Espaço exterior da escola: Uma sala de aula a descobrir

Numa altura em que o contributo dos espaços exteriores para uma aprendizagem ativa e participada, centrada no aluno e baseada em métodos ativos e inovadores tem vindo a ganhar destaque, este trabalho procurou conhecer as representações dos professores relativamente às práticas pedagógicas em espaços escolares exteriores e perceber se estas práticas são ou não já adotadas pelos docentes no âmbito da sua intervenção pedagógica, identificando o que as potencia e sinalizando os principais obstáculos à sua implementação. Pretendeu ainda perceber se a arquitetura dos espaços e os recursos disponíveis no espaço escolar exterior têm influência na adoção de práticas pedagógicas ao ar livre. Utilizando uma metodologia qualitativa comparativa-tipológica entrevistámos 12 professoras do 1º ciclo do ensino básico, distribuídas por duas tipologias de escola definidas com base no potencial educativo inscrito no espaço exterior. Em linha com outros estudos já realizados, concluiu-se acerca da valorização generalizada das práticas pedagógicas em espaços exteriores, embora ainda persista a resistência à inovação das práticas docentes. Encontrámos dois perfis de professoras - as inovadoras e as resistentes - que se distinguem pelas suas representações e práticas. Não obstante todas as professoras identificarem obstáculos à inovação, os processos de mudança parecem ser mais mobilizadores e significativos quando têm caráter coletivo e decorrem em escolas de menor dimensão, com projetos de escola coesos, numa relação de partilha e interação com as famílias e com a comunidade. Foi ainda possível concluir que o espaço influencia, mas não determina as práticas inovadoras.At a time that contribution of outdoor spaces to active and participative learning, centered on the student and based on active and innovative methods has been gaining prominence, this work sought to know the representations of teachers regarding pedagogical practices in outdoor school spaces and to understand whether or not these practices are already adopted by teachers in the context of their pedagogical intervention, identifying what drives them and pointing out the main obstacles to their implementation. It also intended to understand whether the architecture of spaces and the resources available in the outdoor school space have an influence on the adoption of outdoor pedagogical practices. Using a qualitative comparative-typological methodology, we interviewed 12 primary education teachers, distributed among two school typologies defined based on the educational potential inscribed in the outdoor space. In line with other studies already carried out, it was concluded that there is a generalized appreciation of pedagogical practices in outdoor spaces, although resistance to innovation in teaching practices still persists. We found two profiles of teachers - the innovative and the resistant - who are distinguished by their representations and practices. Despite all teachers identifying obstacles to innovation, the processes of change of practices seem to be more mobilizing and significant when they have a collective character and take place in smaller schools, with cohesive school projects, in a relationship of sharing and interaction with families and with the community. It was also possible to conclude that space influences, but does not determine innovative practices

Contexto, desafios e perspectivas na formação de obstetrizes no Brasil

This article describes the creation process of the first direct-entry Midwifery Course in Brazil, at the School of Arts, Sciences and Humanities of the University of São Paulo, Brazil. It presents the course's political-educational project and the theoretical references that support it; the movements or resistances that are opposed to the training and registration of midwives; the challenges that need to be overcome. Finally, the paper presents the foreseen perspectives of contribution of these professionals towards the improvement of healthcare quality, the decrease in maternal and perinatal morbidity and mortality rates, as well as of unnecessary cesarean sections in the country.O artigo descreve o processo de criação do Curso de Obstetrícia da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo. Ele apresenta o projeto político pedagógico e os referenciais teóricos que suportam a formação de obstetrizes, a resistência ou os movimentos que se opõem à formação e ao registro desses profissionais, os desafios que precisam ser superados e, finalmente, as perspectivas nas quais as obstetrizes podem contribuir não só para melhorar a qualidade dos cuidados em saúde, como também para diminuir as taxas de morbidade e mortalidade materna e perinatal e de cesarianas desnecessárias no país

Study of the best condition for the use of combined drying technologies in artisanal noodle pasta, to improve the technological characteristic and consequent retention of nutrientes

Pasta is a popular food item that is produced in several shapes and dimensions. Therefore, the industry and research need updates regarding novel technologies applicable to the processing of new products. The aim of this work was to evaluate the effects of drying pasta arranged in nests using a convective dryer combined with a microwave oven and that influence the offer of a more nutritious product for the consumer. An experimental design was carried out in five assays with varying conditions of drying temperature and microwave oven power. After drying, moisture analyses were performed to assess whether or not the samples were in accordance with the legislation (moisture content not higher than 13%). Technological quality analyses were also carried out. Assay 5 (60°C / 107 W) led to the best drying condition, as indicated by the lowest loss of soluble solids and the shortest cooking time. Thus, this condition is considered ideal for conducting further research on the development and shelf life evaluations of pasta

Glucocorticoid: Major Factor for Reduced Immunogenicity of 2009 Influenza A (H1N1) Vaccine in Patients with Juvenile Autoimmune Rheumatic Disease

Objective. To assess the immunogenicity and safety of non-adjuvanted influenza A H1N1/2009 vaccine in patients with juvenile autoimmune rheumatic disease (ARD) and healthy controls, because data are limited to the adult rheumatologic population. Method's. A total of 237 patients with juvenile ARD [juvenile systemic lupus erythematosus (JSLE), juvenile idiopathic arthritis (JIA), juvenile dermatomyositis (JDM), juvenile scleroderma, and vasculitis] and 91 healthy controls were vaccinated. Serology for anti-H1N1 was performed by hemagglutination inhibition assay. Seroprotection rate, seroconversion rate, and factor-increase in geometric mean titer (GMT) were calculated. Adverse events were evaluated. Results. Age was comparable in patients and controls (14.8 +/- 3.0 vs 14.6 +/- 3.7 years, respectively; p = 0.47). Three weeks after immunization, seroprotection rate (81.4% vs 95.6%; p = 0.0007), seroconversion rate (74.3 vs 95.6%; p < 0.0001), and the factor-increase in GMT (12.9 vs 20.3; p = 0.012) were significantly lower in patients with juvenile ARD versus controls. Subgroup analysis revealed reduced seroconversion rates in JSLE (p < 0.0001), JIA (p = 0.008), JDM (p = 0.025), and vasculitis (p = 0.017). Seroprotection (p < 0.0001) and GMT (p < 0.0001) were decreased only in JSLE. Glucocorticoid use and lymphopenia were associated with lower seroconversion rates (60.4 vs 82.9%; p = 0.0001; and 55.6 vs 77.2%; p = 0.012). Multivariate logistic regression including diseases, lymphopenia, glucocorticoid, and immunosuppressants demonstrated that only glucocorticoid use (p = 0.012) remained significant. Conclusion. This is the largest study to demonstrate a reduced but adequate immune response to H1N1 vaccine in patients with juvenile ARD. It identified current glucocorticoid use as the major factor for decreased antibody production. The short-term safety results support its routine recommendation for patients with juvenile ARD. ClinicalTrials.gov; NCT01151644. (First Release Nov 15 2011; J Rheumatol 2012;39:167-73; doi:10.3899/jrheum.110721)Fundacao de Amparo a Pesquisa do Estado de Sao Paulo (FAPESP) [2010/10749-0]Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPQ) [300248/2008-3, 300665/2009-1, 301411/2009-3, 300559/2009-7]Federico FoundationButantan Foundatio

práticas artísticas no ensino básico e secundário

A Educação Artística joga-se em muito mais locais que no ensino formal. As oportunidades formativas têm sido aproveitadas por museus, bibliotecas, centros culturais, exposições, festivais, associações e plataformas culturais, eventos, plataformas de disseminação artística, edições. Os artistas individuais têm vindo a integrar as dinâmicas relacionais e de criação de públicos nas suas obras, ao convocarem as audiências e implicarem o espectador. O terreno é limitado apenas pela imaginação, e as oportunidades de convocação alargam-se aos novos conteúdos e plataformas digitais, a par com a valorização do que é local e identitário: a revolução pode fazer-se pela cidadania.info:eu-repo/semantics/publishedVersio

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

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

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