Interculturalidade na formação de professores do campo: análise de uma experiência

ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages ​​and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil. Keywords: Critical Interculturality, Countryside Education, Teacher Education, Public Policies, Coloniality.Este trabajo tiene como objetivo reflexionar sobre los conceptos de interculturalidad crítica (Walsh, 2009, 2010, Estermann, 2010) y la competencia intercultural (William & Dietz, 2015), así como elevar las posibles contribuciones de estos estudios para la discusión de la formación docente en el contexto de la Educación del Campo en Brasil. De acuerdo con los autores que subvencionan este estudio, la interculturalidad crítica es una propuesta contra-epistemológica y contra-hegemónica, que aboga por el reconocimiento y el respeto de la diversidad cultural y la emancipación social y política de los pueblos subalternos. En este trabajo, se discutirán las políticas públicas de educación para las poblaciones rurales y los aspectos de la propuesta educativa de un entrenamiento de profesores en una universidad federal brasileña, que tiene como objetivo capacitar a los maestros en las áreas de Ciencias Naturales y Lenguajes y Códigos para actuar en los años finales de la escuela primaria y en las escuelas secundarias de las zonas rurales. Además de los estudios sobre interculturalidad crítica, este trabajo se basa en la perspectiva teórica de Ecología del Conocimiento (Sousa Santos, 2014), que analiza las relaciones de colonialidad del conocimiento científico con otros tipos de conocimiento en la sociedad contemporánea. Palabras clave: Interculturalidad Crítica, Educación del Campo, Formación de Profesores, Políticas Públicas, Colonialidad.ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages ​​and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil.O presente trabalho visa promover uma reflexão sobre a proposta pedagógica de um curso de licenciatura em Educação do Campo de uma universidade federal brasileira sob a perspectiva teórica da interculturalidade. Entende-se interculturalidade como um projeto contraepistemológico e contra-hegemônico que preconiza o reconhecimento e o respeito à diversidade cultural e à emancipação política e social de povos subalternizados. Instituído em 2013 para atender à demanda do Edital SESU/SETEC/SECADI n° 2/2012, o curso em pauta tem como objetivo formar professores com habilitação em Ciências da Natureza ou Linguagens e Códigos para atuar nos anos finais do ensino fundamental e no ensino médio de escolas do campo. Este estudo de natureza qualitativa-exploratória se vale de pesquisa documental e bibliográfica. A reflexão teórica se dá a partir da ecologia dos saberes (Santos, 2014), que problematiza as relações de colonialidade do conhecimento científico com outros tipos de conhecimento, assim como das pesquisas sobre interculturalidade (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) e Educação do Campo (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). Espera-se com este trabalho estimular propostas que dialoguem com o referencial da interculturalidade, ampliando as perspectivas teóricas sobre a formação inicial de professores no contexto da Educação do Campo no Brasil. Palavras-chave: Interculturalidade, Educação do Campo, Formação de Professores, Políticas Públicas, Colonialidade.   Interculturality in the education of countryside teachers: analysis of an experience ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages ​​and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil. Keywords: Interculturality, Countryside Education, Teacher Education, Public Policies, Coloniality.   Interculturalidad en la formación del profesorado del campo: análisis de una experiencia RESUMEN. El presente estudio tiene como objetivo reflexionar sobre la propuesta pedagógica de un grado en Educación del Campo de una universidad federal brasileña por la perspectiva teórica de la interculturalidad. Se comprende interculturalidad como un proyecto contraepistemológico y contrahegemónico que aboga por el reconocimiento y respeto a la diversidad cultural y la emancipación social y política de las personas subordinadas. Establecido en 2013 para satisfacer la demanda del Edicto SESU / SETEC / SECADI nº 2/2012, el curso en cuestión tiene como objetivo formar maestros con la especialización en ciencias naturales o lenguajes y códigos para actuar en los últimos años de la escuela primaria y la enseñanza media de las escuelas para los campesinos. Este estudio de naturaleza cualitativa y exploratoria se basa en  la investigación bibliográfica y documental. La reflexión teórica se produce desde la ecología de los saberes (Santos, 2014), que analiza las relaciones de colonialidad del conocimiento científico con otros tipos de conocimiento, así como la investigación sobre interculturalidad (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010;  Guilherme & Dietz, 2015) y Educación del Campo (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). Se espera que este trabajo estimule las propuestas que se comunican con el marco de la interculturalidad, promoviendo la ampliación de las perspectivas teóricas sobre la formación inicial del profesorado en el contexto de la Educación del Campo en Brasil. Palabras clave: Interculturalidad, Educación del Campo, Formación Docente,  Política Pública, Colonialidad

O DISCURSO FASCISTA E SUAS IMPLICAÇÕES PARA A EDUCAÇÃO DOS POVOS DO CAMPO E INDÍGENAS

Em “O discurso fascista e suas implicações para a educação dos povos do campo e indígenas”, o sexto artigo do dossiê, Luiz Otávio Costa Marques (UFVJM) e Paulo Afranio Sant’Anna (UFVJM) têm como objetivo refletir sobre enunciados fascistas e seu impacto nas políticas públicas educacionais voltadas para povos do campo e indígenas no Brasil, evidenciando as consequências sociais de tais enunciados e os possíveis contradiscursos e estratégias de resistência ao combate de narrativas discriminatórias

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Diretriz Brasileira sobre a Saúde Cardiovascular no Climatério e na Menopausa – 2024

Women, who represent approximately half of the global population according to estimates as of January 2024, may experience signs and symptoms of menopause for at least one-third of their lives, during which they have a higher risk of cardiovascular morbidity and mortality. The effects of menopausal hormone therapy (MHT) on the progression of atherosclerosis and cardiovascular disease (CVD) events vary depending on the age at which MHT is initiated and the time since menopause until its initiation. Beneficial effects on CVD outcomes and all-cause mortality have been observed when MHT was initiated before the age of 60 or within 10 years after menopause. The decision regarding the initiation, dose, regimen, and duration of MHT should be made individually after discussing the benefits and risks with each patient. For primary prevention of postmenopausal chronic conditions, the combined use of estrogen and progestogen is not recommended in asymptomatic women, nor is the use of estrogen alone in hysterectomized women. Hormone-dependent neoplasms contraindicate MHT. For the treatment of genitourinary syndrome of menopause, vaginal estrogen therapy may be used in patients with known cardiovascular risk factors or established CVD. For women with contraindications to MHT or who refuse it, non-hormonal therapies with proven efficacy (antidepressants, gabapentin, and fezolinetant) may improve vasomotor symptoms. Compounded hormonal implants, or "bioidentical" and "compounded" hormones, and "hormone modulation" are not recommended due to lack of scientific evidence of their effectiveness and safety.Mujeres, que representan aproximadamente la mitad de la población mundial según estimaciones de enero de 2024, pueden experimentar signos y síntomas de la menopausia durante al menos un tercio de sus vidas, durante los cuales tienen un mayor riesgo de morbilidad y mortalidad cardiovascular. Los efectos de la terapia hormonal de la menopausia (THM) en la progresión de la aterosclerosis y los eventos de enfermedad cardiovascular (ECV) varían según la edad en que se inicia la THM y el tiempo transcurrido desde la menopausia hasta su inicio. Se han observado efectos beneficiosos en los resultados de ECV y la mortalidad por todas las causas cuando la THM se inició antes de los 60 años o dentro de los 10 años posteriores a la menopausia. La decisión sobre la iniciación, dosis, régimen y duración de la THM debe tomarse individualmente después de discutir los beneficios y riesgos con cada paciente. Para la prevención primaria de condiciones crónicas en la posmenopausia, no se recomienda el uso combinado de estrógeno y progestágeno en mujeres asintomáticas, ni el uso de estrógeno solo en mujeres histerectomizadas. Las neoplasias dependientes de hormonas contraindican la THM. Para el tratamiento del síndrome genitourinario de la menopausia, se puede usar terapia estrogénica vaginal en pacientes con factores de riesgo cardiovascular conocidos o ECV establecida. Para mujeres con contraindicaciones a la THM o que la rechazan, las terapias no hormonales con eficacia demostrada (antidepresivos, gabapentina y fezolinetant) pueden mejorar los síntomas vasomotores. Los implantes hormonales compuestos, o hormonas "bioidénticas" y "compuestas", y la "modulación hormonal" no se recomiendan debido a la falta de evidencia científica sobre su efectividad y seguridad.As mulheres, que representam cerca de metade da população mundial segundo estimativas de janeiro de 2024, podem sofrer com sinais e sintomas da menopausa durante pelo menos um terço de suas vidas, quando apresentam maiores risco e morbimortalidade cardiovasculares. Os efeitos da terapia hormonal da menopausa (THM) na progressão de eventos de aterosclerose e doença cardiovascular (DCV) variam de acordo com a idade em que a THM é iniciada e o tempo desde a menopausa até esse início. Efeitos benéficos nos resultados de DCV e na mortalidade por todas as causas ocorreram quando a THM foi iniciada antes dos 60 anos de idade ou nos 10 anos que se seguiram à menopausa. A decisão sobre o início, a dose, o regime e a duração da THM deve ser tomada individualmente após discussão sobre benefícios e riscos com cada paciente. Para a prevenção primária de condições crônicas na pós-menopausa, não se recomendam o uso combinado de estrogênio e progestagênio em mulheres assintomáticas nem o uso de estrogênio sozinho em mulheres histerectomizadas. Neoplasias hormônio-dependentes contraindicam a THM. Para tratamento da síndrome geniturinária da menopausa, pode-se utilizar terapia estrogênica por via vaginal em pacientes com fatores de risco cardiovascular conhecidos ou DCV estabelecida. Para mulheres com contraindicação à THM ou que a recusam, terapias não hormonais com eficácia comprovada (antidepressivos, gabapentina e fezolinetante) podem melhorar os sintomas vasomotores. Os implantes hormonais manipulados, ou hormônios “bioidênticos” “manipulados”, e a ‘modulação hormonal’ não são recomendados pela falta de evidência científica de sua eficácia e segurança

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost