Aportes para la formación docente: El juego como derecho en contexto de pandemia – el derecho al juego en la escuela post pandemia.

El presente trabajo tiene como objeto explorar, conocer, mostrar y caracterizar algunas de las vivencias que atravesaron las infancias en la pandemia COVID 19 en el año 2020, para develar cómo vivieron los procesos de encierro y aislamiento social forzado en distintos contextos y momentos de Argentina las niñas/niños que forman parte de la investigación. El estudio es parte del proyecto más amplio "Infancias en pandemia: cómo viven las infancias los procesos de encierro y aislamiento social forzado, en distintos contextos de Argentina. Sus voces, juegos, comunicación y educación en confinamiento".Las autoras, en un contexto tan dramático y excepcional de emergencia sanitaria mundial, indagaron a través de encuestas virtuales a infancias de 3 a 13 años de edad. Les interesó especialmente, conocer desde las voces de las/os niñas y niños de entre 3 y 6 años de edad, a qué jugaron y con quiénes, cómo se vincularon con las instituciones educativas, qué actividades fueron propuestas desde las mismas, qué tipo de comunicación lograron establecer con los/as docentes, y demás situaciones; para construir así un conocimiento nuevo que posibilite reconocer las voces, juegos, formas de comunicación, relaciones vinculares y la educación en confinamiento vivida por ellos. A su vez, reconociendo la necesidad de garantizar el juego como derecho aún en contexto de pandemia para luego focalizar el derecho al juego en los próximos tiempos de postpandemia.En el marco de un diseño de investigación metodológicamente exploratorio y descriptivo, el objetivo central que se informa ha sido caracterizar y explorar el juego de las infancias (de 3 a 6 años de edad) en un proceso de confinamiento y aislamiento social forzado, en las ciudades de Luján, Morón y Mercedes de la Provincia de Buenos Aires: cómo fueron sus voces, juegos, comunicación y educación en confinamiento. Para ello, el instrumento utilizado fue una encuesta que posibilitó tener en cuenta, además de los objetivos previstos, los siguientes aspectos: conocimiento de los niños/as acerca de la pandemia, percepción del tiempo de duración, del lugar y compañeros de juego y de los elementos de juego en el período de pandemia

CONTRIBUTIONS TO TEACHER TRAINING: THE GAME AS A RIGHT IN A PANDEMIC CONTEXT - THE RIGHT TO PLAY IN POST-PANDEMIC SCHOOL

The present work aims to explore, understand, show and characterize some of the experiences that childhood went through in the COVID 19 pandemic in 2020; in order to reveal how the target children lived the processes of confinement and forced social isolation at different moments and in different contexts in Argentina. The study is part of the broader project "Childhood in pandemic: how childhood lives the processes of confinement and forced social isolation, in different contexts of Argentina: Their voices, games, communication and education in confinement”. The authors, in such a dramatic and exceptional context of a global health emergency, applied virtual surveys to children from 3 to 13 years of age. They were especially interested in getting to learn through the voices of the girls and boys between 3 and 6 years of age, what they played and with whom, how they linked with educational institutions, what activities were proposed to them, what type of communication they managed to establish with teachers, in different situations; so as to build a new knowledge that enables us to recognize voices, games, forms of communication, interrelationships and modes of education in confinement as experienced by children. And, at the same time, this research allows to acknowledge the need to guarantee play as a right even in a pandemic context; so as to focus later on, on the right to play in post-pandemic times. Within the framework of a methodologically exploratory and descriptive research design, the central object reported has been to characterize and explore the game of childhood (3 to 6 years of age) in a process of confinement and forced social isolation, in the cities of Luján, Morón and Mercedes, from the province of Buenos Aires: how were their voices, games, communication and education in confinement. For this, the instrument used was a survey that made it possible to take into account, in addition to the planned objectives, the following aspects: knowledge of the children about the pandemic, perception of its duration, the place and playmates and the elements gambling in the pandemic period

The B73 maize genome: complexity, diversity, and dynamics

We report an improved draft nucleotide sequence of the 2.3-gigabase genome of maize, an important crop plant and model for biological research. Over 32,000 genes were predicted, of which 99.8% were placed on reference chromosomes. Nearly 85% of the genome is composed of hundreds of families of transposable elements, dispersed nonuniformly across the genome. These were responsible for the capture and amplification of numerous gene fragments and affect the composition, sizes, and positions of centromeres. We also report on the correlation of methylation-poor regions with Mu transposon insertions and recombination, and copy number variants with insertions and/or deletions, as well as how uneven gene losses between duplicated regions were involved in returning an ancient allotetraploid to a genetically diploid state. These analyses inform and set the stage for further investigations to improve our understanding of the domestication and agricultural improvements of maize

The B73 Maize Genome: Complexity, Diversity, and Dynamics

We report an improved draft nucleotide sequence of the 2.3-gigabase genome of maize, an important crop plant and model for biological research. Over 32,000 genes were predicted, of which 99.8% were placed on reference chromosomes. Nearly 85% of the genome is composed of hundreds of families of transposable elements, dispersed nonuniformly across the genome. These were responsible for the capture and amplification of numerous gene fragments and affect the composition, sizes, and positions of centromeres. We also report on the correlation of methylation-poor regions with Mu transposon insertions and recombination, and copy number variants with insertions and/or deletions, as well as how uneven gene losses between duplicated regions were involved in returning an ancient allotetraploid to a genetically diploid state. These analyses inform and set the stage for further investigations to improve our understanding of the domestication and agricultural improvements of maize

The B73 Maize Genome: Complexity, Diversity, and Dynamics

We report an improved draft nucleotide sequence of the 2.3-gigabase genome of maize, an important crop plant and model for biological research. Over 32,000 genes were predicted, of which 99.8% were placed on reference chromosomes. Nearly 85% of the genome is composed of hundreds of families of transposable elements, dispersed nonuniformly across the genome. These were responsible for the capture and amplification of numerous gene fragments and affect the composition, sizes, and positions of centromeres. We also report on the correlation of methylation-poor regions with Mu transposon insertions and recombination, and copy number variants with insertions and/or deletions, as well as how uneven gene losses between duplicated regions were involved in returning an ancient allotetraploid to a genetically diploid state. These analyses inform and set the stage for further investigations to improve our understanding of the domestication and agricultural improvements of maize