¿Qué queda de mí?

Este libro es una reclamación a quienes hemos sido, somos o seremos docentes. A quienes no hemos respetado a las personas que se han puesto junto a nosotros y nosotras, confiando su bien más preciado: la libertad. Estas páginas denuncian cada vez que convertimos una visión en la visión, una emoción en la emoción, un saber en el saber, un comportamiento en el comportamiento. Es un grito contra la imposición, la normalización, la neutralización y la universalización de una perspectiva particular. Una pugna contra cada proceso que no se ha conectado con las vidas de los aprendices. Un texto colaborativo realizado por alumnado de Educación y Cambio Social en el Grado en Educación Infantil de la Universidad de Málaga y coordinado por Ignacio Calderón Almendros

Canagliflozin and renal outcomes in type 2 diabetes and nephropathy

BACKGROUND Type 2 diabetes mellitus is the leading cause of kidney failure worldwide, but few effective long-term treatments are available. In cardiovascular trials of inhibitors of sodium–glucose cotransporter 2 (SGLT2), exploratory results have suggested that such drugs may improve renal outcomes in patients with type 2 diabetes. METHODS In this double-blind, randomized trial, we assigned patients with type 2 diabetes and albuminuric chronic kidney disease to receive canagliflozin, an oral SGLT2 inhibitor, at a dose of 100 mg daily or placebo. All the patients had an estimated glomerular filtration rate (GFR) of 30 to <90 ml per minute per 1.73 m2 of body-surface area and albuminuria (ratio of albumin [mg] to creatinine [g], >300 to 5000) and were treated with renin–angiotensin system blockade. The primary outcome was a composite of end-stage kidney disease (dialysis, transplantation, or a sustained estimated GFR of <15 ml per minute per 1.73 m2), a doubling of the serum creatinine level, or death from renal or cardiovascular causes. Prespecified secondary outcomes were tested hierarchically. RESULTS The trial was stopped early after a planned interim analysis on the recommendation of the data and safety monitoring committee. At that time, 4401 patients had undergone randomization, with a median follow-up of 2.62 years. The relative risk of the primary outcome was 30% lower in the canagliflozin group than in the placebo group, with event rates of 43.2 and 61.2 per 1000 patient-years, respectively (hazard ratio, 0.70; 95% confidence interval [CI], 0.59 to 0.82; P=0.00001). The relative risk of the renal-specific composite of end-stage kidney disease, a doubling of the creatinine level, or death from renal causes was lower by 34% (hazard ratio, 0.66; 95% CI, 0.53 to 0.81; P<0.001), and the relative risk of end-stage kidney disease was lower by 32% (hazard ratio, 0.68; 95% CI, 0.54 to 0.86; P=0.002). The canagliflozin group also had a lower risk of cardiovascular death, myocardial infarction, or stroke (hazard ratio, 0.80; 95% CI, 0.67 to 0.95; P=0.01) and hospitalization for heart failure (hazard ratio, 0.61; 95% CI, 0.47 to 0.80; P<0.001). There were no significant differences in rates of amputation or fracture. CONCLUSIONS In patients with type 2 diabetes and kidney disease, the risk of kidney failure and cardiovascular events was lower in the canagliflozin group than in the placebo group at a median follow-up of 2.62 years

Building Meaningful Relationships for Refugee Children : Exploring the different practices that professionals in Swedish preschools perform to facilitate refugee children’s development and well-being

In recent years, a large number of refugees have migrated to many different countries. The migrations are due to conflicts, war and poverty: Migrants are leaving their homes in search of more peaceful havens. Sweden has been one of the countries receiving the largest number of refugees in Europe. As a consequence, the arrival of refugees has an impact on the country’s ability to adapt to serve the refugees’ needs. This study focuses on refugee children, who can be highly affected by their past traumatic experiences and different resettlement processes. The research studies the importance of building meaningful relationships for refugee children in the preschool, in order to encourage and facilitate their development. In this research, the term “meaningful relationship” is understood as a healthy relationship with someone that shows care, support and encourages individual growth. The study is based in attachment theory, which describes the children’s natural need to seek adult’s support, security and trust. This theory explains how strong relationships and support, encourages children’s development and well-being. In this research study, the different relationships studied are: the ones between the educators and the refugee children; between educators and refugee children’s parents; between refugee children with the rest of the children in the preschool. This was accomplished through semi-structured interviews with four educators in different Swedish preschools, exploring their practices and experiences with newly arrived refugee children. Findings show educators’ perspectives considering the different aspects of pedagogy to address in order to promote the creation of more meaningful relationships in all three of these diads. These aspects of pedagogy that affect in the creation of more meaningful relationships are: introduction weeks, the preschool environment, the language barriers and addressing refugees’ past experiences. The study provides different methods and strategies shared by the educators that are applicable to preschools’ daily practices, as a means of facilitating refugee children’s childhood and development