Estudio de caso: análisis de las características de implementación de la educación intercultural bilingüe en la institución educativa pública Cochabamba, en el distrito de Soccos, Ayacucho, 2016-2017.

El presente estudio cualitativo investiga y analiza cómo se implementa la Política de Educación Intercultural Bilingüe en una escuela rural de gestión pública, con lengua originaria Quechua Chanka. El objetivo es analizar qué características contribuyen en la implementación de la Educación Intercultural Bilingüe en la Institución Educativa N° 38094 – Cochabamba del distrito de Soccos - Ayacucho, en 2016-2017, para mejorar sus condiciones. Nos interesa profundizar en la realidad de esta escuela porque Soccos constituye uno de los distritos más pobres en Ayacucho, víctima de violencia durante el período 1980-2000, documentado en el Informe Final de la Comisión de la Verdad y Reconciliación. El marco teórico recoge aportes de Sen (2000) y Braslavsky (2006) sobre desarrollo humano accediendo a una educación de calidad con equidad, con pertinencia cultural acorde a las diferentes realidades regionales y locales, para una vida digna. La metodología considera el diseño de instrumentos ad-hoc para recoger información, se realiza observaciones en aula, entrevistas con Directora, especialista de UGEL así como grupos focales con estudiantes, madres/padres y docentes. Respecto a resultados, existe un conocimiento formal de la propuesta pedagógica EIB, promueve la participación de sabios o “yachaq”; incorpora uso del calendario comunitario, “yarqa aspiy” y “watuchikuna”. Como dificultades, se dedica tiempo mínimo a la enseñanza en quechua: un día a la semana; existen limitaciones en la planificación curricular, no desarrolla propuesta del uso de lenguas. Los docentes tienen dominio del quechua en forma oral, mas no escrita; tampoco han recibido capacitación para uso de cuadernos de trabajo, por tanto no pueden enseñar a los estudiantes a escribir en quechua. Las niñas y niños valoran el componente afectivo en su relación con la escuela y docentes, no obstante se puede señalar que ellos no reciben educación intercultural bilingüe, dado que los docentes no tienen manejo de los dos idiomas.This qualitative study, investigates and discusses how to implement Bilingual Intercultural education policy in a rural school of public administration, with the native language Quechua Chanka. The objective is to analyze characteristics that contribute to the implementation of Bilingual Intercultural education in the educational institution N° 38094 - Cochabamba in the District of Soccos - Ayacucho, in 2016-2017, to improve their conditions. We want to deepen into the reality of this school because Soccos is one of the poorest districts in Ayacucho, victim of violence during the period 1980 to 2000, 5 documented in the Final Report of the Commission of Truth and Reconciliation. The theoretical framework includes contributions from Sen (2000) and Braslavsky (2006) human development accessing quality education with equity, with cultural relevance according to the different regional and local realities, to a dignified life. The methodology includes the design of instruments ad –hoc to collect information, is carried out observations in classroom, interviews with Director, specialist UGEL as well as focus groups with students, parents and teachers. With respect to results, there is a formal knowledge of the EIB pedagogical proposal, it promotes the participation of sages or "yachaq"; It incorporates use of the community calendar, "yarqa aspiy" and "watuchikuna". As difficulties, is dedicated to teaching quechua in minimum time: one day a week; there are limitations in curriculum planning, it does not develop a proposal for the use of languages. Teachers have mastery of the quechua orally, but not written, they have not received training for the use of workbooks therefore, they cannot teach students to write Quechua. Children value the affective component in its relationship with the school and teachers, however it can be said that they do not receive bilingual intercultural education, since teachers do not have management of the two languages.Tesi

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality