A RELAÇÃO ENTRE O PRINCÍPIO EDUCATIVO DE GRAMSCI COM A EDUCAÇÃO PROFISSIONAL NO ENSINO MÉDIO INTEGRADO AO PROEJA

Professional and Technological Education - EPT, in the view of Gramsci, in the context of school education in modern times, is configured as a distorted and limited expression regarding the functions and forms of professional instruction, the relationship between the disinterested formative and professional separation. However, in the search for overcoming the social inequalities imposed by the world of capital, EPT emerges as a possibility to reconcile the strictness of the factory and the reflexive exercise of the humanistic requirement, as a possibility of carrying out worker training, to carry out a linked education to the strategic objectives of a project similar to Gramsci's proposal, with regard to the Unitary School, which seeks not only inclusion in the context of an unequal society, but the construction of a new society, founded on political, economic and social equality. The article aims to highlight the relationship between Gramsci's educational principle and Professional Education in High School Integrated with Proeja. This is a documentary bibliographic search. The investigation points out that today's society lacks a school that does prepare for the world of work, but in a perspective focused on democracy and social justice, capable of understanding work as an educational principle.Educación Profesional y Tecnológica - EPT, a juicio de Gramsci, en el contexto de la educación escolar en los tiempos modernos, se configura como una expresión distorsionada y limitada respecto a las funciones y formas de la instrucción profesional, la relación entre el desinteresado formativo y la separación profesional. Sin embargo, en la búsqueda de la superación de las desigualdades sociales impuestas por el mundo del capital, el EPT surge como una posibilidad de conciliar el rigor de la fábrica y el ejercicio reflexivo de la exigencia humanística, como posibilidad de realizar la formación del trabajador, para llevar a cabo una educación vinculada a los objetivos estratégicos de un proyecto similar a la propuesta de Gramsci, en lo que respecta a la Escuela Unitaria, que busca no solo la inclusión en el contexto de una sociedad desigual, sino la construcción de una nueva sociedad, fundamentada en temas políticos, económicos y sociales. igualdad. El artículo tiene como objetivo resaltar la relación entre el principio educativo de Gramsci y la Educación Profesional en Bachillerato Integrado con Proeja. Se trata de una búsqueda bibliográfica documental. La investigación apunta que la sociedad actual carece de una escuela que sí se prepare para el mundoA Educação Profissional e Tecnológica- EPT, na visão de Gramsci, no contexto da formação escolar na modernidade, se configura como expressão distorcida e limitada quanto às funções e formas da instrução profissional, da relação entre a separação desinteressada formativa e a profissional. Contudo, na busca pela superação das desigualdades sociais impostas pelo mundo do capital, a EPT surge como uma possibilidade para conciliar o rigor próprio da fábrica e o exercício reflexivo da exigência humanística, como possibilidade de realização da formação do trabalhador, para realizar uma educação vinculada aos objetivos estratégicos de um projeto similar à proposição de Gramsci, no que se refere à Escola Unitária, que busque não apenas a inclusão no contexto de uma sociedade desigual, mas a construção de uma nova sociedade, fundada na igualdade política, econômica e social. O artigo tem por objetivo evidenciar a relação entre o princípio educativo de Gramsci com a Educação Profissional no Ensino Médio Integrado ao Proeja. Trata-se de uma pesquisa bibliográfica documental. A investigação aponta que a sociedade atual, carece de uma escola que prepare sim para o mundo do trabalho, porém em uma perspectiva focada na democracia e na justiça social, capaz de compreender o trabalho como princípio educativo

Crustal evolution between 2.0 and 3.5 Ga in the southern Gaviao block (Umburanas-Brumado-Aracatu region), Sao Francisco Craton, Brazil: A 3.5-3.8 Ga photo-crust in the Gaviao block?

The main evolution of the Gavião block in the Umburanas-Brumado-Aracatu region, in the state of Bahia, is defined by several sets of tonalitic-trondhjemitic and granodioritic gneisses emplaced during the Paleoarchean. The juvenile Bernada gneisses are e

Long COVID-19 syndrome associated with Omicron XBB.1.5 infection: a case report.

BACKGROUND: There is interest in lingering non-specific symptoms after severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection, referred to as Long coronavirus disease 2019 (Long COVID-19). It remains unknown whether the risk of Long COVID-19 is associated with pre-existing comorbidities or initial COVID-19 severity, including infections due to new Omicron lineages which predominated in 2023. OBJECTIVES: The aim of this case report was to characterize the clinical features of acute XBB.1.5 infection followed by Long COVID-19. METHODS: We followed a 73-year old female resident of Rio de Janeiro with laboratory-confirmed SARS-CoV-2 during acute infection and subsequent months. The SARS-CoV-2 lineage was determined by genome sequencing. FINDINGS: The participant denied comorbidities and had completed a two-dose vaccination schedule followed by two booster doses eight months prior to SARS-CoV-2 infection. Primary infection by viral lineage XBB.1.5. was clinically mild, but the participant subsequently reported persistent fatigue. MAIN CONCLUSIONS: This case demonstrates that Long COVID-19 may develop even after mild disease due to SARS-CoV-2 in fully vaccinated and boosted individuals without comorbidities. Continued monitoring of new SARS-CoV-2 lineages and associated clinical outcomes is warranted. Measures to prevent infection should continue to be implemented including development of new vaccines and antivirals effective against novel variants

VIII Encuentro de Docentes e Investigadores en Historia del Diseño, la Arquitectura y la Ciudad

Acta de congresoLa conmemoración de los cien años de la Reforma Universitaria de 1918 se presentó como una ocasión propicia para debatir el rol de la historia, la teoría y la crítica en la formación y en la práctica profesional de diseñadores, arquitectos y urbanistas. En ese marco el VIII Encuentro de Docentes e Investigadores en Historia del Diseño, la Arquitectura y la Ciudad constituyó un espacio de intercambio y reflexión cuya realización ha sido posible gracias a la colaboración entre Facultades de Arquitectura, Urbanismo y Diseño de la Universidad Nacional y la Facultad de Arquitectura de la Universidad Católica de Córdoba, contando además con la activa participación de mayoría de las Facultades, Centros e Institutos de Historia de la Arquitectura del país y la región. Orientado en su convocatoria tanto a docentes como a estudiantes de Arquitectura y Diseño Industrial de todos los niveles de la FAUD-UNC promovió el debate de ideas a partir de experiencias concretas en instancias tales como mesas temáticas de carácter interdisciplinario, que adoptaron la modalidad de presentación de ponencias, entre otras actividades. En el ámbito de VIII Encuentro, desarrollado en la sede Ciudad Universitaria de Córdoba, se desplegaron numerosas posiciones sobre la enseñanza, la investigación y la formación en historia, teoría y crítica del diseño, la arquitectura y la ciudad; sumándose el aporte realizado a través de sus respectivas conferencias de Ana Clarisa Agüero, Bibiana Cicutti, Fernando Aliata y Alberto Petrina. El conjunto de ponencias que se publican en este Repositorio de la UNC son el resultado de dos intensas jornadas de exposiciones, cuyos contenidos han posibilitado actualizar viejos dilemas y promover nuevos debates. El evento recibió el apoyo de las autoridades de la FAUD-UNC, en especial de la Secretaría de Investigación y de la Biblioteca de nuestra casa, como así también de la Facultad de Arquitectura de la UCC; va para todos ellos un especial agradecimiento

Le recyclage de la croûte continentale archéenne: Exemple du bloc du Gaviao - Bahia, Brésil.

Mémoires de Géosciences Rennes, n° 75, 193 p. ISBN: 2-905532-74-2Le Bloc du Gaviao situé à l'ouest du craton de Sao Francisco (BahiaBrésil), enregistre les âges les plus anciens de l'Amérique du Sud. Grâce aux datations 207Pb/2o6Pb sur monozircon et monazite, aux données isotopiques du Sr et 1 du Nd et aux modélisations géochimiques des sources, trois domaines ont pu être 1 distingués: 1) Un domaine archéen juvénile constitué de gneiss gris (massif de Bernada) qui a été extrait du manteau vers 3,3 Ga. 2) Un domaine archéen recyclé, ou juvénile avec contamination crustale, constitué de gneiss gris trondhjémitiques (massif d'Aracatu) et d'orthogneiss monzogranitiques calco-alcalins riches en potassium (massifs de Mariana et d'Eixo). Les âges sont, respectivement, de 3240 ± 10,.3259 ± 7 et 3158 ± 5 Ma et les âgés-modèles Nd varient de 3,3 à 3,7 Ga. Le massif d'Eixo est recoupé par des granites alcalins vers 2,5 Ga. 3) Un domaine protérozoïque inférieur recyclé, représenté principalement par les granites peralumineux d'Umburanas dont les âges des zircons hérités sont compris entre 2780 ± 6 et 3130 ± 7 Ma tandis que l'âge monazite est de 2049 ± 6 Ma. Des granites cal co-alcalins riches en potassium recoupent le massif d'Aracatu à 2135 ± 4 Ma et le massif de Mariana à 1944 ± 7 Ma. Le massif de Serra da Franga, un granite de même nature, a été daté par monozircon à 2039 ± 11 Ma. La présence d'événements plus récents a été détectée à travers la datation des monazites du massif d'Aracatu (1735 ± 5 Ma) et l'influence thermique de l'orogenèse brésilienne à partir de datations Rb-Sr sur biotites et roches totales des* massifs de Serra do Eixo (533 ± 11 Ma) et d'Aracatu (508± 10 Ma) Le Bloc du Gaviao est l'exemple d'une croûte continentale archéenne qui a été recyclée par des mécanismes de migmatisation et d'anatexie liés à l'épaississement crustal résultant de l'orogenèse transamazonienne (2,0-2,1 Ga).No abstrac

ZIRCÃO – UMA FERRAMENTA IMPORTANTE NA CARACTERIZAÇÃO PETROGENÉTICA DE GRANI- TÓIDES NO BLOCO GAVIÃO, BAHIA

O estudo da morfologia do zircão fornece informações importantes  sobre a geoquímica e a petrogênese   de rochas granitóides além de ajudar a compreender melhor os resultados obtidos nas datações geocronológicas efetuadas neste mineral. A aplicação dessa metodologia, auxiliou a discriminação dos domínios geológicos no Bloco Gavião principalmente daqueles resultantes da fusão crustal

Crustal evolution between 2.0 and 3.5 Ga in the southern Gavião block (Umburanas-Brumado-Aracatu region), São Francisco Craton, Brazil: A 3.5-3.8 Ga proto-crust in the Gavião block?

International audienc

The Siderian-Orosirian magmatism in the Archean Gavião Paleoplate, Brazil: U-Pb geochronology, geochemistry and tectonic implications

In press, accepted manuscriptInternational audienceThe southern portion of the Gavião Paleoplate is composed by Archean orthogneisses, Archean-Paleoproterozoic metavolcano-sedimentary rocks and Siderian-Rhyacian-Orosirian granitoids. Petrographic, geochemical, U-Pb (Laser Ablation, ICPMS) and Sm-Nd data are presented for five Paleoproterozoic granitoids that were recently mapped: Jussiape II, Lagoa das Almas, Humaitá, Belo Campo and Broco granitoids. These granitoids present U-Pb zircon (LA-ICPMS) ages of 2,052 ± 43, 2,114 ± 24, 2,140 ± 9, 2,049 ± 23 and 2,038 ± 8 Ma, respectively. In addition to these granitoids, another twenty-five ones were identified and studied by several authors, resulting in a total of twenty-nine plutons. Despite the previous petrography, geochemistry and geochronology studies that have been performed, no model had been proposed to explain the tectonic setting of this extensive granitogenesis. Integration Integration of the new data and the literature has been done and corresponds to the second part of the article. Based on U-Pb dating and geochemical data, Siderian-Rhyacian-Orosirian granitoids of the southern Gavião Paleoplate were classified into five groups, or five suites: 1 (2,324 ± 6 to 2,091±6.6 Ma), 2a (2,054 -6/+8 to 2,041±23 Ma), 2b (2,066±37 to 2,019±32 Ma), 2c (2,058 ±8 to 1,852±50 Ma) and 2d (2,049±12 to 1,929±16 Ma). The granitoids of Group 1 present heterogeneous deformation, while the granitoids of groups 2a to 2d are generally not deformed. Usually the rocks are potassic, but sodic granitic rocks can be found in samples of groups 1, 2c and 2d. Several chemical classification parameters are presented and discussed herein, but it is noteworthy that the granitoids of Group 1 are mainly classified as calcic to calc-alkalic, while the rocks of the second group are mostly classified as alkalic ones. In the remaining groups, the samples vary between calc-alkalic and alkali-calcic. The εNd values range between 4.0 and -15.4 and suggest an important and varied share of the continental crust in the formation of these rocks. The Humaitá granitoid probably presents the lowest contribution from the continental crust in its genesis. The rocks from Group 1 were generated as the product of an active continental margin arc situated eastwards from the southern portion of the Gavião Paleoplate. The spatial distribution between the granitoids of groups 1 and 2a suggests westwards subduction and led to a cordilleran model for the Western Bahia Magmatic Arc. Continental collision between the Gavião and Jequié paleoplates occurred around 2.09 Ga and was followed by the setting of late-collision granitoids of groups 2a to 2d. The comparison between the tectonic model presented in this study and other existing models that explain the Siderian-Rhyacian-Orosirian granitogenesis of the Mineiro Belt and Mantiqueira Complex suggests a continuation of the Western Bahia Magmatic Arc and of the collisional orogen that followed, towards the south. The Western Bahia Magmatic Arc emplacement occurred before the Paleoproterozoic granitogenesis of the Serrinha (Bahia-Brazil) and Congo (Africa) paleoplates

Professores e Alunos: o engendramento da violência da escola

The school violence engendering is partially analyzed, considering the violence production in the school environment. This is a bibliographic research with quantitative and qualitative approach. Sources: 77 theses and 15 dissertations carried out in Brazil (2007 to 2012). Data collection and organization: Content Analysis. Main reference: Bernard Charlot and Pierre Bourdieu. Results: the sources showed that Brazilian teachers participate effectively in the school violence engendering, contributing to violence production in the school environment. The students are the main victims. The teacher is less affected by physical and verbal violence. The symbolic power is the most perpetrated by the teacher against the student. The school also plays a major role in it.Analisa-se o engendramento de uma face da violência da escola, tendo em vista a produção da violência em espaço escolar. Pesquisa bibliográfica quanti-qualitativa. Fontes: 77 dissertações e 15 teses produzidas no Brasil (2007 a 2012). Coleta e organização dos dados: Análise de Conteúdo. Fundamentação base: Bernard Charlot e Pierre Bourdieu. Resultados: as fontes apontaram que professores brasileiros são protagonistas na constituição da violência da escola, contribuindo para a produção da violência em espaço escolar. Os alunos são as principais vítimas dessa violência. O professor sofre menos violência física e verbal do que o aluno. A violência simbólica é a mais usada pelo professor contra o aluno. A escola também usa desse expediente

Estado, políticas públicas y educación

En ninguna otra época de la historia de la educación brasileña la infancia ha recibido tanta atención como en los días de hoy a tal punto que la educación infantil pasó a integrar la educación básica obligatoria. La aprobación de la Ley nº 12.796 en abril de 2013 que hizo compulsoria la matrícula a los cuatro años de edad en la Educación Infantil es tan sólo uno de los indicativos de cómo el tema de la infancia es central en la atención hodierna de educadores, gestores, investigadores, políticos y de la sociedad de modo general. Sin embargo, esa centralidad de la infancia e incluso la aprobación de la referida Ley, no nos garantiza que de veras se efectúe el cuidado educacional del niño. Por esa razón, tratar de la infancia, de su presencia en la escuela de forma compulsoria, de las condiciones de infraestructura para acoger a ese niño que llega más temprano a la escuela, de la manera como los municipios y las escuelas se están preparando para atender a esta nueva demanda formativa, son desafíos que necesitan ser enfrentados. El propósito de esta obra reside en contribuir para la calidad de la educación, especialmente la educación infantil. Esta obra presenta un estudio que hace una fotografía del esfuerzo de un municipio brasileño, de la región Sur, para hacer frente a la obligatoriedad legal de ofrecer educación infantil de calidad a los niños de 4 y 5 años. Más que etapa compulsoria, reflexiona sobre el derecho de tal nivel de escolarización, capaz de aportar elementos que contribuyan con las etapas subsecuentes de la Educación Básica. En esta perspectiva, el texto conyuga la ampliación del acceso con el desafío de la calidad