordagem orgânica e médica do problema do adoecimento dos professores. Buscamos produzir, junto com as professoras, uma micropolítica dos encontros entre os corpos, tecemos uma superfície de sensibilidade e ação voltada para os devires e as possibilidades insuspeitas. Entramos constantemente em contato com questões relacionadas à bagunça dos alunos, às dificuldades docentes de despertarem o interesse das crianças para as aulas, à pobreza da comunidade em que está inserida a escola, à violência vivida diariamente pelos alunos em contato com o comércio de drogas, às violências silenciosas sentidas mesmo entre as professoras nas relações institucionais, às dificuldades de aprendizagem e ao excesso de demandas sociais que recaem sobre a escola, especialmente sobre o trabalho do professor. Mas, como nossa questão foi o corpo, o que mais nos interessou nos encontros com os grupos foram os afectos, ou seja, as formas de sentir, perceber, agir e se sensibilizar com o cotidiano vivido na escola. O interesse pelos afectos foi, para nós, o interesse pelos modos segundo os quais os corpos podem ser potentes ou impotentes, potentes ou poderosos. Querer os afectos por perto foi querer estar ao lado das professoras, acompanhando-as naquilo que se expressa em seus corpos, sejam as dores dos adoecimentos, sejam as aflições com a violência, sejam ainda, os abraços dos alunos. Deparamo-nos com uma miríade de sensações que as professoras traziam de seu dia-a-dia e que, muitas vezes, não encontravam espaço de expressão e, principalmente, transformação. É sobre a possibilidade concreta de transformação da realidade a partir da concomitante transformação dos modos de sentir e perceber, que falamos neste trabalho. O corpo foi, por isso, nosso ponto de início e de desdobramento, já que nossa intervenção junto às professoras e nossa análise do adoecimento dos professores tiveram como substrato as matérias de expressão, as éticas e as potências produzidas nos encontros entre os corpos.This dissertation, based on Deleuze e Guattari’s Philosophy of Immanence, has approached the issue of the body and its strategic position in the production of ways of life – ethics – in the Education arena. In order to do so, we have considered two large focus areas: the public school teachers’ recurring health problems and the experience we have had when we worked with three groups of teachers in a public school in Porto Alegre. In this experience, we have come across ordinary and concrete issues that these teachers usually face in their work as educators. With the commitment to create, with the teachers of the groups, new possibilities of action to deal with daily situations, we have tried to find an area for concrete action in Psychology of Immanence in Education. This work has been based on a Project sent to the City Secretary of Education, requested by the teachers themselves. We have been able to explore matters concerning the body, considering it as intense production of ethical practices. We have analyzed how capitalism has produced bodies and new ways of living in the micropolitical space of the school. We have also questioned the organic and the medical approaches of dealing with teachers’ health issues. Trying to produce, with the teachers, micropolitics of encounters of bodies, we have created a surface of sensitivity and action towards becomings and unexpected possibilities. We have dealt with questions related to discipline, to the difficulties teachers have had to promote academic interest in the classroom, related to community economic needs, to the violence students have lived in when it is drug related, related to the silent violence teachers have felt even when they are institution related, to learning needs, to the social demands that the school systems, more specially the teachers, have had to cope with. However, as our focus has been the body, the affects have interested us the most, or, in other words, the ways people feel, perceive, act and are touched by the daily situations in schools. The interest for affects was, for us, the interest for the ways the body may become potent or impotent, potent or powerful. Showing interest for affects was the same as showing we wanted to be on the teachers’ side, following them as they felt, in their own bodies, the pains of their diseases, the concerns with the violence around them, or even, the affection and the hugs they received from their students. We have been involved with the complex network of sensations the teachers have in their daily work, sensations that do not usually find a way or an opportunity of being expressed and/or changed. This experience is about a concrete possibility of changing the reality from a perspective of transformation of both the ways we feel and perceive things. The body has become the starting point and the unfolding source for us, since our intervention in the teachers’ actions and the analysis of their health problems have taken as substance the matters of expression, ethics and the potencies produced in the encounters of the bodies