La lúdica como estrategia para aprender y sanar el alma

Se parte de la visión de la violencia intrafamiliar, como una de las problemáticas que más ha afectado a los habitantes del territorio colombiano, a raíz de la desigualdad social, reinante en los últimos sesenta años, que ha dejado huellas imborrables en la sociedad, en la que cada miembro, asume un criterio y manifestación acorde al grado de sufrimiento y capacidades personales, que le permiten evadir y asumir sus consecuencias, resaltando la inconformidad general en manifestaciones de conductas inadecuadas como: la baja autoestima, la violencia, el resentimiento y el aislamiento social y familiar, el desapego, la indiferencia ante el sufrimiento de su congéneres, apatía por la educación y el desarrollo personal, generalizándose a un problema que requiere continua intervención, lo que permite a la escuela, como mediadora de procesos de formación y desarrollo social, en acuerdo con las entidades del orden gubernamental nacional e internacional, de apoyo a la convivencia y aplicación de las consignas de los Derechos Humanos, hacerse cargo de los eventos que permitan disminuir las consecuencias y establecer una idea de vida y convivencia diferente para todos, en donde la formación integral de seres, redunde en bien del desarrollo, desde la posible participación de los actores en la búsqueda de soluciones y aplicación de la ética humana, en la resolución de conflictos personales, familiares y comunitarios. El análisis, de la problemática se llevó a cabo en el contexto escolar zaragoceño, mediante la aplicación de encuestas y desde la observación participante del grupo de investigación, encontrando que la mayoría de los estudiantes padecen este flagelo, lo que se pretende intervenir desde la capacidad de especialistas y agentes educativos, que permite implementar estrategias, a nivel escolar, que resalten los valores y puedan proyectarse en medio de toda la comunidad educativa, asumiendo la lúdica de la enseñanza, como herramienta que conlleve al logro de mejores posibilidades de pensamiento y aprestamiento de los aprendices, convertidas en competencias personales y sociales para la superación y participación activa en la toma de decisiones positivas que afecten cada uno de sus entornos. Palabras claves: violencia, estudiantes, entorno, institución, enseñanza - aprendizaje, lúdica, estrategias, trabajo interdisciplinario, competencias ciudadanas.It is based on the vision of intrafamily violence, as one of the problems that has most affected the inhabitants of Colombian territory, as a result of social inequality, prevailing in the last sixty years, which has left indelible marks in society, in which each member assumes a criterion and manifestation according to the degree of suffering and personal abilities, which allow him to evade and assume its consequences, highlighting the general nonconformity in manifestations of inappropriate behaviors such as: low self-esteem, violence, resentment and social and family isolation, detachment, indifference to the suffering of their peers, apathy for education and personal development, generalizing to a problem that requires continuous intervention, which allows the school, as a mediator of training and development processes social, in agreement with the entities of the national and international governmental order, of support for coexistence and application of the slogans of the Human Rights, take charge of the events that allow to diminish the consequences and establish an idea of life and different coexistence for all, where the integral formation of beings, results in the good of the development, from the possible participation of the actors in the search for solutions and application of human ethics, in the resolution of personal, family and community conflicts. The analysis of the problem was carried out in the school context of Zaragoza, through the application of surveys and from the participant observation of the research group, finding that the majority of students suffer from this scourge, which is intended to intervene from the capacity of specialists and educational agents, that allows to implement strategies, at school level, that highlight the values and can be projected in the middle of the entire educational community, assuming the playfulness of teaching, as a tool that leads to the achievement of better possibilities of thinking and preparation of the apprentices, turned into personal and social competences for the overcoming and active participation in the taking of positive decisions that affect each of their environments. Keywords: violence, students, environment, institution, teaching - learning, play, strategies, interdisciplinary work, citizen competencies

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

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 school-aged 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 obesity. Funding: UK Medical Research Council, UK Research and Innovation (Research England), UK Research and Innovation (Innovate UK), and European Union