The teacher and the act of teaching

A sala de aula é o espaço privilegiado de negociações e de produção de novos sentidos e significados a respeito, principalmente, dos diferentes conceitos escolares. Isso acontece em uma rede interativa complexa em que se tornam presentes e se atualizam a história de vida, as experiências e vivências de professores e alunos, além do próprio conhecimento formal. Do professor espera-se que conduza o seu grupo de alunos, buscando compreender e negociar os diferentes processos de significação que envolvem as situações de aprendizagem que planejou. Tem sido comum identificar o professor nesse papel de mediador, atribuindo a idéia à abordagem histórico-cultural. O objetivo deste texto é discutir a identificação entre ação docente e mediação, de modo a caracterizar aquilo a que corresponde, segundo nossa ótica, o trabalho desenvolvido pelo professor, tendo como foco o conceito de zona proximal de desenvolvimento. As considerações encaminham-se para o entendimento de que os conteúdos escolares somente estarão a serviço do desenvolvimento dos alunos se forem operados na conjuntura dos seus processos de significação, tendo em conta que a função primordial da educação é a de nutrir possibilidades relacionais.The classroom is the privileged space for negotiation and production of new senses and meanings, especially concerning the different school concepts. This takes place within a complex interactive network where, besides formal knowledge itself, teachers' and students' life history and experiences become present and are updated. The teacher is expected to guide his/her group of students, aiming at understanding and negotiating the different meaning-making processes involved in the learning situations he/she has planned. The teacher has usually been identified with this mediator role, and this idea has been assigned to the historical and cultural approach. The objective of this text is to discuss the identification between teacher action and mediation, in order to characterize what the work developed by the teacher corresponds to according to our point of view, focusing on the zone of proximal development concept. The considerations suggest that learning contents will only be at the service of student development if they are operated taking into account the conjuncture of their meaning-making processes, and observing that the utmost role of education is to promote relational possibilities

Cerebrovascular risk factors and their time-dependent effects on stroke survival in the EMMA cohort study

To investigate the time-dependent effects of traditional risk factors on functional disability in all-cause mortality post-stroke, we evaluated data from a long-term stroke cohort. Baseline cerebrovascular risk factors (CVRF) and functionality at 1 and 6 months were evaluated in survivors from a prospective stroke cohort using the modified Rankin scale (m-RS), which classifies participants as improvement of disability, unchanged disability (at least moderate), and worsening disability. Cox regression models considering baseline risk factors, medication use, and functionality 6 months after stroke were fitted to identify their time-dependent effects up to 12 years of follow-up. Adjusted hazard ratios (HR) with 95% confidence intervals (CI) are presented. Among 632 survivors (median age 68, 54% male, 71% first-ever episode), age and functional disability (unchanged and worsening) 6 months after ischemic stroke had time-dependent effects on all-cause mortality risk up to 12 years of follow-up. The most impacting risk factors were unchanged (at least moderate) (HR, 2.99; 95%CI: 1.98-4.52) and worsening disability (HR, 2.85; 95%CI: 1.26-6.44), particularly in the first two years after a stroke event (Time 1: ≥6 mo to &lt;2.5 y). Worsening disability also impacted mortality in the period from ≥2.5 to &lt;7.5 years (Time 2) of follow-up (HR, 2.43 (95%CI: 1.03-5.73). Other baseline factors had a fixed high-risk effect on mortality during follow-up. Post-stroke and continuous medication use had a fixed protective effect on mortality. Functional disability was the main contributor with differential risks of mortality up to 12 years of follow-up.</p

Liquid organomineral fertilizer containing humic substances on soybean grown under water stress

ABSTRACT This study evaluated the effect of an organomineral fertilizer enriched with humic substances on soybean grown under water stress. The experiment was performed in a greenhouse using a Red Latosol (Oxisol) with adequate fertility as substrate, in which soybean plants were cultivated with and without water stress. The experimental design was randomized blocks, in a 2 x 5 factorial scheme (two moisture levels and five fertilizer doses: 0, 1, 2, 4 and 8 mL dm-3), totaling 10 treatments, with four replicates. The organomineral fertilizer was applied in the soil 21 days after plant emergence and the water regimes were established one week thereafter. The fertilizer was not able to attenuate the effects of water stress, reducing soybean grain yield by more than 50% compared with plants cultivated under no stress. Fertilizer doses caused positive response on soybean nutrition and grain yield and, under water stress condition, the most efficient dose was 5.4 mL dm-3. There were lower leaf concentrations of nitrogen, phosphorus and potassium and higher concentrations of sulfur in plants under stress. Humic substances favor the absorption of micronutrients