PANORAMA DA PEDAGOGIA NO BRASIL: CIÊNCIA, CURSO E PROFISSÃO

The Pedagogy, after completing eighty-three years of existence in Brazil, stands out among the undergraduate courses with the highest number of students in the country. Despite its contribution over all these decades with regard to the training of educators and studies related to education in general, its historical trajectory is marked by intense disputes around its training purposes. Based on the understanding that the definition of the profile of graduates of a higher education course must be traced in dialogue with the epistemological nature of the scientific areas that configure it and with the demands of the social and educational field, this article aims to analyze aspects of the course's historical trajectory at the interface with the production of pedagogical knowledge in the country. From this perspective, it begins with a conceptual discussion about education, as a social phenomenon, and Pedagogy as a science that has it as an object of study. It goes on to analyze the historical trajectory of the course and of pedagogical thinking in Brazil, and ends problematizing the (dis)place of Pedagogy in the scenario of brazilian postgraduate studies.La carrera de Pedagogía, después de cumplir ochenta y tres años de existencia en Brasil, se destaca entre las carreras de grado con mayor número de matrículas en el país. A pesar de su aporte durante todas estas décadas en lo que se refiere a la formación de educadores/as y estudios relacionados con la educación en general, su trayectoria histórica está marcada por intensas disputas en torno a sus fines formativos. Partiendo del entendimiento de que la definición del perfil del/de la egresado/a de una carrera de educación superior debe trazarse en diálogo con la naturaleza epistemológica de las áreas científicas que la configuran y con las exigencias del campo social y educativo, este artículo tiene como objetivo analizar aspectos de la trayectoria histórica del curso en la interfaz con la producción de conocimiento pedagógico en el país. Desde esta perspectiva, se inicia con una discusión conceptual sobre la educación, como fenómeno social, y la Pedagogía como ciencia que la tiene como objeto de estudio. Continúa analizando la trayectoria histórica de la carrera y del pensamiento pedagógico en Brasil, y finaliza problematizando el (des)lugar de la Pedagogía en el escenario del posgrado brasileño.O curso de Pedagogia, ao completar oitenta e três anos de existência no Brasil, desponta entre os cursos de graduação com o maior número de matrículas no país. Em que pese a sua contribuição ao longo de todas estas décadas no que se refere à formação de educadores/as e aos estudos relacionados à educação de modo geral, sua trajetória histórica é marcada por intensas disputas em torno de suas finalidades formativas. A partir do entendimento de que a definição do perfil de egressos/as de um curso superior deve ser traçada no diálogo com a natureza epistemológica das áreas científicas que o configuram e com as demandas do campo social e educacional, o presente artigo tem por objetivo analisar aspectos sobre a trajetória histórica do curso na interface com a produção do conhecimento pedagógico no país. Nessa perspectiva, inicia-se com uma discussão conceitual sobre a educação, como fenômeno social, e a Pedagogia como ciência que a tem como objeto de estudo. Prossegue analisando a trajetória histórica do curso e do pensamento pedagógico no Brasil, e finaliza problematizando o (des)lugar da Pedagogia no cenário da pós-graduação brasileira

Pedagogia: Questões teóricas e profissionais emergentes no contexto brasileiro

This paper is a theoretical essay that, based on bibliographic and documentary sources, outlines considerations on the main issues about the specificity of Pedagogy as a science, course, and profession in Brazil. The reflections are guided by the understanding of Pedagogy as a dialectical science of education that assumes the relationship between educational theory and practice, as a founding epistemological principle, since it is directed to the production of references that explain multiple determinations and meanings that make it a social practice to intervene during it in an emancipatory perspective. Thus, the configurations and contradictions of the Pedagogy degree program are examined from an incursion into its historical trajectory, and the challenges of academic legitimation of Pedagogy in the Graduate Programs in Education are pointed out.Este artículo esboza consideraciones sobre las principales cuestiones que rodean la especificidad de la Pedagogía como ciencia, curso y profesión en Brasil a partir de fuentes bibliográficas y documentales. Las reflexiones están guiadas por la comprensión de la Pedagogía como una ciencia dialéctica de la educación que asume la relación entre la teoría y la práctica educativas como principio epistemológico fundante, ya que se dirige a la producción de referentes que expliquen las múltiples determinaciones y significados que la hacen práctica social para intervenir en ella en una perspectiva emancipadora. Se examinan las configuraciones y contradicciones de la carrera de Pedagogía a partir de una incursión en su trayectoria histórica y se señalan los desafíos de la legitimación académica de la Pedagogía en los Programas de Posgrado en Educación.Este artigo traça considerações sobre as principais questões em torno da especificidade da Pedagogia como ciência, curso e profissão em Brasil a partir de fontes bibliográficas e documentais. As reflexões pautam-se pela compreensão da Pedagogia como uma ciência dialética da educação que assume a relação entre teoria e prática educativa como princípio epistemológico fundante, uma vez que esta dirige-se à produção de referenciais que explicitam múltiplas determinações e significados que a fazem uma prática social para intervir nela em uma perspectiva emancipatória. Desta forma, examina-se as configurações e contradições do curso de Pedagogia a partir de uma incursão em sua trajetória histórica e aponta-se desafios de legitimação acadêmica da Pedagogia nos Programas de Pós-Graduação em Educação

Teacher education courses (Pedagogy):weaknesses in the basic training of a teacher

O artigo tem como questão central os cursos de pedagogia organizados a partir das Diretrizes Curriculares Nacionais de 2006. Seu objetivo é discutir a formação de professores polivalentes para a educação infantil e para os anos iniciais do ensino fundamental oferecida nesses cursos, a partir dos dados de pesquisa realizada em instituições públicas e privadas do estado de São Paulo, no período de 2012 a 2013, com apoio do CNPq. Para a abordagem quantitativa, foi utilizada a técnica de análise documental do conjunto das 144 matrizes curriculares obtidas. Como base para a abordagem qualitativa, os dados foram analisados a partir do cruzamento entre as características das instituições e as características das disciplinas que compõem suas matrizes curriculares. Os dados mostram que a maioria dos cursos de pedagogia no estado de São Paulo são oferecidos por instituições privadas, com cargas horárias mínimas e que não têm a pesquisa como inerente às suas características. A análise interpretativa dos resultados evidencia que os cursos de pedagogia estudados refletem os mesmos problemas apontados na literatura da área sobre as DCNCP/2006: a indefinição do campo pedagógico e a dispersão do objeto da pedagogia e da atuação profissional docente. Consequentemente, esses cursos, em sua maioria, não estão formando o pedagogo e, tampouco, um professor polivalente para a educação infantil e anos iniciais do ensino fundamental, pois sua formação se mostra frágil, superficial, generalizante, fragmentada, dispersiva e sem foco. Na conclusão são apontados possíveis caminhos para superar alguns desses problemas.The core issue of this paper is the teacher education undergraduate courses (called Pedagogy in Brazil) set up based on the National Curriculum Guidelines, approved in 2006. Our purpose is to discuss the training of multipurpose teachers for children´s education and for the early grades of elementary schools, starting with results of a research conducted in public and private institutions in the state of São Paulo, from 2012 to 2013, funded by CNPq – the National Research Council. For the quantitative approach, we utilized the technique of documental analysis over the set of 144 curriculum grids we were able to obtain. The grounds for the qualitative approach, data were analyzed by cross-checking the characteristics of the institutions with the characteristics of the discipline that make up their curriculum grids. Data reveal that most teacher education courses in the state of São Paulo are provided by private institutions, with minimum number of hours and research is not intrinsic with their characteristics. The interpretative analysis of results establishes that the Pedagogy courses investigated are affected by the same problems pointed out in the literature concerning DCNCP/2006: the vagueness of the pedagogical field and the scattering of the scope of pedagogy and the teacher´s professional practice. Consequently, the majority of such courses are not fully training neither the educator nor the multipurpose teacher intended to work in child education (preschool) and the early grades of elementary school, as the education and training they get is fragile, superficial, generalizing, fragmented, dispersive and unfocused. In our conclusion alternatives are indicated in order overcome some of these problems

Obeticholic acid for the treatment of non-alcoholic steatohepatitis: interim analysis from a multicentre, randomised, placebo-controlled phase 3 trial

Background Non-alcoholic steatohepatitis (NASH) is a common type of chronic liver disease that can lead to cirrhosis. Obeticholic acid, a farnesoid X receptor agonist, has been shown to improve the histological features of NASH. Here we report results from a planned interim analysis of an ongoing, phase 3 study of obeticholic acid for NASH. Methods In this multicentre, randomised, double-blind, placebo-controlled study, adult patients with definite NASH,non-alcoholic fatty liver disease (NAFLD) activity score of at least 4, and fibrosis stages F2–F3, or F1 with at least oneaccompanying comorbidity, were randomly assigned using an interactive web response system in a 1:1:1 ratio to receive oral placebo, obeticholic acid 10 mg, or obeticholic acid 25 mg daily. Patients were excluded if cirrhosis, other chronic liver disease, elevated alcohol consumption, or confounding conditions were present. The primary endpointsfor the month-18 interim analysis were fibrosis improvement (≥1 stage) with no worsening of NASH, or NASH resolution with no worsening of fibrosis, with the study considered successful if either primary endpoint was met. Primary analyses were done by intention to treat, in patients with fibrosis stage F2–F3 who received at least one dose of treatment and reached, or would have reached, the month 18 visit by the prespecified interim analysis cutoff date. The study also evaluated other histological and biochemical markers of NASH and fibrosis, and safety. This study is ongoing, and registered with ClinicalTrials.gov, NCT02548351, and EudraCT, 20150-025601-6. Findings Between Dec 9, 2015, and Oct 26, 2018, 1968 patients with stage F1–F3 fibrosis were enrolled and received at least one dose of study treatment; 931 patients with stage F2–F3 fibrosis were included in the primary analysis (311 in the placebo group, 312 in the obeticholic acid 10 mg group, and 308 in the obeticholic acid 25 mg group). The fibrosis improvement endpoint was achieved by 37 (12%) patients in the placebo group, 55 (18%) in the obeticholic acid 10 mg group (p=0·045), and 71 (23%) in the obeticholic acid 25 mg group (p=0·0002). The NASH resolution endpoint was not met (25 [8%] patients in the placebo group, 35 [11%] in the obeticholic acid 10 mg group [p=0·18], and 36 [12%] in the obeticholic acid 25 mg group [p=0·13]). In the safety population (1968 patients with fibrosis stages F1–F3), the most common adverse event was pruritus (123 [19%] in the placebo group, 183 [28%] in the obeticholic acid 10 mg group, and 336 [51%] in the obeticholic acid 25 mg group); incidence was generally mild to moderate in severity. The overall safety profile was similar to that in previous studies, and incidence of serious adverse events was similar across treatment groups (75 [11%] patients in the placebo group, 72 [11%] in the obeticholic acid 10 mg group, and 93 [14%] in the obeticholic acid 25 mg group). Interpretation Obeticholic acid 25 mg significantly improved fibrosis and key components of NASH disease activity among patients with NASH. The results from this planned interim analysis show clinically significant histological improvement that is reasonably likely to predict clinical benefit. This study is ongoing to assess clinical outcomes

Outcomes from elective colorectal cancer surgery during the SARS-CoV-2 pandemic

This study aimed to describe the change in surgical practice and the impact of SARS-CoV-2 on mortality after surgical resection of colorectal cancer during the initial phases of the SARS-CoV-2 pandemic

Impact of COVID-19 on cardiovascular testing in the United States versus the rest of the world

Objectives: This study sought to quantify and compare the decline in volumes of cardiovascular procedures between the United States and non-US institutions during the early phase of the coronavirus disease-2019 (COVID-19) pandemic. Background: The COVID-19 pandemic has disrupted the care of many non-COVID-19 illnesses. Reductions in diagnostic cardiovascular testing around the world have led to concerns over the implications of reduced testing for cardiovascular disease (CVD) morbidity and mortality. Methods: Data were submitted to the INCAPS-COVID (International Atomic Energy Agency Non-Invasive Cardiology Protocols Study of COVID-19), a multinational registry comprising 909 institutions in 108 countries (including 155 facilities in 40 U.S. states), assessing the impact of the COVID-19 pandemic on volumes of diagnostic cardiovascular procedures. Data were obtained for April 2020 and compared with volumes of baseline procedures from March 2019. We compared laboratory characteristics, practices, and procedure volumes between U.S. and non-U.S. facilities and between U.S. geographic regions and identified factors associated with volume reduction in the United States. Results: Reductions in the volumes of procedures in the United States were similar to those in non-U.S. facilities (68% vs. 63%, respectively; p = 0.237), although U.S. facilities reported greater reductions in invasive coronary angiography (69% vs. 53%, respectively; p < 0.001). Significantly more U.S. facilities reported increased use of telehealth and patient screening measures than non-U.S. facilities, such as temperature checks, symptom screenings, and COVID-19 testing. Reductions in volumes of procedures differed between U.S. regions, with larger declines observed in the Northeast (76%) and Midwest (74%) than in the South (62%) and West (44%). Prevalence of COVID-19, staff redeployments, outpatient centers, and urban centers were associated with greater reductions in volume in U.S. facilities in a multivariable analysis. Conclusions: We observed marked reductions in U.S. cardiovascular testing in the early phase of the pandemic and significant variability between U.S. regions. The association between reductions of volumes and COVID-19 prevalence in the United States highlighted the need for proactive efforts to maintain access to cardiovascular testing in areas most affected by outbreaks of COVID-19 infection

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements