Teacher training and professional identity: the contribution of collaborative work in education

Resumen:En el ámbito de la formación de profesores, presentamos la percepción de los estudiantes de los cursos de maestría de habilitación para la docencia sobre la contribución del trabajo colaborativo en el proceso de construcción de su identidad profesional. Los datos recogidos a partir de narrativas reflexivas sobre los que nos centramos reflejan las percepciones de 44 estudiantes a la salida de la primera experiencia de práctica de enseñanza supervisada que consideramos ilustrativa de un verdadero trabajo en red. El análisis de contenido de las narrativas se centra en cinco categorías de análisis: i) papel de los profesores supervisores de la IES en la realización de la PES; ii) el papel de los orientadores cooperantes en la realización de la PES; iii) adquisición / desarrollo de competencias relativas a la dimensión profesional, social y ética; iv) adquisición / desarrollo de competencias relativas a la dimensión de participación en la escuela y de relación con la comunidad; y v) adquisición / desarrollo de competencias reflexivas sobre la práctica. Entendemos que este es un proceso constructivo en el sentido en que el pasante se construye como profesional, mediante la forma como refleja, de forma autónoma, pero también a partir de la reflexión dialógica tanto con el par pedagógico / grupo del centro de práctica, como con el supervisor y orientador cooperante, en el contexto de la comunidad educativa en que actúa.Within the scope of teacher training, we present the perception of students who attend the masters of arts in teaching about the contribution of collaborative work networks in the process of creating their professional identity. The data collected from reflective narratives on which we focused reflect the perceptions of 44 students after their first experience of supervised teaching practice, which we consider to be elucidative of a true network work. The content analysis of the narratives focuses on five levels of analysis: i) role of Higher Education supervising teachers in the implementation of Supervised Teaching Practice (STP); ii) role of cooperative counsellors in the implementation of STP; iii) acquisition / development of competences related to the professional, social and ethical dimension; iv) acquisition / development of competences regarding the dimension of school participation and the relationship with the community; and (v) acquisition / development of reflective skills on the practice of teaching. We believe this work to be a constructive process in the sense that the trainee sets himself up as a professional through the way he reflects, autonomously, but also from the dialogical reflection either with the pedagogical pair / group from the teacher training institution, or with the supervisor and cooperative counsellor, in the context of the educational community in which he/she operates

Práticas artísticas no ensino básico e secundário

A educação pela arte faz-se através dos seus materiais, da sua operação, da transformação das matérias em ideias novas, em novas coisas. No seu sucesso está implicada uma literacia, uma capacidade interpretativa, ou crítica, sobre a semiosfera cada vez mais povoada, saturada de mensagens parasitárias. A educação implica uma leitura do mundo (Paulo Freire), que se projeta na interpretação de todas as camadas de expressão contemporânea, muitas vezes massificada, por vezes ainda identitária e significativa. Fala-se aqui de valorizar a identidade, exercer a pedagogia da diferença através de uma capacidade problematizadora. No seu contexto, podem exercer-se pedagogias que exploram a visão crítica do artista em interação com a escola, o artista em residência, no movimento A/ R/ Tography. Ou também exercer-se uma pedagogia triangular, centrando a arte, o contexto, a produção e a sua leitura como uma metodologia (Ana Mae Barbosa). O contexto contemporâneo é pós digital, os conteúdos não pesam nos suportes, e transmitem-se por “dentes azuis” ou redes com muitos Gs (G de Geração sem peso que sucede ao peso da aceleração gravítica). Neste campo pode delinear-se uma metodologia que alicerça o projeto ancorado nos estudos críticos sobre Cultura Visual (Fernando Hernández). Digamos que as práticas pedagógicas se cruzam em diversas direções, tacteando eficácias, expressões, capacidades, inovação. O contexto é cada vez mais voraz: a pele da cultura gosta de massagens (Kerkhove; McLuhan). A Matéria-Prima de que se fala nesta revista é aquela que devolve ao seu lugar um ponto crítico da pós modernidade: o do significante. Os sintagmas são sempre processos, e neles se formam as subjectividades, ou seja, as identidades: no desenrolar do ser, onde se produz verdadeiramente o sentido, bem junto do aqui-e-agora onde está a Matéria-Prima (Foucault).info:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

O 6º objetivo da agenda dos ODS da ONU: Debates sobre água segura y saneamento básico universalizado.

El proyecto de Trabajo Comunal Universitario (TCU) No. 540: Procesos pedagógicos y didácticos para la enseñanza de los derechos humanos y la convivencia pacífica, coordinado por la Dra. Marcela Moreno Buján, con la cooperación académica del proyecto de extensión docente Grupo de Pesquisa Derecho y Sustentabilidad (GPDS), coordinado por el Dr. Carlos Peralta Montero, han unido esfuerzos para organizar y publicar la Colección “Comunidad Académica y COVID 19”. Esta colección, conformada por tres volúmenes, forma parte de la sistematización de experiencias relacionadas con las temáticas abordadas por el TCU No. 540 y el GPDS. Este volumen está compuesto por doce capítulos, desarrollados por veintiocho académicos costarricenses, brasileños y colombianos donde se reflexiona de manera interdisciplinaria sobre el sexto objetivo de la agenda de los Objetivos de Desarrollo Sostenible (ODS) de la ONU en el contexto de pandemia actual.UCR::Vicerrectoría de Acción Social::Trabajo Comunal Universitario (TCU

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Mapping density, diversity and species-richness of the Amazon tree flora

Using 2.046 botanically-inventoried tree plots across the largest tropical forest on Earth, we mapped tree species-diversity and tree species-richness at 0.1-degree resolution, and investigated drivers for diversity and richness. Using only location, stratified by forest type, as predictor, our spatial model, to the best of our knowledge, provides the most accurate map of tree diversity in Amazonia to date, explaining approximately 70% of the tree diversity and species-richness. Large soil-forest combinations determine a significant percentage of the variation in tree species-richness and tree alpha-diversity in Amazonian forest-plots. We suggest that the size and fragmentation of these systems drive their large-scale diversity patterns and hence local diversity. A model not using location but cumulative water deficit, tree density, and temperature seasonality explains 47% of the tree species-richness in the terra-firme forest in Amazonia. Over large areas across Amazonia, residuals of this relationship are small and poorly spatially structured, suggesting that much of the residual variation may be local. The Guyana Shield area has consistently negative residuals, showing that this area has lower tree species-richness than expected by our models. We provide extensive plot meta-data, including tree density, tree alpha-diversity and tree species-richness results and gridded maps at 0.1-degree resolution

Understanding the relation between Zika virus infection during pregnancy and adverse fetal, infant and child outcomes: a protocol for a systematic review and individual participant data meta-analysis of longitudinal studies of pregnant women and their infants and children

IntroductionZika virus (ZIKV) infection during pregnancy is a known cause of microcephaly and other congenital and developmental anomalies. In the absence of a ZIKV vaccine or prophylactics, principal investigators (PIs) and international leaders in ZIKV research have formed the ZIKV Individual Participant Data (IPD) Consortium to identify, collect and synthesise IPD from longitudinal studies of pregnant women that measure ZIKV infection during pregnancy and fetal, infant or child outcomes.Methods and analysisWe will identify eligible studies through the ZIKV IPD Consortium membership and a systematic review and invite study PIs to participate in the IPD meta-analysis (IPD-MA). We will use the combined dataset to estimate the relative and absolute risk of congenital Zika syndrome (CZS), including microcephaly and late symptomatic congenital infections; identify and explore sources of heterogeneity in those estimates and develop and validate a risk prediction model to identify the pregnancies at the highest risk of CZS or adverse developmental outcomes. The variable accuracy of diagnostic assays and differences in exposure and outcome definitions means that included studies will have a higher level of systematic variability, a component of measurement error, than an IPD-MA of studies of an established pathogen. We will use expert testimony, existing internal and external diagnostic accuracy validation studies and laboratory external quality assessments to inform the distribution of measurement error in our models. We will apply both Bayesian and frequentist methods to directly account for these and other sources of uncertainty.Ethics and disseminationThe IPD-MA was deemed exempt from ethical review. We will convene a group of patient advocates to evaluate the ethical implications and utility of the risk stratification tool. Findings from these analyses will be shared via national and international conferences and through publication in open access, peer-reviewed journals.Trial registration numberPROSPERO International prospective register of systematic reviews (CRD42017068915).</jats:sec

Geographical and temporal distribution of SARS-CoV-2 clades in the WHO European Region, January to June 2020

We show the distribution of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) genetic clades over time and between countries and outline potential genomic surveillance objectives. We applied three genomic nomenclature systems to all sequence data from the World Health Organization European Region available until 10 July 2020. We highlight the importance of real-time sequencing and data dissemination in a pandemic situation, compare the nomenclatures and lay a foundation for future European genomic surveillance of SARS-CoV-2