Dos princípios da administração escolar ao paradigma da gestão democrática: Um estudo fundado na crítica marxista

This paper has as aim to discuss, according to the marxist ontological criticism, the terminological and conceptual change in the educational administration in favor of the educational management or democratic educational management, in order to understand what that change of paradigm, linked to the process of social reproduction, has meant. This study takes as fundamental a theoretical-bibliographical research, based on the onto-historical perspective to the comprehension of real, under the marxist criticism, which comes from the movement of real to understand the phenomena of the sociability. We have revisited selected works about the educational administration/management that had been written, respectively, in periods denominated classic and critical. As preliminary considerations, we postulate, based on our referential, that the paradigm of the educational management which is prevailing since the decade 1980, in Brazil, would translate a capitulation of the revolutionary field in accordance to the democraticcitizen horizon, as Tonet analyzes. Besides this, such paradigm takes part on the productive and ideological restructuration of capital in the context of its structural crisis, so conceived by Mészáros, in order to ensure the process of accumulation, keeping intact the bases of the system.O presente artigo tem como objetivo discutir, a partir da crítica marxista ontológica, a mudança terminológica e conceitual da administração escolar em favor da gestão escolar ou gestão escolar democrática, com vistas a compreender o que significou a referida mudança de paradigma em vinculação com o processo de reprodução social. O trabalho toma por base uma pesquisa teórico-bibliográfica, fundamentada na perspectiva onto-histórica de compreensão do real, sob a crítica marxista, que parte do movimento do real para compreender os fenômenos da sociabilidade. Revisitamos escritos selecionados sobre a administração/gestão escolar produzidos, respectivamente, nos períodos denominados clássico e crítico. Como considerações preliminares, postulamos, com base em nosso referencial, que o paradigma da gestão escolar vigente a partir dos anos oitenta, no Brasil, traduziria uma capitulação do campo revolucionário em nome do horizonte democrático-cidadão, como analisa Tonet; além de tomar parte na reestruturação produtiva e ideológica do capital no quadro de sua crise estrutural, assim concebida por Mészáros, a fim de garantir o processo de acumulação, mantendo intactas as bases do sistema

The principle of contextualization in secondary education reform in Brazil: In search of an ontological reading

Contextualização é um dos princípios pedagógicos centrais da reforma do ensino médio implantada no Brasil nos anos de 1990. Quais são as bases que sustentam esse fundamento, enquanto uma resposta às demandas sociais para além das exigências do mercado contemporâneo? Este artigo se propõe a tecer uma análise crítica acerca das ideias norteadoras daquela importante reforma configuradas nas diretrizes curriculares que a acompanham, com destaque especial para o princípio da contextualização. Fundamentamos nossa leitura em uma perspectiva onto-marxista, descritiva e exploratória da pedagogia do contexto. O princípio da contextualização se configura, na prática, em uma lógica puramente tecnicista e gnosiológica. Ele se reduz à análise de um conjunto de dados necessários à solução de um problema a ser verificada em uma performance, conquanto o mundo real fica apenso aos discursos pedagógicos e a ontologia é subsumida ao paradigma da dita sociedade do conhecimento.Palavras-chave: Reforma do ensino médio, fundamentos pedagógicos, epistemologia da pedagogia.The contextualization is one of the central pedagogical principles of the high school reform, implanted in Brazil in the 1990s. What are the foundations that support such basic principle, in view of the social demands, beyond those presently associated to market requirements? The study aims at developing a critical analysis of that important secondary school reform leading ideas, which are, likewise, set in the curriculum guidelines, with particular emphasis on the principle of contextualization. Our analysis is based upon an onto-Marxist perspective and characterized by a descriptive and exploratory study about context pedagogy. The principle of contextualization is configured, in practice, in a purely gnoseological and technical logic, reduced to a set of data for the solution of a problem to be tested in a mere performance, and, according to which, the real world remains subordinated to the pedagogical rhetoric and ontology succumbs under the paradigm of the so-called knowledge society.Keywords: High school reform, pedagogical fundamentals, epistemology of pedagogy

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements

Worldwide trends in underweight and obesity from 1990 to 2022: a pooled analysis of 3663 population-representative studies with 222 million children, adolescents, and adults

Background Underweight and obesity are associated with adverse health outcomes throughout the life course. We estimated the individual and combined prevalence of underweight or thinness and obesity, and their changes, from 1990 to 2022 for adults and school-aged children and adolescents in 200 countries and territories. Methods We used data from 3663 population-based studies with 222 million participants that measured height and weight in representative samples of the general population. We used a Bayesian hierarchical model to estimate trends in the prevalence of different BMI categories, separately for adults (age ≥20 years) and school-aged children and adolescents (age 5–19 years), from 1990 to 2022 for 200 countries and territories. For adults, we report the individual and combined prevalence of underweight (BMI <18·5 kg/m2) and obesity (BMI ≥30 kg/m2). For schoolaged children and adolescents, we report thinness (BMI <2 SD below the median of the WHO growth reference) and obesity (BMI >2 SD above the median). Findings From 1990 to 2022, the combined prevalence of underweight and obesity in adults decreased in 11 countries (6%) for women and 17 (9%) for men with a posterior probability of at least 0·80 that the observed changes were true decreases. The combined prevalence increased in 162 countries (81%) for women and 140 countries (70%) for men with a posterior probability of at least 0·80. In 2022, the combined prevalence of underweight and obesity was highest in island nations in the Caribbean and Polynesia and Micronesia, and countries in the Middle East and north Africa. Obesity prevalence was higher than underweight with posterior probability of at least 0·80 in 177 countries (89%) for women and 145 (73%) for men in 2022, whereas the converse was true in 16 countries (8%) for women, and 39 (20%) for men. From 1990 to 2022, the combined prevalence of thinness and obesity decreased among girls in five countries (3%) and among boys in 15 countries (8%) with a posterior probability of at least 0·80, and increased among girls in 140 countries (70%) and boys in 137 countries (69%) with a posterior probability of at least 0·80. The countries with highest combined prevalence of thinness and obesity in school-aged children and adolescents in 2022 were in Polynesia and Micronesia and the Caribbean for both sexes, and Chile and Qatar for boys. Combined prevalence was also high in some countries in south Asia, such as India and Pakistan, where thinness remained prevalent despite having declined. In 2022, obesity in school-aged children and adolescents was more prevalent than thinness with a posterior probability of at least 0·80 among girls in 133 countries (67%) and boys in 125 countries (63%), whereas the converse was true in 35 countries (18%) and 42 countries (21%), respectively. In almost all countries for both adults and school-aged children and adolescents, the increases in double burden were driven by increases in obesity, and decreases in double burden by declining underweight or thinness. Interpretation The combined burden of underweight and obesity has increased in most countries, driven by an increase in obesity, while underweight and thinness remain prevalent in south Asia and parts of Africa. A healthy nutrition transition that enhances access to nutritious foods is needed to address the remaining burden of underweight while curbing and reversing the increase in obesit

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P < 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

Em busca das bases ontológicas da psicologia de Vygotsky

O estudo busca estabelecer os fundamentos ontológicos do pensamento de Vygotsky, indicando que a construção teórica erigida pelo e autor está centrada no trabalho, como o complexo que deu origem ao homem como ser social. Tal postulado seria consistente com os princípios do marxismo recuperado por Lukács como uma ontologia do ser social, superadora da tradição metafísica e idealista, firmando, nesse sentido, o caráter radicalmente histórico da essência humana. Apontam-se os equívocos fundamentais operado pelo neovygotskianismo, o qual, tratando as categorias vygotskianas da linguagem, cultura e interação apartadas do princípio marxiano do trabalho, acaba por isolar Vygotsky do campo ontológico e, por extensão, do projeto socialista. Reafirma-se, por fim, que, não obstante a explícita relevância atribuída à dimensão metodológica do marxismo, está pressuposto na obra de Vygotsky, o substrato ontológico sobre o qual se funda o método de Marx

Relações antagônicas entre sentido e significado do trabalho no capital: uma análise na perspectiva ontológica

O estudo discute, à luz da ontologia marxiana, o caráter antagônico que marca as relações de trabalho na sociabilidade do capital. Assumindo o trabalho como complexo fundante do ser social e em articulação com a psicologia histórico-cultural, averigua o construto teórico de Leontiev, especificamente no que diz respeito ao antagonismo entre sentido e significado do trabalho, o estatuto ontológico do referido fenômeno e as condições de sua resolutividade. Por fim, revisita as elaborações de Mészáros sobre a crise estrutural do capital, a qual, estreitando sobremaneira o campo das possibilidades de realização de objetivações humano-genéricas, torna imperativa a luta emancipatória