O direito à educação ao longo da vida: descobertas e desafios em territórios populares

Las perspectivas acerca de la necesidad y el derecho a la educación han sido gradualmente ampliadas; sin embargo, su realización aún se encuentra atravesada por desigualdades sociales y situaciones problemáticas complejas. En el presente trabajo, nos centramos en el derecho a la educación a lo largo de la vida en territorios populares del Área Metropolitana de Buenos Aires en contextos de pandemia y pospandemia, sobre la base de una indagación de tipo cualitativo, orientada a identificar y comprender procesos y sentidos desde los propios actores, a través de observaciones y entrevistas en instituciones y organizaciones sociales. Los resultados se compartieron en sesiones de retroalimentación con las personas entrevistadas. Estos resultados revelan la agudización de problemáticas diversas en los territorios, que repercuten en una profunda afectación del derecho a la educación a lo largo de la vida, así como aspectos críticos relativos al papel del Estado como garante. Asimismo, ponen de manifiesto las acciones y alternativas educativas gestadas en las instituciones y organizaciones sociales desde una orientación sociocomunitaria con tendencia crítica y los desafíos actuales. Considerando los aportes de la educación popular y de una animación sociocultural crítica, se realizan reflexiones que buscan aportar a la construcción de praxis pedagógicas sociocomunitarias. Perspectives about the need for and right to education have been gradually broadened. However, its realization is still crossed by social inequalities and complex problematic situations. In the present work we focused on the right to education throughout life in popular territories of the Metropolitan Area of Buenos Aires in pandemic and post-pandemic contexts, based on a qualitative inquiry aimed to identify and understand processes and meanings from the actors themselves in the territories, through observations and interviews in social institutions and organizations. The results were shared in feedback sessions with the persons interviewed. These results reveal the exacerbation of various problems in the territories that have a profound impact on the right to education throughout life, as well as critical aspects related to the role of the State as guarantor. They also reveal the educational actions and alternatives developed in social institutions and organizations from a critical and socio-community orientation, as well as the current challenges. We make reflections that aim to contribute to the construction of a socio-community pedagogical praxis, considering the contributions of Popular Education and critical Sociocultural Community Development.As perspectivas sobre a necessidade e o direito à educação têm sido gradualmente alargadas. Contudo, a sua concretização ainda é atravessada por desigualdades sociais e situações problemáticas complexas. No presente trabalho nos concentramos no direito à educação ao longo da vida em territórios populares da Região Metropolitana de Buenos Aires em contextos pandêmicos e pós-pandêmicos, a partir de uma investigação qualitativa, destinada a identificar e compreender processos e sentidos dos atores eles próprios, através de observações e entrevistas em instituições e organizações sociais. Os resultados foram compartilhados em sessões de feedback com as pessoas entrevistadas. Estes resultados revelam o agravamento de vários problemas nos territórios, que têm um impacto profundo no direito à educação ao longo da vida, bem como aspectos críticos relacionados com o papel do Estado como garante. Da mesma forma, destacam as ações e alternativas educativas desenvolvidas em instituições e organizações sociais a partir de uma orientação sociocomunitária com tendência crítica, e desafios atuais. Considerando as contribuições da educação popular e da animação sociocultural crítica, são feitas reflexões que buscam contribuir para a construção de uma práxis pedagógica sociocomunitária.Fil: Llosa, Sandra Mabel. Universidad de Buenos Aires. Facultad de Filosofia y Letras. Instituto de Investigación en Ciencias de la Educación; ArgentinaFil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina. Universidad de Buenos Aires. Facultad de Filosofia y Letras. Instituto de Investigación en Ciencias de la Educación; ArgentinaFil: Castañeda Agüero, Juan Pablo. Universidad de Buenos Aires. Facultad de Filosofia y Letras. Instituto de Investigación en Ciencias de la Educación; ArgentinaFil: Oshiro, Noelia. Universidad de Buenos Aires. Facultad de Filosofia y Letras. Instituto de Investigación en Ciencias de la Educación; Argentin

Organizaciones sociales y pandemia: impactos y acciones socioeducativas y comunitarias en territorios populares de Buenos Aires

La pandemia de COVID-19 ha mostrado la profunda e intrínseca imbricación de los aspectos biológicos de la vida humana con sus determinantes político-económicos. La crisis ha agudizado las desigualdades sociales, afectando múltiples dimensiones. ¿Cómo ha impactado la pandemia en las instituciones y organizaciones sociales de los territorios populares? ¿Y en las acciones educativas que éstas han llevado adelante? La sistematización del trabajo realizado nos ha develado no sólo los importantes impactos que esta crisis ha tenido en las distintas facetas del trabajo organizativo y comunitario cotidiano y en el derecho a la educación, sino también las múltiples acciones y los esfuerzos realizados desde los territorios para enfrentar las problemáticas emergentes. Es nuestra intención contribuir a visibilizar estos aspectos como parte de un diagnóstico necesario frente a los inciertos y desafiantes escenarios que atravesamos para continuar proyectando reflexiones e intervenciones desde una perspectiva de educación popular y animación sociocomunitaria crítica.The COVID-19 pandemic has revealed that the biological aspects of human life and the political and economic determinants are profoundly and tightly interwoven. The crisis has deepened the social inequalities, affecting multiple dimensions. In what ways has this pandemic affected the institutions and social organizations within the popular neighborhoods? And what was its impact on the educational actions that these organizations have developed? The systematization of the work produced has shown not only that this crisis has had substantial impacts on the diverse spheres of the daily organizational and community work and on the right to education, but it has also revealed the multiple actions and efforts made by people from the territories in order to face the emergent issues. It is our intent to contribute to making those aspects visible as part of our necessary diagnoses towards the uncertain and challenging scenarios that are unfolding in order to continue projecting thoughts and interventions from the perspective of the popular education and the critical sociocultural community development.La pandémie de la COVID-19 a montré l’imbrication profonde et intrinsèque des aspects biologiques de la vie humaine avec ses déterminants politico-économiques. La crise a exacerbé les inégalités sociales, affectant de multiples dimensions. Comment la pandémie a-t-elle impacté les institutions et les organisations sociales des territoires populaires ? Et les actions pédagogiques qu’ils ont menées ? La systématisation du travail effectué nous a révélé non seulement les répercussions importantes que cette crise a eu sur les différentes facettes du travail organisationnel et communautaire au quotidien et sur le droit à l’éducation, mais aussi les multiples actions et efforts menés depuis les territoires pour faire face aux problèmes émergents. Notre intention est de contribuer à rendre visibles ces aspects dans le cadre d’un diagnostic nécessaire face aux scénarios incertains et difficiles que nous traversons pour continuer à projeter des réflexions et des interventions dans une perspective d’éducation populaire et d’animation sociocommunautaire critique

A global point prevalence survey of antimicrobial use in neonatal intensive care units : The no-more-antibiotics and resistance (NO-MAS-R) study

Background: Global assessment of antimicrobial agents prescribed to infants in the neonatal intensive care unit (NICU) may inform antimicrobial stewardship efforts. Methods: We conducted a one-day global point prevalence study of all antimicrobials provided to NICU infants. Demographic, clinical, and microbiologic data were obtained including NICU level, census, birth weight, gestational/chronologic age, diagnoses, antimicrobial therapy (reason for use; length of therapy), antimicrobial stewardship program (ASP), and 30-day in-hospital mortality. Findings: On July 1, 2019, 26% of infants (580/2,265; range, 0-100%; median gestational age, 33 weeks; median birth weight, 1800 g) in 84 NICUs (51, high-income; 33, low-to-middle income) from 29 countries (14, high-income; 15, low-to-middle income) in five continents received >= 1 antimicrobial agent (92%, antibacterial; 19%, antifungal; 4%, antiviral). The most common reasons for antibiotic therapy were "rule-out" sepsis (32%) and "culture-negative" sepsis (16%) with ampicillin (40%), gentamicin (35%), amikacin (19%), vancomycin (15%), and meropenem (9%) used most frequently. For definitive treatment of presumed/confirmed infection, vancomycin (26%), amikacin (20%), and meropenem (16%) were the most prescribed agents. Length of therapy for culture-positive and "culture-negative" infections was 12 days (median; IQR, 8-14) and 7 days (median; IQR, 5-10), respectively. Mortality was 6% (42%, infection-related). An NICU ASP was associated with lower rate of antibiotic utilization (p = 0.02). Interpretation: Global NICU antibiotic use was frequent and prolonged regardless of culture results. NICU-specific ASPs were associated with lower antibiotic utilization rates, suggesting the need for their implementation worldwide