Curriculum, evaluation and the constitution of the teaching subject.

O presente artigo analisa de modo articulado: a. o dispositivo curricular do Estado de Minas Gerais ? Conte?dos B?sicos Comuns (CBC) ? e b. o dispositivo avaliativo a ele atrelado ? Sistema Mineiro de Avalia??o da Educa??o P?blica (SIMAVE) a partir da compreens?o de que as pr?ticas neoliberais presentes no Estado e na sociedade enquadram o curr?culo e a avalia??o sob a ?tica da economia. O vi?s de an?lise toma o neoliberalismo como uma forma de governo no sentido foucaultiano, ou seja, que produz processos de subjetiva??o sobre as popula??es docentes da rede p?blica estadual de Minas Gerais. Desse modo, o neoliberalismo usa a educa??o de forma interessada na produ??o do sujeito para o mercado, como um importante mecanismo do Capital Humano. Seguindo essa trilha te?ricometodol?gica, investigamos empiricamente as mudan?as em curso expressas em documentos oficiais da Secretaria de Estado de Educa??o de Minas Gerais (especialmente relacionados ao CBC e ao SIMAVE). Os resultados apontam o CBC como uma proposta sintonizada com o Choque de Gest?o do governo de estado de 2003 a 2014 que coloca a educa??o do estado de Minas Gerais sob mecanismos de regula??o gerencial e de resultados, ambos a favor da economia. Conclu?mos que a partir da articula??o entre o CBC e o SIMAVE atuam pr?ticas de mercado gerenciais e perform?ticas por meio de uma s?rie de poderes e saberes que a ela est?o associados, tornando as propostas curriculares supostamente indissoci?veis dessas pr?ticas e dos processos de subjetiva??o dos docentes.This paper analyzes in an articulated manner: a. the Minas Gerais State curriculum ? Common Basic Content (CBC, Brazilian Portuguese abbreviation) ? and b. the evaluation guidelines linked to it ? Public Education Evaluation System of Minas Gerais (SIMAVE, Brazilian Portuguese abbreviation) from the understanding that neoliberal practices frame the curriculum and the evaluation within the economy perspective. The analysis approach takes neoliberalism as a government system in the Foucauldian sense, that is, one which produces processes of subjectivation on the teaching population in the State education system in Minas Gerais. Therefore, neoliberalism uses education aiming at preparing the individuals to the market, as an important mechanism of the Human Capital. Following this theoretical-methodological route, we investigated empirically the ongoing changes expressed in the official documents issued by the Minas Gerais State Education Secretariat (mainly those related to the CBC and SIMAVE). The results show the CBC as a proposal which is in tune with the Management Chock of the State Government from 2003 to 2014 which places the education in the State of Minas Gerais under regulating mechanisms of management and results, both in favor of the economy. The conclusion points to the articulation between CBC and SIMAVE acting as managerial and performing market practices through a number of powers and knowledges associated to it, making the curriculum proposal supposedly inseparable from such practices

Curriculum, evaluation and the constitution of the teaching subject.

O presente artigo analisa de modo articulado: a. o dispositivo curricular do Estado de Minas Gerais ? Conte?dos B?sicos Comuns (CBC) ? e b. o dispositivo avaliativo a ele atrelado ? Sistema Mineiro de Avalia??o da Educa??o P?blica (SIMAVE) a partir da compreens?o de que as pr?ticas neoliberais presentes no Estado e na sociedade enquadram o curr?culo e a avalia??o sob a ?tica da economia. O vi?s de an?lise toma o neoliberalismo como uma forma de governo no sentido foucaultiano, ou seja, que produz processos de subjetiva??o sobre as popula??es docentes da rede p?blica estadual de Minas Gerais. Desse modo, o neoliberalismo usa a educa??o de forma interessada na produ??o do sujeito para o mercado, como um importante mecanismo do Capital Humano. Seguindo essa trilha te?ricometodol?gica, investigamos empiricamente as mudan?as em curso expressas em documentos oficiais da Secretaria de Estado de Educa??o de Minas Gerais (especialmente relacionados ao CBC e ao SIMAVE). Os resultados apontam o CBC como uma proposta sintonizada com o Choque de Gest?o do governo de estado de 2003 a 2014 que coloca a educa??o do estado de Minas Gerais sob mecanismos de regula??o gerencial e de resultados, ambos a favor da economia. Conclu?mos que a partir da articula??o entre o CBC e o SIMAVE atuam pr?ticas de mercado gerenciais e perform?ticas por meio de uma s?rie de poderes e saberes que a ela est?o associados, tornando as propostas curriculares supostamente indissoci?veis dessas pr?ticas e dos processos de subjetiva??o dos docentes.This paper analyzes in an articulated manner: a. the Minas Gerais State curriculum ? Common Basic Content (CBC, Brazilian Portuguese abbreviation) ? and b. the evaluation guidelines linked to it ? Public Education Evaluation System of Minas Gerais (SIMAVE, Brazilian Portuguese abbreviation) from the understanding that neoliberal practices frame the curriculum and the evaluation within the economy perspective. The analysis approach takes neoliberalism as a government system in the Foucauldian sense, that is, one which produces processes of subjectivation on the teaching population in the State education system in Minas Gerais. Therefore, neoliberalism uses education aiming at preparing the individuals to the market, as an important mechanism of the Human Capital. Following this theoretical-methodological route, we investigated empirically the ongoing changes expressed in the official documents issued by the Minas Gerais State Education Secretariat (mainly those related to the CBC and SIMAVE). The results show the CBC as a proposal which is in tune with the Management Chock of the State Government from 2003 to 2014 which places the education in the State of Minas Gerais under regulating mechanisms of management and results, both in favor of the economy. The conclusion points to the articulation between CBC and SIMAVE acting as managerial and performing market practices through a number of powers and knowledges associated to it, making the curriculum proposal supposedly inseparable from such practices

MiR-155 has a protective role in the development of non-alcoholic hepatosteatosis in mice

Hepatic steatosis is a global epidemic that is thought to contribute to the pathogenesis of type 2 diabetes. MicroRNAs (miRs) are regulators that can functionally integrate a range of metabolic and inflammatory pathways in liver. We aimed to investigate the functional role of miR-155 in hepatic steatosis. Male C57BL/6 wild-type (WT) and miR-155−/− mice were fed either normal chow or high fat diet (HFD) for 6 months then lipid levels, metabolic and inflammatory parameters were assessed in livers and serum of the mice. Mice lacking endogenous miR-155 that were fed HFD for 6 months developed increased hepatic steatosis compared to WT controls. This was associated with increased liver weight and serum VLDL/LDL cholesterol and alanine transaminase (ALT) levels, as well as increased hepatic expression of genes involved in glucose regulation (Pck1, Cebpa), fatty acid uptake (Cd36) and lipid metabolism (Fasn, Fabp4, Lpl, Abcd2, Pla2g7). Using miRNA target prediction algorithms and the microarray transcriptomic profile of miR-155−/− livers, we identified and validated that Nr1h3 (LXRα) as a direct miR-155 target gene that is potentially responsible for the liver phenotype of miR-155−/− mice. Together these data indicate that miR-155 plays a pivotal role regulating lipid metabolism in liver and that its deregulation may lead to hepatic steatosis in patients with diabetes

A review exploring the overarching burden of Zika virus with emphasis on epidemiological case studies from Brazil

This paper explores the main factors for mosquito-borne transmission of the Zika virus by focusing on environmental, anthropogenic, and social risks. A literature review was conducted bringing together related information from this genre of research from peer-reviewed publications. It was observed that environmental conditions, especially precipitation, humidity, and temperature, played a role in the transmission. Furthermore, anthropogenic factors including sanitation, urbanization, and environmental pollution promote the transmission by affecting the mosquito density. In addition, socioeconomic factors such as poverty as well as social inequality and low-quality housing have also an impact since these are social factors that limit access to certain facilities or infrastructure which, in turn, promote transmission when absent (e.g., piped water and screened windows). Finally, the paper presents short-, mid-, and long-term preventative solutions together with future perspectives. This is the first review exploring the effects of anthropogenic aspects on Zika transmission with a special emphasis in Brazil