Comunicação e educação ambiental ecosófica: as imagens como possibilidade poética para o desenvolvimento comunitário

When a community university enables the creation of environmental education processes through collaborative educommunication activities (with images) that involve several social groups in order to provide them with access to their right to communication, the question that arises is how can the communicational perspective, which values collective knowledge, point towards a poetic possibility for community development? The objective of this study is to reflect upon the contribution of collaborative communication to development processes. Bibliographical research provides support to the reflections upon the research-intervention that generated the co-creation 28 amateur films. The contributions of Cultural Studies, Community Communication, and Educommunication are used as theoretical references. The processes built collaboratively have enabled community development in the field of Communication, exploring the creative possibilities offered by audiovisual media, which led to new perspectives about the participants themselves and the use of media, about being and acting in groups, and about the environment we inhabit.Cuando una universidad comunitaria posibilita la creación de procesos de educación ambiental a través de actividades colaborativas de educomunicación (utilizando imágenes), que involucran a diversos grupos sociales, con el fin de promover el acceso al derecho a la comunicación de los grupos sociales, la pregunta es ¿cómo la perspectiva comunicacional, que valora el conocimiento colectivo, puede apuntar a una posibilidad poética para el desarrollo comunitario? El objetivo del artículo es reflexionar sobre la contribución de la comunicación colaborativa a los procesos de desarrollo. La investigación bibliográfica apoya las reflexiones sobre la investigación-intervención que generó la experiencia de co-creación de 28 películas de aficionados. Las referencias teóricas se toman de los aportes de los Estudios Culturales, la Comunicación Comunitaria y la Educomunicación. Los procesos construidos colaborativamente posibilitaron el desarrollo comunitario desde el campo de la Comunicación, explorando las posibilidades creativas que ofrecen los audiovisuales, que se reflejaron en nuevas miradas sobre sí mismos y los usos de los medios, sobre el ser y el hacer en grupo y sobre el entorno habitado.Quando uma universidade de caráter comunitário possibilita a criação de processos de educação ambiental por meio de atividades colaborativas de educomunicação (com uso de imagens), que envolvem diversos grupos sociais, a fim de promover o acesso ao direito à comunicação a grupos sociais, questiona-se como a perspectiva comunicacional, que valoriza os saberes coletivos, pode apontar para uma possibilidade poética para o desenvolvimento comunitário? O objetivo do artigo é refletir sobre a contribuição da comunicação colaborativa para os processos de desenvolvimento. A pesquisa bibliográfica apoia as reflexões sobre a pesquisa-intervenção que gerou a experiência de co-criação de 28 filmes amadores. Tomam-se como referenciais teóricos as contribuições dos Estudos Culturais, da Comunicação Comunitária e da Educomunicação. Os processos construídos colaborativamente possibilitaram o desenvolvimento comunitário a partir do campo da Comunicação, explorando as possibilidades criativas que os audiovisuais oferecem, os quais refletiram-se em novos olhares sobre si e os usos das mídias, sobre o estar e o fazer em grupo e sobre o ambiente habitado

Validity and reliability of the Brazilian version of the Cognitive Reserve Assessment Scale in Health

Cognitive reserve; Cognition; Validation studyReserva cognitiva; Cognición; Estudio de validaciónReserva cognitiva; Cognició; Estudi de validacióOBJECTIVE: As the older population increases, it is important to identify factors that may reduce the risks of dementia in the general population. One such factor is the concept of cognitive reserve (CR). The present study analyzed the psychometric properties of the Cognitive Reserve Assessment Scale in Health (CRASH) in the Brazilian population. This scale was originally developed to measure CR in individuals with severe mental illness. We also investigated the relationship between the CRASH and clinical or sociodemographic variables. METHODS: This study was conducted with 398 individuals. We assessed sociodemographic variables and depression, anxiety, and stress symptoms (Depression, Anxiety and Stress Scale [DASS-21]) using a web-based survey. We constructed a confirmatory factor analysis (CFA) model in order to test the goodness of fit of the factor structure proposed in the original CRASH study. RESULTS: The McDonald's hierarchical ω for CRASH using CFA parameters was 0.61, and the Cronbach's alpha coefficient indicated good internal consistency when considering all items (alpha = 0.7). CONCLUSIONS: Our results suggest that CRASH can be used to assess CR in the general population in Brazil.This work has received financial support from Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), and was financed in part by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES), Finance Code 001. SA has been supported by a Sara Borrell contract (CD20/00177) funded by Instituto de Salud Carlos III (ISCIII) and co-funded by the European Social Fund "Investing in your future." EV has received funding from the Spanish Ministry of Science, Innovation and Universities (PI15/00283; PI21/00787) integrated into the Plan Nacional de I+D+I and was co-funded by ISCIII-Subdirección General de Evaluación y el Fondo Europeo de Desarrollo Regional (FEDER), Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), the Comissionat per a Universitats i Recerca del DIUE de la Generalitat de Catalunya to the Bipolar Disorders Group (2017 SGR 1365), and project SLT006/17/00357 from Pla Estratègic de Recerca i Innovació en Salut (PERIS) 2016-2020 (Departament de Salut), Centres de Recerca de Catalunya (CERCA) Programme/Generalitat de Catalunya. DBS has received financial support from Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul (FAPERGS). JFG has received financial support from CAPES. ARR has received financial support from CNPq for the PQ 2019 productivity scholarship 302382/2019-4