O PORTFÓLIO NO ENSINO SUPERIOR: docência reflexiva e avaliação formativa / THE PORTFOLIO IN HIGHER EDUCATION: reflective teaching and formative assessment

Entende-se a autoavaliação e o portfólio como elementos propícios ao envolvimento em processos de reflexão e vivência como função formativa. O estudo apresenta uma experiência com a utilização do portfólio como instrumento, com acadêmicos do curso de licenciatura em Pedagogia. Cujo objetivo corresponde ao exercício da prática reflexiva sobre aprendizagens relativas às atividades educativas no espaço escolar de sala de aula. Além de proporcionar a vivência de incorporação da autoavaliação, ao processo de avaliação escolar. Trata-se de um estudo qualitativo de caráter descritivo, que relata a experiência desenvolvida na Faculdade La Salle de Lucas do Rio Verde, com turmas do curso de licenciatura em Pedagogia, na disciplina de Fundamentos da Educação Infantil. A análise das produções dos acadêmicos em portfólios permite evidenciar e oportunizar a vivência da autoavaliação, que é significativa para desenvolver e construir a capacidade reflexiva. Observa-se nos portfólios análises, proposições e trajetórias que apontam para a superação de dificuldades e barreiras à aprendizagem em seu percurso formativo. A adoção de procedimentos de avaliação formativa é significativa para mediar a construção da aprendizagem dos acadêmicos.       

O portfólio no ensino superior: Docência reflexiva e avaliação formativa / The portfolio in higher education: Reflective teaching and formative assessment

Entende-se a autoavaliação e o portfólio como elementos propícios ao envolvimento em processos de reflexão e vivência como função formativa. O estudo apresenta uma experiência com a utilização do portfólio como instrumento, com acadêmicos do curso de licenciatura em Pedagogia. Cujo objetivo corresponde ao exercício da prática reflexiva sobre aprendizagens relativas às atividades educativas no espaço escolar de sala de aula. Além de proporcionar a vivência de incorporação da autoavaliação, ao processo de avaliação escolar. Trata-se de um estudo qualitativo de caráter descritivo, que relata a experiência desenvolvida na Faculdade La Salle de Lucas do Rio Verde, com turmas do curso de licenciatura em Pedagogia, na disciplina de Fundamentos da Educação Infantil. A análise das produções dos acadêmicos em portfólios permite evidenciar e oportunizar a vivência da autoavaliação, que é significativa para desenvolver e construir a capacidade reflexiva. Observa-se nos portfólios análises, proposições e trajetórias que apontam para a superação de dificuldades e barreiras à aprendizagem em seu percurso formativo. A adoção de procedimentos de avaliação formativa é significativa para mediar a construção da aprendizagem dos acadêmicos.      O portfólio no ensino superior: Docência reflexiva e avaliação formativa The portfolio in higher education: Reflective teaching and formative assessmen

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Repercussões do projeto Um computador por aluno no Colégio Estadual Dom Alano Marie Du Noday (TO)

viii, 133 f. : il.Esta pesquisa teve por objetivo investigar as possíveis contribuições de uma experiência de informática na educação, o projeto UCA - Um Computador por Aluno. O problema de pesquisa investigado foi: quais são as repercussões do projeto Um Computador por Aluno no trabalho pedagógico desenvolvido no Colégio Estadual Dom Alano Marie Du Noday. O referencial teórico pautou-se em estudos e pesquisas relacionados à aplicação das tecnologias na prática pedagógica desde o planejamento didático, as estratégias e os recursos de ensino até o processo de avaliação da aprendizagem, bem como as interações entre os atores da relação educativa. Para a realização desta pesquisa, adotou-se como referência a abordagem qualitativa a partir de um estudo de caso junto a coordenadores pedagógicos, professores e alunos. O levantamento de dados envolveu a realização de entrevistas semiestruturadas, observações das aulas, especificamente, as destinadas às atividades com uso do Classmate e grupo focal. A investigação mostra que houve mudança na organização do trabalho pedagógico a partir da presença do computador em sala de aula. Os resultados são significativos, principalmente, em relação à dinamicidade das aulas e à interação entre os professores e alunos e destes com seus pares. Os resultados alcançados apontaram a necessidade de se criarem práticas de planejamento que sejam fruto de reflexão de experiências vividas no próprio ambiente escolar. Essa perspectiva sem dúvida contribuirá para o fortalecimento do trabalho pedagógico voltado para o reconhecimento do potencial das tecnologias digitais. _______________________________________________________________________________ ABSTRACTThe purpose of this research was to investigate the possible contributions of a computer science experience in education, the project UCA (One Computer per Student). The research problem investigated was: what are the repercussions of the project One Computer per Student on the pedagogic work developed in the State School Dom Alano Marie Du Noday. The theoretical referential was based on studies and research related to the aplication of technologies on the pedagogic practice since the educational planning, the strategies and teaching resources, until the process of learning evaluation, as well as the interactions between the actors in the educational relations. For the completion of this research, the qualitative approach was adopted as reference from a case study together with educational coordinators, teachers and students. The data collection involved the conducting of semi-structured interviews, observation of classes, specifically, destined to activities with the use of Classmate PC and focal group. The investigation shows that there has been change in the organization of the pedagogic work since there are computers in the classrooms. The results are significant, mainly, regarding the dynamics in class and the interaction between teachers and students and of students in pairs. The results indicated the need of creating planning practices which should be the result of reflection on experiences in the school environment. This perspective will undoubtedly contribute to the strengthening of the pedagogic work toward the recognition of the potential of digital technologies

Body appreciation around the world: Measurement invariance of the Body Appreciation Scale-2 (BAS-2) across 65 nations, 40 languages, gender identities, and age

The Body Appreciation Scale-2 (BAS-2) is a widely used measure of a core facet of the positive body image construct. However, extant research concerning measurement invariance of the BAS-2 across a large number of nations remains limited. Here, we utilised the Body Image in Nature (BINS) dataset - with data collected between 2020 and 2022 - to assess measurement invariance of the BAS-2 across 65 nations, 40 languages, gender identities, and age groups. Multi-group confirmatory factor analysis indicated that full scalar invariance was upheld across all nations, languages, gender identities, and age groups, suggesting that the unidimensional BAS-2 model has widespread applicability. There were large differences across nations and languages in latent body appreciation, while differences across gender identities and age groups were negligible-to-small. Additionally, greater body appreciation was significantly associated with higher life satisfaction, being single (versus being married or in a committed relationship), and greater rurality (versus urbanicity). Across a subset of nations where nation-level data were available, greater body appreciation was also significantly associated with greater cultural distance from the United States and greater relative income inequality. These findings suggest that the BAS-2 likely captures a near-universal conceptualisation of the body appreciation construct, which should facilitate further cross-cultural research

Exposure and Connectedness to Natural Environments: An Examination of the Measurement Invariance of the Nature Exposure Scale (NES) and Connectedness to Nature Scale (CNS) Across 65 Nations, 40 Languages, Gender Identities, and Age Groups

International audienceDetachment from nature is contributing to the environmental crisis and reversing this trend requires detailed monitoring and targeted interventions to reconnect people to nature. Most tools measuring nature exposure and attachment were developed in high-income countries and little is known about their robustness across national and linguistic groups. Therefore, we used data from the Body Image in Nature Survey to assess measurement invariance of the Nature Exposure Scale (NES) and the Connectedness to Nature Scale (CNS) across 65 nations, 40 languages, gender identities, and age groups (N = 56,968). While multi-group confirmatory factor analysis (MG-CFA) of the NES supported full scalar invariance across gender identities and age groups, only partial scalar invariance was supported across national and linguistic groups. MG-CFA of the CNS also supported full scalar invariance across gender identities and age groups, but only partial scalar invariance of a 7-item version of the CNS across national and linguistic groups. Nation-level associations between NES and CNS scores were negligible, likely reflecting a lack of conceptual clarity over what the NES is measuring. Individual-level associations between both measures and sociodemographic variables were weak. Findings suggest that the CNS-7 may be a useful tool to measure nature connectedness globally, but measures other than the NES may be needed to capture nature exposure cross-culturally