O PAPEL DA UNIVERSIDADE NA FORMAÇÃO INICIAL DE PROFESSORES: UM OLHAR PARA OS PROJETOS POLÍTICO PEDAGÓGICOS DO CURSO DE LETRAS DE UMA UNIVERSIDADE PÚBLICA

In this paper we focus on the Major in Language and Literature from UNIOESTE, campus Marechal Cândido Rondon city, comparing the current Pedagogical Political Project (PPP) and the reformulated one by the board of that campus – project which was vetoed by the responsible agencies. By the analysis of PPPs, we observe at what levels have taken the changes and their causes. In addition, we will weave some considerations about the creation process of universities courses in Brazil; we will approach how was the inclusion of educational subjects in teacher training courses, through a historical path of laws and reforms in higher education; we will also approach discussions about the university programs importance with the initial training of teachers. We could verify through the PPPs analysis that there was the intention to improve the training of students from that course, especially by trying to expand hours and by the implementation of pedagogical subjects in the curriculum. The theoretical discussion is based on authors such as Mello (2000), Oliveira, Bonfim (2012), Paiva (2005) and Severino (2012), among others.Neste artigo enfocamos o curso de licenciatura em Letras da UNIOESTE, câmpus Marechal Cândido Rondon, comparando o Projeto Político Pedagógico (PPP) vigente e o PPP reformulado pelo Colegiado daquele câmpus – projeto este que foi vetado por órgãos responsáveis. Observaremos, a partir da análise documental dos PPPs, a que níveis se deram as modificações e suas causas. Além disso, teceremos algumas considerações acerca do processo de criação e implantação das universidades e dos cursos de licenciatura no Brasil; abordamos como se deu a inserção das disciplinas didáticas nos cursos de formação docente, através de um percurso histórico, de leis e reformas no ensino superior; abordamos discussões acerca da importância que têm os cursos de licenciatura junto à formação inicial de professores. Verificamos por meio da análise dos PPPs que houve a intenção de melhorar a formação dos licenciandos daquele curso, principalmente pela tentativa de ampliação de carga horária e a implementação de disciplinas pedagógicas à grade curricular. A discussão teórica está baseada em autores como Mello (2000), Oliveira, Bonfim (2012), Paiva (2005) e Severino (2012), dentre outros

Heterogeneous contributions of change in population distribution of body mass index to change in obesity and underweight NCD Risk Factor Collaboration (NCD-RisC)

From 1985 to 2016, the prevalence of underweight decreased, and that of obesity and severe obesity increased, in most regions, with significant variation in the magnitude of these changes across regions. We investigated how much change in mean body mass index (BMI) explains changes in the prevalence of underweight, obesity, and severe obesity in different regions using data from 2896 population-based studies with 187 million participants. Changes in the prevalence of underweight and total obesity, and to a lesser extent severe obesity, are largely driven by shifts in the distribution of BMI, with smaller contributions from changes in the shape of the distribution. In East and Southeast Asia and sub-Saharan Africa, the underweight tail of the BMI distribution was left behind as the distribution shifted. There is a need for policies that address all forms of malnutrition by making healthy foods accessible and affordable, while restricting unhealthy foods through fiscal and regulatory restrictions

Worldwide trends in hypertension prevalence and progress in treatment and control from 1990 to 2019: a pooled analysis of 1201 population-representative studies with 104 million participants

Background Hypertension can be detected at the primary health-care level and low-cost treatments can effectively control hypertension. We aimed to measure the prevalence of hypertension and progress in its detection, treatment, and control from 1990 to 2019 for 200 countries and territories. Methods We used data from 1990 to 2019 on people aged 30–79 years from population-representative studies with measurement of blood pressure and data on blood pressure treatment. We defined hypertension as having systolic blood pressure 140 mm Hg or greater, diastolic blood pressure 90 mm Hg or greater, or taking medication for hypertension. We applied a Bayesian hierarchical model to estimate the prevalence of hypertension and the proportion of people with hypertension who had a previous diagnosis (detection), who were taking medication for hypertension (treatment), and whose hypertension was controlled to below 140/90 mm Hg (control). The model allowed for trends over time to be non-linear and to vary by age. Findings The number of people aged 30–79 years with hypertension doubled from 1990 to 2019, from 331 (95% credible interval 306–359) million women and 317 (292–344) million men in 1990 to 626 (584–668) million women and 652 (604–698) million men in 2019, despite stable global age-standardised prevalence. In 2019, age-standardised hypertension prevalence was lowest in Canada and Peru for both men and women; in Taiwan, South Korea, Japan, and some countries in western Europe including Switzerland, Spain, and the UK for women; and in several low-income and middle-income countries such as Eritrea, Bangladesh, Ethiopia, and Solomon Islands for men. Hypertension prevalence surpassed 50% for women in two countries and men in nine countries, in central and eastern Europe, central Asia, Oceania, and Latin America. Globally, 59% (55–62) of women and 49% (46–52) of men with hypertension reported a previous diagnosis of hypertension in 2019, and 47% (43–51) of women and 38% (35–41) of men were treated. Control rates among people with hypertension in 2019 were 23% (20–27) for women and 18% (16–21) for men. In 2019, treatment and control rates were highest in South Korea, Canada, and Iceland (treatment >70%; control >50%), followed by the USA, Costa Rica, Germany, Portugal, and Taiwan. Treatment rates were less than 25% for women and less than 20% for men in Nepal, Indonesia, and some countries in sub-Saharan Africa and Oceania. Control rates were below 10% for women and men in these countries and for men in some countries in north Africa, central and south Asia, and eastern Europe. Treatment and control rates have improved in most countries since 1990, but we found little change in most countries in sub-Saharan Africa and Oceania. Improvements were largest in high-income countries, central Europe, and some upper-middle-income and recently high-income countries including Costa Rica, Taiwan, Kazakhstan, South Africa, Brazil, Chile, Turkey, and Iran. Interpretation Improvements in the detection, treatment, and control of hypertension have varied substantially across countries, with some middle-income countries now outperforming most high-income nations. The dual approach of reducing hypertension prevalence through primary prevention and enhancing its treatment and control is achievable not only in high-income countries but also in low-income and middle-income settings

A realidade bate à porta: a confrontação entre a formação docente, o discurso da sociedade e a realidade multilíngue da sala de aula

It is more and more evident that Portuguese teachers live a dilemma in the classroom: on one hand, the society’s rooted belief that the Portuguese teacher must teach “the good Portuguese” or “the correct Portuguese”, directly associated to the standard or “cult” variation, as some prefer to call it. On the other hand, the teacher is daily faced with the reality of the classroom which points to the existence of a linguistic heterogeneity and contradicts the belief of a monolingual nation. Yet, this professional’s former instruction, many times, superficially deals with linguistic heterogeneity – when it does – which collaborates for the Portuguese teachers’ feeling of doubt: after all, “which Portuguese is it to be taught”? It is in the middle of this conflict that the teacher experiences a constant process of professional identity construction, distressful in many times. The present article does not aim to present definite solutions; instead, its proposal is to discuss the language teacher’s former instruction with focus on the linguistic heterogeneity found along his training period at college and consequently professional life, considering his/her process of professional identity construction. The theoretical discussion is based on readings about identity (HALL, 2000), language and tongue conceptions (PERFEITO, 2007; CÉSAR; CAVALCANTI, 2007), linguistic heterogeneity in classroom and teacher’s instruction (BAGNO, 2009; BRASIL, 1998, OLIVEIRA, 2008; SIQUEIRA, 2012).É cada vez mais evidente que o professor de português vive um dilema dentro da sala de aula: de um lado, a crença arraigada na sociedade de que o professor de Português deve ensinar o "bom português" ou o "português correto", diretamente associado ao português da variante padrão ou "culta", como alguns preferem chamar.  Por outro lado, o docente é confrontado diariamente com a realidade de sala de aula que evidencia a existência de uma heterogeneidade linguística e faz cair por terra a crença de uma nação monolíngue. Ainda, a formação inicial deste profissional, quando toca no assunto, muitas vezes trata a heterogeneidade linguística de forma superficial, o que acaba por colaborar para o sentimento de dúvida dos professores da disciplina de Português: afinal de contas "qual português ensinar"? É em meio a este espaço de conflito que o professor passa por um constante processo de construção de identidade profissional, muitas vezes angustiante. Longe de propor soluções definitivas, o presente artigo tem como proposta discutir a formação inicial do professor de Letras tendo em vista a heterogeneidade linguística que será encontrada por ele ao longo do seu estágio e consequente vida docente, considerando o processo de construção de sua identidade profissional. O aporte teórico constitui-se de leituras a respeito da identidade (HALL, 2000), concepções de linguagem e língua (PERFEITO, 2007; CÉSAR; CAVALCANTI, 2007), heterogeneidade linguística em sala de aula e formação de professores (BAGNO, 2009; BRASIL, 1998; OLIVEIRA, 2008; SIQUEIRA, 2012)

Diminishing benefits of urban living for children and adolescents’ growth and development

Optimal growth and development in childhood and adolescence is crucial for lifelong health and well-being1–6. Here we used data from 2,325 population-based studies, with measurements of height and weight from 71 million participants, to report the height and body-mass index (BMI) of children and adolescents aged 5–19 years on the basis of rural and urban place of residence in 200 countries and territories from 1990 to 2020. In 1990, children and adolescents residing in cities were taller than their rural counterparts in all but a few high-income countries. By 2020, the urban height advantage became smaller in most countries, and in many high-income western countries it reversed into a small urban-based disadvantage. The exception was for boys in most countries in sub-Saharan Africa and in some countries in Oceania, south Asia and the region of central Asia, Middle East and north Africa. In these countries, successive cohorts of boys from rural places either did not gain height or possibly became shorter, and hence fell further behind their urban peers. The difference between the age-standardized mean BMI of children in urban and rural areas was <1.1 kg m–2 in the vast majority of countries. Within this small range, BMI increased slightly more in cities than in rural areas, except in south Asia, sub-Saharan Africa and some countries in central and eastern Europe. Our results show that in much of the world, the growth and developmental advantages of living in cities have diminished in the twenty-first century, whereas in much of sub-Saharan Africa they have amplified

Heterogeneous contributions of change in population distribution of body mass index to change in obesity and underweight

From 1985 to 2016, the prevalence of underweight decreased, and that of obesity and severe obesity increased, in most regions, with significant variation in the magnitude of these changes across regions. We investigated how much change in mean body mass index (BMI) explains changes in the prevalence of underweight, obesity, and severe obesity in different regions using data from 2896 population-based studies with 187 million participants. Changes in the prevalence of underweight and total obesity, and to a lesser extent severe obesity, are largely driven by shifts in the distribution of BMI, with smaller contributions from changes in the shape of the distribution. In East and Southeast Asia and sub-Saharan Africa, the underweight tail of the BMI distribution was left behind as the distribution shifted. There is a need for policies that address all forms of malnutrition by making healthy foods accessible and affordable, while restricting unhealthy foods through fiscal and regulatory restrictions