Docência masculina na educação infantil: será esse um espaço somente de mulheres?

Brazilian early childhood education was consolidated, over time, with the role of women in caring for young children. Men, when approaching this teaching cycle, cause strangeness, as the peculiar tasks of this stage are not considered typical of the male gender. In this study, the objective was to understand how male teaching can cause strangeness in the school community. The investigation started with a qualitative approach, through interviews with a semi-structured script and interpretative data analysis. It was observed, through the literature and the speech of the subjects, that one of the reasons for the absence of men in the space of early childhood education is that the actions in relation to the care of children are linked to the female figure. It is noteworthy that the male figure in early childhood education impacts the school community, as its presence is important for these teachers to become visible.A educação infantil brasileira consolidou-se, ao longo do tempo, com a atuação feminina no trato de crianças pequenas. Os homens, ao se aproximarem desse ciclo de ensino, causam estranhamento, pois as tarefas peculiares dessa etapa não são consideradas típicas do gênero masculino. Neste estudo, objetivou-se compreender como a docência masculina pode causar estranhamento na comunidade escolar. A investigação partiu da abordagem qualitativa, por meio de entrevistas com roteiro semiestruturado e análise interpretativa dos dados. Observou-se, por meio da literatura e da fala dos sujeitos, que uma das razões da ausência de homens no espaço da educação infantil é que as ações em relação ao cuidado de crianças estão atreladas à figura feminina. Destaca-se que a figura masculina, na educação infantil, causa impactos na comunidade escolar, pois sua presença é importante para que esses docentes se tornem visíveis

Didactic sequences based on the 7 linguistic levels to strengthen the comprehension of narrative texts in multigrade primary school students of the Puerto Nuevo Educational Institution, Headquarters and Agua Blanca

Esta investigación tuvo como objetivo diseñar, implementar e interpretar secuencias didácticas basadas en los 7 niveles lingüísticos para el fortalecimiento de la comprensión de textos narrativos en estudiantes de primaria multigrados de la institución educativa Puerto Nuevo, sedes Principal y Agua Blanca, del Departamento Norte de Santander, Colombia. Teóricamente, se sustenta en las aportaciones de (Goodman, 1996), (Jolibert, 1997) y (Solé, 2001). Metodológicamente, se trata de un estudio de Investigación Acción para el que se ha desarrollado una propuesta precedida de un diagnóstico. Se aplicaron pruebas estandarizas del Ministerio de Educación Nacional. Los resultados del diagnóstico reflejaron bajos índices de comprensión, lo cual permitió iniciar un plan de acción contentivo de dos secuencias didácticas sobre textos narrativos, las cuales fueron altamente significativas, pues, se aplicó una prueba final con las mismas pruebas del diagnóstico, luego del desarrollo de las secuencias, cuyos resultados reflejaron que algunos niños mejoraron sus niveles de comprensión. Una de las conclusiones permite reflexionar que el material propuesto por Jolibert (1997) se constituye en un modelo para la lectura de textos narrativos que coadyuva con el análisis y la comprensión de muchos aspectos textuales y extratextuales tales como el contexto de situación, las estructuras del texto, los tipos de texto, la superestructura, los tipos de palabras, las oraciones y la coherencia.INTRODUCCIÓN 14 CAPITULO I 17 SITUACIÓN PROBLÉMICA 17 1.1. Planteamiento del problema 17 1.2. Formulación del problema 24 1.3. Objetivos 25 1.3.1. General 25 1.3.2. Específicos 25 1.4. Justificación 26 1.5. Contexto de investigación 28 CAPITULO II 34 MARCO REFERENCIAL 34 2.1. Antecedentes 34 2.1.1. Antecedentes documentales internacionales 34 2.1.2. Antecedentes documentales nacionales 37 2.1.3. Antecedentes documentales regionales 40 2.1.4. Antecedentes bibliográficos 42 2.2. Marco teórico 45 2.2.1. Enfoque teórico donde se sustenta la investigación 45 2.2.2 La comprensión lectora y su proceso de evaluación 47 2.2.3. Los siete niveles lingüísticos planteados por Josette Jolibert 54 2.2.4. Categorías de análisis 67 2.2.5. La teoría de las secuencias didácticas 67 2.3. Marco legal 69 CAPITULO III 72 DISEÑO METODOLOGICO 72 3.1. Tipo de investigación 72 3.2. Proceso de investigación 74 3.3. Población y muestra 76 3.4. Instrumentos para la recolección de la información 77 3.5. Resultados del diagnóstico y discusión 80 3.5.1. Resultados de la sede Agua Blanca 80 3.5.2. Resultados de la sede Principal 112 3.5.3. Discusión de los resultados 141 CAPITULO IV 151 PROPUESTA PEDAGOGICA 151 4.1. Presentación de la propuesta 151 4.2. Justificación 153 4.3. Objetivos 155 4.4. Logros a desarrollar 155 4.5. Metodología 158 4.6. Fundamentos pedagógicos 170 4.7. Hallazgos. Síntesis de las actividades desarrolladas 173 4.7.1. Hallazgos. Síntesis de las secuencias didácticas de la Sede Principal de la Institución Educativa Puerto Nuevo 173 4.7.2. Hallazgos. Síntesis de las secuencias didácticas de la Sede Agua Blanca de la Institución Educativa Puerto Nuevo 179 4.7.3 Análisis de las actividades desarrolladas a partir de las categorías y subcategorías de la sede principal 186 4.7.4. Análisis de las actividades desarrolladas a partir de las categorías y subcategorías de la sede Agua Blanca. 193 4.7.5. Resultados de la prueba final 200 4.7.6 Análisis comparativo entre el diagnóstico y la prueba final de la sede Agua Blanca. 261 4.7.7 Análisis comparativo entre el diagnóstico y la prueba final de la sede Principal. 262 4.7.8. Triangulación entre las ideas de las investigadoras, supuestos teóricos y las secuencias didácticas 262 4.7.9. Triangulación entre los dos contextos de investigación 264 4.8. Evaluación de la efectividad de las secuencias didácticas 265 4.8.1. Efectividad de las secuencias didácticas aplicadas en la sede Principal 266 4.8.2. Efectividad de las secuencias didácticas aplicadas en la sede Agua Blanca 267 CAPITULO V 271 CONCLUSIONES Y RECOMENDACIONES 271 5.1. Conclusiones 271 5.1.1. Dificultades de comprensión lectora que presentan los estudiantes de primaria multigrados. 272 5.1.2. Sobre el diseño de las secuencias didácticas basadas en los 7 niveles lingüísticos 272 5.1.3. Referente a la implementación de las secuencias didácticas basadas en los 7 niveles lingüísticos 273 5.1.4. Con relación a la evaluación de la efectividad de las secuencias didácticas. 275 5.1.5. Conclusiones generales 276 5.1.6. Líneas futuras de investigación. 277 5.2. Recomendaciones 278 REFERENCIAS BIBLIOGRÁFICAS 279 APÉNDICES 285 APENDICE A 286 PRUEBA DIAGNÓSTICA PARA PRIMERO Y SEGUNDO GRADO 286 APENDICE B 308 PRUEBA DIAGNÓSTICA PARA TERCERO Y CUARTO GRADO 308 APENDICE C 335 FORMATO CONSENTIMIENTO INFORMADO DE LOS PADRES Y MADRES DE FAMILIA 335 APÉNDICE D 337 FORMATO CARTA DE ACEPTACIÓN DE LA RECTORA 337 APÉNDICE E 338 FORMATO CARTA SOLICITUD REALIZACIÓN DE TRABAJO DE GRUPO 338 APÉNDICE F 339 SÍNTESIS DE DIARIO PEDAGÓGICO 339 APÉNDICE G 341 LECTURAS DE LAS SECUENCIAS DIDÁCTICAS 341 APENDICE H 346 ALGUNAS ACTIVIDADES DE LAS SECUENCIAS DIDÁCTICAS 346 APENDICE I 379 SÍNTESIS FOTOGRÁFICA DE LAS ACTIVIDADES DESARROLLADAS 379MaestríaThe objective of this research was to design, implement and interpret didactic sequences based on the 7 linguistic levels for the strengthening of the comprehension of narrative texts in multigrade elementary students of the Puerto Nuevo educational institution, headquarters Principal and Agua Blanca, of the Norte de Santander Department, Colombia. Theoretically, it is based on the contributions of (Goodman, 1996), (Jolibert, 1997) and (Solé, 2001). Methodologically, it is an Action Research study for which a proposal preceded by a diagnosis has been developed. For the diagnosis, standardized tests of the Ministry of National Education were applied. The results of the diagnosis reflected low comprehension rates, which allowed initiating a plan of action containing two didactic sequences on narrative texts, which were highly significant, since a final test was applied with the same diagnostic tests, after the development of the sequences, whose results reflected that some children improved their comprehension levels. One of the conclusions allows us to reflect that the material proposed by Jolibert (1997) is a model for the reading of narrative texts that contributes to the analysis and understanding of many textual and extratextual aspects such as the context of the situation, the structures of the text, text types, superstructure, word types, sentences and coherence

O cuidar e o educar realizado por professores homens na educação infantil: desafios de um cenário feminilizado

Este trabalho tem por objetivo analisar o que diz a literatura sobre o cuidar e o educar exercidos por professores homens na educação infantil, bem como apresentar os desafios encontrados por eles no exercício cotidiano do magistério. Para tal, realizamos uma pesquisa bibliográfica a partir de palavras-chave constantes na pesquisa e suas combinações. Após a análise interpretativa de oito artigos selecionados, emergiram como núcleos temáticos: os desafios que os professores homens enfrentam no processo de cuidar e educar crianças e o crivo por qual passam para a sua aceitação enquanto docente da educação infantil. Ao final de nosso trabalho, consideramos que a docência nas escolas infantis requer conhecimentos próprios, que abarquem as complexidades das ações que ali se desenrolam, com objetivos de proporcionar o melhor desenvolvimento das crianças. Ressaltamos que o cuidar e o educar podem ser exercidos por qualquer docente, desde que estejam bem-preparados, pois aqui tratamos de profissionalismo frente à atuação e não de estereótipos sociais. Nisso, consideramos que, independentemente do gênero, qualquer professor pode executar a tarefa do cuidar e educar na educação infantil

Esclerodermia cutânea: avaliação da resposta terapêutica à fototerapia

BACKGROUND: Scleroderma is a chronic autoimmune disease characterized by progressive connective tissue sclerosis and microcirculatory changes. Localized scleroderma is considered a limited disease. However, in some cases atrophic and deforming lesions may be observed that hinder the normal development. Literature reports indicate phototherapy as a therapeutic modality with favorable response in cutaneous forms of scleroderma. OBJECTIVES: This study had the purpose of assessing the phototherapy treatment for localized scleroderma. METHODS: Patients with localized scleroderma were selected for phototherapy treatment. They were classified according to the type of localized scleroderma and evolutive stage of the lesions. Clinical examination and skin ultrasound were used to demonstrate the results thus obtained. RESULTS: Some clinical improvement was observed after an average of 10 phototherapeutic sessions. All skin lesions were softer at clinical palpation with scores reduction upon pre and post treatment comparison. The ultrasound showed that most of the assessed lesions presented a decrease in dermal thickness, and only five maintained their previous measure. Treatment response was similar regardless of the type of phototherapeutic treatment employed. CONCLUSIONS: The proposed treatment was effective for all lesions, regardless of the phototherapeutic modality employed. The improvement was observed in all treated skin lesions and confirmed by clinical evaluation and skin ultrasound

Hemostatic disorders induced by skin contact with Lonomia obliqua (Lepidoptera, Saturniidae) caterpillars

Patients envenomed by Lonomia sp caterpillars initially experience a mild burning pain, headache, nausea, vomiting, and skin and mucosal hemorrhages. Some patients can rapidly progress to a severe coagulopathy that presents as visceral or intracerebral hemorrhaging. We studied the hemostatic alterations that occurred in 14 patients who were envenomed by Lonomia obliqua in Southern Brazil and presented at the Hospital São Vicente de Paulo (Passo Fundo, RS), Brazil during the summers of 1993 and 1994 when Lonomia antivenom was not yet available for treatment. The patients were classified into to 4 clinical groups: 0 (two patients), I (eight patients), II (two patients), and III (two patients). The patients were admitted to the hospital between 4 hours and five days after contact with the caterpillars. In this study, the coagulation parameters of the patients were followed up for up to 172 hours after the accidents. The patients received no treatment with the exceptions of two patients who received blood transfusions and antifibrinolytic treatment. The observed abnormalities related to blood coagulation and fibrinolytic factors were similar regardless of the severity of the bleeding symptoms. These findings suggest that alterations in hemostatic parameters without thrombocytopenia are not predictors of the seriousness of such accidents. Thus, consumptive disorder and reactive fibrinolysis are not proportional to mild coagulopathy. Furthermore, these patients recovered. The hemostatic parameters of most of the patients normalized between 96 and 120 h after the accident

Dor central neuropática craniana: um diagnóstico diferencial de cefaléia primária.

Introdução Dentre os diagnósticos diferenciais de cefaleia secundária, pouco são descritos os casos de dor neuropática central em região craniana secundárias a lesões medulares altas.  Objetivos Descrever um caso de cefaleia secundária a lesão desmielinizante em medula cervical. Material e Métodos Esse trabalho consiste em um relato de caso atendido no ambulatório de cefaleia do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo (HCFMUSP). Resultados  Paciente do sexo masculino, 60 anos de idade, com antecedente de neuromielite óptica (NMO), apresentando queixa de cefaleia iniciada após o primeiro surto da doença, em 2016. Caracterizava cefaleia como em pontada localizada bitemporal e no vértex, com duração de segundos, ocorrendo três a quatro vezes ao dia. Após cerca de dois meses, relato de nova dor descrita como contínua bitemporal associada a alodínea. Na investigação complementar, ressonância magnética (RM) com lesão sequelar em bulbo anterior e medular longitudinalmente extensa desde a transição crânio-cervical até o nível de C7, de predomínio centromedular. Diante de achado de imagem, aventada hipótese de dor neuropática central com nível em C2-C3. Foi iniciado tratamento com gabapentina até a dose de 2700 mg/dia, com melhora parcial da dor Dor neuropática central decorre de lesões do sistema somatossensorial sendo frequente em doenças neurológicas como esclerose múltipla e NMO. Entre diversas incapacidades relacionadas às doenças desmielinizantes, a dor crônica é frequente, sendo cefaleia primária muito prevalente. Ainda, estima-se que cerca de 50% desses pacientes com lesão medular enfrentam dor do tipo neuropática, com predomínio em membros e região lombar. O acometimento de região cefálica é pouco relatado na literatura. Conclusões A partir da descrição deste caso, acreditamos ser importante considerar o diagnóstico diferencial de dor neuropática central nos pacientes com cefaleia e lesões medulares cervicais altas

Could Gut Microbiota Make a Difference?—“BiotaCancerSurvivors”: A Case-Control Study

In this first analysis, samples from 23 BC survivors (group 1) and 291 healthy female controls (group 2) were characterised through the V3 and V4 regions that encode the “16S rRNA” gene of each bacteria. The samples were sequenced by next-generation sequencing (NGS), and the taxonomy was identified by resorting to Kraken2 and improved with Bracken, using a curated database called ‘GutHealth_DB’. The α and β-diversity analyses were used to determine the richness and evenness of the gut microbiota. A non-parametric Mann-Whitney U test was applied to assess differential abundance between both groups. The Firmicutes/Bacteroidetes (F/B) ratio was calculated using a Kruskal-Wallis chi-squared test. The α-diversity was significantly higher in group 1 (p = 0.28 × 10−12 for the Chao index and p = 1.64 × 10−12 for the ACE index). The Shannon index, a marker of richness and evenness, was not statistically different between the two groups (p = 0.72). The microbiota composition was different between the two groups: a null hypothesis was rejected for PERMANOVA (p = 9.99 × 10−5) and Anosim (p = 0.04) and was not rejected for β-dispersion (p = 0.158), using Unifrac weighted distance. The relative abundance of 14 phyla, 29 classes, 25 orders, 64 families, 116 genera, and 74 species differed significantly between both groups. The F/B ratio was significantly lower in group 1 than in group 2, p < 0.001. Our study allowed us to observe significant taxonomic disparities in the two groups by testing the differences between BC survivors and healthy controls. Additional studies are needed to clarify the involved mechanisms and explore the relationship between microbiota and BC survivorship.publishersversionpublishe

Visual dysfunction of type I and VI mucopolysaccharidosis patients evaluated with visual evoked cortical potential

Purpose: To evaluate the visual system of patients suffering from type I or VI mucopolysaccharidosis (MPS) by recording the visual evoked cortical potential (VECP). Methods: Two patients with MPS VI and 2 patients with MPS I were tested before and after enzyme replacement therapy (ERT). A control group of 20 subjects was tested for statistical comparison. VECP was elicited by monocular stimulation with 1-Hz phase-reversal checkerboard patterns at 0.5 and 2 cycles per degree and with 16° of visual field. In all patients, both eyes were tested. VECP amplitude and latency were measured and compared with tolerance limits obtained from controls. Results: MPS I and VI patients have a severe visual impairment that can be quantified by measuring VECPs. Even after several weeks of ERT, the visual impairment remained unaltered, indicating that the treatment had no significant influence on the visual conditions of MPS patients. Visual responses to high spatial frequencies were more deeply impaired than responses to low spatial frequencies. This can be explained by the kind of damage in the visual system that preferentially targets the eye optics. Conclusion: VECPs can be used to monitor the degree of visual impairment of MPS patients and to check ERT efficacy