Journal articles: 'Law n°2011-803 of 5 July 2011' – Grafiati (2024)

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Context Operations to eradicate non-native invasive predators from islands frequently put native species at risk of consuming harmful substances, such as poison bait. The incorporation of certain colours in poison-bait pellets may reduce the risk of bait consumption and, therefore, non-target mortality. Previous work indicated that birds generally avoid blue or green colours; however, there is substantial inter-specific variation in this preference, and more experimental work on species of conservation concern is needed. Aims We tested whether a globally threatened island endemic, the Henderson crake (Zap*rnia atra), which suffered substantial mortality during a rat-eradication attempt on Henderson Island in 2011, would consume fewer blue than green pellets, which were used during the previous eradication attempt. Methods We held 22 Henderson crakes in captivity and provided them with either blue or green non-toxic pellets for 5 days in June and July 2015. We measured consumption and used linear mixed models to evaluate whether bait colour influenced consumption. Key results Henderson crakes did not consume any dry pellets, and all trials were conducted with wet bait pellets. We found slightly lower consumption of blue pellets than green pellets, and substantial variation among individuals. Females (n = 17) consumed 24% less blue than green bait, whereas males (n = 5) consumed 77% less blue than green bait. Conclusion Henderson crakes are unlikely to consume dry pellets, and will likely consume fewer blue than green bait pellets. Implications We recommend that any future rat eradication on Henderson Island considers using blue rather than green baits and targets dry weather to reduce the risk of Henderson crakes consuming toxic rodenticide bait pellets.

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ABSTRACT Background In 2000, the Florida helmet law was repealed despite unhelmeted riders being more likely to suffer serious and fatal injuries. Simultaneously, more Florida residents are riding. To reduce motorcycle crash (MCC) recidivism, we implemented a secondary prevention program by educating patients soon after a crash. We predicted a teachable moment that could be used to educate hospitalized riders regarding risk reduction. Study design Beginning July 2011, MCC patients at a Level 1 trauma center were prospectively studied and educated (>odds ratio = 18 years, Glasgow Coma Score = 15). Patients completed a survey containing questions about prior crashes, a pretest, a risk assessment/rider responsibility educational module at bedside, a post-test, and were contacted after 3 months to evaluate information retention, using post-test. A paired t-test and Wilcoxon signed-rank test were used to compare scores. Other proportion comparisons were compared using Chi-squared statistics (significance at p < 0.05). Results We screened 264 patients and consented 83. Males constituted 89% (mean age 34), 57 completed the module and 21 completed the follow-up post-test at 3 to 6 months (mean = 4.9). We identified a crash recidivism rate of 45% (35/77), with 71% of these crashes requiring hospitalization. Both immediate and follow-up post-tests revealed retention of safety information {baseline pretest, n = 57 [standard deviation (SD)] 3.53/6 (1.38); post-test, n = 57 (SD) 5.56/6 (0.78) p < 0.0001; follow-up test, n = 17 median interquartile range 5/6(1) p = 0.0009}. Conclusion Almost half of all MCC victims have been in previous crashes and could benefit from a secondary prevention educational program in trauma centers. Patients in MCCs can be provided a brief safety intervention to increase their knowledge of risk reduction management above baseline. How to cite this article Irani TM, Procter L, Schulman C, Kaming L , Lineen E, Byers PM. A Look at Motorcycle Crash Recidivism and a Teachable Moment. Panam J Trauma Crit Care Emerg Surg 2014;3(2):43-46.

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Abstract. Small-scale temperature and conductivity variations have been measured in the upper 100 m of the northeast Atlantic during the STRATIPHYT-II cruise (Las Palmas–Reykjavik, 6 April–3 May 2011). The measurements were done at midday and comprised 2 to 15 vertical profiles at each station. The derived turbulent quantities show a transition between weakly-stratified (mixed layer depth, MLD, <100) and well-mixed waters (MLD > 100), which was centered at about 48° N. The temperature eddy diffusivities, KT, range from 10−5 to 100 m2 s−1 in the weakly-stratified stations, and range from 3 × 10−4 to 2 × 100 m2 s−1 in the well-mixed stations. The turbulent kinetic energy dissipation rates, ε, range from 3 × 10−8 to 2 × 10−6 m2 s−3 south of the transition zone, and from 10−7 to 10−5 m2 s−3 north of the transition zone. The station-averaged KT values throughout the mixed layer increase exponentially with the wind speed. The station-averaged ε values throughout the mixed layer scale with the wind stress similarity variable with a scaling factor of about 1.8 in the wind-dominated stations (ε &amp;approx; 1.8 u&amp;star;3/(−κz)). The values of KT and ε are on average 10 times higher compared to the values measured at the same stations in July 2009. The results presented here constitute a unique data set giving large spatial coverage of upper ocean spring turbulence quantities.

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ISSN: 2088-6802.Peraturan Perundang-UndanganSurat Keputusan Pejabat Pembuat Komitmen Satuan Kerja Dinas Kepemudaan dan Olahraga Propinsi Sulawesi Tenggara Nomor 7 tahun 2017 tentang Pengurus, Pelatih, Asisten Pelatih dan Atlet PPLP 5 Cabang Olahraga Kegiatan Pengembangan Sentra Keolahragaan Program Keolahragaan Dinas Kepemudaan dan Olahraga Propinsi Sulawesi Tenggara Tahun Anggaran 2017;

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Abstract. Small-scale temperature and conductivity variations have been measured in the upper 100 m of the Northeast Atlantic during the STRATIPHYT-II cruise (Las Palmas–Reykjavik, 6 April–3 May 2011). The measurements were done at midday and comprised 2 to 15 vertical profiles at each station. The derived turbulent quantities show a transition between weakly-stratified and well-mixed waters, which was centered at about 48° N. The temperature eddy diffusivities, KT, range from 10−5 to 100 m2s−1 in the weakly-stratified stations, and range from 3 × 10−4 to 2 × 100 m2s−1 in the well-mixed stations. The turbulent kinetic energy dissipation rates, ε, range from 3 × 10−8 to 2 × 10−6m2s−3 south of the transition zone, and from 10−7 to 10−5m2s−3 north of it. The station-averaged KT values throughout the mixed layer increase exponentially with the wind speed. The station-averaged ε values throughout the mixed layer scale with the wind stress similarity variable, u*3/(−κ z), with a scaling factor of about 1.8 in the wind-dominated stations. The values of KT and ε are about 10 times higher compared to the values measured at the same stations in July 2009. The results presented here constitute a unique data set giving large spatial coverage of upper ocean spring turbulence quantities.

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In Brazil, the inclusion of students with special educational needs (SEN), especially those with disabilities, is a recent topic in research on science teaching. Existing research within this feld is more focused on classroom practice and didactic materials. A study was carried out within the undergraduate teaching licensing courses in the public universities of the state of São Paulo (USP, Unicamp and UNESP) which aimed to analyze the training of Science teachers for the inclusion of SEN students. The work presented here is a portion of this study and it aims to present and discuss the students’ perception about their initial training for the inclusion of students with SEN. The survey was conducted with 236 students in their fnal year of undergraduate courses in Biology, Physics and Chemistry. From the graduate’s responses, it was determined that teacher training courses have underprepared future teachers to work with students with disabilities, and most of the graduates do not feel prepared to teach students with SEN. In these courses there is little discussion of Inclusive Education and when there is discussion, it occurs in a non-systematized form and only in specifc instances. This data is worrying, since these future teachers will teach classes for students with SEN without understanding Inclusive Education and without perceiving themselves as prepared, which can ultimately lead to discouragement and disinterest within the teaching profession.ResumoNo Brasil, a inclusão de estudantes com necessidades educacionais especiais (NEE) é um tema recente em pesquisas sobre ensino de Ciências e os estudos, de maneira geral, abordam a prática em sala de aula e materiais didáticos. O trabalho aqui apresentado é um recorte de uma pesquisa que analisou a formação inicial de professores da área de Ciências para a inclusão de alunos NEE, em cursos de universidades públicas estaduais do estado de São Paulo e tem por objetivo apresentar e discutir a percepção dos estudantes sobre a sua formação inicial para a inclusão de alunos com NEE. Participaram do estudo 236 alunos do último ano dos cursos presenciais de Licenciatura em Ciências (Biologia, Física e Química) das universidades públicas estaduais do estado de São Paulo (USP, Unicamp e UNESP). A partir das respostas dos licenciandos, pode-se considerar que os cursos de formação de professores têm preparado pouco os futuros docentes para atuarem com alunos com defciência e a maioria dos licenciandos não se sente preparada para lecionar aos alunos com NEE. Nesses cursos, não é proposta a discussão sobre Educação Inclusiva e quando ocorre, ela se dá em poucas aulas ou de forma não sistematizada, a partir de eventos pontuais. Esse dado é preocupante, pois esses futuros professores ministrarão aulas para alunos com NEE sem compreender a Educação Inclusiva e sem se perceberem como preparados, o que pode acarretar em desânimo e desinteresse com a profssão de professor.Keywords: Initial training, Science teaching, Inclusive education, Special education.Palavras-chave: Formação inicial, Ensino de ciências, Educação inclusiva, Educação especial.ReferencesALMEIDA, C.E.M; BITTAR, M. Universidade: educação especial e o processo de inclusão nos cursos das licenciaturas. Intermeio: Revista o Programa de Pós-Graduação em Educação – UFMS, 11(21), p.86-102, 2005. Disponível em: <www.intermeio.ufms.br/ojs/index.php/intermeio/article/view/166/160>. Acessado em 16 abr. 2012.ALMEIDA, J.L; TEIXEIRA JUNIOR, J.G. 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Disponível em: < http://reec.uvigo.es/volumenes/volumen9/ART8_ Vol9_N2.pdf >, Acessado em: 12 jun. 2013.QUADROS, L.; NOVAES, T.; LIBARDI, D.; RABBI, M.A.; FERRACIOLI, L. Construção de tabela periódica e modelo físico do átomo para pessoas com deficiência visual. In: Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) (ENPEC), 8, 2011, Campinas. Anais do VIII ENPEC.QUEIROZ, T.G.B.; SILVA, D.F.; MACEDO, K.G.; BENITE, A.M.C. Estudo de planejamento e design de um módulo instrucional sobre o Sistema Respiratório: o ensino de ciências para surdos. Ciência & Educação, v.18, n.4, p.913-930, 2012.RAZUCK, F.B.; ZIMMERMANN, E.; RAZUCK, R.C.S.R. Uma visita a museu e a possibilidade de inclusão de surdos. In: Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) (ENPEC), 8, 2011, Campinas. Anais do VIII ENPEC.RAZUCK, R.C.S.R.; GUIMARÃES, L.B.; ROTTA, J.C. O ensino de modelos atômicos a deficientes visuais. In: Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) (ENPEC), 8, 2011, Campinas. Anais do VIII ENPEC.REIS, E.S.; SILVA, L.P. O ensino das ciências naturais para alunos surdos: concepções e dificuldades dos professores da escola Aloysio Chaves – Concórdia/PA. Revista do EDICC (Encontro de Divulgação de Ciência e Cultura), v. 1, p. 241 – 249, out/2012.RODRIGUES, O. M. P. R.; CAPELLINI, V. L. M. F. Caracterizando o público-alvo da Educação Especial na Perspectiva da Educação Inclusiva nos dias atuais. In: RODRIGUES, O. M. P. R.; CAPELLINI, V. L. M. F.; SANTOS, D.A.N.S. (orgs.). Diversidade e Cultura Inclusiva. São Paulo: Acervo Digital da Unesp/Redefor II/NEaD/Unesp, 2014, p. 35 - 51. Disponível em: < http://acervodigital.unesp.br/bitstream/unesp/155241/3/unesp-nead_reei1_ei_d01_e-book.pdf>. Acesso em: 11 nov. 2014.SANTOS, C.R.; MANGA, V.P.B.B. Deficiência visual e ensino de Biologia: pressupostos inclusivos. Revista FACEVV, n.3, p.13-22, jul/dez 2009.SANTOS, W. L. P.; SCHNETZLER, R. P. Educação em Química: compromisso com a cidadania. Ijuí: Editora Unijuí, 2003.SCHWAHN, M.C.A.; ANDRADE NETO, A.S. Ensinando química para alunos com deficiência visual: uma revisão de literatura. In: Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) (ENPEC), 8, 2011, Campinas. Anais do VIII ENPEC.TENÓRIO, L.M.F.; MIRANDA, A.C.; OLIVEIRA, L.R. O Ensino de Ciências na educação de alunos surdos: a interface com a Educação Física. In: Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) (ENPEC), 7, 2009, Florianópolis. Anais do VII ENPEC.VARGAS, J.S; GOBARA, S.T. O aluno surdo nas escolas regulares: dificuldades na inclusão. In: Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) (ENPEC), 8, 2011, Campinas. Anais do VIII ENPEC.VAZ, J.M.C.; PAULINO, A.L.S.; BAZON, F.V.M.; KIILL, K.B.; ORLANDO, T.C.; REIS, M.X.; MELLO, C. Material Didático para Ensino de Biologia: possibilidades de inclusão. Revista Brasileira de Pesquisa em Educação em Ciências, v. 12, n. 3, 2012.VILELA-RIBEIRO, E.B.; BENITE, A.M.C. A Educação Inclusiva na percepção dos professores de Química. Ciência & Educação, 16(3), p.585-594, 2010.VILELA-RIBEIRO, E.B.; BENITE, A.M.C. Professores formadores de Professores de Ciências: o que influencia suas concepções sobre inclusão? Alexandria – Revista de Educação em Ciência e Tecnologia, v.4, n.2, p. 127 – 147, 2011.

Abstract:

TPS2578 Background: Many tumor types, including glioblastoma multiforme (GBM), overexpress the L-type amino transporter 1 (LAT-1). 131I-iodo-phenylalanine (131I-IPA) is a small-molecule amino acid derivative taken up by LAT-1 with designated orphan status in the United States and European Union for the treatment of GBM. In preclinical research, combining 131I-IPA with external radiation therapy (XRT) yielded additive cytotoxic effects (Israel et al. Nucl Med Biol 2011). Tumor accumulation of 131I-IPA was shown in a proof-of-principle study (Baum et al. Nucl Med Mol Imaging 2011) and confirmed with single dosing of 2–7 GBq 131I-IPA in combination with XRT in patients with recurrent GBM (Verburg et al. Nuklearmedizin 2013). The 131I-IPA + XRT as Treatment for Patients with Glioblastoma Multiforme (IPAX-1) study evaluates the safety, tolerability, dosing schedule, and preliminary efficacy of 131I-IPA in combination with second-line XRT in patients with recurrent GBM. Methods: IPAX-1 is a multi-center, open-label, phase 1/2, dose-finding study recruiting patients with previously confirmed histological diagnosis of GBM and evidence of first recurrence. Other key inclusion criteria are history of GBM standard therapy, at least 6 months since end of first-line XRT, pathologically increased amino acid tumor uptake shown by molecular imaging, and current indication for repeat radiation. Participants receive intravenous 131I-IPA either as a single fraction (1f) followed by XRT, or as three equal fractions (3f) at weekly intervals followed by XRT commencing between the first and second 131I-IPA administration. The 1f regimen (n = 5) evaluates single administration of 2 GBq 131I-IPA. The 3f regimen is used to assess dose escalation, starting with 2 GBq (3 × 0.66 GBq; n = 5) and increasing in 2 GBq increments (n = 3 per activity level). The highest total dose planned is 8 GBq. XRT delivery is in 18 fractions (2 Gy each) on consecutive working days over 4 weeks. The study’s primary aim is to assess the safety and tolerability of 131I-IPA + XRT. Secondary objectives include evaluating the maximum tolerated dose of 131I-IPA, feasibility of fractionated administration, radiation absorbed dose to tumor and biodistribution; and exploring the antineoplastic effect of combination therapy. IPAX-1 enrollments began in July 2019; the study will enroll up to 44 patients and is currently recruiting at five sites in Europe and Australia. Clinical trial information: NCT03849105 .

Abstract:

A partir de pesquisa realizada em interfaces jornalísticas dos principais sites de jornais do Brasil e do mundo, este artigo apresenta o estado da arte do jornalismo e aponta diretrizes para repensar a forma pela qual são exibidas as notícias na internet, especialmente nas redes sociais. O trabalho é fundamentado por teóricos como Lev Manovich, Tim Berners-Lee, Ted Nelson, Gilles Deleuze e Félix Guattari.Palavras-chave: jornalismo, internet, interface, rede social ABSTRACTBased on an online research of interface newspaper sites in Brazil as well as other parts of the world, this article describes the current state of journalism and provides guidelines for rethinking the way in which the news are displayed on the Internet, specially on social networks. The work is supported by theorists such as Lev Manovich, Tim Berners-Lee , Ted Nelson , Gilles Deleuze and Félix Guattari.Keywords: journalism, internet, interface, social network RESUMENA partir de una investigación de las interfaces periodísticas de los principales sitios web de Brasil y del mundo, este artículo presenta el estado del arte del periodismo y muestra directrices para repensar la forma como las noticias son presentadas en la internet, especialmente en las redes sociales. El trabajo tiene como base la obra de teóricos como Lev Manovich, Tim Berners-Lee, Ted Nelson, Gilles Deleuze y Félix Guattari.Palabras clave: periodismo, internet, interface, redes sociales. ReferênciasCASTELLS, M. Communication power. Nova York: Oxford Press, 2009.CORREIA, Fernando. Os jornalistas e as notícias. Lisboa: Editorial Caminho, 1997DELEUZE, G.; GUATTARI, F. Mil Platôs - Capitalismo e esquizofrenia. São Paulo: Editora 34, v. 1, 2004.__________________________. Mil Platôs - Capitalismo e esquizofrenia. São Paulo: Editora 34, v. 5, 2007.FOUCAULT, M. Vigiar e Punir - Nascimento da prisão. Petrópolis: Vozes, 1999.GALTUNG, J., RUGE, J. The structure of foreign news. Journal of Peace Research, vol. 1. Noruega, 1965. p. 64-90. Disponível em http://bit.ly/Ak9NGw. Acesso jul. 2015.GANS, H. Deciding what´s news. A study of CBS Evening News, NBC Nightly News, News, Newsweek and Time. New York: Pantheon Books, 1979.GIBSON, W. Neuromancer. São Paulo: Editora Aleph, 2003.JOHNSON, S. Cultura da interface: como o computador transforma nossa maneira de criar e comunicar. Rio de Janeiro: Jorge Zahar, 2001.KUNCZIK, M. Conceitos de jornalismo. São Paulo: Edusp, 1997.LÉVY, P. Cibercultura. São Paulo: Editora 34, 1999.LIPPMAN, W. Opinião pública. Petrópolis: Vozes, 2008.MANOVICH, L. Software takes command. Software Studies, EUA, 20 nov. 2008 In: http://bit.ly/1TPMWID Acesso jul. 2015.MOHERDAUI, L. Guia de estilo web: produção e edição de notícias on-line. 3ª ed. São Paulo: Senac, 2007.MONACHESI, J. Contra a clicagem burra. Folha de S. Paulo, São Paulo, jan. 2004, p. 8 - 9 - 18.NELSON, T. Deeper Cosmology, Deeper Documents, 2001. The Twelfth ACM Conference on Hypertext and Hypermedia, Dinamarca, 14-18 ago. 2001 http://bit.ly/xpgIMR. Acesso jul. 2015.PAUL, N. The elements of digital story making. Universidade de Minsesota, EUA, 2005.____________. New News retrospective: Is online news reaching its potential? Online Journalism Review, Califórnia, 24 mar. 2005. Disponível em http://bit.ly/1Iec9E5. Acesso jul. 2015.SCHUDSON, M. The Sociology of News. New York: Jeffrey C. Alexander, 2003.SHIRKY, C. A cultura da participação. Rio de Janeiro: Zahar, 2010.SOUSA, J. P. Tobias Peucer. Progenitor da Teoria do Jornalismo. Biblioteca On-Line de Ciências da Comunicação. Portugal, 2004. Disponível em: http://bit.ly/y5USBi. Acesso jul. 2015.TIM Berners-Lee on the next web. TED 2009, EUA. Disponível em http://bit.ly/1cwDl7M. Acesso 24 ago. 2015.TUCHMAN, G. Making news: a study in the construction of reality. New York: Press. 1978.TWITTER noticiou morte de Bin Laden antes de Obama. Infoexame, São Paulo, 2 mai. 2011. Disponível em: http://bit.ly/rezYTV. Acesso jul. 2015.WEINBERGER, D. The hyperlinked metaphysics of the web. Hyperorg, 3 dez. 2000.Disponível em: http://bit.ly/zSrkus. 2000. Acesso em jul. 2015.WOLF, M. Teorias da comunicação de massa. Lisboa: Presença, 1995. Disponível em:Url: http://opendepot.org/2717/PID: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-458106 Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo

Abstract:

This article presents an analysis of the teacher supervisor contributions to the pedagogical practice of the student graduated from the Pedagogy course at the beginning of his career that also participated in the Institutional Scholarship Program of Teaching Initiation (PIBID). It was a qualitative research, having as data collection instruments a closed form and semi-structured interviews, besides the analysis of official documents. The theoretical reference was based on authors of critical pedagogy and on studies on teacher knowledge, the theory versus practice relation and teacher training. We found that, through the supervisors actions, together with the fellows participants in the PIBID, a partnership was established between the university and the public schools network that benefits the training of the egress students to work in teaching.ResumoO presente artigo tem por objetivo analisar contribuições do professor supervisor para a prática pedagógica do aluno egresso do curso de Pedagogia e em início de carreira que tenha participado do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Tratou-se de uma pesquisa de cunho qualitativo, tendo como instrumentos de coleta de dados um formulário fechado e entrevistas semiestruturadas, além da análise de documentos oficiais. O referencial teórico pautou-se em autores da pedagogia crítica e em estudos sobre os saberes docentes, a relação teoria e prática e a formação docente. Constatamos que, a partir das ações dos supervisores junto aos alunos bolsistas participantes do PIBID, estabeleceu-se uma parceria entre a universidade e as escolas da rede pública, beneficiando a formação dos licenciandos para atuarem na docência.ResumenEl presente artículo tiene por objetivo analizar las contribuciones del profesor supervisor para la práctica pedagógica del alumno egreso del curso de Pedagogía y en inicio de carrera que haya participado del Programa Institucional de Beca de Iniciación a la Docencia (PIBID). Se trató de una investigación de naturaleza cualitativa, en la cual fueron utilizados como instrumentos de colecta de datos un formulario cerrado y entrevistas semiestructuradas, además del análisis de documentos oficiales. El referencial teórico adoptado se pautó en autores de pedagogía crítica y en estudios sobre los saberes docentes, la relación teoría y práctica y la formación docente. Constatamos que, desde las acciones de los profesores supervisores junto a los alumnos becarios participantes del PIBID, se estableció una asociación entre la universidad y las escuelas de la red pública, beneficiando la formación de los alumnos del curso de Pedagogía para actuaren en la docencia.Palavras-chave: PIBID, Formação de professores, Curso de Pedagogia, Professores supervisores.Keywords: Teacher training, Pedagogy course, Supervisor teachers.Palabras-clave: Formación de profesores, Curso de Pedagogía, Profesores Supervisores.ReferencesBARDIN, L. Análise de conteúdo. Trad. Luís A. Reto e Augusto Pinheiro. Lisboa: Edições 70, 2011.BRASIL. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Secretaria de Educação Superior – SESu. Edital MEC/Capes/FNDE nº Programa Institucional de Iniciação à Docência – PIBID. Brasília, DF, 2007. Disponível em: <https://www.capes.gov.br/images/stories/download/editais/Edital_PIBID.pdf>. Acesso em: 20 abr. 2016.BRASIL. Portaria nº 46, de 11 de abril de 2016. Aprova o Regulamento do Programa Institucional de Bolsa de Iniciação à Docência – PIBID. Disponível em: https://www.capes.gov.br/images/stories/download/legislacao/15042016-Portaria-46-Regulamento-PIBID-completa.pdf. Acesso em: 2 dez. 2017.CANÁRIO, R. O papel da prática profissional na formação inicial e contínua de professores. In: CONGRESSO BRASILEIRO DE QUALIDADE NA EDUCAÇÃO E FORMAÇÃO DE PROFESSORES. 2001. Brasília: MEC – Secretaria de Educação Fundamental, 15/19 outubro de 2001.DARLING-HAMMOND, L. A importância da formação docente. Cadernos Cenpec, São Paulo, v. 4, n. 2, p. 230-47, dez. 2014.GARCIA, C. M. Formação de professores: para uma mudança educativa. Porto: Porto Editora, 1999.GATTI, B. A. Políticas docentes no Brasil: um estado da arte. Brasília: Unesco, 2011.GATTI, B. A. A prática pedagógica como núcleo do processo de formação de professores In: GATTI, B. A. et al. (Org.). Por uma política nacional de formação de professores. São Paulo: Editora Unesp, 2013.GATTI, B. A. A formação inicial de professores para a educação básica: as licenciaturas. Revista da Universidade de São Paulo (USP), n. 100, p. 33-46, dez./jan./fev. 2013-2014. Disponível em: <http://dx.doi.org/10.11606/issn.2316-9036.v0i100p33-46>. Acesso em: 16 abr. 2016.LÜDKE, M.; ANDRÉ, M. E. D. A. Pesquisa em educação: abordagens qualitativas. São Paulo: Editora Pedagógica e Universitária, 2014.MIZUKAMI, M. da G. N. Aprendizagem da docência: professores formadores. Revista e-Curriculum PUC-SP. São Paulo, v. 01, n. 1, p. 1-17, jul. 2005-2006. Disponível em: <https://revistas.pucsp.br/index.php/curriculum/article/view/3106> Acesso em: 16 abr.2016.NÓVOA, A. Professores: imagens do futuro presente. Lisboa: Educa, 2009.OLIVEIRA-FORMOSINHO, J. Desenvolvimento profissional dos professores. In: FORMOSINHO, J. (Coord.). Formação de professores: aprendizagem profissional e ação docente. Porto: Porto Editora, 2009.SHULMAN, L. S. Conhecimento e ensino: fundamentos para a nova reforma. Cadernos Cenpec – Edição especial Formação de professores, São Paulo, v. 4, n. 2, p. 196-229, dez. 2014. Disponível em: <http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293>. Acesso em: out. 2016SHULMAN, L. S.; SHULMAN, J. H. Como e o que os professores aprendem: uma perspectiva em transformação. Cadernos Cenpec, São Paulo, v. 6, n. 1, p. 120-42, jan./jun. 2016. Disponível em: <http://dx.doi.org/10.18676/cadernoscenpec.v6i1.353>. Acesso em: maio 2016TANCREDI, R. M. S. P.; REALI, A. M. M. R.; MIZUKAMI, M. G. N. Programa de mentoria para professores das séries iniciais: implementando e avaliando um contínuo de aprendizagem docente. São Carlos: Fapesp, 2013.TARDIF, M. Saberes profissionais dos professores e conhecimentos universitários: elementos para uma epistemologia da prática profissional dos professores e suas consequências em relação à formação para o magistério. Revista Brasileira de Educação, n. 13, p. 5-24. 2012.TARDIF, M. Saberes docentes e formação profissional. Petrópolis: Vozes, 2014.ZEICHNER, K. M. Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades. Revista Educação, v. 35, n. 3, p. 479-504, 2010. Disponível em: <https://periodicos.ufsm.br/reveducacao/article/view/2357>. Acesso em: 30 mar. 2017.e3744091

Abstract:

The aim of this research was to investigate the students’ ability to create classification criteria based on reflections on different types of skills related to a classification. This research included 103 students of three public schools in the Metropolitan Region of Recife organized into three groups: G1 - participated in a sequence of activities that involved the understanding of the descriptor/criterion; G2 - participated in a sequence of activities that involved re?ection on element, class and descriptor/criterion; G3 - did not participate in sequences of activities, constituting as a control group. It was proposed a pre-test, a sequence of teaching activities (groups G1 and G2) and a post-test with each group. The results showed that the students of the three groups presented a poor performance in the pre-test, showing difficulties in creating criteria to classify freely. However, after the children’s experiences in the sequences of activities, significant advances were observed in the learning of groups G1 and G2 and not in G3. Thus, it is evident the possibility of students learning to create classification criteria, regardless of the type of intervention. Thus, we can say that students of the early years, when stimulated to re?ect on how to classify, demonstrate ability and facility to learn and understand that there is a diversity of criteria that can be used as long as they meet the properties of exclusivity and completeness.ResumoEssa pesquisa teve como objetivo investigar a aprendizagem de alunos do 4º ano do Ensino Fundamental sobre a habilidade de criar critérios de classificação a partir de reflexões sobre diferentes tipos de habilidades relacionadas à classificação. Participaram do estudo 103 alunos de três escolas públicas da Região Metropolitana do Recife organizados em três grupos: G1 – participava de uma sequência de atividades que envolvia a compreensão do descritor/critério; G2 – participava de uma sequência de atividades que envolvia a re?exão sobre elemento, classe e descritor/critério; G3 – não participava de sequências de atividades, se constituindo como grupo controle. Foram realizados um pré-teste, uma sequência de atividades de ensino (grupos G1 e G2) e um pós-teste com cada grupo. Os resultados revelaram que os alunos dos três grupos apresentaram um fraco desempenho no pré-teste, demonstrando dificuldades em criar critérios para classificar livremente. Entretanto, após as vivências nas sequências de atividades foram observados avanços significativos na aprendizagem dos grupos G1 e G2 e não no G3. Dessa forma, fica evidente a possibilidade de aprendizagem dos alunos em criar critérios de classificação, independente do tipo de intervenção. Assim, podemos afirmar que alunos dos anos iniciais quando levados a re?etir sobre como classificar demonstram capacidade e facilidade para aprender e compreender que há uma diversidade de critérios que podem ser utilizados desde que atendam às propriedades de exclusividade e exaustividade.Keywords: Statistics, Classification, Learning, Primary school.Palavras-chave: Estatística, Classificação, Ensino aprendizagem, Anos Iniciais.ReferencesBARRETO, Monik; GUIMARÃES, Gilda. Estratégias utilizadas por crianças da educação infantil para classificar. EM TEIA – Revista de Educação Matemática e Tecnológica Iberoamericana, vol. 7, número 1, 2016.BIVAR, Dayse; SELVA, Ana. Analisando atividades envolvendo gráficos e tabelas nos livros didáticos de matemática. In: XIII CIAEM, Anais..., Recife, 2011.CRUZ, Edneri. Classificação na Educação Infantil: o que propõem os livros e como é abordada por professores. 2013. 170f. Dissertação de Mestrado em Educação Matemática e Tecnológica – Edumatec, Centro de Educação, Universidade Federal de Pernambuco, Recife, 2013.GITIRANA, Veronica. Classificação e Categorização. Pacto Nacional pela Alfabetização na Idade Certa: Educação Estatística. Ministério da Educação, Secretaria de Educação Básica, Diretoria de Apoio à Gestão Educacional. Caderno 7. 2014.GITIRANA, Veronica; CASTELO-BRANCO, Walquíria. Categorizar: habilidade necessária à formação básica. TV Escola/Salto para o futuro. Rio de Janeiro, n. 24, set. 2014.GUIMARÃES, Gilda; Gitirana, Veronica. Classificações: o que sabem os alunos de 3a série do ensino fundamental. XVI Encontro de Pesquisa Educacional do Norte e Nordeste – EPENN, Anais..., Aracajú – SE, 2003.GUIMARÃES, Gilda; OLIVEIRA, Izabella. Do future primary school teachers know how to classify? XXXVIII Conference of the International Group for the Psychology of Mathematics Education and XXXVI The North American Chapter of the Psychology of Mathematics Education. Proceeding... Vancouver, Canadá, July, 2014. p.1IONESCU, Thea. Object categorization in the preschool years and its relation with cognitive inhibition. XXVII Annual Conference of the Cognitive Science Society. July, p. 21-23, Stresa, Italy, 2005.LEITE, Marcela; CABRAL, Paula; GUIMARÃES, Gilda; LUZ, Patrícia. O Ensino de Classificação e o Uso de Tabelas. Caderno de Trabalhos de Conclusão de Curso de Pedagogia. Recife, UFPE, 2013.LINS, Walquíria. Procedimentos lógicos de classificação através de um banco de dados: um estudo de caso. 2000. 123f. Monografia (Curso de Especialização em Informática na Educação) – UFPE, Recife, 2000.LUZ, Patrícia. Classificações nos anos iniciais do Ensino Fundamental: o papel das representações. 2011. 113p. Dissertação (Mestrado em Educação Matemática e Tecnológica) – Edumatec, Centro de Educação, Universidade Federal de Pernambuco, 2011.MARESCHAL, Denis; QUINN, Paul. Categorization in infancy. TRENDS in Cognitive Sciences. Vol.5, Nº.10, p.443-450, October, 2001.MONTEIRO, Carlos; SELVA, Ana. Investigando atividades de interpretação de gráficos entre professores do Ensino Fundamental. In: 24° Reunião Anual da Associação Nacional De Pós-Graduação e Pesquisa em Educação - ANPED, Anais... Caxambu. 2001.PAGAN, Adriana; MAGINA, Sandra. O ensino de estatística a partir da interdisciplinaridade: um estudo comparativo. In: 10º encontro Nacional de Educação Matemática – ENEM, Anais..., Salvador, 2010.PIAGET, Jean; INHELDER, Barbel. Gênese das Estruturas Lógicas Elementares. Rio de Janeiro: Zahar, 1983.SILVA, Edilza. Como são propostas pesquisas em livros didáticos de Ciências e Matemática dos Anos Iniciais do Ensino Fundamental. 2013. 133f. Dissertação (Mestrado em Educação Matemática e Tecnológica) – Edumatec, Centro de Educação, Universidade Federal de Pernambuco, Recife, 2013.VERGNAUD, Gerard. El niño, las Matemáticas y la realidad: problemas de la enseñanza de las Matemáticas en la escuela primaria. México: Trillas, 1991.VIELLARD, Sandrine; GUIDETTI, Michèle. Children's perception and understanding of (dis) similarities among dynamic bodily/facial expressions of happiness, pleasure, anger, and irritation. Journal of Experimental Child Psychology, EUA, v. 102, p. 78-95, 2009.

Abstract:

e4488149This paper discusses the role of the Universities in defense of life, democracy and rule of the law, and science as a generator of spaces of resistance in day-to-day and as powerful tool for unmasking of authoritarianism. In this context, it presents the results of the research on the role of perpetrators of human rights violations during Brazilian military dictatorship. The investigation was carried out at the Federal University of Paraíba, by the Interdisciplinary Network for the Study of Violence–RIEV, with the participation of the University of València, in Spain. For this study, 31 Federal Public Prosecution Service’ criminal prosecutions filed between 2012 and 2018 were selected. It sought the concepts that emerge from the data that help to understand how the process of violations of human rights occurs. The Straussian Grounded Theory was the methodology used in this study. The analysis had three stages: open coding, axial coding and selective coding. From the analyzed data, three relevant conceptual categories emerged to support human rights education: banality of evil/cruelty, discipline of the body and suffering. The study contributes to actions to incorporate into the school curriculum the comprehension that human dignity should constitute the basic value of the democratic rule of law. It allows the recognition that the human being must be the center and the end of law and education. In this context, the educational process must contribute to the protection of the dignity of the human being.ResumoO presente artigo trata sobre o papel das universidades na defesa da vida, da democracia e do estado de direito, e o papel da ciência como geradora de espaços de resistência no cotidiano bem como poderosa ferramenta no desmascaramento do autoritarismo. Nesse contexto, apresenta os resultados da pesquisa sobre a atuação dos perpetradores de violações aos direitos humanos durante a ditadura militar brasileira. A investigação foi realizada pela Rede Interdisciplinar de Estudos da Violência–RIEV, na Universidade Federal da Paraíba, com participação da Universidade de València, na Espanha. Para a análise, foram selecionadas 31 ações penais ajuizadas pelo Ministério Público Federal entre os anos de 2012 e 2018. O objetivo foi averiguar os conceitos que emergem dos dados e que ajudam a compreender o processo de violações aos direitos humanos naquele período. A metodologia do estudo atendeu aos três estágios preconizados pela Teoria Fundamentada Straussiana: a codificação aberta, a codificação axial e a codificação seletiva. Dos dados analisados emergiram três categorias conceituais relevantes para fundamentar a educação para os direitos humanos: banalidade do mal/crueldade, disciplina dos corpos e sofrimento. O estudo vem contribuir para ações de incorporação no currículo escolar do entendimento de que a dignidade humana deve se constituir como valor básico do Estado Democrático de Direito. Permite o reconhecimento de que o ser humano deva ser o centro e o fim do direito e da educação. Neste sentido, o processo educativo deve contribuir para a proteção da dignidade da pessoa humana.ResumenEste artículo aborda el papel de las universidades en la defensa de la vida, la democracia y el estado de derecho, y de la ciencia como generador de espacios de resistencia en la vida cotidiana, así como una herramienta poderosa para desenmascarar el autoritarismo. En este contexto, presenta los resultados de la investigación sobre el desempeño de los autores de violaciones de derechos humanos en el contexto de la dictadura militar brasileña. La investigación fue realizada por la Red Interdisciplinaria para el Estudio de la Violencia - RIEV, en la Universidad Federal de Paraíba con la participación de la Universidad de València, en España. Fueron seleccionados 31 acciones penales presentadas por el Ministerio Público Federal entre 2012 y 2018. El objetivo era investigar los conceptos que emergen de los datos y que ayudan a comprender el proceso de violaciones de derechos humanos. La metodología utilizó las tres etapas recomendadas por la Teoría Fundamentada Straussiana: codificación abierta, codificación axial y codificación selectiva. Tres categorías conceptuales relevantes surgieron para apoyar la educación en derechos humanos: banalidad del mal/crueldad, disciplina de los cuerpos y sufrimiento. El estudio contribuye a las acciones para incorporar al currículo escolar la comprensión de que la dignidad humana debe constituirse como un valor básico del Estado de derecho democrático. Permite el reconocimiento de que el ser humano debe ser el centro y el fin de la ley y la educación. En este sentido, el proceso educativo debe contribuir a la protección de la dignidad de la persona humana.Palavras-chave: Direitos humanos. Ditadura. Dignidade humana.Keywords: Dictatorship. Human dignity. Human rights.Palabras claves: Derechos humanos. Dictadura. Dignidad humana.ReferencesAGAMBEN, Giorgio. Estado de exceção. São Paulo: Boitempo, 2004.ALENCAR, H. M; LA TAILLE, Y. Humilhação: O desrespeito no rebaixamento moral. Arquivos Brasileiros de Psicologia, Rio de Janeiro, v. 59, n. 2, p. 217-231, 2007. Disponível em: http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1809-52672007000200011. Acesso em: 25 jul. 2019.ALVES, Maria Helena. Estado e oposição no Brasil: 1964 a 1984. Petrópolis: Editora Vozes, 1989.ANDRADE, Marcelo. A banalidade do mal e as possibilidades da educação moral: contribuições arendtianas. Revista Brasileira de Educação, Rio de Janeiro, vol.15, n.43, pp.109-125, 2010. Disponível em: http://www.scielo.br/pdf/rbedu/v15n43/a08v15n43.pdf. Acesso em: 15 jul. 2019.ARENDT, Hannah. Eichmann em Jerusalém: um relato sobre a banalidade do mal. São Paulo: Vozes, 1999.ARENDT, Hannah. A vida do espírito: o pensar, o querer, o julgar. Rio de Janeiro: Relume Dumará, 2000.BANDEIRA-DE-MELLO, Rodrigo; CUNHA, Cristiano Jose? Castro de Almeida. Operacionalizando o me?todo da Grounded Theory nas pesquisas em estrate?gia: te?cnicas e procedimentos de ana?lise com apoio do software Atlas/TI. In: ENCONTRO DE ESTUDOS EM ESTRATÉGIA DA ANPAD, 1., 2003, Curitiba. Anais [...]. Curitiba: Anpad, 2003.BERNSTEIN, J. M. Torture and dignity: An essay on moral injury. Chicago: The University of Chicago Press, 2015.BRASIL. Lei nº 12.527, de 18 de novembro de 2011. Regula o acesso a informações previsto no inciso XXXIII do art. 5o , no inciso II do § 3o do art. 37 e no § 2o do art. 216 da Constituição Federal; altera a Lei no 8.112, de 11 de dezembro de 1990; revoga a Lei no 11.111, de 5 de maio de 2005, e dispositivos da Lei no 8.159, de 8 de janeiro de 1991; e dá outras providências. Brasília, DF: Presidência da República. [2019]. Disponível em: http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2011/lei/l12527.htm. Acesso em: 25 jul. 2019.BRENNAND, Edna Gusmão de Góes; DUTRA, Delamar Volpato. The taint of torture and the brazilian legal system. 2019, no prelo.COELHO, Myrna. Tortura e suplício, ditadura e violência. Lutas Sociais, São Paulo, vol.18 n.32, p.148-162, jan./jun. 2014. Disponível em: http://www4.pucsp.br/neils/revista/vol.32/myrna_coelho.pdf. Acesso em: 20 maio. 2019.FERNANDES, Eugénia M. MAIA, Ângela Gorunded Theory. In: FERNANDES, Eugénia M.; ALMEIDA Leandro S. Métodos e técnicas de avaliação: contributos para a prática e investigação psicológicas. Braga: Universidade do Minho, 2001.FOUCAULT, Michel. Vigiar e punir. Petrópolis: Vozes, 1999.FOUCAULT, Michel. Microfísica do poder. São Paulo: Paz e Terra, 2000.FREIRE, P. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra, 1982.FREIRE, P. Política e educação. São Paulo: Cortez, 1993.FREIRE, Paulo; FAUNDEZ, Antonio. Por uma pedagogia da pergunta. 5. ed. Rio de Janeiro: Paz e Terra, 2002.GOFFMAN, Erving. Estigma: notas sobre a manipulação da identidade deteriorada. São Paulo: LTC, 2004.HERZOG, Benno. Silenciamento e invisibilización del desprecio: una perspectiva bidirecional. In: FERRER, Anacleto; SANCHEZ-BIOSCA, Vicente (org). El infierno de los perpetradores: imagenes, relatos y conceptos. Valência: Bellaterra, 2019a.HERZOG, Benno. Invisibilization of Suffering: The Moral Grammar of Disrespect. London: Palgrave Macmillan, 2019a.KONRAD, Leticia Regina. Eichmann em Jerusale?m e a banalidade do mal: percepc?o?es necessa?rias para a urge?ncia de uma educac?a?o em direitos humanos. Caderno pedagógico, Lajeado, v. 11, n. 2, p. 50-72, 2014. Disponível em: http://www.univates.br/revistas/index.php/cadped/article/view/909/898. Acesso em: 20 jul. 2019.MADEIRA, Li?gia Mori. A tortura na histo?ria e a (ir)racionalidade do poder de punir. Panóptica, São Paulo, ano 1, n. 8, p. 201-212, maio/jun. 2007. Disponível em: https://docplayer.com.br/32957683-A-tortura-na-historia-e-a-ir-racionalidade-do-poder-de-punir.html. Acesso em: 20 jul. 2019.MIRANDA, Aurora Amélia Brito de. A (in)dignidade humana e a banalidade do mal: dia?logos iniciais com o Hannah Arendt. Revista de Políticas Públicas, São Luís, v. 22, p. 215-232, 2018. Disponível em: http://www.periodicoseletronicos.ufma.br/index.php/rppublica/article/view/9782/5729. Acesso em 20 jul. 2019.RENAULT, Emmanuel. A Critical Theory of Social Suffering. Critical Horizons, London, v. 11, n. 2, p. 221-241, 2010. Disponível em: http://mastor.cl/blog/wp-content/uploads/2016/10/Renault-A-Critical-Theory-of-Social-Suffering-.pdf. Acesso em 30 jul. 2019.RENAULT, Emmanuel. Social suffering: sociology, psychology, politics. London: Rowman & Littlefield, 2017.RUIZ, Thiago. O direito à liberdade: uma visa?o sobre a perspectiva dos direitos fundamentais. Revista de Direito Público, Londrina, v. 1, n. 2, p. 137-150, maio/ago. 2006. Disponível em: http://www.uel.br/revistas/uel/index.php/direitopub/article/view/11572/10268. Acesso em. 17 jul. 2019.SANCHES JR. Carlos Alberto. Apontamentos gerais sobre a tortura na contemporaneidade: as contribuições de Michel Foucault e Giorgio Agambem. Revista LEVS, Marília, n. 4, p. 1-12, 2009. Disponível em: http://www2.marilia.unesp.br/revistas/index.php/levs/article/view/1099/987. Acesso em: 25 jul. 2019.STRAUSS, A; CORBIN, J. Pesquisa qualitativa: técnicas e procedimentos para o desenvolvimento de teoria fundamentada. 2ª ed. Porto Alegre: Artmed; 2008.TAYLOR, Kathleen Eleanor. Cruelty: Human Evil and the Human Brain. Oxford: Oxford University Press, 2009.WILKINSON, Ian. Suffering: a sociological introduction. Cambridge: Polity, 2005.

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Curtis, A., Coomber, K., Droste, N., Hyder, S., Mayshak, R., Lam, T., Gilmore, W., Chikritzhs, T., & Miller, P. (2017). Consumption plans for the rest of the night among Australian nightlife patrons. The International Journal Of Alcohol And Drug Research, 6(1), 19-25. doi:http://dx.doi.org/10.7895/ijadr.v6i1.243Aims: This study investigates associations between blood alcohol content (BAC), gender, location, time of night, and intention to consume more alcohol, energy drinks, and illicit drugs following a street intercept interview.Design: Interviews were conducted from December 2011 to July 2012.Setting: Interviews were conducted in nightlife areas of Sydney, Melbourne, Perth, Wollongong, and Geelong, between 8 p.m. to 5 a.m.Participants: Data from 4,203 participants are utilized in the current paper.Measures: Participants were asked demographic questions, as well as questions about their intentions for the rest of the night (further alcohol, drug, and energy drink use), and completed a breathalyzer test.Findings: Over 70% of the nightlife patrons intended to consume more alcohol, and this was more likely for males, regional patrons, and those with a BAC of over 0.08 g/100 ml. Overall, intention to use drugs was consistent across BAC, location, and time of night, though males were significantly more likely than females to intend to consume drugs.Conclusions: Given the risky behaviors of the most intoxicated group out drinking late at night, interventions that target latenight drinking, high levels of intoxication, and high-risk drinkers are indicated.

Abstract:

The objective of this study was to evaluate the actions offered in the Teacher Development Program from the perceptions of the teachers of the medical course of a public university that has been working with active teaching and learning methods since 2002. After each action of the program, an evaluation instrument was applied to the participants, and the answers were submitted to content analysis and then organized into three categories: infrastructure and logistics, the teaching-learning strategies and the developed content. Teachers highlight the importance of organization and planning of activities and the environment in which these actions are developed; they emphasize the importance of using teaching–learning strategies that allow greater re?ection on own practice and the integration of theory and practice. They point out that the themes proposed were timely and necessary, they recognize the importance of being in development, they talk about the motivation from the experiences lived. It is concluded that the Teacher Development is a process through which the teacher is in transformation, through a conscious and constant reflection of his own practice. This process can be promoted by institutional investments and by the regulatory mechanisms of institutions, constituted of an evaluation referenced in objective indicators, consistent with the goals to be achieved. In this sense, it is necessary to invest in permanent education, because long-term programs allow the development of the teacher´s and the institution´s needs.ResumoO objetivo deste estudo foi avaliar as ações oferecidas em um Programa de Desenvolvimento Docente a partir da percepção dos professores do curso de medicina de uma universidade pública que utiliza métodos ativos de ensino-aprendizagem desde 2002. Após cada ação do programa, um instrumento de avaliação foi aplicado aos participantes, e respostas foram submetidas à análise do conteúdo e em seguida foram organizadas em três categorias: infraestrutura e logística, estratégias de ensino-aprendizagem utilizadas, e conteúdo desenvolvido. Os professores destacam a importância da organização e planejamento das atividades e do ambiente em que essas ações se desenvolveram; Enfatizam a importância de utilizar estratégias de ensino-aprendizagem que possibilitem maior reflexão sobre a própria prática e a integração da teoria e a prática. Apontam que os temas propostos foram oportunos e necessários, reconhecem a importância de estarem em desenvolvimento, falam sobre a motivação a partir das experiências vivenciadas. Conclui-se que o Desenvolvimento Docente é um processo pelo qual o professor está em transformação, por meio de uma re?exão consciente e constante de sua própria prática. Esse processo pode ser promovido pelos investimentos institucionais e pelos mecanismos reguladores das instituições constituídos por uma avaliação referenciada em indicadores objetivos, coerentes com as metas a serem alcançadas. Nesse sentido, é necessário investir na educação permanente, pois os programas em longo prazo permitem trabalhar as necessidades do professor e da instituição.ResumenEl objetivo de este estudio fue evaluar las acciones ofrecidas en un Programa de Desarrollo Docente a partir de la percepción de los profesores del curso de medicina de una universidad pública que utiliza métodos activos de enseñanza - aprendizaje desde 2002. Después de cada acción del programa, un instrumento de evaluación se aplicó a los participantes, y las respuestas se sometieron al análisis del contenido y luego se organizaron en tres categorías: infraestructura y logística, estrategias de enseñanza - aprendizaje utilizadas, y contenido desarrollado. Los profesores destacan la importancia de la organización y planificación de las actividades y del ambiente en que esas acciones se desarrollaron; Enfatizan la importancia de utilizar estrategias de enseñanza - aprendizaje que posibiliten una mayor reflexión sobre la propia práctica y la integración de la teoría y la práctica. Se señalan que los temas propuestos fueron oportunos y necesarios, reconocen la importancia de estar en desarrollo, hablan sobre la motivación a partir de las experiencias vivenciadas. Se concluye que el Desarrollo Docente es un proceso por el cual el profesor está en transformación, por medio de una re?exión consciente y constante de su propia práctica. Este proceso puede ser promovido por las inversiones institucionales y por los mecanismos reguladores de las instituciones constituidos por una evaluación referenciada en indicadores objetivos, coherentes con las metas a ser alcanzadas. En este sentido, es necesario invertir en la educación permanente, pues los programas a largo plazo permiten trabajar las necesidades del profesor y de la institución.Keywords: Educational development, Medical education, Professional development, Qualitative research.Palavras-chave: Desenvolvimento e educação, Formação médica, Desenvolvimento profissional, Pesquisa qualitativa.Palabras claves: Desarrollo y educación, Formación médica, Desarrollo profesional, Investigación cualitativa.ReferencesABID, Kauser. Faculty development: a need in time for educators in healthcare. J Pak Med Assoc, v. 63, n. 4, p. 428-431, Apr., 2013.ALMEIDA, Maria Tereza Carvalho; BATISTA, Nildo Alves. Ser docente em métodos ativos de ensino-aprendizagem na formação do médico. Rev Bras Educ Med, v. 35, n. 4, p. 468-476, julho, 2011.ALMEIDA, Maria Tereza Carvalho; MAIA, Fernanda Alves; BATISTA, Nildo Alves. Gestão nas escolas médicas e sustentabilidade dos programas de desenvolvimento docente. Avaliação: Revista da Avaliação da Educação Superior, v. 18, n. 2, p. 299-310, jul., 2013.ANDERSON, Winston A. et al. Changing the culture of Science Education at research universities. Science Education, v. 331, p.152-153, Jan., 2011.ARMSTRONG, Elizabeth G.; BARSION, Sylvia J. Creating “Innovator’s DNA” in Health Care Education. Academic Medicine, v. 88, n. 3, p. 342-348, Mar., 2013.ARMSTRONG, Elizabeth G.; DOYLE, Jennifer; BENNETT, Nancy L. Transformative professional development of physicians as educators: assessment of a model. Academic Medicine, v. 78, n. 7, p. 702-708, Jul., 2003.AUSUBEL, David Paul. A aprendizagem significativa: a teoria de David Ausubel. São Paulo: Moraes, 1982.BALMER, Dorene F.; RICHARDS, Boyd F. Faculty development as transformation: Lessons learned from a process-oriented program. Teaching and learning in medicine, v. 24, n. 3, p. 242-247, Jul., 2012.BARDIN, Laurence. Análise de conteúdo. 3ed. Lisboa: Almedina, 2004.CATE, Olle Ten et al. Faculty development through international exchange: The IMEX initiative. Medical teacher, v. 36, n. 7, p. 591-595, Jun., 2014.CECIM, Ricardo Burg. Educação permanente em saúde: desafio ambicioso e necessário. Interface – Comunicação, Saúde e Educação, v. 9, n. 16, p. 161-177, fev., 2005.CENTRA, John A. Types of faculty development programs. The Journal of Higher Education, v. 49, n. 2, p. 151-162, 1978.CHOU, Calvin L. et al. The Impact of a Faculty Learning Community on Professional and Personal Development: The Facilitator Training Program of the American Academy on Communication in Healthcare. Academic Medicine, v. 89, n. 7, p. 1051-1056, Jul., 2014.COSTA, Nilce Maria da Silva Campos. Docência no ensino médico: por que é tão difícil mudar?. Rev bras educ méd, v. 31, n. 1, p. 21-30, 2007.DEWEY, John. Experiência e Natureza - Lógica - a Arte Como Experiência - Vida e Educação - Teoria da Vida moral. 2 ed. São Paulo: Abril cultural, 1985.DONABEDIAN, Avedis. Evaluating physician competence. Bulletin of the World Health Organization, v. 78, n. 6, p. 857-860, 2000.EBRAHIMI, Sedigheh; KOJURI, Javad. Assessing the Impact of Faculty Development Fellowship in Shiraz University of Medical Sciences. Arch Iran Med, v. 15, n. 2, p. 79-81, Feb., 2012.FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996.GADAMER, Hans Georg. Verdade e Método: traços fundamentais de uma hermenêutica filosófica. Petrópolis: Vozes, 1999.HABERMAS, Jurgen. Conhecimento e interesse. Rio de Janeiro: Ed. Zahar, 1987.KIRKPATRICK, Donald L. Como implementar os quatro níveis de avaliação de treinamento de equipes: um guia prático. 1 ed, Rio de Janeiro: Artmed, 2010.KNIGHT, Amy M. et al. Long?Term Follow?Up of a Longitudinal Faculty Development Program in Teaching Skills. Journal of general internal medicine, v. 20, n. 8, p. 721-725, Aug., 2005.MOORE, Philippa. Logros más alla de los objetivos: evaluación cualitativa de un programa de formación en educación médica. Revista médica de Chile, v. 142, n. 3, p. 336-343, mar., 2014.MORAHAN, Page S.; FLEETWOOD, J. Do we really value what our faculty do? Academic Physician & Scientist, p. 7-9, Sep.-Oct., 2009.NÓVOA, António. Formação de professores e profissão docente. Lisboa: Publicações Dom Quixote. Cap. 1, p. 1-27. 1992.PELIZZARI, Adriana et al. Teoria da aprendizagem significativa segundo Ausubel. Revista PEC, v. 2, n. 1, p. 37-42, jul., 2002.PERRON, Noelle Junod et al. Impact of a faculty development program for teaching communication skills on participants’ practice. Postgraduate medical journal, v. 90, n. 1063, p. 245-250, Apr., 2014.SARIKAYA, Ozlem et al. The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines. Advances in physiology education, v. 34, n. 2, p. 35-40, Jun., 2010.SCHÖN, Donald. A. Formar professores como profissionais reflexivos. In: NÓVOA, Antônio. Os professores e sua formação. Lisboa: Dom Quixote. v. 2, p. 77-91, 1992.SIMPSON, Deborah et al. Fifteen years of aligning faculty development with primary care clinician–educator roles and academic advancement at the Medical College of Wisconsin. Academic Medicine, v. 81, n. 11, p. 945-953, Nov., 2006.SINGH, Tejinder et al. Impact of a fellowship program for faculty development on the self-efficacy beliefs of health professions teachers: A longitudinal study. Medical teacher, v. 35, n. 5, p. 359-364, Jun., 2013.STEINERT, Yvonne et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical teacher, v. 28, n. 6, p. 497-526, Sep., 2006.STEINERT, Yvonne et al. Faculty development as an instrument of change: A case study on teaching professionalism. Academic Medicine, v. 82, n. 11, p. 1057-1064, Nov., 2007.WILKERSON, LuAnn; IRBY, David M. Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Medicine, v. 73, n. 4, p. 387-396, Apr., 1998.

Abstract:

e4217123This article aims to discuss the issue of diversity present in school institutions and the need for work aimed at valuing the masses excluded by society, emphasizing the question of the rights of black people and women. Based on the need for work to overcome racism and sexism, we highlight the relevance of continuing training for beginning teachers, as they leave the universities and face the reality of schools, experiencing the “shock of the real”. Our proposal is for teachers to be prepared for a more inclusive performance, developing a critical and accurate look at the role they play in mediating social relations within the classroom, presenting a way of working based on respect for Human Rights, in dialogue intercultural and in valuing the uniqueness of each person. With this intent, the present research, of bibliographic and analytical nature, permeates the historical-social questions of black people and women in society, going through the difficulties of the teaching work at the beginning of their careers, mainly in the domain of content and organization/lesson planning, emphasizing the need for actions aimed at the inclusion of all, challenges that are addressed by authors who deal with the reality of the beginning teacher and the training needs at the beginning of his career. In short, the purpose of this paper is to contribute to research on the themes of human diversity, aiming to problematize the work of teachers and beginners through the prism of human rights.ResumoO presente artigo visa discutir a questão da diversidade presente nas instituições escolares e a necessidade de um trabalho voltado à valorização das massas excluídas pela sociedade, dando ênfase à questão dos direitos dos negros e das mulheres. Partindo da necessidade de um trabalho de superação do racismo, do machismo e do sexismo, destacamos a relevância de formações continuadas para os professores iniciantes, porquanto ao saírem das universidades se deparam com a realidade das escolas, passando pelo “choque do real”. Nossa proposta é que os professores sejam preparados para uma atuação mais inclusiva, desenvolvendo um olhar crítico e acurado acerca do papel que representam na mediação das relações sociais dentro de sala de aula, apresentando uma forma de trabalho pautada no respeito aos Direitos Humanos, no diálogo intercultural e na valorização da singularidade de cada pessoa. Com este intento, a presente pesquisa, de cunho bibliográfico e analítica, permeia as questões histórico-sociais dos negros e das mulheres em sociedade, perpassando pelas dificuldades do trabalho docente em início de carreira, principalmente em se tratando do domínio do conteúdo e da organização/planejamento das aulas, enfatizando a necessidade de ações voltadas à inclusão de todos, desafios estes que são abordados por autores que tratam da realidade do professor iniciante e das necessidades formativas neste início de carreira. Em suma, o intuito do presente trabalho é contribuir para as pesquisas referentes às temáticas da diversidade humana, visando problematizar o trabalho docente e do professor iniciante pelo prisma dos Direitos Humanos.Palavras-chave: Professor iniciante, Necessidade formativa, Diversidade.Keywords: Beginning teacher, Training need, Diversity.ReferencesASSEMBLEIA GERAL DAS NAÇÕES UNIDAS. Declaração Universal dos Direitos Humanos. Paris. 10 dez. 1948. Disponível em: http://www.onu-brasil.org.br/documentos_direitoshumanos.php. Acesso em 19/04/2020BADINTER, Elisabeth. O conflito a mulher e a mãe. Tradução: Vera Lúcia dos Reis. Rio de Janeiro: Record, 2011.BASQUEIRA, Ana Paula; AZZI, Roberta Gurgel. Como futuros professores vislumbram o ensino? Psicologia: ensino & formação | n. 5(2): pp. 2-18, 2014.BEAUVOIR, Simone. O segundo sexo, v. 1. São Paulo: Círculo do Livro, pp. 81-177, 1980.BRASIL. Comitê Nacional de Educação em Direitos Humanos. Plano Nacional de Educação em Direitos Humanos (VENTURI, Gustavo, org.). MEC, Ministério da Justiça, UNESCO, 2007. Disponível em https://www.gov.br/mdh/pt-br/navegue-por-temas/educacao-em-direitos-humanos/plano-nacional-de-educacao-em-direitos-humanos.Acesso em 19/04/2020BRASIL, Congresso (1990). Estatuto da Criança e do Adolescente. São Paulo. Editora Escala. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l8069.htm Acesso em 19/04/2020BRASIL. Lei nº 9.394 de 20 de dezembro de 1996. Estabelece as Diretrizes e Bases da Educação Nacional. Brasília, disponível: https://www2.camara.leg.br/legin/fed/lei/1996/lei-9394-20-dezembro-1996-362578-publicacaooriginal-1-pl.html.acesso em 19/04/2020BRASIL. Lei nº 10.639 de 09 de janeiro de 2003. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/2003/l10.639.htm. Acesso em 19/04/2020.BRASIL. Lei nº 11.645 de março de 2008. Disponível em: http://www.planalto.gov.br/ccivil_03/_ato2007-2010/2008/lei/l11645.htm.Acesso em 19/04/2020.BRASIL. Ministério da Educação. Secretaria da Educação Básica. Base Nacional Comum Curricular. Brasília, DF, 2018. Disponível em http://historiadabncc.mec.gov.br/documentos/bncc-2versao.revista.pdf.Acesso em 19/04/2020.CANDAU, Vera Maria. Direitos humanos, educação e interculturalidade: as tensões entre igualdade e diferença. Revista Brasileira de Educação, v.13, n.37 jan/abr. 2008.CARVALHO, Daniela Melo da Silva; FRANÇA, Dalila Xavier de. Estratégias de enfrentamento do racismo na escola: Uma revisão integrativa. Educação & Formação, v. 4, n. 12, pp. 148-168, jun. 2019.CAVALLEIRO, Eliane dos Santos. Do silêncio do lar ao silêncio escolar: racismo, preconceito e discriminação na educação infantil. 5. ed. São Paulo: Contexto, 2006.CERQUEIRA, Daniel, et. al. Atlas da violência. Brasília: Ipea, 2019. Disponível em: http://www.ipea.gov.br/portal/index.php?option=com_content&view=article&id=34784, Acesso em 19/04/2020.COLLING, Ana Maria. Gênero e História: um diálogo possível?. Contexto e Educação - Editora Unijuí, ano 19, n. 71/72, pp. 29-43, jan./dez.2004.COLLING, Ana Maria. 50 anos da ditadura no Brasil: questões feministas e de gênero. OPSIS, Catalão, v. 15, n. 2, pp. 370-383, 2015.COSTA LEAL, Natália; ZOCCAL, Sirlei Leito; SABA, Marli; BARROS, Cláudia Renata dos Santos. A questão de gênero no contexto escolar. Leopoldianum, n. 43, p.121, 2017.CRUZ, Tânia Mara. Espaço escolar e discriminação: significados de gênero e raça entre crianças. Educação em Revista. Belo Horizonte. v. 30, n.1, pp. 157-188, mar. 2014.FAZZI, Rita de Cássia. O drama racial de crianças brasileiras: socialização entre pares e preconceito. 1. reimpressão. Belo Horizonte: Autêntica, 2006. (Coleção Cultura negra e identidades).FERREIRA, Nara Torrecilha. Como o acesso à educação desmonta o mito da democracia racial. Ensaio: avaliação de políticas públicas educacionais, Rio de Janeiro, v.27, n.104, pp. 476-498, jul./set. 2019.GARCIA, Carlos Marcelo. O professor iniciante, a prática pedagógica e o sentido da experiência. Formação Docente, Belo Horizonte, Revista Autêntica. v. 2, n.3, pp. 11-49, dez, 2010.JUNQUEIRA, Rogério Diniz. Diversidade sexual na educação: problematizações sobre a hom*ofobia nas escolas. Brasília: Ministério da Educação, Secretaria da Educação Continuada, Alfabetização e Diversidade, UNESCO, 2009.JUNQUEIRA, Rogério Diniz. Conceitos de diversidade. Entrevista. Revista Diversidade e Educação, v.2, n.4, pp. 4-13, jul./dez, 2014.LEITE, Miriam Soares. Entre a bola e o MP3 – novas tecnologias e diálogo intercultural no cotidiano escolar adolescente. In: CANDAU, Vera Maria (org.). Didática - questões contemporâneas. Rio de Janeiro: Forma & Ação, 2009, p.121-138LIMA, Emília Freitas de. (Org.) Sobrevivências no início de carreira. Brasília: Líber Livro Editora, 2006.LOURO, Guacira Lopes. O corpo educado: pedagogias da sexualidade. Belo Horizonte: Autêntica, 1999.LOURO, Guacira Lopes. Educação e docência: diversidade, gênero e sexualidade. Formação Docente, Belo Horizonte, v. 3, 4, pp. 62-70, jan./jul, 2011.LOURO, Guacira Lopes. Gênero e sexualidade: pedagogias contemporâneas. Pro-Posições, v. 19, n. 2, maio/ago, 2008.MEYER, Dagmar Estermann. Teorias e políticas de gênero: fragmentos históricos e desafios atuais. Revista Brasileira de Enfermagem, Brasília, v. 57, n.1, pp.13-8, jan/fev 2004. MIZUKAMI, Maria da Graça Nicoletti; REALI, Aline Maria de Medeiros Rodrigues. Aprender a ser mentora: um estudo sobre reflexões de professoras experientes e seu desenvolvimento profissional. Currículo sem Fronteiras, v. 19, n. 1, pp. 113-133, jan./abr., 2019.ONU. Assembleia Geral das Nações Unidas. Convenção das Nações Unidas sobre os Direitos da Criança. 1989. Disponível em http://www.onu-brasil.org.br/doc_crianca.php. Acesso em 19/04/2020.PAPI, Silmara de Oliveira Gomes; MARTINS, Pura Lúcia Oliver. As pesquisas sobre professores iniciantes: algumas aproximações. Educação em Revista, Belo Horizonte, v.26, n.3, pp.39-56, dez., 2010.PEREIRA, Júlio Emílio Diniz. Formação de educadoras/es, diversidade e compromisso social. Educação em Revista. Belo Horizonte. Dossiê - Paulo Freire: O Legado Global. v. 35, 2019.REIS, Fábio Wanderley. Mercado e Utopia [online]. Rio de Janeiro: Centro Edelstein de Pesquisas Sociais, O mito e o valor da democracia racial. pp. 445-458, 2009.RODRIGUES, Tatiane Cosentino; ABRAMOWICZ, Anete. O debate contemporâneo sobre a diversidade e a diferença nas políticas e pesquisas em educação. Educ. Pesquisa, São Paulo, v. 39, n. 1, pp. 15-30, jan./mar. 2013.SANTOS, Benedito Rodrigues. Empoderamento de meninas - Como iniciativas brasileiras estão ajudando a garantir a igualdade de gênero. Brasília: INDICA 2016.SEFFNER, Fernando. Um bocado de sexo, pouco giz, quase nada de apagador e muitas provas: cenas escolares envolvendo questões de gênero e sexualidade. Estudos Feministas, Florianópolis, v. 19, n. 2, pp. 561-572, maio-agosto/2011. SCOTT, Joan Wallach. O enigma da igualdade. Estudos Feministas, Florianópolis, v. 13, n.1, pp. 11-30, janeiro-abril/2005.SCOTT, Joan Wallach. Os usos e abusos do gênero. Projeto História, São Paulo, n. 45, pp. 327-351, Dez. 2012.SOUZA, Fabiana Cristina; LEÃO, Andreza Marques de Castro. Entre o discurso pedagógico e ideológico na escola: estereótipos de classe, raça e gênero. In: SEMINÁRIO FAZENDO GÊNERO, 8, 2008. Florianópolis. Disponível em: http://www.fazendogenero.ufsc.br/8/st01.html. Acesso 05 de jul.2019SOUZA, Sawana Araújo Lopes de. O diálogo intercultural e a formação de professores na ANPED (2002-2015): há a inclusão ou exclusão? Revista on- line de Política e Gestão Educacional, v.21, n. esp.2, pp. 1135-1151, nov, 2017.VEENMAN, Simon. Perceived Problems of Beginning Teachers. Review of Educational Research, Catholic University of Nijmegen, v. 54, n. 2, pp. 143-178, 1984.VENCATO, Ana Paula. Diferenças na escola. In.: MISKOLCI, Richard; LEITE JÚNIOR, Jorge (org.). Diferenças na educação: outros aprendizados. São Carlos: Ed UFSCar, 2014.VIANNA, Cláudia Pereira; UNBEHAUM, Sandra. O gênero nas políticas públicas de educação no Brasil: 1988-2002. Cadernos de Pesquisa, v. 34, n. 121, jan./abr., 2004.

Abstract:

e4183122The beginning of the teaching practice is a phase of utmost importance for the constitution of the teacher's identity and it generally presents itself as being full of challenges. This article presents the results of a research that analyzed the main difficulties of the initial years of teaching, from the point of view of novice teachers teaching for the Municipality of Duque de Caxias (Brazil), complemented with testimonies of the pedagogical team. Concepts such as "Reality Shock" and "Professional Development" gave theoretical support to the research. The methodology included analysis of documents, questionnaires and interviews. The results made it possible to identify general challenges related to student learning, such as the work with literacy classes, students from integration programmes, difficulties in dealing with the diversity present in the classroom and also with the structural conditions of the system. The research made it possible to raise important aspects to be considered for in-service training, as well as reinforcing the need for integration policies for these teachers.ResumoO início da docência é uma fase de máxima importância para a constituição da identidade do professor e se apresenta, no geral, pleno de desafios. O artigo apresenta os resultados de uma pesquisa que analisou as principais dificuldades dos anos iniciais da docência, sob a ótica de professores iniciantes da Rede de Ensino do Município de Duque de Caxias, RJ, complementada com depoimentos da equipe pedagógica. Conceitos como “Choque de Realidade” e “Desenvolvimento Profissional” deram suporte teórico à pesquisa. A metodologia incluiu análise de documentos, questionários e entrevistas. Os resultados possibilitaram, além da identificação de desafios gerais relacionados à aprendizagem dos alunos, outros como, trabalho com turmas de alfabetização, com estudantes incluídos, dificuldades de lidar com a diversidade presente em sala de aula e ainda com as condições estruturais da Rede. A pesquisa favoreceu também o levantamento de aspectos importantes a serem considerados para a formação em serviço, bem como reforçou a necessidade de políticas de acolhimento a esses professores.Resumen El inicio de la docencia es una fase de máxima importancia para la constitución de la identidad del profesor y se presenta, en general, pleno de desafíos. El artículo presenta los resultados de una investigación que buscó analizar las principales dificultades de los años iniciales de la docencia, bajo la óptica de profesores iniciantes de la Red de Enseñanza del Municipio de Duque de Caxias, RJ (Brasil), complementada con testimonios del equipo pedagógico. Conceptos como "Choque de Realidad" y "Desarrollo Profesional" dieron soporte teórico a la investigación. La metodología incluyó análisis de documentos, cuestionarios y entrevistas. Los resultados posibilitar, además de la identificación de desafíos generales relacionados al aprendizaje de los alumnos, otros como, trabajo con grupos de alfabetización, con estudiantes incluidos, dificultades de lidiar con la diversidad presente en el aula y aún con las condiciones estructurales de la Red. La investigación favoreció también el levantamiento de aspectos importantes a ser considerados para la formación en servicio, así como reforzó la necesidad de políticas de acogida a esos profesores.Palavras chave: Profissão docente, Professor iniciante, Formação em serviço.Keywords: Teaching profession, Beginning teacher, In-service training.Palabras clave: Profesión docente. Profesor principiante. Formación en servicio.ReferencesANDRÉ, Marli. Políticas de valorização do trabalho docente no Brasil: algumas questões. Ensaio: Avaliação e. Políticas. Públicas em Educação, Rio de Janeiro, v. 23, n. 86, p. 213-230, jan./mar. 2015.BARDIN, Laurence. Análise de conteúdo. Lisboa: Edições 70, 1977.BEHRENS, Marilda Aparecida; FEDEL, Tiago Reus Barbosa. Os contributos da reflexão e da experiência vivenciada na formação continuada de professores. Revista Eletrônica de Educação, v. 14, 1-13, e3009045, jan./dez. 2020.BRASIL. Lei n. 9.394, de 20 de dezembro de 1996. Brasília, 1996. Disponível em: http://www.planalto.gov.br/ccivil_03/LEIS/l9394.htm. Acesso em: 2 abr. 2016.BRASIL. MEC-Ministério da Educação. O PNE - Plano Nacional de Educação (2014/2024) em Movimento. Disponível em: < http://pne.mec.gov.br/ >. Acesso em: 5 jun. 2016.CALIL, Ana Maria Gimenes Corrêa; ANDRÉ, Marli Eliza Dalmazo Afonso de. Uma política voltada para os professores iniciantes de Sobral-CE. Diálogo Educacional, Curitiba, v. 16, n. 50, p. 891-909, out./dez. 2016DUQUE DE CAXIAS. Prefeitura Municipal. Secretaria Municipal de Educação. PME-Plano Municipal de Educação da Rede Escolar de Duque de Caxias. Duque de Caxias, 2015. Disponível em: http://smeduquedecaxias.rj.gov.br/portalsme/cpfpf/wp-content/uploads/2017/10/PME-2015-2025-PARTE-I.pdfFERREIRO, Emilia. Reflexões sobre alfabetização. 21. ed. São Paulo: Cortez, 1993.GABARDO, Claudia Valéria Lopes. O início da docência no ensino fundamental na rede municipal de ensino. 2012. 127 f. Dissertação de Mestrado. UNIVILLE-Universidade da Região de Joinville. Joinville. 2012.GARCIA, Carlos Marcelo. Formação de Professores: para uma mudança educativa. Portugal: Porto, 1999.GARCIA, Carlos Marcelo. O professor iniciante, a prática pedagógica e o sentido da experiência. Formação Docente, Belo Horizonte, v. 2, n. 3, p. 11-49, ago./dez. 2010. Disponível em: http://formacaodocente.autenticaeditora.com.br < Acesso em: 13 jul. 2017.HUBERMAN, Michael. O ciclo de vida profissional dos professores. In: NÓVOA, António. (Org.). Vidas de professores. 2. ed. Portugal: Porto, cap. 2, p. 31-61, 2013.LEONE, Naiara Mendonça. A inserção no exercício da docência: necessidades formativas de professores em seus anos iniciais. São Paulo: Cultura Acadêmica, 2012. Disponível em: <http://culturaacademica.com.br/ img/arquivos/A_insercao_no_exercicio_da_docencia-Web_v2.pdf> Acesso em: 2 jan. 2018.MAGALHÃES, Lígia Karam Corrêa de; AZEVEDO, Leny Cristina Soares Souza. Formação continuada e suas implicações: entre a lei e o trabalho docente. Cadernos Cedes, Campinas, v. 35, n. 95, p. 15-36, jan./abr. 2015. Disponível em: <http://www.scielo.br/pdf/ccedes/ v35n95/0101-3262-ccedes-35-95-00015.pdf>. Acesso em: 20 mai. 2106.MARCELO, Carlos. Desenvolvimento profissional docente: passado e futuro. Sísifo, Revista de Ciências da Educação, n. 8, p. 7-22, jan./abr. 2009. Disponível em: < http://sisifo.ie.ulisboa.pt/index.php/sisifo/article/view/130>. Acesso em 2 jan. 2018.MIZUKAMI, Maria da Graça Nicoletti. Escola e desenvolvimento profissional da docência. In: GATTI, Bernardete Angelina et al. (Orgs.). Por uma política nacional de formação de professores. São Paulo: Unesp, p. 23-54, 2013.MORGADO, José Carlos. Identidade e profissionalidade docente: sentidos e (im) possibilidades. Ensaio: aval. pol. públ. Educ., Rio de Janeiro, v. 19, n. 73, p. 793-812, out./dez. 2011. Disponínel em http://www.redalyc.org/html/3995/399538139004/. Acesso em: 20 abr. 2018.NÓVOA, Antônio. Para uma formação de professores construída dentro da profissão. Revista de Educación, n. 350, septiembre/diciembre 2009. Texto em Português disponível em: < www.revistaeducacion.mec.es/re350_09.html.> . Acesso em abr. 2018.NÓVOA, Antônio. Os professores e o novo espaço público da educação. In: TARDIF, M.; LESSARD, C. (Org.). O ofício de professor: história, perspectivas e desafios internacionais. Petrópolis: Vozes, 2012. p. 213-229.NÓVOA, Antônio. Entrevista com o professor António Nóvoa. Educação em Perspectiva, Viçosa, v. 4, n. 1, p. 224-237, jan./jun. 2013. Disponível em: <http://www.seer.fv.br/seer/educacaoemperspectiva/index.php/ppgeufv/article/view/436/112>. Acesso em: 28 jan. 2017.PINTO, Joseane Amâncio. Professores iniciantes da Rede Municipal de Ensino São José dos Campos: inserção, desafios e necessidades. 2016. 162f. Dissertação de Mestrado. Universidade de Taubaté. 2016. Disponível em: <http://mpemdh.unitau.br/wp-content/uploads/2014/dissertacoes/mpe/Joseane-Amancio-Pinto.pdf> Acesso em: 10 jan. 2018.ROLDÃO, Maria do Céu Neves. Formação docente: natureza e construção do conhecimento profissional. Revista Brasileira de Educação, Rio de Janeiro, v. 12, n. 34, p. 94-103, jan./abr. 2007. Disponível em: <http://www.scielo.br/pdf/rbedu/v12n34/a08v1234.pdf>. Acesso em: 4 nov. 2017.ROMANOWSKI, Joana Paulin. Professores principiantes no Brasil: questões atuais. In: CONGRESSO INTERNACIONAL SOBRE PROFESSORADO PRINCIPIANTE E INSERCIÒN PROFESIONAL A LA DOCENCIA, 3, 2012, Santiago do Chile. Disponível em: <http://congressoprinc.com.br/artigo?id_artigo=195>. Acesso em: 20 set. 2017.ROMANOWSKI, Joana Paulin; MARTINS, Pura Lúcia Oliver. Desafios da formação de professores iniciantes. Páginas de Educación, Montevidéu, v. 6, n. 1, p. 81-94, jun. 2013. Disponível em: <http://www.scielo.edu.uy/pdf/pe/v6n1/v6n1a05.pdf >. Acesso em: 4 mar. 2017.SILVA, Vandré Gomes da; ALMEIDA, Patrícia Cristina Albieri de; GATTI, Bernardete Angelina. Referentes e critérios para a ação docente. Cadernos de Pesquisa, São Paulo, v. 46, n. 160, p. 286-311, abr./jun. 2016. Disponível em: <http://www.scielo.br/pdf/cp/v46n160/ 1980-5314-cp-46-160-00286.pdf>. Acesso em: 3 jun. 2017.

Abstract:

The search for improvements in the quality of Physical Education teaching requires an increasing emphasis on teacher training. In this sense, this work presented the result of interventions with the theme of creative and recreational dance developed in a university extension course entitled: recreational games in early childhood and carried out by undergraduate students in Physical Education. For its development, study, research, planning and intervention activities were carried out with Early Childhood Education children aged between 4 and 5 years enrolled in a municipal public school in a city in the state of Tocantins, northern Brazil. The results of the action demonstrated that disciplines focused on the expression of body language are necessary in an attempt to deconstruct prejudices through factual opinions. It can be inferred that interventions with recreation and dance make it possible to stimulate the corporal and subjective development of children. For this reason, it is important that body language expressions are considered when developing public educational policies aimed at Brazilian municipalities.Resumo A busca por melhorias na qualidade do ensino de Educação Física exige cada vez mais ênfase na formação docente. Nesse sentido, este trabalho apresentou o resultado das intervenções com a temática dança criativa e recreativa desenvolvida em um curso de extensão universitária intitulado: jogos recreativos na primeira infância e realizado por acadêmicos do curso de licenciatura em Educação Física. Para o desenvolvimento do mesmo, foram realizadas atividades de estudo, pesquisa, planejamento e intervenção com crianças da Educação Infantil na faixa etária entre 4 e 5 anos matriculadas em escola pública municipal de uma cidade do estado do Tocantins, região norte do Brasil. Os resultados da ação demonstraram que são necessárias disciplinas focadas na expressão da linguagem corporal como tentativa de desconstruir preconceitos por meio de opiniões factuais e que intervenções com recreação e dança possibilitam o estímulo do desenvolvimento corporal e subjetivo das crianças. Por isso, é importante que expressões da linguagem corporal sejam pensadas no momento de elaboração de políticas públicas educacionais direcionadas aos municípios brasileiros.Resumen La búsqueda de una mejor calidad de educación física exige más y más estrés en la formación del maestro. Este estudio tuvo como objetivo comprender cómo los niños experimentan relaciones materiales y simbólicas que ocurren en momentos de manifestación del lenguaje corporal. Este es un informe de experiencia sobre intervenciones llevadas a cabo sobre el tema de la danza creativa y recreativa, insertadas en el proyecto de extensión universitaria: juegos recreativos para la primera infancia, celebrados en una ciudad en el estado de Tocantins, norte de Brasil. Es una investigación de campo descriptiva realizada con estudiantes de pre-educación en Educación Física en una Universidad Federal que formó parte del proyecto de extensión. Las actividades de estudio, investigación, planificación e intervención se llevaron a cabo con niños en edad preescolar en el rango de 4 a 5 años desde una escuela pública municipal que atiende a niños y adolescentes con un perfil de poder adquisitivo. Los datos fueron recolectados de informes preparados por académicos. El análisis descriptivo y los resultados se llevaron a cabo y mostraron que las disciplinas centradas en la expresión del lenguaje corporal son necesarias como un intento de reconstruir el daño a través de opiniones objetivas que pueden generar emancipación.Palavras-chave: Linguagem corporal, Recreação, Dança Infantil, Preconceito.Keywords: Body language, Recreation, Children's dance, Prejudice.Palabras claves: Lenguaje corporal, Recreación, Danza infantil, Prejuicio.ReferencesAWAD, Hani Zehdi Amine; SANTOS, Marcelo Grangeiro; BARBOSA, José Antonio Strumendo in PIMENTEL, Giuliano de Assis Gomes; AWAD, Hani Zehdi Amine Org(s) Recreação total. 1° ed. Várzea Paulista, SP: Fontoura, 2015.ATARA Sivan. Leisure education in schools: challenges, choices and consequences. World Leisure Journal. v 59, n°1, p.15-2, 2017.AUSUBEL, D. P.; NOVAK, J. D.; HANESIAN, H. Psicologia educacional. Rio de Janeiro: Interamericana, 1980.BARDIN, Laurence. Análise de conteúdo. 4. ed. Lisboa: Edições 70, 2010.BOBBIO, Norberto. Elogio da serenidade e outros escritos morais. São Paulo: Editora UNESP, 2002BOURDIEU, Pierre. A economia das trocas simbólicas. São Paulo: Perspectiva, 2013, p.424.BRITO, Angela do Céu Ubaiara; KISHIMOTO, Tizuko Morchida. A mediação na Educação Infantil: possibilidade de aprendizagem. Educação, v. 44, p. 1-19, 2019.BROUGÈRE, G. Brinquedo e cultura. 8º ed. São Paulo: Cortez, 2014.CHEN, Xiaobei; CHEN, Lan. Memories of the Revolution Childhood and the Modernization Childhood in China: 1950s–1980s. European Education, v.48, p.187–202, 2016.COUSINEAU, C. Increasing Outdoor Recreation Participation Through the Schools: A Critical Perspective. World Leisure & Recreation, v.31, n°2, p.38–43,1989.FERNÁNDEZ, Jose Fernando Tabares. El ocio y la recreación en América Latina: una lectura desde los modelos de desarrollo. In: FERNANDEZ, Jose Fernando Tabares; MONTOYA, Arley Fabio Ossa; BEDOYA, Victor Alonso Molina (coord.). El ocio, el tiempo libre y la recreación en América latina: problematizaciones y desafíos. Medellin: Editorial Civitas, 2005.GOMES, Christiane; OSORIO, Esperanza; PINTO, Leila; ELIZALDE, Rodrigo. Lazer na América Latina/ Tiempo libre, ócio y recreación em Latinoamérica. Belo Horizonte: Editora UFMG, 2009.GOMES, Silvia Cristina Costa; MARTINS, Cristina Amorim. A presença do pensamento de Froebel, Dewey e Montessori nas diretrizes curriculares nacionais para a educação infantil. Encontros Universitários da UFC, Fortaleza, v. 1, 2016.HUIZINGA, J. hom*o ludens: o jogo como elemento da cultura. São Paulo: USP, 1971.LIMA, A. J. A. O lúdico em clássicos da filosofia: uma análise em Platão, Aristóteles e Rousseau. II CONEDU. Congresso Nacional de Educação, Anais..., 2015.MARQUES, Isabel A. Corpo, dança e educação contemporânea. Pro-Posições v.9, n° 2, p. 70-78, Junho de 1998.MONDEN, Masafumi. Boys at the Barre: Boys, Men and the Ballet in Japan. 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Abstract:

O presente artigo discute aspectos psicomunicacionais, presentes nas narrativas jornalísticas turísticas contemporâneas, consolidados e expressos em feixes emocionais que se perfilam e demonstram as inflexões midiáticas contemporâneas. Trata-se de um conjunto de reflexões teóricas, a partir da observação das narrativas contemporâneas, ligadas ao Turismo, e do aprofundamento dos estudos do que a autora chama de Psicomunicação, com base em substratos teóricos transdisciplinares. O texto traz o contraponto entre o texto clássico do Jornalismo, marcado por uma espécie de esterilização emocional, com a consolidação de esquemas narrativos aparentemente objetivantes, e a composição atenta e intencional de feixes emocionais, como valores emocionais agregados, subjacentes às produções veiculadas nos vários espaços jornalísticos, inclusive os voltados ao Turismo.Palavras-chave: jornalismo; turismo, psicomunicação; narrativa; emoção. Emotional Mechanisms of Tourist Journalistic Narratives AbstractThis article discusses psicommunication aspects, in the contemporary tourist journalistic narratives, consolidated and expressed in emotional beams that lie and demonstrate the contemporary media inflections. It is a set of theoretical reflections, as from observation of contemporary narratives linked to Tourism, and the deepening of studies of what the author calls Psicommunication based on transdisciplinary theoretical substrates. The text brings out the contrast between the classic text of Journalism, marked by a kind of emotional sterilization, by consolidating apparently objectifying narrative schemes and the careful and intentional composition of emotional beams, as aggregates emotional values that underpin aired productions in various journalistic spaces, including those aimed at Tourism.Keywords: journalism; tourism; psicommunication; narrative; emotion. Maquinismos emocionales de las Narrativas Periodísticas del Turismo ResumenEste artículo discute aspectos psico-comunicacionales (talvez psicologia comunicacional), presentes en las narrativas periodísticas contemporáneas del turismo, consolidadas y expresadas en extractos emocionales que se alinean y demuestran las inflexiones de los medios de comunicación contemporáneos. Es un conjunto de reflexiones teóricas, a partir de la observación de las narrativas contemporáneas vinculadas al turismo, y la profundización de los estudios sobre lo que la autora llama Psico-comunicación basado en sustratos teóricos transdisciplinarios. El texto pone el contraste entre el texto clásico de Periodismo, marcado por una especie de esterilización emocional, con la consolidación de esquemas narrativos objetivos y la composición cuidadosa e intencional del extracto emocional, como los valores emocionales agregados que sustentan producciones transmitidas en varios espacios periodísticos, entre ellos los destinados al Turismo.Palabras clave: periodismo; psico-comunicación; narrativa; emoción. ReferênciasBAPTISTA, Maria Luiza Cardinale. Quem é o Sujeito da Comunicação? A proposição de sujeito-trama, como campo caosmótico, e suas imbricações complexas, em tempos de internacionalização. In: COLÓQUIO BRASIL-ESTADOS UNIDOS DE CIÊNCIAS DA COMUNICAÇÃO 6º, CONGRESSO BRASILEIRO DE CIÊNCIAS DA COMUNICAÇÃO 38º, 2014, Foz do Iguaçu (PR).______ Jornalismo amoroso. Quem quer (a)provar? Reflexões sobre a aplicação de práticas pedagógicas amorosas, na formação e no cotidiano do jornalista. Revista Brasileira de Ensino de Jornalismo, Vol. 1, No 9 (2011). Disponível em: http://www.fnpj.org.br/rebej/ojs/index.php/rebej/article/view/204.______. Imagem, Sujeito e Mídia. Projeto de Pesquisa. Caxias do Sul, 2011.______. Usina de Saberes em Comunicação. Projeto de Pesquisa. Caxias do Sul, 2012.______. Escrever: Dor e Prazer. A Sobrevivência na Selva Caosmótica da Comunicação. In: VII Colóquio Brasil-França de Ciências da Comunicação, XXVII Congresso Brasileiro de Ciências da Comunicação, Porto Alegre, RS, 2004. Disponível em: http://galaxy.intercom.org.br:8180/dspace/bitstream/1904/18482/1/R1921-4.pdf.Acesso em: 18 jul. 2010.______. Escrita e Cumplicidade. In: INTERCOM - Sociedade Brasileira de Estudos Interdisciplinares da Comunicação. XXVI Congresso Brasileiro de Ciências da Comunicação. BH/MG, 2 a 6 set. 2003. Disponível em:http://www.intercom.org.br/papers/nacionais/2003/www/pdf/2003_temas_baptista.pdf. Acesso em: 17 jul. 2010.______. O sujeito da escrita e a trama comunicacional: um estudo sobre processos de escrita do jovem adulto, como expressão da trama comunicacional e da subjetividade contemporâneas. 2000. 442 f. Tese (Doutorado) - Escola de Comunicação e Artes da Universidade de São Paulo, São Paulo, 2000.______. Desterritorialização desejante em Turismo e Comunicação: Narrativas Especulares e de Autopoiese Inscriacional. Projeto de Pesquisa. Caxias do Sul, 2013.______. O sujeito da escrita e a trama comunicacional. Um estudo sobre os processos de escrita do jovem adulto como expressão da trama comunicacional e da subjetividade contemporânea. 2000. 440. fls. Tese (Doutorado em Ciências da Comunicação). Escola de Comunicações e Artes, Universidade de São Paulo, 2000.______. AFETIV(AÇÕES) DO TEXTO-TRAMA NO JORNALISMO Ensino e produção de textos jornalísticos e científicos, em tempos de caosmose midiática In: FÓRUM NACIONAL DE PROFESSORES DE JORNALISMO (FNPJ) 2º ENCONTRO SUL-BRASILEIRO DE PROFESSORES DE JORNALISMO 5º ENCONTRO PARANAENSE DE ENSINO DE JORNALISMO, 2013, Ponta Grossa (PR). II Fórum Sul-Brasileiro de Professores de Jornalismo., 2013.______. Comunicação. Trama de Desejos e Espelhos. Canoas: ULBRA, 1996.BARTHES, Roland. A Câmara Clara. Rio de Janeiro: Nova Fronteira, 1984.DELEUZE, Gilles. Conversações. Rio de Janeiro: Ed.34, 1992.ECO, Umberto. Apocalípticos e Integrados. 4 ed. São Paulo: Perspectiva, 1990.EHRENZEVEIG, Anton. Psicanálise da Percepção Artística. Uma Introdução à Teoria da Percepção Consciente. Rio de Janeiro: Zahar, 1977.FREIRE, Paulo. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra. 1999GUATTARI, Félix. Caosmose. Um Novo Paradigma Ético-Estético. Rio de Janeiro: Ed. 34, 1992.____________. Linguagem, consciência e sociedade. In: LANCETTI, Antonio. Saúde Loucura, número 2. 3 ed. São Paulo: Hucitec, 1990.______. Revolução Molecular. Pulsações Políticas do Desejo. 3. ed. São Paulo: Brasiliense, 1987._______; DELEUZE, Gilles. Mil Platôs. Capitalismo e Esquizofrenia. v. 1. Rio de Janeiro: Ed. 34, 1995._______; ROLNIK, Suely. Cartografias do desejo. 2. ed. Petrópolis: Vozes, 1986.GREIMAS, Algirdas Julien. Sobre o sentido: ensaios semióticos. Petrópolis: Vozes, 1975. 2 v.HAUSER, Arnold. A geração de 1830. In: História Social da Literatura e da Arte. São Paulo: Mestre Jou, 1972.KRISTEVA, Julia. História da Linguagem. Lisboa: Edições 70, s.d.LIPOVETSKY, Gilles. A era do vazio: ensaios sobre o individualismo contemporâneo. Barueri: Manole, 2005.MATURANA, Humberto. Emoções e linguagem na educação e na política. Belo Horizonte: UFMG, 1998.MEDINA, Cremilda. (org.). Novo Pacto da Ciência. A Crise dos Paradigmas - I Seminário Transdisciplinar. São Paulo, ECA/USP, 1990-1991.______. 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Abstract:

Use value refers to the usefulness of social productions in the sense of the increasingly effective fulfillment of human needs, as well as the production of new, ever richer, more human needs. However, in a society oriented by the logic of capital, thus oriented to the production of goods for exchange (commodities), the use value will always be determined, though not unilaterally, by the fact that it is in indissoluble unity with the exchange value, which leads, as a rule, to the secondary consideration of supplying/ production of needs in favor of the increased production of plus-value, the source of capital profit. This paper analyzes, employing literature review, a discussion about the contradiction of use value / exchange value incident on the use of digital media in education. Based on the Marxian dialectical method, a discussion is made about this contradiction, analyzing (abstracting, isolating) on the one hand the rich possibilities opened by the development of these technologies; and on the other hand, the process of commodification incident on the educational phenomenon, which interferes with the realization of that possibilities. As a synthesis, it is argued that the ontologically human moment, oriented to the use value, although determined by the purpose of producing plus-value, constitutes the fundamental social reference for the critique of the commodification process that occurs in education in general, with consequences in the way the means necessary to achieve the ends are conceived and adopted, a fundamental critical attitude for digital technologies to be part of an effective humanization process.ResumoO valor de uso refere-se à utilidade das produções sociais, no sentido do atendimento cada vez mais efetivo das necessidades humanas, bem como de produção de novas necessidades, cada vez mais ricas, mais humanas. Entretanto, em uma sociedade regida pela ordem do capital, orientada, portanto, à produção de bens para a troca (mercadorias), o valor de uso estará sempre determinado, embora não unilateralmente, pelo fato de se encontrar em unidade indissolúvel com o valor de troca, o que leva em regra à secundarização desse papel de atendimento/produção de necessidades em favor da extração ampliada de mais-valor, fonte de lucro do capital. Este artigo, analisa, empregando revisão de literatura, uma discussão sobre a contradição valor de uso/valor de troca incidente sobre o emprego das mídias digitais na educação. Tomando-se como base o método dialético marxiano, faz-se uma discussão, sobre essa contradição, analisando (abstraindo, isolando) por um lado, as ricas possibilidades abertas pelo desenvolvimento dessas tecnologias; e de outro lado, o processo de mercantilização incidente no fenômeno educativo, que interfere na efetivação daquele potencial. Como síntese, sustenta-se que o momento ontologicamente humano, orientado ao valor de uso, embora determinado pela busca da produção de mais-valor, constitui referência social fundamental para a crítica do processo de mercantilização que incide na educação de forma geral, com rebatimentos na maneira como se escolhem e adotam os meios necessários para atingimento dos fins, crítica fundamental para que as tecnologias digitais se insiram em um efetivo processo de humanização.ResumenEl valor de uso se refiere a la utilidad de las producciones sociales en el sentido de la satisfacción cada vez más efectiva de las necesidades humanas, así como a la producción de nuevas necesidades cada vez más ricas y más humanas. Sin embargo, en una sociedad gobernada por el orden del capital, orientada a la producción de bienes para el intercambio (mercancías), el valor de uso siempre estará determinado, aunque no de manera unilateral, por el hecho de que está en una unidad indisoluble con el valor de cambio, lo que lleva, por regla general, a la secundarización del papel de satisfacción / producción de necesidades en favor de una mayor extracción de más valor, fuente de ganancias del capital. Este artículo analiza, utilizando una revisión de la literatura, una discusión sobre la contradicción valor de uso / valor de cambio incidente en el uso de las medias digitales en la educación. Basado en el método dialéctico marxista, se discute sobre esta contradicción, analizando (abstrayendo, aislando) por un lado las ricas posibilidades abiertas por el desarrollo de estas tecnologías; y, por otro lado, el proceso de mercantilización que ocurre en el fenómeno educativo, que interfiere con la realización de ese potencial. En síntesis, se argumenta que el momento ontológicamente humano, orientado al valor de uso, aunque determinado por la búsqueda de la producción de más valor, constituye una referencia social fundamental para la crítica del proceso de mercantilización que ocurre en la educación en general, con efectos en la forma en que se eligen y adoptan los medios necesarios para lograr los fines, una crítica fundamental para que las tecnologías digitales sean parte de un proceso de humanización efectivo.Palavras-chave: Marxismo, Trabalho e educação, Assimilação crítica de tecnologia. 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São Paulo: Editora da Universidade de São Paulo, 2016. 368 p.RIBEIRO ROCHA, Paul Symon; DE LIMA, Rommel Wladimir; QUEIROZ, Paulo Gabriel Gadelha. Tecnologias para o ensino da Língua Brasileira de Sinais (LIBRAS): Uma revisão sistemática da literatura. Revista Brasileira de Informática na Educação, [S.l.], v. 26, n. 03, p. 42, set. 2018. ISSN 2317-6121. Disponível em: <https://www.br-ie.org/pub/index.php/rbie/ article/view/7140>. Acesso em: 04 out. 2019.ROCHA, Eucenir F.; CASTIGLIONI, Maria do Carmo. Reflexões sobre recursos tecnológicos: ajudas técnicas, tecnologia assistiva, tecnologia de assistência e tecnologia de apoio. Rev. Ter. Ocup. São Paulo, v. 16, n. 3, p. 97-104, set. -dez. 2005. Disponível em <http://www.revistas.usp.br/rto/article/view/13968>. Acesso em: 03 out. 2019.SALCEDO, Edna Manotas. Los cursos masivos en línea, MOOC: ¿cursos para la inmensa minoría?: una revisión de posturas sobre el impacto de la educación virtual para el acceso a la educación en América Latina. 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Disponível em <http://www.scielo.br/pdf/rbedu/v15n45/02>. Acesso em: 02 out. 2019.SGUISSARDI, Valdemar. Educação superior no Brasil. Democratização ou massificação mercantil? Educ. Soc., Campinas, v. 36, n. 133, p. 867-889, out.-dez., 2015. Disponível em <http://www.scielo.br/pdf/es/v36n133/1678-4626-es-36-133-00867.pdf>. Acesso em: 02 out. 2019.SHIROMA, Eneida O. Gerencialismo e formação de professores nas agendas das Organizações Multilaterais. Momento: diálogos em educação, Rio Grande/RS, v. 27, n. 2, p. 88-106, mai.-ago, 2018. Disponível em <https://periodicos.furg.br/momento/article/view/8093/5344>. Acesso em: 02 set. 2019.SOUZA, José da Cruz. A formação docente para o uso pedagógico das novas tecnologias de informação e comunicação: o papel do Núcleo de Tecnologia Municipal - NTM da Semed-Marabá. 2017. 131 f. Dissertação (Mestrado em Educação) – Instituto de Ciências da Educação, Programa de Pós-Graduação em Educação, Universidade Federal do Pará, 2017.TORI, Romero et al. VIDA ODONTO: Ambiente de Realidade Virtual para Treinamento Odontológico. Revista Brasileira de Informática na Educação, [S.l.], v. 26, n. 02, p. 80, maio 2018. ISSN 2317-6121. Disponível em: <https://www.br-ie.org/pub/index.php/rbie/article/view/7123>. Acesso em: 6 out. 2019.VALENCIA, Adrián S. Crisis capitalista y desmedida del valor – Un enfoque desde los Grundrisse. México, D.F: Editorial Itaca, 2010. 143 p.YUAN, Li; POWELL, Stephen. MOOCs and Open Education: Implications for Higher Education - A white paper. JISC- CETIS (Centre for educations technology & interoperability standards). Bolton/Manchester, 2013. Disponível em <https://e-space.mmu.ac.uk/619735/1/MOOCs-and-Open-Education.pdf>. Acesso em: 02 set. 2019.e3773071

Abstract:

Bacterial canker (or black spot) of mango caused by Xanthom*onas citri pv. mangiferaeindicae is an important disease in tropical and subtropical areas (1). X. citri pv. mangiferaeindicae can cause severe infection in a wide range of mango cultivars and induces raised, angular, black leaf lesions, sometimes with a chlorotic halo. Severe leaf infection may result in abscission. Fruit symptoms appear as small, water-soaked spots on the lenticels that later become star shaped, erumpent, and exude an infectious gum. Often, a “tear stain” infection pattern is observed on the fruit. Severe fruit infections cause premature drop. Twig cankers are potential sources of inoculum and weaken branch resistance to winds. Yield loss up to 85% has been reported at grove scale for susceptible cultivars (1). Suspected leaf lesions of bacterial canker were collected in July 2010 from mango trees in four, six, and three localities of the Koulikoro, Sikasso, and Bougouni provinces of Mali, respectively (i.e., the major mango-growing areas in this country). Nonpigmented Xanthom*onas-like colonies were isolated on KC semiselective medium (3). Twenty-two strains from Mali were identified as X. citri pv. mangiferaeindicae based on IS1595-ligation-mediated PCR (4) and they produced fingerprints fully identical to that of strains isolated from Ghana and Burkina Faso. Five Malian strains (LH409, LH410, LH414, LH415-3, and LH418) were compared by multilocus sequence analysis (MLSA) to the type strain of X. citri and the pathotype strain of several X. citri pathovars, including pvs. anacardii and mangiferaeindicae. This assay targeted the atpD, dnaK, efp, and gyrB genes, as described previously (2). Nucleotide sequences were 100% identical to those of the pathotype strain of X. citri pv. mangiferaeindicae whatever the gene assayed, but differed from any other assayed X. citri pathovar. Leaves of mango cv. Maison Rouge from the youngest vegetative flush were infiltrated (10 inoculation sites per leaf for three replicate leaves on different plants per bacterial strain) with the same five strains from Mali. Bacterial suspensions (~1 × 105 CFU/ml) were prepared in 10 mM Tris buffer (pH 7.2) from 16-h-old cultures on YPGA (7 g of yeast, 7 g of peptone, 7 g of glucose, and 18 g of agar/liter, pH 7.2). The negative control treatment consisted of three leaves infiltrated with sterile Tris buffer (10 sites per leaf). Plants were incubated in a growth chamber at 30 ± 1°C by day and 26 ± 1°C by night (12-h/12-h day/night cycle) at 80 ± 5% relative humidity. All leaves inoculated with the Malian strains showed typical symptoms of bacterial canker a week after inoculation. No lesions were recorded from the negative controls. One month after inoculation, mean X. citri pv. mangiferaeindicae population sizes ranging from 5 × 106 to 1 × 107 CFU/lesion were recovered from leaf lesions, typical of a compatible interaction (1). To our knowledge, this is the first report of the disease in Mali. Investigations from local growers suggest that the disease may have been present for some years in Mali but likely less than a decade. A high disease incidence and severity were observed, suggesting the suitability of environmental conditions in this region for the development of mango bacterial canker. References: (1) N. Ah-You et al. Phytopathology 97:1568, 2007. (2) L. Bui Thi Ngoc et al. Int. J. Syst. Evol. Microbiol. 60:515, 2010. (3) O. Pruvost et al. J. Appl. Microbiol. 99:803, 2005. (4) O. Pruvost et al. Phytopathology 101:887, 2011.

Abstract:

Citrus canker, caused by Xanthom*onas citri pv. citri, is a bacterial disease of economic importance in tropical and sub-tropical citrus-producing areas (EPPO-PQR online database). X. citri pv. citri causes severe infection in a wide range of citrus species, and induces erumpent, callus-like lesions with water-soaked margins leading to premature fruit drop and twig dieback. It has consequently been subjected to eradication efforts and international regulations. It was first described on the African continent in South Africa at the beginning of the 20th century, from which it was eventually eradicated. Since 2006, several outbreaks caused by phylogenetically diverse strains of X. citri pv. citri have been reported from several African countries (Ethiopia, Mali, Senegal, and Somalia). In July 2011, citrus canker in Burkina Faso was suspected in the area adjacent to the Sikassso Province of Mali where X. citri pv. citri has been confirmed. In November and December 2012, leaves of clementine (Citrus clementina), lemon (C. limon), Volkamer lemon (C. volkameriana), sweet orange (C. sinensis), tangelo (C. paradisi× C. reticulata), and mandarin (C. reticulata) were collected from orchards with trees showing symptoms of citrus canker in the Comoé, Houet, and Kénédougou provinces of Burkina Faso. Isolations performed using KC semi-selective medium (4) recovered 45 Xanthom*onas-like strains. All Xanthom*onas-like strains were tentatively identified as X. citri pv. citri by PCR (4/7 primers) using IAPAR 306 and sterile distilled water as the positive and negative controls, respectively (3). Among these, two strains (LK4-4 and LK4-5) produced a ‘fuscans’-like brown diffusible pigment, a phenotype never reported previously for X. citri pv. citri. MultiLocus Sequence Analysis targeting six housekeeping genes (atpD, dnaK, efp, gltA, gyrB, and lepA) (1,2) fully identified seven strains from Burkina Faso (LJ301-1, LJ303-1, LK1-1, LK2-6, LK4-3, LK4-4, and LK4-5) as X. citri pv. citri (and not to any other Xanthom*onas pathovars pathogenic to citrus or host range-restricted pathotypes of pathovar citri), and more specifically as sequence type ST2 which is composed mostly of pathotype A strains of X. citri pv. citri (2). The same seven strains were inoculated to at least four leaves of each of grapefruit cv. Henderson, Mexican lime SRA 140 (C. aurantifolia), Tahiti lime SRA 58 (C. latifolia), and sweet orange cv. Washington Navel, using a detached leaf assay (2). All strains developed typical erumpent, callus-like tissue at wound sites on all citrus species inoculated. No lesions developed on the negative control (sterile 10 mM tris buffer). Koch's postulate was fulfilled after reisolation of Xanthom*onas-like yellow colonies from symptoms on Mexican lime produced by the seven strains. Boiled bacterial suspensions were assayed by PCR with 4/7 primers (3) and produced the expected 468-bp amplicon in contrast with the PCR negative control. To our knowledge, this is the first report of X. citri pv. citri in Burkina Faso. Citrus canker-free nurseries and grove sanitation should be implemented for reducing the prevalence of Asiatic canker in Burkina Faso and a thorough survey of citrus nurseries and groves in the region should be conducted. References: (1) N. F. Almeida et al. Phytopathology 100:208, 2010. (2) L. Bui Thi Ngoc et al. Int. J. Syst. Evol. Microbiol. 60:515, 2010. (3) J. S. Hartung et al. Phytopathology 86:95, 1996. (4) O. Pruvost et al. J. Appl. Microbiol. 99:803, 2005.

Abstract:

This paper presents the results of a research carried out with a group of Pedagogy students in a private higher education institution in Rio Grande do Sul (Brazil), making use of Hot Potatoes authoring software aiming at the development of didactic materials. The theoretical foundation was based on pointing out the features, advantages, disadvantages and contributions of software as a technology for teacher education. The objective of this research was to verify the contributions (advantages and disadvantages) of using Hot Potatoes authoring software in the development of activities related to mathematical literacy for Youth and Adult Education (EJA) in the perception of university students. The qualitative and exploratory research had the participation of 22 collaborators who were attending the EJA Teaching Methodology discipline. A workshop was held to present the functionalities of the software and to develop activities by the participants, based on the use of scripts prepared by the researchers. Data collection occurred through a questionnaire with closed questions to draw the profile of participants and open questions to capture their perceptions regarding the software. For data analysis, the Discursive Textual Analysis (ATD) was used. It was concluded that the use of this software has advantages, disadvantages and didactic aspects to be considered when using it.ResumoEste artigo apresenta os resultados de uma pesquisa desenvolvida com um grupo de estudantes de Pedagogia em uma instituição privada de ensino superior do Rio Grande do Sul, fazendo o uso do software de autoria Hot Potatoes visando ao desenvolvimento de materiais didáticos. A fundamentação teórica baseou-se em apontar as funcionalidades, vantagens, desvantagens e contribuições do software como tecnologia para formação docente. O objetivo da pesquisa foi verificar as contribuições (vantagens e desvantagens) do uso do software de autoria Hot Potatoes no desenvolvimento de atividades relacionadas à alfabetização matemática para a Educação de Jovens e Adultos (EJA) na percepção dos universitários. A investigação de cunho qualitativo e do tipo exploratória contou com a participação de 22 colaboradores que estavam cursando a disciplina de Metodologia de Ensino da EJA. Realizou-se uma oficina para apresentação das funcionalidades do software e para desenvolvimento de atividades com os participantes, a partir do uso de roteiros elaborados pelos pesquisadores. A coleta de dados ocorreu por meio de questionário com questões fechadas para traçar o perfil dos participantes e questões abertas para captar as suas percepções com relação ao software. Para a análise dos dados, utilizou-se a Análise Textual Discursiva (ATD). Concluiu-se que o uso do referido software apresenta vantagens, desvantagens e aspectos didáticos a serem considerados acerca de sua utilização.ResumenEste artículo presenta los resultados de una investigación realizada con un grupo de estudiantes de pedagogía en una institución privada de educación superior en Rio Grande do Sul (Brasil), utilizando el software de autoría Hot Potatoes para el desarrollo de materiales didácticos. La base teórica se basó en señalar las características, ventajas, desventajas y contribuciones del software como tecnología para la formación del profesorado. El objetivo de esta investigación fue verificar las contribuciones (ventajas y desventajas) del uso del software de autoría Hot Potatoes en el desarrollo de actividades relacionadas con la alfabetización matemática para la Educación de Jóvenes y Adultos (EJA) en la percepción de los estudiantes universitarios. La investigación cualitativa y exploratoria contó con la participación de 22 colaboradores que asistían a la disciplina Metodología de Enseñanza EJA. Se realizó un taller para presentar las funcionalidades del software y desarrollar actividades por parte de los participantes, basado en el uso de guiones preparados por los investigadores. La recolección de datos se realizó a través de un cuestionario con preguntas cerradas para dibujar el perfil de los participantes y preguntas abiertas para capturar sus percepciones sobre el software. Para el análisis de datos, se utilizó el análisis textual discursivo (ATD). Se concluyó que el uso de este software tiene ventajas, desventajas y aspectos didácticos a tener en cuenta al usarlo.Palavras-chave: Softwares de autoria, Formação de professores, Análise textual discursiva.Keywords: Authoring software, Hot Potatoes, Teacher training, Discursive textual analysis.Palabras claves: Software de autoría, Formación del profesorado, Análisis textual discursivo.ReferencesBECKER, Fernando. Educação e construção do conhecimento. Porto Alegre: Artmed, 2001.BEHAR, Patricia et al. Objetos de Aprendizagem para a Educação a Distância. In: Modelos pedagógicos em educação a distância. Porto Alegre: Artmed, 2009. Cap. 3. P. 66-92.BELLONI, Maria Luiza. Educação a distância. – 2. ed – Campinas, SP: Autores Associados, 2001. – (Coleção educação contemporânea).BERTIN, Roseli et al. Desenvolvendo jogos educacionais por meio de softwares de autoria. RENOTE, v. 13, n. 1, 2015.BOVO, V, G. O uso do computador na educação de jovens e adultos. Revista PEC. Curitiba, v. 2, nº 1, julho, 2002.BRASIL. Base Nacional Comum Curricular: Educação Infantil e Ensino Fundamental. Brasília: MEC/Secretaria de Educação Básica, 2017. Disponível em: < http://basenacionalcomum.mec.gov.br/>. Acesso em: 03 out. 2019.BRASIL. Ministério de Educação e do Desporto. Conselho Nacional de Educação/ Conselho Pleno. Resolução CNE/CP 1, de 18 de fevereiro de 2002. Institui diretrizes curriculares nacionais para a formação de professores da educação básica, em nível superior, curso de licenciatura, de graduação plena. Brasília, DF, 18 fev. 2002. Disponível em: <http://portal.mec.gov.br/cne/arquivos/pdf/rcp01_02.pdf>. Acesso em: 03 set. 2019.BRASIL. Parâmetros Curriculares Nacionais: Matemática / Secretaria de Educação Fundamental. Brasília: MEC / SEF, 2001.COSTA, João Francisco Staffa da. O uso de softwares de autoria na educação de jovens e adultos: percepção de futuros professores. 2019. 99f. Trabalho de conclusão de curso (Especialização em Informática Instrumental para professores da Educação Básica [Educação]. Universidade Federal do Rio Grande do Sul – UFRGS, Porto Alegre, 2019. Disponível em:<https://lume.ufrgs.br/handle/10183/197245 > Acesso em 07 de set. 2019.DENZIN, N. K.; LINCOLN, Y. O planejamento da pesquisa qualitativa. Teorias e abordagens. Porto Alegre: Artmed, 2006.DONDA, Leny Gallego. O Freeware Hot Potatoes e seu potencial como ferramenta de aprendizagem. 2008. Disponível em: <http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/1062-4.pdf> Acesso em 02 de set. 2019.GADOTTI, Moacir. Perspectivas atuais da educação. Porto Alegre: Artes Médicas, 2000.GASQUE, Kelley Cristine Gonçalves Dias. Objetos de aprendizagem para o letramento informacional. Revista Ibero-Americana de Ciência da Informação, Brasília, v. 9, n.2, p. 387-405, jul./dez.2016.HEREDIA, Jimena de Melo; DE MORAES, Marialice; VIEIRA, Eleonora Milano Falcão. Uso de tecnologias digitais de informação e comunicação por docentes. Revista Conexão UEPG, v. 13, n. 1, p. 130-141, 2017.MALLMANN, E. M. et al. Ensino-Aprendizagem mediado por tecnologias em rede: complexidade da performance docente. Revista Reflexão e Ação, Santa Cruz do Sul, v. 21, n. 2, p. 309-334, jul.-dez. 2013. Disponível em < https://online.unisc.br/seer/index.php/reflex/article/download/3853/3028>. Acesso em 06 out. 2019.MORAES, R.; GALIAZZI, M. C. Análise textual discursiva. Ijuí: Editora Unijuí, 2011.MORAN, J.M. Novas Tecnologias e Mediação Pedagógica. Campinas: Papirus, 2001.NÓVOA, Antonio. (Coord.). Os professores e sua formação. Lisboa-Portugal: Dom Quixote, 2002.QUINTAS, Maria José Miranda Pires. Aprendizagem Colaborativa da Eletricidade com Ensino Interativo. 2017. 424f. Tese (Doutorado em ensino e divulgação das Ciências. [ensino]) - Universidade do Porto, Portugal, 2017.SANTOS, Tássia Ferreira; BEATO, Zelina; ARAGÃO, Rodrigo. As TICS´s e o ensino de línguas. 2012. SEPEXLE – Seminário de Pesquisa e Extensão em Letras. Anais do III SEPEXLE. Universidade Estadual de Santa Cruz.SCHEUNEMANN, Camila Maria Bandeira; LOPES, Paulo Tadeu Campos. Análise de um hipertexto digital no Ensino de Ciências: Percepções de alunos do Ensino Fundamental. Revista de Ensino de Ciências e Matemática, v. 9, n. 5, p. 14-35, 2018.SILVA, Adão de Oliveira et. at. O uso do Hot Potatoes como ferramenta de complemento às atividades educativas e reforço ao ensino. In: UNIASSELVI Revista Maiêutica. Santa Catarina. Editora Uniasselvi, 2018, p. 85-92.SOARES, Kátia Martins; LIMA, Regina da Silva; SCHMITT, Marcelo Augusto Rauh. Projeto piloto de formação no ambiente virtual de aprendizagem MOODLE Didático IFRS: conhecendo os objetos de aprendizagem. Tear: Revista de Educação, Ciência e Tecnologia, v. 7, n. 1, 2018.VALENTE, José Armando. Análise dos diferentes tipos de softwares usados na educação. 2006. p.71 – 85. Disponível em: http://br.geocities.com/secdrr/valente.htm Acesso em: 02 set. 2019.VESTENA, Rosemar de Fátima; CONCEIÇÃO, Martha Silva; ORTIZ, Neiva Lilian Ferreira. Histórias Infantis e Anos Iniciais: uma possibilidade interdisciplinar para acessar conhecimentos científicos. Pedagogia em Foco, v. 12, n. 8, p. 167-184, 2017.e3750068

Abstract:

This article presents the results of a research that aimed to problematize how students of the undergraduate courses of an IFES represent the technique and technology in images produced by them. Those images then are constitutive of their visual culture. Image production workshops were organized. The following concepts were addressed: visual culture; Image Technical and technology. Participated in the Workshops 105 students (52 doubles) who produced 65 photographs from their choice of a phenomena in the surroundings of the university. They answered the questions: justify chosen phenomenon; has technique in that image? (Justify response); has technology in this image? (Justify the answer). Then the photos were projected and the concepts of visual culture, technique and technology were discussed. The analysis of the written responses of the students indicated that when choosing and justifying the phenomena they are holders of a visual culture "based on visuality, the tendency to figure or visualize existence". Most students understood the technique as a means to obtain an end. They also confused the technology with the technical apparatus and did not criticize technique or technology. All students showed familiarity with the "cellular" artifact, but did not criticize this use. The contemporary artifacts, particularly the cell phone, are so inserted in everyday life that it becomes difficult to surprise them, because there is a symbolic system, grounded in technical rationality, so rooted in everyday actions that make this familiarity difficult to miss. This is why they do not problematize the technique or technology, when producing or approaching a visual culture.ResumoEste artigo apresenta os resultados de uma pesquisa que tinha como objetivo problematizar como estudantes dos cursos de licenciatura de uma IFES (Instituição Federal de Ensino Superior) representam a técnica e a tecnologia, constitutivas da cultura visual, em imagens por eles produzidas. Organizou-se oficinas de produção de imagens. Abordou-se os seguintes conceitos: cultura visual; imagem; técnica e tecnologia. Participaram das oficinas 105 estudantes (52 duplas), que produziram 65 fotografias a partir da escolha de fenômenos no entorno da universidade. Quando as duplas voltavam, respondiam às questões: fenômeno escolhido (justificar a escolha); tem técnica nessa imagem? (justificar resposta); tem tecnologia nessa imagem? (justificar a resposta). Depois projetou-se as fotos e discutiu-se os conceitos de cultura visual, técnica e tecnologia. A análise das respostas escritas dos estudantes indicou que ao escolherem e justificarem os fenômenos eram detentores de uma cultura visual “pautada na visualidade, pela tendência de figurar ou visualizar a existência”. A maioria dos estudantes compreendeu a técnica como meio para se obter um fim, confundiu a tecnologia com o aparato técnico, e não criticou a técnica nem a tecnologia. Todos os estudantes demonstraram ter familiaridade com o artefato “técnico celular”, mas não criticaram esse uso. Os artefatos contemporâneos, particularmente o celular, estão tão inseridos no cotidiano, que se torna difícil estranhá-los, pois há um sistema simbólico, fundamentado na racionalidade técnica, tão arraigado em ações cotidianas, que é difícil estranhar o familiar. Por isso não se problematiza a técnica e nem a tecnologia, ambas produtoras da cultura visual.ResumenEste artículo presenta los resultados de una investigación que tenía como objetivo problematizar como estudiantes de los cursos de licenciatura de una IFES representan la técnica y la tecnología, constitutivas de la cultura visual, en imágenes por ellos producidas. Se organizaron talleres de producción de imágenes. Se abordaron los siguientes conceptos: cultura visual; imagen; técnica y tecnología. Participaron de los talleres 105 estudiantes (52 dobles), que produjeron 65 fotografías a partir de la elección de fenómenos en el entorno de la universidad. Cuando las dobles volvían, respondían a las preguntas: fenómeno escogido (justificar la elección); ¿tiene técnica en esa imagen? (justificar la respuesta); ¿tiene tecnología en esa imagen? (justificar la respuesta). Después se proyectó las fotos y se discutieron los conceptos de cultura visual, técnica y tecnología. El análisis de las respuestas escritas de los estudiantes indicó que al escoger y justificar los fenómenos eran poseedores de una cultura visual pautada en la visualidad, por la tendencia de figurar o visualizar la existencia". La mayoría de los estudiantes comprendieron la técnica como medio para obtener un fin, confundió la tecnología con el aparato técnico, y no criticó la técnica ni la tecnología. Todos los estudiantes demostraron tener familiaridad con el artefacto "técnico celular", pero no criticaron ese uso. Los artefactos contemporáneos, particularmente el celular, están tan insertados en lo cotidiano, que resulta difícil extrañarlos, pues hay un sistema simbólico, fundamentado en la racionalidad técnica, tan arraigado en acciones cotidianas, que es difícil extrañar al familiar. Por eso no se problematiza la técnica y ni la tecnología, ambas productoras de la cultura visual.Palavras-chave: Técnica, Tecnologia, Fotografia, Licenciatura.Keywords: Technique, Technology, Photograph, Undergraduate courses.Palabras clave: Técnica, Tecnología, Fotografía, Licenciatura.ReferencesAMORIM, M. Vozes e Silêncio no Texto de Pesquisa em Ciências Humanas. Cadernos de Pesquisa, n. 116, p.7-19, julho, 2002.ASSUMPÇÃO, A, M. Entrelaçamentos entre leitura de imagens e estudantes de pedagogia. 2019. 173 p. Tese (Doutorado em Educação) – Universidade Federal do Estado do Rio de Janeiro, Rio de Janeiro, 2019.AUMONT, J. A. Imagem. (Abreu, E, S. e Santoro, C., C., Trad). Campinas, SP: Papirus, 1993.BAKHTIN, M. Marxismo e filosofia da linguagem. São Paulo: Hucitec, 1986.BARTHES, R. O óbvio e o obtuso. Rio de Janeiro: Ed. Nova Fronteira, 1990.BARTHES, R. A câmara clara: nota sobre a fotografia. Rio de Janeiro: Nova Fronteira, 1984.BUNGE, M. Seudociencia e ideología. Madri: Alianza, 1985.CANCLINI, N. G. Diferentes, desiguais e desconectados: mapas da interculturalidade. Rio de Janeiro: Editora UFRJ, 2005.CRAIA, E. C. P.; PECORARO R. La Técnica en el ágora: repensar nuestro estado de cosas (Presentacíón). Quadranti –Rivista Internazionale di Filosofia Contemporanea –v. IV, p.3-5, nº 1-2, 2016.CUCHE, D. A Noção de Cultura nas Ciências Sociais. 2ª ed. Bauru: EDUSC. 2002CUPANI, A. A tecnologia como problema filosófico: três enfoques. Centiæ zudia, São Paulo, v. 2, n. 4, p. 493-518, 2004.ELLUL, J. A técnica e o desafio do século. Rio de Janeiro: Paz e Terra, 1968.FISCHER, R.M.B.; MARCELLO, F. Pensar o outro no cinema: por uma ética das imagens. Revista Teias, v. 17, n. 47, jan./mar., p.13-28. 2016.FISCHER, M. R, Mídia, máquinas de imagens e práticas pedagógicas. Revista Brasileira de Educação, v. 12 n. 35 maio/ago. p.290-299, 2007.FLUSSER, V.. Filosofia da Caixa Preta: ensaios para uma futura filosofia da fotografia. São Paulo: Annablume, 2011.GOUVÊA, G. Divulgação científica para crianças: o caso da Ciência Hoje das Crianças, 2000. Tese de doutorado em Ciências. Programa de pós-graduação em Ciências do ICB/ UFRJ, 2000. 230pGOUVÊA, G.; OLIVEIRA, C. I. de C. Memória e representação: imagens nos livros didáticos de física. Ciências & Cognição, V. 15, N. 3, 2010, p.063-083. Disponível em: http://www.cienciasecognicao.org/revista/index.php/cec/article/view/368, Acesso em 20 novembro de 2018.HABERMAS, J. Técnica e ciência como “ideologia”. 1ªed. São Paulo: editora Unesp, 2014.HALL, S. Representation: Cultural Representations and Signifying Practices. Hall, S. (Ed), London: SAGE Publications, 2003.JAY, Martin. Relativismo Cultural e a Virada Visual. Aletria: Revista de Estudos de Literatura, v. 10, n.11, p. 14 - 28, 2003.KLEBA, J. Tecnologia, ideologia e periferia: um debate com a filosofia da técnica de Álvaro Vieira Pinto. Convergencia: Revista de Ciencias Sociales, v. 13, n. 42, p. 73-93, set./dez. 2006.KNAUSS, P. O desafio de fazer História com imagens: arte e cultura visual. ArtCultura, Uberlândia, v. 8, n. 12, p. 97-115, jan.-jun. 2006.MARCUSE, H. Cultura e sociedade. Rio de Janeiro: Paz e Terra, 1998.MARCUSE, H. O homem unidimensional: estudos das ideologias da sociedade industrial avançada. São Paulo: Edipro, 2015, 247p.MENESES, U. T. B. de. Fontes visuais, cultura visual, história visual: balanço provisório, propostas cautelares. Revista Brasileira de História, São Paulo. v. 23,n. 45, p. 11-36, July, 2003.MIRZOEFF, Nicholas. An introduction to visual culturee. London: Routledge, 1999MUMFORD, L. Técnica y Civilizacion. Madri: Alianza, 1979 © 1934.OLIVEIRA, et al. Imagem e educação. 1ª ed. v1.Rio de Janeiro: Fundação CECIERJ, 2006, 106p.PINTO, A. V. O Conceito de Tecnologia. Rio de Janeiro: Contraponto, v. 1, 2005.ROSA, G. A. de; TREVISAN, A. L. Filosofia da tecnologia e educação: conservação ou crítica inovadora da modernidade?. Avaliação. Campinas, online, vol.21, n.3, pp.719-738.2016; http://dx.doi.org/10.1590/S1414-40772016000300004. Acesso em 15 de fevereiro de 2019.SARDELICH, M. E.; GARCIA, A.; ALVES B. T. S. L. Cultura visual no Brasil: um panorama sobre a construção do campo de estudo. RDIVE, João Pessoa, v.1, n. 1, p. 158-175, jan./jun., 2016.SARDELICH, M. E. Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa. Educar, Curitiba, n. 27, p. 203-219, 2006. SÉRVIO, P. P. P. O que estudam os estudos de cultura visual? Revista Digital do LAV, Santa Maria, vol. 7, n.2, p. 196-215 - maio/ago. 2014.SILVA, P. I. F. da. Marcuse e a racionalidade tecnológica: dominação ou liberdade. 2013. Dissertação (mestrado em Filosofia da Ciência e da Tecnologia). Faculdade de Filosofia e Ciências Humanas, Universidade de São Paulo. São Paulo, 2013. SOUSA, A. C. G. Os engenheiros no fim do século XIX: ações e ideias. 2013. 249p. Tese (Doutorado em História das Ciências e das Técnicas e Epistemologia). Universidade Federal do Rio de Janeiro. Rio de Janeiro, 2013. WALKER, J. A.; CHAPLIN, S. Una introducción a la cultura visual. Barcelona: Octaedro, 2002.WILKE, V. C. L. A epistéme de dominação e o domínio da arte. 1994. 120 f. Dissertação (Mestrado em Filosofia) – Universidade Federal do Rio de Janeiro, Rio de Janeiro, 1994.e3834010

Abstract:

Worldwide, Japanese yew (Taxus cuspidata Sieb. & Zucc.) is a popular garden tree, with large trees also being used for timber. In July 2012, leaf blight was observed on 10% of Japanese yew seedling leaves planted in a 500-m2 field in Andong, Gyeongsangbuk-do Province, South Korea. Typical symptoms included small, brown lesions that were first visible on the leaf margin, which enlarged and coalesced into the leaf becoming brown and blighted. To isolate potential pathogens from infected leaves, small sections of leaf tissue (5 to 10 mm2) were excised from lesion margins. Eight fungi were isolated from eight symptomatic trees, respectively. These fungi were hyphal tipped twice and transferred to potato dextrose agar (PDA) plates for incubation at 25°C. After 7 days, the fungi produced circular mats of white aerial mycelia. After 12 days, black acervuli containing slimy spore masses formed over the mycelial mats. Two representative isolates were further characterized. Their conidia were straight or slightly curved, fusiform to clavate, five-celled with constrictions at the septa, and 17.4 to 28.5 × 5.8 to 7.1 μm. Two to four 19.8- to 30.7-μm-long hyaline filamentous appendages (mostly three appendages) were attached to each apical cell, whereas one 3.7- to 7.1-μm-long hyaline appendage was attached to each basal cell, matching the description for Pestalotiopsis microspora (2). The pathogenicity of the two isolates was tested using 2-year-old plants (T. cuspidata var. nana Rehder; three plants per isolate) in 30-cm-diameter pots filled with soil under greenhouse conditions. The plants were inoculated by spraying the leaves with an atomizer with a conidial suspension (105 conidia/ml; ~50 ml on each plant) cultured for 10 days on PDA. As a control, three plants were inoculated with sterilized water. The plants were covered with plastic bags for 72 h to maintain high relative humidity (24 to 28°C). At 20 days after inoculation, small dark lesions enlarged into brown blight similar to that observed on naturally infected leaves. P. microspora was isolated from all inoculated plants, but not the controls. The fungus was confirmed by molecular analysis of the 5.8S subunit and flanking internal transcribed spaces (ITS1 and ITS2) of rDNA amplified from DNA extracted from single-spore cultures, and amplified with the ITS1/ITS4 primers and sequenced as previously described (4). Sequences were compared with other DNA sequences in GenBank using a BLASTN search. The P. microspora isolates were 99% hom*ologous to other P. microspora (DQ456865, EU279435, FJ459951, and FJ459950). The morphological characteristics, pathogenicity, and molecular data assimilated in this study corresponded with the fungus P. microspora (2). This fungus has been previously reported as the causal agent of scab disease of Psidium guajava in Hawaii, the decline of Torreya taxifolia in Florida, and the leaf blight of Reineckea carnea in China (1,3). Therefore, this study presents the first report of P. microspora as a pathogen on T. cuspidata in Korea. The degree of pathogenicity of P. microspora to the Korean garden evergreen T. cuspidata requires quantification to determine its potential economic damage and to establish effective management practices. References: (1) D. F. Farr and A. Y. Rossman, Fungal Databases, Syst. Mycol. Microbiol. Lab. Retrieved from http://nt.ars-grin.gov/fungaldatabases/ (2) L. M. Keith et al. Plant Dis. 90:16, 2006. (3) S. S. N. Maharachchikumbura. Fungal Diversity 50:167, 2011. (4) T. J. White et al. PCR Protocols. Academic Press, San Diego, CA, 1990.

Abstract:

The article examines the rise of the extreme right in the country and the arrival of Jair Bolsonaro in power in the 2018 presidential elections. It analyzes the characteristics of Bolsonarism and its government, as well as its proposals and consequences for public higher education and the production of knowledge in Brazil. It identifies the predominance of cultural war within the scope of the Ministry of Education, manifested in the clash - a contradiction that does not exist in other spheres of government - between market defenders, the ultra-liberals who want to privatize the teaching of daycare to post-graduation, and those who intend to safeguard the state control. Discusses the effects of Constitutional Amendment no. 95/2016 in the deepening of the education and science & technology financing crisis by making the flow of public fund resources to rentier elites structural. It proposes that the proposition programs like Future-se aim to change the social function of public universities in the perspective of cultural war, that is, from the perspective of autocracy, anti-scientific thought, commodification, and utilitarianism that guide the actions of the current government. The anti-Enlightenment, autocratic, conservative and denialist foundations of Bolsonarism presuppose the destruction of the public university as an autonomous institution, producing new knowledge and capable of ensuring the freedom of professorship.ResumoO artigo examina a ascensão da extrema direita no País e a chegada ao poder de Jair Bolsonaro nas eleições presidenciais de 2018. Analisa as características do bolsonarismo e do governo, assim como suas proposições e consequências para a educação superior pública e para a produção do conhecimento no Brasil. Identifica a predominância da guerra cultural no âmbito do Ministério da Educação, manifestada no embate – contraposição inexistente nas demais esferas do governo – entre defensores do mercado, os ultraneoliberais que querem privatizar o ensino da creche à pós-graduação, e aqueles que pretendem resguardar o controle estatal. Discute os efeitos da Emenda Constitucional no. 95/2016 no aprofundamento da crise do financiamento da educação e da ciência & tecnologia ao tornar estrutural o escoamento dos recursos do fundo público para as elites rentistas. Propugna que a proposição de programas como o Future-se tem como objetivo refuncionalizar as universidades públicas na perspectiva da guerra cultural, ou seja, sob a ótica da autocracia, do anticientifismo, da mercantilização e do utilitarismo que norteiam as ações do atual governo. Os fundamentos anti-iluministas, autocráticos, conservadores e negacionistas do bolsonarismo pressupõem a destruição da universidade pública como instituição autônoma, produtora de conhecimento novo e capaz de assegurar a liberdade de cátedra.ResumenEl artículo examina el ascenso de la extrema derecha en el país y la llegada al poder de Jair Bolsonaro, en las elecciones presidenciales de 2018. Analiza las características del bolsonarismo y de su gobierno, así también, sus proposiciones y consecuencias para la educación superior pública y para la producción de conocimiento en Brasil. Identifica el predominio de la guerra cultural en el ámbito del Ministerio de Educación, manifestado en el enfrentamiento – la contraposición inexistente en las demás esferas del gobierno – entre los defensores del mercado, los ultraneoliberales que quieren privatizar desde la educación de la primera infancia, hasta la educación postgraduada, y aquellos, que pretenden conservar el control estatal. Se discuten los efectos de la Enmienda Constitucional N°. 95/2016, en torno a la profundización de la crisis del presupuesto de la educación y de la ciencia y la tecnología al tornar estructural el flujo de los recursos del fondo público para las élites rentistas. Se propone que la propuesta de programas como "Future-se" tienen como objetivo de cambiar la función social de las universidades públicas en la perspectiva de la guerra cultural, o sea, bajo la óptica de la autocracia, del anticientificismo, de la mercantilización y del utilitarismo que nortea las acciones del actual gobierno. Los fundamentos anti-iluministas, autocráticos, conservadores y negacionistas del bolsonarismo presuponen la destrucción de la universidad pública como institución autónoma, productora de conocimiento nuevo y capaz de asegurar la libertad de cátedra.Palavras-chave: Bolsonarismo, Educação superior no Brasil, Produção científica, Direitos humanos.Keywords: Bolsomarism, Brazil Higher Education, Scientific production, Human rights.Palabras clave: Bolsonarismo, Educación superior en Brasil, Producción científica, Derechos Humanos.ReferencesADORNO, Theodor W. Estudos sobre a personalidade autoritária. São Paulo: Unesp, 2019.ADORNO, Theodor. “Teoria freudiana e o padrão da propaganda fascista”. In: Ensaios sobre psicologia social e psicanálise. São Paulo, Unesp, 2015.ALEGRE, Manuel. País de Abril: uma antologia. Lisboa: Dom Quixote, 2014.ANDERSON, Perry. As origens da pós-modernidade. Rio de Janeiro: Jorge Zahar, 1999.ANTONIONI, Michelangelo. O fio perigoso das coisas e outras histórias. Rio de Janeiro: Nova Fronteira, 1980.ARCARY, Valério. Um reformismo quase sem reformas: Uma crítica marxista do governo Lula em defesa da revolução brasileira. São Paulo: Sundermann, 2011.AMARAL, Nelson Cardoso do. O Financiamento da Educação Pública Superior no Brasil Seminário Andifes – Abruem – Conif: “Proposta da Educação Superior do Brasil à CRES 2018. Disponívem em:< http://www.andifes.org.br/wp-content/uploads/2018/04/@@@@@@@apresenta%C3%A7%C3%A3o-ANDIFES-ABRUEM-CONIF-abril-2018.pdf>. Acesso em janeiro de 2020BAGGIO, Kátia Gerab. “Atlas Network e o ultraneoliberalismo”. In: A Terra é Redonda. Disponível em: https://aterraeredonda.com.br/conexoes-ultraliberais-nas-americas/].BOLSONARO, Jair M. “Discurso em jantar na residência do embaixador do Brasil em Washington”. Disponível em: https://www.youtube.com/watch?v=dm9j0eS5iWYBOLSONARO, Jair M. “E daí? Lamento. Quer que eu faça o quê?”. Disponível em: https://www.youtube.com/watch?v=KGACSgIToUkBOLSONARO, Jair M. “Reunião ministerial de 22 de abril de 2020”. Disponível em: https://www.youtube.com/watch?v=VkCTwQH55IcBOURDIEU, Pierre. Escritos de educação (Org. M.A. Nogueira; A. M. Catani). Petrópolis, RJ: Vozes, 15a. ed., 2016.CANZIANI, Alex; MARTINS, Ricardo. C. R.; SANTOS, Aldenise F. ... [et al.] Financiamento da educação superior no Brasil: impasses e perspectivas [recurso eletrônico]. Brasília: Câmara dos Deputados, Edições Câmara, 2018. – (Série estudos estratégicos; n. 11 e-book). Disponível em: <https://www2.camara.leg.br/a-camara/estruturaadm/altosestudos/pdf/financiamento-da-educacao-superior-no-brasil-impasses-e-perspectivas>. Acesso em Novembro de 2019.DARDOT, Pierre; LAVAL, Christian. A nova razão do mundo: Ensaio sobre a sociedade neoliberal. São Paulo: Boitempo, 2016.DEBRUN, Michel. A conciliação e outras estratégias. São Paulo: Brasiliense, 1983.ECO, Umberto. Por que as universidades? <http://marcoaurelionogueira.blogspot.com.br/2014/umberto-eco-por-que-as-universidades.html>. Acesso em: 23 maio 2016.ELEY, Geoff. Forjando a democracia. São Paulo: Fundação Perseu Abramo, 2005.FAORO, Raymundo. A república em transição. Poder e direito na democratização brasileira (1982-1988). Rio de Janeiro: Record, 2018FERREIRA, Otávio Dias de Souza. “A Internacional de extrema-direita”. In: A Terra é Redonda. Disponível em: https://aterraeredonda.com.br/a-internacional-da-extrema-direita/.FREITAS, Janio de. A palavra do coprófilo. Folha de S. Paulo, "Poder", 18.08.2019, p. A16.FREUD, Sigmund. Psicologia das massas e análise do eu. In: O mal-estar na cultura e outros ensaios. Belo Horizonte: Autêntica, 2020.GERBASE, Livi. Entenda o Projeto de Lei Orçamentária em 5 infográficos. Brasília: INESC, 2019. Disponível em: <https://www.inesc.org.br/entenda-o-projeto-de-lei-orcamentaria-anual-em-5-infograficos/>. Acesso em 10 de julho de 2020.GIOLO, Jaime; LEHER, Roberto; SGUISSARDI, Valdemar. Future-se: ataque à autonomia das instituições federais de educação superior e sua sujeição ao mercado. São Carlos, SP: Diagrama Editorial, 2020.HABERMAS, Jürgen. “A crítica neoconservadora da cultura nos Estados Unidos e na Alemanha”. In: A nova obscuridade, p. 63. 98. São Paulo: Unesp, 2015.HARVEY, David. Condição pós-moderna. São Paulo: Loyola, 1992.HARVEY, David. O neoliberalismo: História e implicações. São Paulo: Loyola, 2008.LYOTARD, Jean-François. O pós-moderno. Rio de Janeiro: José Olympio, 1986.LEHER, Roberto. A destruição da educação, da ciência e da cultura pelo governo Bolsonaro. Brasil: Le Monde Diplomatique, out. 2019. Disponível em: <https://diplomatique.org.br/a-destruicao-da-educacao-da-ciencia-e-da-cultura-pelo-governo-bolsonaro/ >. Acesso em 14 de outubro de 2019.LEHER, Roberto. Esboço de análise sobre o Projeto de Lei do Future-se. Brasil: Le Monde Diplomatique, jun. de 2020. Disponível em: https://diplomatique.org.br/projeto-de-lei-do-future-se/ >. Acesso em 17 de junho de 2020.MANCEBO, Deise; SILVA JR., João dos Reis. Educação superior num contexto de crise: novos modos de regulação e tendências em construção. In: SANTOS, Maria. R. S.; MELO, Savana D. G.; GARIGLIO, José A. (Org.) Políticas, gestão e direito à educação superior: novos modos de regulação e tendências em construção. Belo Horizonte: Fino Traço Editora, Coleção Edvcere, 2020, p. 21-40.MARICATO, Ermínia et alli. Cidades Rebeldes: Passe livre e as manifestações que tomaram as ruas do Brasil. São Paulo: Boitempo, 2013.MARTINS, Cristiano Zanin; MARTINS, Valeska Teixeira Zanin; VALIM, Rafael. Lawfare: uma introdução. São Paulo: Contracorrente, 2019.MARTINS, P. S. Pior a emenda que o soneto: os reflexos da EC 95/2016. Brasília: Revista Retratos da Escola, v. 12, n. 23, p. 227-238, jul./out. 2018.MINISTÉRIO DA EDUCAÇÃO; MINISTÉRIO DA CIÊNCIA, TECNOLOGIA, INOVAÇÃO E COMUNICAÇÃO; MINISTÉRIO DA ECONOMIA. Projeto de Lei n. 3076/2020 que institui o Programa Institutos e Universidades Inovadoras e Empreendedoras – Future-se. Exposição de Motivos nº 00014. Brasília: Congresso Nacional, 2020.MINOPRIO, Paula. As máscaras caem...In: Folha de S. Paulo, “Saúde Coronavírus”, 29.06.2020, p.B6.MASCARO, Alysson Leandro. “Dinâmica da crise e do golpe: de Temer a Bolsonaro”. In: Revista margem esquerda, no. 32, p. 25-32. São Paulo: Boitempo, 2019.MASCARO, Alysson Leandro. Crise e golpe. São Paulo: Boitempo, 2018.MOREIRA, Ildeu de Castro. Como caminha o financiamento à ciência no Brasil: o que nos espera em 2018? São Paulo: Cienc. Cult. vol.70 no.1, Jan./Mar. 2018. Disponível em: <http://cienciaecultura.bvs.br/scielo.php?script=sci_arttext&pid=S0009-67252018000100002>. 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Abstract:

Tricyrtis macropoda Miq. (syn. T. dilatata Nakai), known as speckled toadlily, is a perennial herb native to China, Japan, and Korea. The plant has been highly praised for its beautiful flowers and rare populations in natural habitats. In September 2006, several dozen plants were heavily damaged by leaf spots and blight in cultivated plantings in the city of Pocheon, Korea. The infections with the same symptoms were repeated every year. In July 2011, the same symptoms were found on T. macropoda in the cities of Gapyeong and Osan, Korea. The leaf lesions began as small, water-soaked, pale greenish to grayish spots, which enlarged to form concentric rings and ultimately coalesced. A number of blackish acervuli were formed in the lesions. Acervuli were mostly epiphyllous, circular to ellipsoid, and 40 to 200 μm in diameter. Setae were two- to three-septate, dark brown at the base, paler upwards, acicular, and up to 100 μm long. Conidia (n = 30) were long obclavate to oblong-elliptical, sometimes fusiform-elliptical, guttulate, hyaline, and 12 to 20 × 4 to 6.5 μm (mean 15.4 × 5.2 μm). These morphological characteristics of the fungus were consistent with the description of Colletotrichum gloeosporioides (Penz.) Penz. & Sacc. (2). Voucher specimens (n = 7) were deposited in the Korea University herbarium (KUS). Two isolates, KACC46374 (ex KUS-F25916) and KACC46405 (ex KUS-F26063), were deposited in the Korean Agricultural Culture Collection. Fungal DNA was extracted and the complete internal transcribed spacer (ITS) region of rDNA was amplified with the primers ITS1/ITS4 and sequenced. The resulting sequences of 549 bp were deposited in Genbank (Accession Nos. JQ619480 and JQ619481). They showed 100% similarity with a sequence of C. gloeosporioides (EU32619). Isolate KACC46374 was used in a pathogenicity test. Inoculum was prepared by harvesting conidia from 3-week-old cultures on potato dextrose agar. A conidial suspension (2 × 106 conidia/ml) was sprayed onto 15 leaves of three plants. Three noninoculated plants served as controls. Plants were covered with plastic bags to maintain 100% relative humidity for 24 h and then kept in a greenhouse (22 to 28°C and 70 to 80% RH). After 5 days, typical leaf spot symptoms, identical to the ones observed in the field, started to develop on the leaves of inoculated plants. No symptoms were observed on control plants. C. gloeosporioides was reisolated from the lesions of inoculated plants, thus fulfilling Koch's postulates. An anthracnose associated with C. tricyrtii (Teng) Teng was recorded on T. formosana and T. latifolia in China (3) and on T. formosana in Taiwan (1), respectively, without etiological studies. The morphological features of C. tricyrtii are within the variation of C. gloeosporioides (2). To our knowledge, this is the first report of anthracnose of T. macropoda. This report has significance to indigenous plant resource conservation managers and scientists because T. macropoda has been listed as one of the 126 “Rare and Endangered Plants” by the Korea Forest Service since 1991. References: (1) K. Sawada. Rep. Dept. Agric. Gov. Res. Inst. Formosa 87: 1, 1944. (2) B. C. Sutton. Pages 1–27 in: Colletotrichum Biology, Pathology and Control. J. A. Bailey and M. J. Jeger, eds. CAB International, Wallingford, U.K. 1992. (3) S. C. Teng. Contrib. Biol. Lab. Sci. Soc. China 8:36, 1932.

Abstract:

Introduction: Curriculum integration is critical to medical education. It represents a constant challenge for teachers since there is no shared concept about what it means, what is to be included, and the dynamics of operationalization. Objectives: To promote and implement the integration of a human semiology curriculum module (medical clinic, pediatrics, diagnostic imaging, psychology and health informatics) through interactive methodologies; to evaluate the students perception of the module. Methods: Action research involved 76 teachers and 125 third-year medical students. Monthly meetings were held between the coordinators. Discussions focused on monitoring and following-up on implementation of interactive methodologies and reviewing integration of theory and practice. Also included were the implementation of a joint discussion of clinical cases, a holistic view of the patient and presenting problems. Collaboration and communication between teachers, joint classes, integrated evaluation of the process of learning and teaching in small groups. In addition, training workshops were held for the use of a Moodle platform by teachers for page construction of Curriculum Module. The evaluation of students' perceptions was performed through a voluntary and anonymous questionnaire with open questions (qualitative). All 125 students answered the questionnaire. A five-point Likert scale was used with a midpoint indicating intermediate or nullity, domain of discordance (values 1 and 2) and domain of cordance (4 and 5). The analysis of the data was made comparing their results with those obtained in the tests of the previous year. The Statistical Package for the Social Sciences (version 17.0, SPSS®, Chicago, IL, USA). Results: Data analysis showed that there was a positive impact after the integration between the subjects and the introduction of interactive methodologies in the course. Give the data for this statement here. There was a significant improvement in performance, both theoretical and practical, as measured by the scores obtained by the students, when compared to the students of the previous year (p <0.001). On the other hand, in open questions, students still mentioned heterogeneity among teachers and in the evaluation. They students also commented on, the need for a continuous effort to improve and maintain the integration and adjust their workload. Conclusion: The evaluation analysis supported the need to continue to implement teacher development, joint planning and the continuity of the articulation process. The integration of interactive methodologies was shown to improve student performance compared to the previous class in a Semiology Curricular Module.ResumoIntrodução: A integração do currículo é fundamental para a formação médica. Representa, todavia, um constante desafio para os professores envolvidos, visto que não há uniformidade sobre o conceito, sobre a necessidade de inclusão de atividades integradas, e mesmo sobre sua operacionalização. Objetivos: Promover a integração da unidade curricular (UC) de semiologia humana (clínica médica, pediatria, diagnóstico por imagem, psicologia e informática em saúde) através da implantação de metodologias interativas, e avaliar a percepção dos estudantes do módulo de semiologia humana, após a implementação destas metodologias. Métodos: Utilizou-se pesquisa-ação, envolvendo 76 professores e 125 estudantes da 3ª série do curso médico. Para a integração da UC foram realizadas: reuniões mensais entre os coordenadores para implementação e acompanhamento das metodologias interativas, que consistiram de integração da teoria com a prática, implantação de discussão conjunta de casos clínicos, visão holística do paciente e de seus problemas, colaboração e comunicação entre os professores, aulas conjuntas, avaliação integrada com o processo de aprendizagem e ensino em pequenos grupos. Além disso, foram realizadas oficinas de capacitação para uso da plataforma Moodle pelos professores e construção de página com as atividades da UC. A avaliação da percepção dos estudantes sobre a UC foi realizada através de questionário voluntário e anônimo e de questões abertas (qualitativa). Todos os estudantes responderam ao questionário. Foi utilizada a escala de Likert de cinco pontos com um ponto médio manifestando situação intermediária ou de nulidade, domínio de discordância (valores 1 e 2) e domínio de concordância (4 e 5). A análise do desempenho destes alunos da 3ª série do curso de medicina foi feita comparando-se os seus resultados com os obtidos nas provas do ano anterior. Na análise estatística foi utilizado o Statistical Package for the Social Sciences (versão 17.0, SPSS®, Chicago, IL, EUA). Resultados: A análise conjunta das categorias do questionário demonstrou que houve impacto positivo após a integração entre as disciplinas e a introdução de metodologias interativas no curso. Houve melhora significante do desempenho, tanto teórico quanto prático, avaliado pelas notas obtidas pelos alunos, quando comparado aos alunos do ano anterior (p<0,001). Por outro lado, nas questões abertas, os alunos ainda referiram heterogeneidade entre os professores e na avaliação, necessidade de um esforço contínuo para melhorar e manter a integração, bem como adequar a carga horária, considerada insuficiente. Conclusão: A análise da avaliação evidenciou a necessidade de implementar o desenvolvimento docente, o planejamento conjunto e a continuidade do processo de articulação. A utilização das metodologias interativas contribuiu para a integração da Unidade Curricular de semiologia.ResumenIntroducción: La integración del currículo es fundamental para la formación médica. Sin embargo, representa un constante desafío para los profesores involucrados, ya que no hay uniformidad sobre el concepto, sobre la necesidad de inclusión de actividades integradas, y incluso sobre su operacionalización. Objetivos: Promover la integración de la unidad curricular (UC) de semiología humana (clínica médica, pediatría, diagnóstico por imagen, psicología e informática en salud) a través de la implantación de metodologías interactivas, y evaluar la percepción de los estudiantes del módulo de semiología humana, después de la aplicación de estas metodologías. Métodos: Se utilizó investigación-acción, involucrando a 76 profesores y 125 estudiantes de la 3ª serie del curso médico. Para la integración de la UC se realizaron: reuniones mensuales entre los coordinadores para implementación y seguimiento de las metodologías interactivas, que consistieron en la integración de la teoría con la práctica, implantación de discusión conjunta de casos clínicos, visión holística del paciente y de sus problemas, colaboración y comunicación entre los profesores, clases conjuntas, evaluación integrada con el proceso de aprendizaje y enseñanza en pequeños grupos. Además se realizaron talleres de capacitación para uso de la plataforma Moodle por los profesores y construcción de página con las actividades de la UC. La evaluación de la percepción de los estudiantes sobre la UC se realizó a través de un cuestionario voluntario y anónimo y de cuestiones abiertas (cualitativa). Todos los estudiantes respondieron al cuestionario. Se utilizó la escala de Likert de cinco puntos con un punto medio manifestando situación intermedia o de nulidad, dominio de discordancia (valores 1 y 2) y dominio de concordancia (4 y 5). El análisis del desempeño de estos alumnos de la 3ª serie del curso de medicina se hizo comparando sus resultados con los obtenidos en las pruebas del año anterior. En el análisis estadístico se utilizó el Statistical Package for the Social Sciences (versión 17.0, SPSS®, Chicago, IL, EE.UU.). Resultados: El análisis conjunto de las categorías del cuestionario demostró que hubo impacto positivo tras la integración entre las disciplinas y la introducción de metodologías interactivas en el curso. Se observó una mejora significativa del rendimiento, tanto teórico como práctico, evaluado por las notas obtenidas por los alumnos, en comparación con los alumnos del año anterior (p <0,001). Por otro lado, en las cuestiones abiertas, los alumnos todavía refirieron heterogeneidad entre los profesores y en la evaluación, necesidad de un esfuerzo continuo para mejorar y mantener la integración, así como adecuar la carga horaria, considerada insuficiente. Conclusión: El análisis de la evaluación evidenció la necesidad de implementar el desarrollo docente, la planificación conjunta y la continuidad del proceso de articulación. La utilización de las metodologías interactivas contribuyó a la integración de la Unidad Curricular de semiología.Keywords: Semiology, Medical education, Student, Methodology.Palavras-chave: Semiologia, Educação médica, Estudante, Metodologia.Palabras clave: Semiología, Educación médica, Estudiante, Metodología.ReferencesALMEIDA, Maria José de. Gestão da escola médica: crítica e autocrítica. Rev Bras Educ Med, 32 (2):202-9, março, 2008.BATALDEN, Paul; DAVIDOFF, Frank. Teaching quality improvement: the devil is in the details. JAMA, 298 (9):1059-1061, September, 2007.CARR, Wilfred; KEMMIS Stephen. Teoría crítica de la enseñanza. Barcelona: Martinez Roca, 1988, 245p.DOLL JR., William E. Currículo: uma perspectiva pós-moderna. Porto Alegre: Artes Médicas, 1997. 224p.FOGARTY Robin. Ten ways to integrate curriculum. Educ Leadersh, 49(2):61-5, October, 1991.HARDEN Ronald M.; LAIDLAW, Jennifer M. Essential skills for a medical teacher. Edinburgh: Elsevier, 2012, 272p.HARDEN, Ronald M.; SOWDEN, Susette; DUNN, William R. Some educational strategies in curriculum development: The SPICES model. Med Educ, 18 (4): 284-297, July, 1984.HARDEN, Ronald M. Change – Building windmills not walls. Medical Teacher, 20 (3): 189-191, 1998.HARDEN, Ronald M. The integration ladder: a tool for curriculum planning and evaluation. Med Educ, 34 (7): 551-557, July, 2000.HOLLANDER, Harry; LOESER, Helen; IRBY, David. An anticipartory quality improvement process for curricular reform. Acad Med, 77(9): 930, September, 2002.JANSSEN-NOORDMAN, Ameike M.B.; MERRIËNBOER, Jeroen J.G.; VAN DER VLEUTEN, Cees P.M.; SCHERPBIER Albert J.A. Design of integrated practice for professional learning competences, Medical Teacher, 28(5): 447-452, August, 2006.MALIK, Alam Sher; MALIK Rukhsana Hussain. Twelve tips for developing an integrated curriculum. Med Teach, 33 (2): 99-104, 2011.MENNIN, Stewart P.; KRACKOV, Sharon K. Reflections on relevance, resistance, and reform in medical education. Academic Medicine. 73(9): S 60-64, September, 1998.MINISTÉRIO DA EDUCAÇÃO E CULTURA. Conselho Nacional de Educação. Câmara de Educação Superior. Parecer CNE/CES de 2014. Institui as Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina. Brasília (DF). Conteúdo online disponível em: http://portal. mec.gov.br/cne/arquivos/pdf/CES1133.pdf, acesso em 2006.MIRANDA, Marilia Gouvea de; RESENDE Anita C. Azevedo. Sobre a pesquisa-ação na educação e as armadilhas do praticismo - Revista Brasileira de Educação, v. 11, n. 33, set./dez, 2006.MULLER, Jessica H.; JAIN, Sharad; LOESER, Helen; IRBY, David M. Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders. Med Educ, 42(8), p.778-85, agosto, 2008.PERERA, Jennifer; LEE, Nagarajah; WIN, Khin; PERERA, Joachim; WIJESURIYA, Lionel. Formative feedback to students: the mismatch between faculty perceptions and student expectations, Medical Teacher, 30 (4): 395-399, 2008.PRIDEAUX, David; ASH, Julie K. Integrated learning. In: DENT, John A.; HARDEN, Ronald M. A practical guide for medical teachers. 4. ed. London: Elsevier, p.183-189, 2013.PUCCINI, Rosana Fiorini; SAMPAIO, Lucia de Oliveira; BATISTA, Nildo Alves. A Formação médica na Unifesp – excelência e compromisso social. São Paulo: Editora Unifesp, 2008, 312p.STEINERT Yvonne; MANN, Karen; CENTENO, Angel; DOLMANS, Diana; SPENCER, John; GELULA, Mark; DAVID, Prideaux. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach, 28(6): 497-526, September, 2006.TINTO, Vincent. Stages of student departure. Reflections on the longitudinal character of student leaving. Journal of Higher Education, 59(4): 438-455, Jul-Aug, 1998. Conteúdo online disponível em: http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm, acesso em 2006. WATER-ADAMS. Action research in education - Conteúdo online disponível em: http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm, acesso em 2006.

Abstract:

Facilitating the uptake of established methodologies for risk-based decision-making in product conformity assessment taking into account measurement uncertainty by providing dedicated software is the aim of the European project EMPIR CASoft(2018–2020), involving the National Measurement Institutes from France, Sweden and the UK, and industrial partner Trescal (FR) as primary supporter. The freely available software helps end-users perform the required risk calculations in accordance with current practice and regulations and extends that current practice to include bivariate cases. The software is also aimed at supporting testing and calibration laboratories in the application of the latest version of the ISO/IEC 17025:2017 standard, which requires that“…the laboratory shall document the decision rule employed, taking into account the level of risk […] associated with the decision rule and apply the decision rule.” Initial experiences following launch of the new software in Spring 2020 are reported.

Abstract:

This article is based on the Cognitive Psychology /Information Processing Theory, with emphasis on the study of the learning strategies used by university teachers in order to learn. This study is to analyze the frequency which undergraduate professors from a university in the north of Paraná use learning strategies related to sociodemographic variables. A total of 56 teachers participated in the study, being 57.14% female and 42.46% male ones. The data collection was done online using the Google Drive forms. The results showed that most of the teachers use more the Cognitive and Metacognitive Self-Regulation strategies comparing to the ones of Internal Resources Self-regulation and Contextual and Social. That female participants and teachers from the Letras Vernáculas (Portuguese teaching course) department are the most strategic teachers comparing to the one’s. It is important to emphasize the need for undergraduate courses to include in their syllabus some content about learning strategies, in order to provide to the teachers access to new models of teaching how to learn.ResumoEste artigo fundamenta-se na Psicologia Cognitiva/Teoria do Processamento da Informação, com ênfase no estudo de estratégias de aprendizagem utilizadas por professores universitários para aprender. Analisa a frequência do uso de estratégias de aprendizagem de professores de uma universidade do norte do Paraná em função de variáveis sociodemográficas. Participaram da pesquisa 56 professores, sendo 57,14% do sexo feminino e 42,46% do sexo masculino. A coleta de dados foi online, por meio de formulários do Google Drive. Os resultados evidenciaram que grande parte dos professores utilizam com maior frequência as estratégias de Autorregulação Cognitivas e Metacognitivas se comparado as de Autorregulação de Recursos Internos/Contextual e Social. Os participantes do sexo feminino e professores do departamento de Letras Vernáculas apresentaram-se mais estratégicos. Ressalta-se a necessidade de incluir nos cursos de licenciatura os conteúdos sobre estratégias de aprendizagem, a fim de possibilitar aos professores acesso ao conhecimento de novos modelos de ensinar a aprender.ResumenEste artículo se fundamenta en la Psicología Cognitiva/Teoría del Procesamiento de la Información, con énfasis en el estudio de estrategias de aprendizaje utilizadas por profesores universitarios para aprender. Analizar la frecuencia de uso de estrategias de aprendizaje por parte de profesores de cursos de licenciatura de formación docente de una universidad del norte de Paraná, en función de variables sociodemográficas. Participaron de la investigación 56 profesores, de los cuales un 57,14% es de sexo femenino y un 42,46% de sexo masculino. La recolección de datos se realizó en línea, por medio de formularios de Google Drive. Los resultados evidenciaron que la mayor parte de los profesores utilizan más las estrategias de Autorregulación Cognitivas y Metacognitivas en comparación con las de Autorregulación de Recursos Internos/Contextual y Social. Los participantes del sexo femenino y profesores del departamento de Letras Vernáculas son los más estratégicos comparados con los demás. Se destaca la necesidad de que los cursos de licenciaturas de formación docente incluyan en sus contenidos sobre estrategias de aprendizaje, con el fin de posibilitar a los profesores el acceso a conocimiento de nuevos modelos de enseñar a aprender.Palavras-chave: Psicologia cognitiva, Estratégias de aprendizagem, Formação de professores. Keywords: Cognitive psychology, Learning strategies, Teacher training.Palabras clave: Psicología cognitiva, Estrategias de aprendizaje, Formación de profesores.ReferencesALLIPRANDINI, Paula Mariza Zedu; SCHIAVONI, Andreza; MÉLLO, Diene Eire de; SEKITANI, Juliane Tiemi. 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Primary school teachers learning experiences in child-and adulthood and the pedagogical task of teaching to learn. Acta Didactica Napocensia, Cluj-Napoca, v. 6, n. 2, p. 49-60, 2013. Disponível em: <https://eric.ed.gov/?id=EJ1053638>. Acesso em: 20 dez. 2016.BAETEN, Marlies; DOCHY, Filip; STRUYVEN, Katrien; PARMENTIER, Emmeline; VANDERBRUGGEN, Anne. Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, Netherlands, v. 19, n. 1, p. 43-62, Apr. 2016. Disponível em: <http://link.springer.com/article/10.1007/s10984-015-9190-5>. Acesso em: 27 nov. 2016.BORTOLETTO, Denise. Estratégias de aprendizagem e de regulação emocional de estudantes dos cursos de formação de professores. 2011. 171 f. Dissertação (Mestrado em Educação) - Universidade Estadual de Campinas, Campinas, 2011.BORTOLETTO, Denise; BORUCHOVITCH, Evely. Learning strategies and emotional regulation of pedagogy students. 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Oxford: Basil Backwell, 1990.KORKMAZ, Ozgen; KAYA, Sinan. Adapting online self-regulated learning scale into turkish. Turkish Online Journal of Distance Education-TOJDE, Eski?ehir, v. 13, n. 1, p. 1302-1308, Jan. 2012. Disponível em: <http://files.eric.ed.gov/fulltext/EJ976929.pdf>. Acesso em: 12 fev. 2017.KRAWEC, Jennifer; MONTAGUE, Marjorie. The role of teacher training in cognitive strategy instruction to improve math problem solving. Learning Disabilities Research & Practice, Virgínia, n. 29, p. 126-134, 2014. Disponível em: <http://onlinelibrary.wiley.com/doi/10.1111/ldrp.12034/>. Acesso em: 20 nov. 2016.LEMOS, Lucas Schumacher. Estratégias de aprendizagem de estudantes de pedagogia: relações com característica demográficas e autopercepção de desempenho. 2016. 73 f. Dissertação (Mestrado em Educação) - Universidade Estadual de Campinas, Campinas, 2016.LOPES DA SILVA, Adelina; VEIGA SIMÃO, Ana Margarida; SÁ, Isabel. 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Disponível em: https://doi.org/https://doi.org/10.5216/rpp.v9i2.17299PAVESI, Marilza Aparecida; ALLIPRANDINI, Paula Mariza Zedu. Autorregulação da aprendizagem de alunos cursos a distância em função do sexo. Unopar Científica: ciências humanas e educação, Londrina, v. 16, n. 2, p. 100-108, abr. 2015. Disponível em: <http://www.pgsskroton.com.br/seer/index.php/ensino/article/viewFile/2893/2830>. Acesso em: 10 fev. 2017.PAVESI, Marilza Aparecida. Análise da aprendizagem autorregulada de alunos de cursos à distância em função das áreas de conhecimento, faixa etária e sexo. 2014. Dissertação (Mestrado em Educação) - Universidade Estadual de Londrina, Londrina, 2014.PIANCA, Humberto José Cardoso. Estratégias de Aprendizagem utilizadas por professores da Educação Básica da Rede Pública de Ensino do Paraná. 2016. 119 fls. Dissertação (Mestrado em Educação) – Universidade Estadual de Londrina, Londrina, 2016.PINTRICH, Paul; GROOT, Elizabeth V. 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Acesso em: 15 nov. 2015.

Abstract:

The incidence of type 2 diabetes mellitus is rapidly increasing, with many complications pressured on the health care system. Complications of diabetes due to chronic hyperglycemia related to other metabolic disorders, causing damage to the microvascular system. Among them, damaged kidney vessels lead to impair the renal function as diabetic nephropathy is the most common cause of end-stage renal disease. Measurement of glomerular filtration rate (GFR) is an important parameter in assessing renal function. In Vietnam’s hospital, serum creatinine is the biomarker mostly used to assess GFR. However, this biomarker is affected many factors such as gender, age, ... Many studies showed that serum Cystatin C is another biomarker that can detect early decline in GFR, less affected by other factors. Therefore, we conducted this study to explore serum cystatin C and creatinine levels in patients with type 2 diabetes and initially compare GFR in applying formulas of CKD.EPI 2012 and age and sex factors with these two biomarkers on those patient groups. The prospective, descriptive, cross-sectional study was performed on 50 patients with type 2 diabetes. Serum Cystatin C, serum creatinine test was performed and GFR was estimated by CKD.EPI 2012 equation. The results showed that the average serum Cystatin C level of the study group was 0.87 ± 0.24 mg/L that expressed no difference between two genders, and significant difference between age groups. Whereas, the average serum creatinine level of the study group was 81.30 ± 19.70 µmol/L, significant difference between male and female but not difference between age groups. In patients with GFR <60 mL/min/1.73m2, serum creatinine and cystatin C levels were higher than normal but there was no difference with the upper limit in the normal reference range of the two indications. Keyword Type 2 diabetes, serum cystatin C, serum creatinine, glomerular filtration rate. References [1] N.H. Cho, J. Kirigia, J.C. Mnanya, K. Ogurstova, L. Gủaiguata, W. Rathmann, G. Roglic, N. Forouhi, R. Dajani, A. Esteghmati, E. Boyko, L. Hambleton, O.L.M. Neto, P.A. Montoya, S. Joshi, J. Chan, J. Shaw, T.A. Samuels, M. Pavkov, A. Reja, IDF Diabetes Atlas eight edition, International Diabete Federation, 2017. http://fmdiabetes.org/wp-content/uploads/2018/03/IDF-2017.pdf (access 15 july 2019).[2] G. Xu, B. Liu, Y. Sun, Y. Du, L.G. Snetselaar, F.B. Hu, W. Bao, Prevalence of diagnosed type 1 and type 2 diabetes among US adults in 2016 and 2017: population based study, British Medical Journal 361 (2018) k1497. https://doi.org/ 10.1136/bmj.k1497.[3] N.T.T. Minh, N.K. Luong, N.K. Son, The clinical and subclinical characteristics in patients with diabetes mellitus treated at Thai Nguyen General hospital, Journal of pratical medicine 787 (2011) 25-8.[4] N.T.H. Lan, L.D. Tuan, Survey characteristics of renal complication in elderly type 2 diabetes outpatients treated at National Hospital of Endocrinology, Journal of Military Pharmaco-medicine 6 2017 55-62. [5] Mohsen Pourghasem, Hamid Shafi, Zahra, Histological changes of kidney in diabetic nephropathy, Caspian J Intern Med 6(3) (2015) 120-7. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4650785/pdf/cjim-6-120.pdf (access 16 july 2019).[6] D.W. Powell, D.N. Kenagy, S. Zheng, S.C. Coventry, J. Xu, L. Cai, E.C. Carlson, P.N. Epstein, Associations between Structural and Functional Changes to the Kidney in Diabetic Humans and Mice, Life Sci 93(7) (2013) 257-64. https://doi.org/ 10.1016/j.lfs.2013.06.016.[7] Natalie Ebert, Elke Schaeffner, New biomarkers for estimating glomerular filtration rate, Journal of Laboratory and Precision Medicine 3(75) (2018. https://doi.org/10.21037/jlpm.2018.08.07.[8] L.A. Inker, C.H. Schmid, H. Tighiouart, J.H. Eckfeldt, H.I. Feldman, T. Greene, J.W. Kusek, J. Manzi, F.V. Lente, Y.L. Zhang, J. Coresh, A.S. Levey, Estimating Glomerular Filtration Rate from Serum Creatinine and Cystatin C, The new England Journal of Medicine 367 (2012) 20-9. https://doi.org/ 10.1056/NEJMoa1114248.[9] Ashwin Kumar, Anil Kumar, Serum cystatin C and serum creatinine levels in type 2 diabetes mellitus, International Journal of Research in Medical Sciences 3(1) (2015) 174-7. https://doi.org/10.5455/2320-6012.ijrms20150130.[10] X. Jianguo, D.I. Broadhurst, M. Wilson, D.S. 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Abstract:

AbstractThe teacher of physical education, became in the course of the years, a professional valued by society, in such a way that, currently integrates multidisciplinary teams in the single system of health-SUS, and through its interdisciplinary approach, comes gaining more and more space. For this purpose, the objective of this research is to analyze the training offered in the course of undergraduate degree in physical education at Universidade Estadual Vale do Acaraú. For this, this study has as methodology the field research and exploratory, because it has as focus the information and/or knowledge about a problem or situation, seeking answers to either, or proving assumptions, discovering new phenomena or the Relations between them. The scenario of this research was the Universidade Estadual Vale do Acaraú, in particular, interviews with the faculty of the Physical Education course of the aforementioned University in the year 2017. From the findings, the profile of these teachers was observed: men, aged between 41 and 50 years, masters, graduated in physical education from the Universidade de Fortaleza, sought a master's degree or doctorate in the area of health, have between 20 to 29 experience in Higher education and have between one to five years of experience in the university cited it is believed that the concept of health exerts influence in the training of the professionals of physical education, and other attitudes are necessary for the modification of the framework found. In this way, it is understood that the initial formation of those involved did not prepare them to address the thematic health in the school.ResumoO professor de Educação Física, tornou-se no decorrer dos anos, um profissional valorizado pela sociedade, de tal modo que, atualmente integra equipes multidisciplinares no Sistema Único de Saúde - SUS, e através de sua abordagem interdisciplinar, vem conquistando cada vez mais espaço. Com este intuito, o objetivo dessa pesquisa é analisar a formação oferecida no curso de Licenciatura em Educação Física da Universidade Estadual Vale do Acaraú. Para tanto, este estudo tem como metodologia a pesquisa de campo e exploratória, pois tem como foco as informações e/ou conhecimentos sobre um problema ou situação, buscando respostas para tanto, ou comprovando pressupostos, descobrindo novos fenômenos ou as relações entre eles. O cenário desta pesquisa foi a Universidade Estadual Vale do Acaraú, em específico, entrevistas com os docentes do curso de Educação Física da referida universidade, no ano de 2017. A partir dos achados, observou-se o perfil destes professores: homens, com idades entre 41 e 50 anos, mestres, formados em Educação Física pela Universidade de Fortaleza, com mestrado ou doutorado na área da Saúde, têm entre 20 a 29 anos de experiência no Ensino Superior e possuem entre um a cinco anos de experiência na Universidade citada. Acredita-se que o conceito de saúde exerça influência na formação dos profissionais de Educação Física, sendo necessárias outras atitudes para a modificação do quadro encontrado. Dessa forma, percebe-se que a formação inicial dos envolvidos não os preparou para abordar a temática saúde na escola.ResumenEl profesor de educación física, se convirtió en el curso de los años, un profesional valorado por la sociedad, de tal manera que, actualmente integra equipos multidisciplinares en el sistema único de salud-sus, y a través de su enfoque interdisciplinario, viene ganando más y más espacio. Con este fin, el objetivo de esta investigación es analizar la formación ofrecida en el curso de licenciatura en educación física en la Universidad Estatal de Vale do Acaraú. Para ello, este estudio tiene como metodología la investigación de campo y exploratoria, ya que tiene como foco la información y/o conocimiento sobre un problema o situación, buscando respuestas a cualquiera, o probando hipótesis, descubriendo nuevos fenómenos o el Las relaciones entre ellos. El escenario de esta investigación fue la Universidad Estatal de Vale do Acaraú, en particular, entrevistas con la facultad del curso de educación física de la mencionada universidad en el año 2017. A partir de las conclusiones, se observó el perfil de estos docentes: hombres, de entre 41 y 50 años de edad, maestros, graduados en educación física por la Universidad de fortaleza, solicitaron una maestría o doctorado en el área de salud, tienen entre 20 y 29 experiencias en La educación superior y tienen entre uno a cinco años de experiencia en la Universidad citada se cree que el concepto de salud ejerce influencia en la formación de los profesionales de la educación física, y otras actitudes son necesarias para la modificación del marco encontrado. De esta manera, se entiende que la formación inicial de los involucrados no los preparó para abordar la salud temática en la escuela.Palavras-chave: Formação profissional, Educação física e treinamento, Serviços de saúde escolar.Keywords: Vocational training, Physical education and training, School health services.Palabras clave: Formación profesional, Educación física y formación, Servicios de salud escolar.ReferencesANDRADE, Maria do Carmo Ferreira; SOUZA, Ana Cláudia Ribeiro de. A formação de professores na utilização da metodologia por competências – SENAI em Manaus. 5° CONGRESSO IBERO-AMERICANO EM INVESTIGAÇÃO QUALITATIVA, Atas CIAIQ, 2016. BRASIL. Ministério da Educação e Cultura – MEC. Referenciais para formação de professores. Brasília: MEC/Secretaria de Educação Fundamental, 2002.BRASIL. Conselho Nacional de Educação. Resolução CNE/CES 7/2004. Diário Oficial da União, Brasília, 5 de abril de 2004, Seção 1, p. 18.BRASIL. Conselho Nacional de Saúde. 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O Professor Pesquisador e Sua Pretensão de Resolver a Relação Entre a Teoria e a Prática na Formação de Professores. In: O Papel da pesquisa na formação e na prática dos professores. Campinas: Papirus, 5 ed, 2006, p.129-143MENEGAZZI, Marlene; DALCIN, Andreia. Potencialidades e limitações de um trabalho colaborativo sobre frações com estudantes de Pedagogia. Revista Perspectivas, Florianópolis, v. 34, n. 2, p. 486-509, maio/ago, 2016. Disponível em: <http://www.perspectiva.ufsc.br>. Acesso em: 10 de junho de 2017.MOREIRA, Hudson Resende; NASCIMENTO, Juarez Vieira do; SONOO, Christi Noriko; BOTH, Jorge. Qualidade de vida no trabalho e perfil do estilo saúde. Revista Brasileira de Ciências da Saúde, ano 10, nº 34, out/dez 2012. Artigos originais referências de vida individual de professores de Educação Física ao longo da carreira docente Motriz, 2010.NAHAS, Markus Vinícius. Educação Física no ensino médio: educação para um estilo de vida ativo no terceiro milênio. In: IV SEMINÁRIO DE EDUCAÇÃO FÍSICA ESCOLAR/ ESCOLA DE EDUCAÇÃO FÍSICA E ESPORTE. Anais..., p.17-20, 1997.NUNES, Hudson Fabricius Peres; NUNES, Romulo Eduardo Peres; BETTANIM, Marcelo Rodella; BETTI, Mauro; CHELLES, Claudinei; DRIGO, Alexandre Janotta. Treinamento desportivo: perfil acadêmico dos professores de Educação Física no ensino superior brasileiro. Revista Movimento, Porto Alegre, v. 23, n.1, p. 265-280, jan./mar. 2017.NUNES, Marcello Pereira; VOTRE, Sebastião Josué; SANTOS, Wagner dos. O profissional em educação física no Brasil: desafios e perspectivas no mundo do trabalho. Motriz, Rio Claro, v.18, n.2, p.280-290, abr./jun. 2012. Disponível em: http://www.scielo.br/pdf/motriz/v18n2/v18n2a08.pdf> Acesso em: 19. dez. de 2018.OLIVEIRA, Ellen Viviane de Sousa; BEZERRA, Elizabeth Jatobá. Educação Física escolar e saúde: uma experiência interdisciplinar nos anos iniciais do ensino fundamental. 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Abstract:

The early-ripening pear (i.e., Asian pear; Pyrus pyrifolia (Burm. f.) Nak.) cultivar ‘Cuiguan’ is an important fruit crop in southern China. In July 2020, an unknown fruit rot was observed on pear, which were harvested from an orchard in Xiajiang County of Jiangxi Province (27.62° N, 115.33° E), during storage in postharvest lab of Jiangxi Agricultural University. The incidence of this disease was 15% of 1000 post-harvest pear fruit (P. pyrifolia cv ‘Cuiguan’) after 10 d in storage room (20°C, 90% relative humidity). Initial symptoms were small brown nearly circular (diameter 10-20 mm) lesions with water-soaked edges on the fruit surface. The lesions expanded as concentric circles, and a gray-white mold developed in the center of the lesions. Ten fruits with typical symptoms were collected and surface-sterilized with 75% ethanol for 30 s. Small fragments (5×5 mm) at the junction of diseased and healthy tissues were disinfected with 1% sodium hypochlorite for 2 min, washed with sterile water 3 times, transferred to potato dextrose agar (PDA), and incubated at 28 ± 1℃ for 3 days. Five fungal colonies that looked similar were single-spored. The resultant fungal colonies produced irregular concentric rings with abundant gray-white aerial mycelia and gradually turned gray-brown. Conidia were unicellular, hyaline, lemon-shaped, 11.1-24.8 × 10.3-17.4 μm (n=50) in size and were produced in branched monilioid chains. These morphological characteristics were consistent with Monilinia fructicola (G. Winter) Honey (Hilber-Bodmer et al. 2010; Peter et al. 2015). To further confirm the species identification, genomic DNA of a representative isolate was obtained using an extraction kit (Biocolor, Shanghai, China), and primers ITS1/ITS4 (Munda et al. 2010), IMf F/IMf R (Ma et al. 2003), MO368-5 F/MO368-10 R (Côté et al. 2004), Mon-TubF1/Mon-TubR1, and Mon-G3pdhF/Mon-G3pdhR (Hu et al. 2011) were used to amplify the internal transcribed spacer (ITS), microsatellite, and polymorphic regions, as well as the glyceraldehyde-3-phosphate dehydrogenase (g3pdh) and beta-tubulin (tub2) genes, respectively. A BLAST search with obtained DNA sequences (GenBank Accession No. MW740236, MW788382, MW788383, MZ243141, and MZ243142, respectively) indicated 100% identity with M. fructicola (GenBank Accession No. LC312668.1 (513/513 bp), AY237426.1 (438/438 bp), FM994904.1 (490/500 bp), MN709392.1 (744/744 bp), and HQ908768.1 (1534/1534 bp), respectively). To confirm pathogenicity, 20 μl of a spore suspension (1.0 × 106 spores/ml) prepared from 7-day old PDA colonies of each of the five isolates was applied to the surface of 10 needle-wounded and 10 nonwounded, surface-disinfected ‘Cuiguan’ pear fruit. Ten wounded and nonwounded pears were inoculated with sterile water as controls. The experiment was repeated three times. All fruit were incubated at 25℃, 90% relative humidity. After 5 days, all wounded and nonwounded pears inoculated with M. fructicola showed symptoms similar to those observed in the storage room. Symptoms of nonwounded pears were milder than the wounded inoculated pears, while the control fruit remained healthy. A fungus with similar morphology to M. fructicola was re-isolated from the inoculated fruits, and thus, Koch’s postulates were fulfilled. To our knowledge, M. fructicola has been reported to cause brown rot of pear fruit in northern China (Zhu et al. 2016), but this is the first report of M. fructicola causing rot on P. pyrifolia in southern China. As an emerging rot disease in this region, and based on its economic importance in other pear growing regions, its presence is of concern the ‘Cuiguan’ pear fruit industry.

Abstract:

Corporal practices promote several situations of interaction among the participants and therefore they are loaded with relational challenges. In this sense, this study tried to identify and analyze the situations of prejudice and exclusion experienced or observed by participants from a social project. The methodology, based on qualitative research, consisted of an action research. The technique of data collection involved the production of oral narratives by children, adolescents and young adults from a social project. The study included 37 children aged from six to 12 years and eight adolescents aged from 13 to 17 years olds. Fifteen narratives were collected in total, nine narratives from the children and six narratives from the adolescents and young adults. The situations of prejudice and exclusion were highlighted by elements related to gender differences, differences abilities and body differences. The corporal practices signaled in the narratives were those that mobilized the cooperation and the opposition simultaneously, in which the colleagues of the same team collaborated among them and opposed the opponents of the other team, with the establishment of victory for the winners and defeat for the losers. The nature of corporal practices may incite manifestations of participants' attitudes and, in this context, the games with features exclusively cooperative appear as an alternative in contexts of conflict, showing attitudes and decisions in partnership, directed towards a common goal. Educational processes aimed at developing values, such as respect, solidarity, cooperation, for example, in the field of teaching corporal practices, could bring important contributions to human formation, with the expectation of opposing situations of prejudice and exclusion experienced for people in general.ResumoAs práticas corporais promovem situações variadas de interação entre os participantes e, portanto, são carregadas de desafios relacionais. Neste sentido, este estudo buscou identificar e analisar as situações de preconceito e de exclusão vividas ou observadas por participantes de um projeto social. A metodologia, assentada na pesquisa qualitativa, se constituiu por uma pesquisa-ação. A técnica de coleta dos dados envolveu a produção de narrativas orais, por parte das crianças, adolescentes e jovens de um projeto social. Participaram do estudo 37 crianças de seis a 12 anos e oito adolescentes e jovens de 13 a 17 anos. Foram coletadas 15 narrativas no total, nove narrativas das crianças e seis narrativas dos adolescentes e jovens. As situações de preconceito e exclusão foram destacadas por elementos relativos à diferença de gênero, diferenças de habilidades e diferenças corporais. As práticas corporais sinalizadas nas narrativas foram aquelas que mobilizavam a cooperação e a oposição simultaneamente, nas quais os colegas de uma mesma equipe colaboravam entre si e se opunham aos adversários da outra equipe, havendo o estabelecimento de vitória para os vencedores e derrota para os perdedores. A natureza das práticas corporais pode incitar as manifestações das atitudes dos/as participantes e, neste contexto, os jogos de características exclusivamente cooperativas aparecem como uma alternativa em contextos de conflitos, evidenciando atitudes e decisões em parceria, voltadas para um objetivo comum. Processos educativos voltados para o desenvolvimento de valores, como: respeito, solidariedade, cooperação, por exemplo, no campo do ensino das práticas corporais, poderiam trazer contribuições importantes para a formação humana com a expectativa de se contrapor às situações de preconceito e exclusão vividas pelas pessoas.ResumenLas prácticas corporales promueven situaciones variadas de interacción entre los alumnos y, por lo tanto, se cargan de desafíos relacionales. En este sentido, este estudio buscó identificar y analizar las situaciones de preconcepto y de exclusión vividas u observadas por participantes de un proyecto social. La metodología, asentada en la investigación cualitativa, se constituyó por una investigación-acción. La técnica de recolección de los datos envolvió la producción de narrativas orales, por parte de los niños, adolescentes y jóvenes de un proyecto social. Participaron del estudio 37 niños de seis a 12 años y ocho adolescentes y jóvenes de 13 a 17 años. Se recogieron 15 narrativas en total, nueve narrativas de los niños y seis narrativas de los adolescentes y jóvenes. Las situaciones de preconcepto y exclusión fueron destacadas por elementos relativos a la diferencia de géneros, diferencias de habilidades y diferencias corporales. Las prácticas corporales señaladas en las narrativas fueron aquellas que movilizaban la cooperación y la oposición simultáneamente, en las que los compañeros de un mismo equipo colaboraban entre sí y se oponían a los adversarios del otro equipo, habiendo el establecimiento de victoria para los vencedores y derrota para los perdedores. La naturaleza de las prácticas corporales puede incitar a las manifestaciones de las actitudes de los participantes y, en este contexto, los juegos de características exclusivamente cooperativas aparecen como una alternativa en contextos de conflictos, evidenciando actitudes y decisiones en sociedad, orientadas hacia un objetivo común. Los procesos educativos orientados al desarrollo de valores, como: respeto, solidaridad, cooperación, por ejemplo, en el campo de la enseñanza de las prácticas corporales, podrían aportar contribuciones importantes a la formación humana, con la expectativa de contraponerse a las situaciones de prejuicio y exclusión vividas por las personas.Palabras clave: Exclusión, Preconcepto, Prácticas corporales, Narrativas. Keywords: Exclusion, Prejudice, Corporal practices, Narratives. Palavras-chave: Exclusão, Preconceito, Práticas corporais, Narrativas.ReferencesALTMANN, Helena. Exclusão nos esportes sob um enfoque de gênero. Motus Corporis, Rio de Janeiro, v. 9, n. 1, p. 9-20, 2002.AMARAL, Lígia Assumpção. Sobre crocodilos e avestruzes: falando de diferenças físicas, preconceitos e sua superação. In: AQUINO, J. G. Diferenças e preconceito na escola: alternativas teóricas e práticas. São Paulo: Summus, p. 11-30, 1998.ARAÚJO-OLIVERA, Sonia Stella. Exterioridade: o outro como critério. 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Metodologia do ensino dos esportes coletivos. Vitória: UFES, Núcleo de Educação Aberta e a Distância, 2012.GONZÁLEZ, Fernando Jaime; FENSTERSEIFER, Paulo Evaldo. Dicionário crítico de educação física. 3. ed. rev. e ampl. Ijuí: Ed. Unijuí, 2014.GRANJA, Unai Sáez de Ocárez. Conflitos y Educación Física a la luz de la Praxiologia Motriz: estúdio de caso de un centro educativo de primaria. 2011. 497f. Tesis Doctoral. Universitat de Lleida, 2011.LAVEGA, Pere; LAGARDERA, Francisco; MARCH, Jaume; ROVIRA, Gloria; ARAÚJO, Paulo Coelho. Efecto de la cooperación motriz en la vivencia emocional positiva: perspectiva de género. Movimento, Porto Alegre, v. 20, n. 2, p. 593-618, abr./jun. de 2014.LAZZAROTTI FILHO, Ari; SILVA, Ana Marcia; ANTUNES, Priscila de Cesário; SILVA, Ana Paula Salles; LEITE, Jacira Oliveira. O termo práticas corporais na literatura científico brasileira e sua repercussão no campo da educação física. Revista Movimento, Porto Alegre, v. 16, n. 1, p. 11-29, jan./mar., 2010.MINAYO, Maria Cecília de Souza. O desafio do conhecimento: pesquisa qualitativa em saúde. 4 ed. São Paulo: Hucitec-Abrasco, 1996.MONCEAU, Gilles. Transformar as práticas para conhecê-las: pesquisa-ação e profissionalização docente. Educação e Pesquisa, São Paulo, v. 31, n. 3, p. 467-482, set./dez., p.467-482, 2005.OLIVEIRA, Maria Waldenez; SILVA, Petronilha Beatriz Gonçalves e, GONÇALVES JUNIOR, Luiz; MONTRONE, Aida Victoria Garcia; JOLY, Ilza Zenker Leme. Processos educativos em práticas sociais: reflexões teóricas e metodológicas sobre pesquisa educacional em espaços sociais. In: OLIVEIRA, M. W.; SOUSA, F. R. (Orgs.). Processos educativos em práticas sociais: pesquisas em educação. São Carlos: EdUFSCar, p. 29-46, 2014.OLIVEIRA, Rogério Cruz de. “Não levo jeito professor”. In: DAOLIO, J. Educação física escolar: olhares a partir da cultura. 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Aproximações teóricas entre a Praxiologia Motriz e a proposta Transformação Didático-Pedagógica do Esporte: por um diálogo da possibilidade. 2014. 151f. Dissertação de Mestrado, Universidade Federal de Santa Maria, Rio Grande do Sul, 2014. Orientador: Prof. Dr. João Francisco Magno Ribas.TRIPP, David. Pesquisa-ação: uma introdução metodológica. Educação e Pesquisa, São Paulo, v. 31, n. 3, p. 443-466, set./dez., 2005.UNBEHAUM, Sandra. A educação física como espaço educativo de promoção da igualdade de gênero e dos direitos humanos. In: KNIJNIK, J. D.; ZUZZI, R. P. (Orgs.). Meninos e meninas na Educação Física: gênero e corporeidade no século XXI. Jundiaí: Fontoura, p.12-24, 2010.VAGO, Tarcísio Mauro. O “esporte na escola” e o “esporte da escola”: da negação radical para uma relação de tensão permanente. Movimento, Revista da Escola de Educação Física da UFRGS, ano III, n. 5, p. 4-17, 1996.VAZ, Alexandre Fernandez. Técnica, esporte e rendimento. In: STIGGER, M. P. (Org). 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Abstract:

The focus of this study is the problematization of the supervised internship as praxis and its relationship with Pedagogy and Didactics, as well as its secondation in the Pedagogical Residence Program in the contemporary Brazilian social-political context. This study theoretically assumes that the internship as praxis, reflection and experimentation of planning, teaching and evaluation practices in the basic education network is a subsidy for the professional development and pedagogical training of undergraduate students. In particular, we emphasize that internships are praxis because this is a pedagogical process, a teaching instrument and a seizure of the teaching profession, comprising the principle of knowledge production from a critical reading of reality, and subsidized, above all, by Pedagogy and Didactics.ResumoO foco deste estudo é a problematização do estágio supervisionado como práxis, sua relação com a Pedagogia e a Didática, e sua secundarização no Programa de Residência Pedagógica no contexto social-político brasileiro contemporâneo. Neste trabalho, teoricamente, parte-se do pressuposto que o estágio como práxis, reflexão e experimentação de práticas de planejamento, de ensino e avaliação nas redes de ensino básico, é subsídio para o desenvolvimento profissional e a formação pedagógica dos estudantes dos cursos de licenciatura. Enfatizamos, em particular, que o estágio é práxis porque é um processo pedagógico; instrumento de ensino e de apreensão da profissão docente tendo como princípio a produção do conhecimento a partir da leitura crítica da realidade, e subsidiado, sobretudo, pela Pedagogia e a Didática.ResumenEl enfoque de este estudio es la problematización de las prácticas docentes supervisadas como praxis, su relación con la Pedagogía y la Didáctica y su secundarización en el Programa de Residencia Pedagógica en el contexto social-político brasilero contemporáneo. En este trabajo, teóricamente, se parte de la presuposición de que las prácticas docentes actúan como praxis, reflexión y experimentación de prácticas de planeamiento, de enseñanza y de evaluación en las redes de enseñanza básica, son fundamentales para el desarrollo profesional y la formación pedagógica de los estudiantes de las carreras de licenciatura. Enfatizamos, en particular, que las prácticas son praxis porque son un proceso pedagógico; instrumento de enseñanza y de aprehensión de la profesión docente teniendo como principio la producción del conocimiento a partir de la lectura crítica de la realidad, y subsidiadas, especialmente, por la Pedagogía y la Didáctica.Palavras-chave: Estágio, Práxis, Pedagogia e didática, Formação docente. Keywords: Internship, Práxis, Pedagogy and Didactics, Teacher training.Palabras-clave: Prácticas docentes, Praxis, Pedagogía y didáctica, Formación docente.ReferencesANDRÉ, Eliza Dalmazo Afonso de; ALMEIDA, Patrícia Cristina Albieri de. A profissionalidade do professor formador das licenciaturas. Rev. educ. PUC-Camp., Campinas, 22(2):203-219, maio/ago., 2017. Disponível em: https://doi.org/10.24220/2318-0870v22n2a3640. Acesso em: 21 set. 2018.ANDRÉ, Marli; CALIL, Ana Maria Gimenes Corrêa; MARTINS, Francine de Paulo; PEREIRA, Marli Amélia Lucas. O papel do outro na constituição da profissionalidade de professoras iniciantes. Revista Eletrônica de Educação, v.11, n.2, p. 505-520, jun./ago. 2017. Disponível em: http://dx.doi.org/10.14244/198271992231. Acesso em: 21 ago. 2018.ANFOPE, Associação Nacional pela Formação dos Profissionais da Educação. Manifesto contra a medida provisória N. 746/2016. Disponível em: http://www.anfope.org.br/wp-content/uploads/2018/05/Manifesto-Anfope-MP-746-12.10.2016R.pdf. Acesso em: 01 Out. 2018.ANPED - Associação Nacional de Pós-Graduação e Pesquisa em Educação. A política de formação de professores no Brasil de 2018: uma análise dos Editais CAPES de Residência Pedagógica e PIBID e a reafirmação da resolução CNE/CP 02/2015. Rio de Janeiro – RJ, ANPED, 2018. Disponível em: http://www.anped.org.br/news/em-audiencia-no-cne-anped-e-entidades-de-pesquisa-repudiam-submissao-de-formacao-de-professores. Acesso em: 04 ago. 2018.ARAÚJO, Osmar Hélio Alves; RIBEIRO, Luís Távora Furtado. Tecendo relações entre a disciplina de Didática, a Universidade e o Contexto Escolar. Educação & Linguagem • v. 21 • n. 2 • jul.- dez. 2017. Disponível em: http://dx.doi.org/10.15603/2176-1043/el.v20n2p5-14. Acesso em: 09 maio 2018.ARAÚJO, Osmar Hélio Alves; RODRIGUES, Janine Marta Coelho. Escola básica no contexto social-político contemporâneo: considerações críticas. Interfaces Científicas - Educação • Aracaju • V.7 • N.1 • p. 71 - 82 • Outubro - 2018. Disponível em: http://dx.doi.org/10.15603/2176-1043/el.v20n2p5-14. Acesso em: 12 out. 2018.ARAÚJO, Osmar Hélio Alves. Qual educação é necessária para a superação da violência e de injustiças?. Revista Teias, v. 19, n. 53, 2018. Disponível em: https://doi.org/10.12957/teias.2018.32120. Acesso em: 04 jul. 2018.BRASIL. Ministério da Educação. Conselho Nacional de Educação. Conselho Pleno. Resolução CNE/CP nº 2/2015. 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Abstract:

“I’m fat–and it’s okay! It doesn’t mean I’m stupid, or ugly, or lazy, or selfish. I’m fat!” so proclaims Joy Nash in her YouTube video, A Fat Rant. “Fat! It’s three little letters–what are you afraid of?!” This is the question I pose to my class on day one of Fat Studies. Sadly, many college students do fear fat, and negative attitudes toward fat people are quite prevalent in this population (Ambwani et al. 366). As I teach it, Fat Studies is cross-listed between Psychology and Gender Studies. However, most students who enrol have majors in Psychology or other behavioural health science fields in which weight bias is particularly pronounced (Watkins and Concepcion 159). Upon finding stronger bias among third- versus first-year Physical Education students, O’Brien, Hunter, and Banks (308) speculated that the weight-centric curriculum that typifies this field actively engenders anti-fat attitudes. Based on their exploration of textbook content, McHugh and Kasardo (621) contend that Psychology too is complicit in propagating weight bias by espousing weight-centric messages throughout the curriculum. Such messages include the concepts that higher body weight invariably leads to poor health, weight control is simply a matter of individual choice, and dieting is an effective means of losing weight and improving health (Tylka et al.). These weight-centric tenets are, however, highly contested. For instance, there exists a body of research so vast that it has its own name, the “obesity paradox” literature. This literature (McAuley and Blair 773) entails studies that show that “obese” persons with chronic disease have relatively better survival rates and that a substantial portion of “overweight” and “obese” individuals have levels of metabolic health similar to or better than “normal” weight individuals (e.g., Flegal et al. 71). Finally, the “obesity paradox” literature includes studies showing that cardiovascular fitness is a far better predictor of mortality than weight. In other words, individuals may be both fit and fat, or conversely, unfit and thin (Barry et al. 382). In addition, Tylka et al. review literature attesting to the complex causes of weight status that extend beyond individual behaviour, ranging from genetic predispositions to sociocultural factors beyond personal control. Lastly, reviews of research on dieting interventions show that these are overwhelmingly ineffective in producing lasting weight loss or actual improvements in health and may in fact lead to disordered eating and other unanticipated adverse consequences (e.g., Bacon and Aphramor; Mann et al. 220; Salas e79; Tylka et al.).The newfound, interdisciplinary field of scholarship known as Fat Studies aims to debunk weight-centric misconceptions by elucidating findings that counter these mainstream suppositions. Health At Every Size® (HAES), a weight-neutral approach to holistic well-being, is an important facet of Fat Studies. The HAES paradigm advocates intuitive eating and pleasurable physical activity for health rather than restrictive dieting and regimented exercise for weight loss. HAES further encourages body acceptance of self and others regardless of size. Empirical evidence shows that HAES-based interventions improve physical and psychological health without harmful side-effects or high dropout rates associated with weight loss interventions (Bacon and Aphramor; Clifford et al. “Impact of Non-Diet Approaches” 143). HAES, like the broader field of Fat Studies, seeks to eradicate weight-based discrimination, positioning weight bias as a social justice issue that intersects with oppression based on other areas of difference such as gender, race, and social class. Much like Queer Studies, Fat Studies seeks to reclaim the word, fat, thus stripping it of its pejorative connotations. As Nash asserts in her video, “Fat is a descriptive physical characteristic. It’s not an insult, or an obscenity, or a death sentence!” As an academic discipline, Fat Studies is expanding its visibility and reach. The Fat Studies Reader, the primary source of reading for my course, provides a comprehensive overview of the field (Rothblum and Solovay 1). This interdisciplinary anthology addresses fat history and activism, fat as social inequality, fat in healthcare, and fat in popular culture. Ward (937) reviews this and other recently-released fat-friendly texts. The field features its own journal, Fat Studies: An Interdisciplinary Journal of Body Weight and Society, which publishes original research, overview articles, and reviews of assorted media. Both the Popular Culture Association and National Women’s Studies Association have special interest groups devoted to Fat Studies, and the American Psychological Association’s Division on the Psychology of Women has recently formed a task force on sizism (Bergen and Carrizales 22). Furthermore, Fat Studies conferences have been held in Australia and New Zealand, and the third annual Weight Stigma Conference will occur in Iceland, September 2015. Although the latter conference is not necessarily limited to those who align themselves with Fat Studies, keynote speakers include Ragen Chastain, a well-known member of the fat acceptance movement largely via her blog, Dances with Fat. The theme of this year’s conference, “Institutionalised Weightism: How to Challenge Oppressive Systems,” is consistent with Fat Studies precepts:This year’s theme focuses on the larger social hierarchies that favour thinness and reject fatness within western culture and how these systems have dictated the framing of fatness within the media, medicine, academia and our own identities. What can be done to oppose systemised oppression? What can be learned from the fight for social justice and equality within other arenas? Can research and activism be united to challenge prevailing ideas about fat bodies?Concomitantly, Fat Studies courses have begun to appear on college campuses. Watkins, Farrell, and Doyle-Hugmeyer (180) identified and described four Fat Studies and two HAES courses that were being taught in the U.S. and abroad as of 2012. Since then, a Fat Studies course has been taught online at West Virginia University and another will soon be offered at Washington State University. Additionally, a new HAES class has been taught at Saint Mary’s College of California during the last two academic years. Cameron (“Toward a Fat Pedagogy” 28) describes ways in which nearly 30 instructors from five different countries have incorporated fat studies pedagogy into university courses across an array of academic areas. This growing trend is manifested in The Fat Pedagogy Reader (Russell and Cameron) due out later this year. In this article, I describe content and pedagogical strategies that I use in my Fat Studies course. I then share students’ qualitative reactions, drawing upon excerpts from written assignments. During the term reported here, the class was comprised of 17 undergraduate and 5 graduate students. Undergraduate majors included 47% in Psychology, 24% in Women Studies, 24% in various other College of Liberal Arts fields, and 6% in the College of Public Health. Graduate majors included 40% in the College of Public Health and 60% in the College of Education. Following submission of final grades, students provided consent via email allowing written responses on assignments to be anonymously incorporated into research reports. Assignments drawn upon for this report include weekly reading reactions to specific journal articles in which students were to summarise the main points, identify and discuss a specific quote or passage that stood out to them, and consider and discuss applicability of the information in the article. This report also utilises responses to a final assignment in which students were to articulate take-home lessons from the course.Despite the catalogue description, many students enter Fat Studies with a misunderstanding of what the course entails. Some admitted that they thought the course was about reducing obesity and the presumed health risks associated with this alleged pathological condition (Watkins). Others understood, but were somewhat dubious, at least at the outset, “Before I began this class, I admit that I was skeptical of what Fat Studies meant.” Another student experienced “a severe cognitive dissonance” between the Fat Studies curriculum and that of a previous behavioural health class:My professor spent the entire quarter spouting off statistics, such as the next generation of children will be the first generation to have a lower life expectancy than their parents and the ever increasing obesity rates that are putting such a tax on our health care system, and I took her words to heart. I was scared for myself and for the populations I would soon be working with. I was worried that I was destined to a chronic disease and bothered that my BMI was two points above ‘normal.’ I believed everything my professor alluded to on the danger of obesity because it was things I had heard in the media and was led to believe all my life.Yet another related, “At first, I will be honest, it was hard for me to accept a lot of this information, but throughout the term every class changed my mind about my view of fat people.” A few students have voiced even greater initial resistance. During a past term, one student lamented that the material represented an attack on her intended behavioural health profession. Cameron (“Learning to Teach Everybody”) describes comparable reactions among students in her Critical Obesity course taught within a behavioural health science unit. Ward (937) attests that, even in Gender Studies, fat is the topic that creates the most controversy. Similarly, she describes students’ immense discomfort when asked to entertain perspectives that challenge deeply engrained ideas inculcated by our culture’s “obesity epidemic.” Discomfort, however, is not necessarily antithetical to learning. In prompting students to unlearn “the biomedically-informed truth of obesity, namely that fat people are unfit, unhealthy, and in need of ‘saving’ through expert interventions,” Moola at al. recommend equipping them with an “ethics of discomfort” (217). No easy task, “It requires courage to ask our students to forgo the security of prescriptive health messaging in favour of confusion and uncertainty” (221). I encourage students to entertain conflicting perspectives by assigning empirically-based articles emanating from peer-reviewed journals in their own disciplines that challenge mainstream discourses on obesity (e.g., Aphramor; Bombak e60; Tomiyama, Ahlstrom, and Mann 861). Students whose training is steeped in the scientific method seem to appreciate having quantitative data at their disposal to convince themselves–and their peers and professors–that widely held weight-centric beliefs and practices may not be valid. One student remarked, “Since I have taken this course, I feel like I am prepared to discuss the fallacy of the weight-health relationship,” citing specific articles that would aid in the effort. Likewise, Cameron’s (“Learning to Teach Everybody”) students reported a need to read research reports in order to begin questioning long-held beliefs.In addition, I assign readings that provide students with the opportunity to hear the voices of fat people themselves, a cornerstone of Fat Studies. Besides chapters in The Fat Studies Reader authored by scholars and activists who identify as fat, I assign qualitative articles (e.g., Lewis et al.) and narrative reports (e.g., Pause 42) in which fat people describe their experiences with weight and weight bias. Additionally, I provide positive images of fat people via films and websites (Clifford et al. HAES®; Watkins; Watkins and Doyle-Hugmeyer 177) in order to counteract the preponderance of negative, dehumanising portrayals in popular media (e.g., Ata and Thompson 41). In response, a student stated:One of the biggest things I took away from this term was the confidence I found in fat women through films and stories. They had more confidence than I have seen in any tiny girl and owned the body they were given.I introduce “normal” weight allies as well, most especially Linda Bacon whose treatise on thin privilege tends to set the stage for viewing weight bias as a form of oppression (Bacon). One student observed, “It was a relief to be able to read and talk about weight oppression in a classroom setting for once.” Another appreciated that “The class did a great job at analysing fat as oppression and not like a secondhand oppression as I have seen in my past classes.” Typically, fat students were already aware of weight-based privilege and oppression, often painfully so. Thinner students, however, were often astonished by this concept, several describing Bacon’s article as “eye-opening.” In reaction, many vowed to act as allies:This class has really opened my eyes and prepared me to be an ally to fat people. It will be difficult for some time while I try to get others to understand my point of view on fat people but I believe once there are enough allies, people’s minds will really start changing and it will benefit everyone for the better.Pedagogically, I choose to share my own experiences as they relate to course content and encourage students, at least in their written assignments, to do the same. Other instructors refrain from this practice for fear of reinforcing traditional discourses or eliciting detrimental reactions from students (Watkins, Farrell, and Doyle-Hugmeyer 191). Nevertheless, this tack seems to work well in my course, with many students opting to disclose their relevant circ*mstances during classroom discussions: Throughout the term I very much valued and appreciated when classmates would share their experiences. I love listening and hearing to others experiences and I think that is a great way to understand the material and learn from one another.It really helped to read different articles and hear classmates discuss and share stories that I was able to relate to. The idea of hearing people talk about issues that I thought I was the only one who dealt with was so refreshing and enlightening.The structure of this class allowed me to learn how this information is applicable to my life and made it deeper than just memorising information.Thus far, across three terms, no student has described iatrogenic effects from this process. In fact, most attribute positive transformations to the class. These include enhanced body acceptance of self and others: This class decreased my fat phobia towards others and gave me a better understanding about the intersectionality of one’s weight. For example, I now feel that I no longer view my family in a fat phobic way and I also feel responsible for educating my brother and helping him develop a strong self-esteem regardless of his size.I never thought this class would change my life, almost save my life. Through studies shown in class and real life people following their dreams, it made my mind completely change about how I view my body and myself.I can only hope that in the future, I will be more forgiving, tolerant, and above all accepting of myself, much less others. Regardless of a person’s shape and size, we are all beautiful, and while I’m just beginning to understand this, it can only get better from here.Students also reported becoming more savvy consumers of weight-centric media messages as well as realigning their eating and exercise behaviour in accordance with HAES: I find myself disgusted at the television now, especially with the amount of diet ads, fitness club ads, and exercise equipment ads all aimed at making a ‘better you.’ I now know that I would never be better off with a SlimFast shake, P90X, or a Total Gym. I would be better off eating when I’m hungry, working out because it is fun, and still eating Thin Mints when I want to. Prior to this class, I would work out rigorously, running seven miles a day. Now I realise why at times I dreaded to work out, it was simply a mathematical system to burn the energy that I had acquired earlier in the day. Instead what I realise I should do is something I enjoy, that way I will never get tired of whatever I am doing. While I do enjoy running, other activities would bring more joy while engaging in a healthy lifestyle like hiking or mountain biking.I will never go on another diet. I will stop choosing exercises I don’t love to do. I will not weigh myself every single day hoping for the number on the scale to change.A reduction in self-weighing was perhaps the most frequent behaviour change that students expressed. This is particularly valuable in that frequent self-weighing is associated with disordered eating and unhealthy weight control behaviours (Neumark-Sztainer et al. 811):I have realised that the number on the scale is simply a number on the scale. That number does not define who you are. I have stopped weighing myself every morning. I put the scale in the storage closet so I don’t have to look at it. I even encouraged my roommate to stop weighing herself too. What has been most beneficial for me to take away from this class is the notion that the number on the scale has so much less to do with fitness levels than most people understand. Coming from a numbers obsessed person like myself, this class has actually gotten me to leave the scales behind. I used to weigh myself every single day and my self-confidence reflected whether I was up or down in weight from the day before. It seems so silly to me now. From this class, I take away a new outlook on body diversity. I will evaluate who I am for what I do and not represent myself with a number. I’m going to have my cake this time, and actually eat it too!Finally, students described ways in which they might carry the concepts from Fat Studies into their future professions: I want to go to law school. This model is something I will work toward in the fight for social justice.As a teacher and teacher of teachers, I plan to incorporate discussions on size diversity and how this should be addressed within the field of adapted physical education.I do not know how I would have gone forward if I had never taken this class. I probably would have continued to use weight loss as an effective measure of success for both nutrition and physical activity interventions. I will never be able to think about the obesity prevention movement in the same way.Since I am working toward being a clinical psychologist, I don’t want to have a client who is pursuing weight loss and then blindly believe that they need to lose weight. I’d rather be of the mindset that every person is unique, and that there are other markers of health at every size.Jones and Hughes-Decatur (59) call for increased scholarship illustrating and evaluating critical body pedagogies so that teachers might provide students with tools to critique dominant discourses, helping them forge healthy relationships with their own bodies in the process. As such, this paper describes elements of a Fat Studies class that other instructors may choose to adopt. It additionally presents qualitative data suggesting that students came to think about fat and fat people in new and divergent ways. Qualitative responses also suggest that students developed better body image and more adaptive eating and exercise behaviours throughout the term. Although no students have yet described lasting adverse effects from the class, one stated that she would have preferred less of a focus on health and more of a focus on issues such as fat fashion. Indeed, some Fat Studies scholars (e.g., Lee) advocate separating discussions of weight bias from discussions of health status to avoid stigmatising fat people who do experience health problems. While concerns about fostering healthism within the fat acceptance movement are valid, as a behavioural health professional with an audience of students training in these fields, I have chosen to devote three weeks of our ten week term to this subject matter. Depending on their academic background, others who teach Fat Studies may choose to emphasise different aspects such as media representations or historical connotations of fat.Nevertheless, the preponderance of positive comments evidenced throughout students’ assignments may certainly be a function of social desirability. Although I explicitly invite critique, and in fact assign readings (e.g., Welsh 33) and present media that question HAES and Fat Studies concepts, students may still feel obliged to articulate acceptance of and transformations consistent with the principles of these movements. As a more objective assessment of student outcomes, I am currently conducting a quantitative evaluation, in which I remain blind to students’ identities, of this year’s Fat Studies course compared to other upper division/graduate Psychology courses, examining potential changes in weight bias, body image and dieting behaviour, adherence to appearance-related media messages, and obligatory exercise behaviour. I postulate results akin to those of Humphrey, Clifford, and Neyman Morris (143) who found reductions in weight bias, improved body image, and improved eating behaviour among college students as a function of their HAES course. As Fat Studies pedagogy proliferates, instructors are called upon to share their teaching strategies, document the effects, and communicate these results within and outside of academic spheres.ReferencesAmbwani, Suman, Katherine M. Thomas, Christopher J. Hopwood, Sara A. Moss, and Carlos M. Grilo. “Obesity Stigmatization as the Status Quo: Structural Considerations and Prevalence among Young Adults in the U.S.” Eating Behaviors 15.3 (2014): 366-370. Aphramor, Lucy. “Validity of Claims Made in Weight Management Research: A Narrative Review of Dietetic Articles.” Nutrition Journal 9 (2010): n. pag. 15 May 2015 ‹http://www.nutritionj.com/content/9/1/30›.Ata, Rheanna M., and J. Kevin Thompson. “Weight Bias in the Media: A Review of Recent Research.” Obesity Facts 3.1 (2010): 41-46.Bacon, Linda. “Reflections on Fat Acceptance: Lessons Learned from Thin Privilege.” 2009. 23 Apr. 2015 ‹http://www.lindabacon.org/Bacon_ThinPrivilege080109.pdf›.Bacon, Linda, and Lucy Aphramor. “Weight Science: Evaluating the Evidence for a Paradigm Shift.” Nutrition Journal 10 (2011). 23 Apr. 2015 ‹http://www.nutritionj.com/content/10/1/9›.Barry, Vaughn W., Meghan Baruth, Michael W. Beets, J. Larry Durstine, Jihong Liu, and Steven N. Blair. “Fitness vs. Fatness on All-Cause Mortality: A Meta-Analysis.” Progress in Cardiovascular Diseases 56.4 (2014): 382-390.Bergen, Martha, and Sonia Carrizales. “New Task Force Focused on Size.” The Feminist Psychologist 42.1 (2015): 22.Bombak, Andrea. “Obesity, Health at Every Size, and Public Health Policy.” American Journal of Public Health 104.2 (2014): e60-e67.Cameron, Erin. “Learning to Teach Everybody: Exploring the Emergence of an ‘Obesity” Pedagogy’.” The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. Eds. Erin Cameron and Connie Russell. New York: Peter Lang Publishing, in press.Cameron, Erin. “Toward a Fat Pedagogy: A Study of Pedagogical Approaches Aimed at Challenging Obesity Discourses in Post-Secondary Education.” Fat Studies 4.1 (2015): 28-45.Chastain, Ragen. Dances with Fat. 15 May 2015 ‹https://danceswithfat.wordpress.com/blog/›.Clifford, Dawn, Amy Ozier, Joanna Bundros, Jeffrey Moore, Anna Kreiser, and Michele Neyman Morris. “Impact of Non-Diet Approaches on Attitudes, Behaviors, and Health Outcomes: A Systematic Review.” Journal of Nutrition Education and Behavior 47.2 (2015): 143-155.Clifford, Dawn, Patti Lou Watkins, and Rebecca Y. Concepcion. “HAES® University: Bringing a Weight Neutral Message to Campus.” Association for Size Diversity and Health, 2015. 23 Apr. 2015 ‹https://www.sizediversityandhealth.org/content.asp?id=258›.Fat Studies: An Interdisciplinary Journal of Body Weight and Society. 23 Apr. 2015 ‹http://www.tandfonline.com/toc/ufts20/current#.VShpqdhFDBC›.Flegal, Katherine M., Brian K. Kit, Heather Orpana, and Barry L. Graubard. “Association of All-Cause Mortality with Overweight and Obesity Using Standard Body Mass Index Categories: A Systematic Review and Meta-Analysis.” Journal of the American Medical Association 309.1 (2013): 71-82.Humphrey, Lauren, Dawn Clifford, and Michelle Neyman Morris. “Health At Every Size College Course Reduces Dieting Behaviors and Improves Intuitive Eating, Body Esteem, and Anti-Fat Attitudes.” Journal of Nutrition Education and Behavior, in press.Jones, Stephanie, and Hilary Hughes-Decatur. “Speaking of Bodies in Justice-Oriented Feminist Teacher Education.” Journal of Teacher Education 63.1 (2012): 51-61.Lee, Jenny. Embodying Stereotypes: Memoir, Fat and Health. Fat Studies: Reflective Intersections, July 2012, Wellington, NZ. Unpublished conference paper.Lewis, Sophie, Samantha L. Thomas, Jim Hyde, David Castle, R. Warwick Blood, and Paul A. Komesaroff. “’I Don't Eat a Hamburger and Large Chips Every Day!’ A Qualitative Study of the Impact of Public Health Messages about Obesity on Obese Adults.” BMC Public Health 10.309 (2010). 23 Apr 2015 ‹http://www.biomedcentral.com/1471-2458/10/309›.Mann, Traci, A. Janet Tomiyama, Erika Westling, Ann-Marie Lew, Barbara Samuels, and Jason Chatman. “Medicare’s Search for Effective Obesity Treatments: Diets Are Not the Answer.” American Psychologist 62.3 (2007): 220-233.McAuley, Paul A., and Steven N. Blair. “Obesity Paradoxes.” Journal of Sports Sciences 29.8 (2011): 773-782. McHugh, Maureen C., and Ashley E. Kasardo. “Anti-Fat Prejudice: The Role of Psychology in Explication, Education and Eradication.” Sex Roles 66.9-10 (2012): 617-627.Moola, Fiona J., Moss E. Norman, LeAnne Petherick, and Shaelyn Strachan. “Teaching across the Lines of Fault in Psychology and Sociology: Health, Obesity and Physical Activity in the Canadian Context.” Sociology of Sport Journal 31.2 (2014): 202-227.Nash, Joy. “A Fat Rant.” YouTube, 17 Mar. 2007. 23 Apr. 2015 ‹https://www.youtube.com/watch?v=yUTJQIBI1oA›.Neumark-Sztainer, Dianne, Patricia van den Berg, Peter J. Hannan, and Mary Story. “Self-Weighing in Adolescents: Helpful or Harmful? Longitudinal Associations with Body Weight Changes and Disordered Eating.” Journal of Adolescent Health 39.6 (2006): 811–818.O’Brien, K.S., J.A. Hunter, and M. Banks. “Implicit Anti-Fat Bias in Physical Educators: Physical Attributes, Ideology, and Socialization.” International Journal of Obesity 31.2 (2007): 308-314.Pause, Cat. “Live to Tell: Coming Out as Fat.” Somatechnics 2.1 (2012): 42-56.Rothblum, Esther, and Sondra Solovay, eds. The Fat Studies Reader. New York: New York University Press, 2009.Russell, Connie, and Erin Cameron, eds. The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. New York: Peter Lang Publishing, in press. Salas, Ximena Ramos. “The Ineffectiveness and Unintended Consequences of the Public Health War on Obesity.” Canadian Journal of Public Health 106.2 (2015): e79-e81. Tomiyama, A. Janet, Britt Ahlstrom, and Traci Mann. “Long-Term Effects of Dieting: Is Weight Loss Related to Health?” Social and Personality Psychology Compass 7.12 (2013): 861-877.Tylka, Tracy L., Rachel A. Annunziato, Deb Burgard, Sigrun Daníelsdóttir, Ellen Shuman, Chad Davis, and Rachel M. Calogero. “The Weight-Inclusive versus Weight-Normative Approach to Health: Evaluating the Evidence for Prioritizing Well-Being over Weight Loss.” Journal of Obesity (2014). 23 Apr. 2015 ‹http://www.hindawi.com/journals/jobe/2014/983495/›.Ward, Anna E. “The Future of Fat.” American Quarterly 65.4 (2013): 937-947.Watkins, Patti Lou. “Inclusion of Fat Studies in a Difference, Power, and Discrimination Curriculum.” The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. Eds. Erin Cameron and Connie Russell. New York: Peter Lang Publishing, in press. Watkins, Patti Lou, and Rebecca Y. Concepcion. “Teaching HAES to Health Care Students and Professionals.” Wellness Not Weight: Motivational Interviewing and a Non-Diet Approach. Ed. Ellen Glovsky. San Diego: Cognella Academic Publishing, 2014: 159-169. Watkins, Patti Lou, and Andrea Doyle-Hugmeyer. “Teaching about Eating Disorders from a Fat Studies Perspective. Transformations 23.2 (2013): 147-158. Watkins, Patti Lou, Amy E. Farrell, and Andrea Doyle Hugmeyer. “Teaching Fat Studies: From Conception to Reception. Fat Studies 1.2 (2012): 180-194. Welsh, Taila L. “Healthism and the Bodies of Women: Pleasure and Discipline in the War against Obesity.” Journal of Feminist Scholarship 1 (2011): 33-48. Weight Stigma Conference. 23 Apr. 2015 ‹http://stigmaconference.com/›.

Abstract:

The present article contemplates some reflections produced from the accumulation produced in our research group around a research project that sought to understand some practices of education developed by Brazilian communists, in periods in which they lived educational practices in or for clandestinity, particularly between the 1950s and 1970s.From the intersection between history of education and political culture, we present theoretical-methodological reflections on the autobiographical narratives that constituted the sources of ongoing research. The methodology is qualitative in nature and based on the presentation of notes that could serve as a motto for reflection about the use of narratives and their interfaces with the experience and the collective memory. The reflections carried out argue that the analysis of the narratives present in the autobiographical sources must consider some theoretical-methodological intersections from the (autobiographical) research perspective, as well as on memory and experience.ResumoO presente artigo contempla algumas reflexões produzidas a partir do acúmulo produzido em nosso grupo de pesquisa em torno de um projeto de investigação que buscou compreender algumas práticas de educação desenvolvidas por comunistas brasileiros, em períodos nos quais viveram práticas educativas na ou para a clandestinidade, particularmente entre as décadas de 1950 e 1970. A partir da intersecção entre história da educação e cultura política, apresentamos reflexões de cunho teórico-metodológico sobre as narrativas autobiográficas que constituíram as fontes da investigação em curso. A metodologia é de natureza qualitativa e se pauta na apresentação de algumas notas que possam servir de mote para a reflexão sobre o uso de narrativas e suas interfaces com a experiência e a memória coletiva. As reflexões realizadas defendem que a análise das narrativas presentes nas fontes autobiográficas deve considerar algumas intersecções teórico-metodológicas da perspectiva da pesquisa (auto)biográfica, bem como sobre memória e experiência.ResumenEl presente artículo contempla algunas reflexiones producidas a partir de la acumulación producida en nuestro grupo de investigación en torno a un proyecto de investigación que buscó comprender algunas prácticas educativas desarrolladas por comunistas brasileños, en períodos en los que vivieron prácticas educativas en o para la clandestinidad, en particular entre los años 1950 y 1970. Desde la intersección entre la historia de la educación y la cultura política, presentamos reflexiones teórico-metodológicas sobre las narrativas autobiográficas que constituyeron las fuentes de la investigación en curso. La metodología es de naturaleza cualitativa y se basa en la presentación de algunas notas que pueden servir como un lema para la reflexión sobre el uso de las narrativas y sus interfaces con la experiencia y la memoria colectiva. Las reflexiones sostenidas sostienen que el análisis de las narrativas presentes en las fuentes autobiográficas debe considerar algunas intersecciones teóricas y metodológicas desde la perspectiva de la investigación (biográfica), así como sobre la memoria y la experiencia.Palavras-chave: Educação clandestina, Experiência, Memória coletiva, Narrativas.Keywords: Clandestine education, Experience, Collective memory, Narratives.Palabras clave: Educación clandestina, Experiencia, Memoria colectiva, Narrativas.ReferencesABRAHÃO, Maria Helena Menna Barreto (Orgs.). Educadores Sul-Rio-Grandenses: muita vida nas histórias de vida. Porto Alegre: EDIPUCRS, 2008.ABRAHÃO, Maria Helena Menna Barreto. História e histórias de vida – destacados educadores fazem a história da educação rio-grandense. Porto Alegre: EDIPUCRS, 2001.ABRAHÃO, Maria Helena Menna Barreto. Pesquisa (auto)biográfica: tempo, memória e narrativas. In: ______ (Org.). A aventura (auto)biográfica – teoria e empiria. 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Educação não-formal, participação da sociedade civil e estruturas colegiadas nas escolas. Ensaio: aval. pol. públ. Educ., Rio de Janeiro, v.14, n.50, p.27-38, mar. 2006.HALBWACHS, Maurice. A memória coletiva. São Paulo: Vértice, 1990.JOSSO, Marie-Christine. Experiências de vida e formação. São Paulo: Cortez, 2004.LIMA, Heitor Ferreira. Caminhos percorridos. Organização do Arquivo de História Social Edgard Leuenroth – Unicamp: Brasiliense, 1982.NORA, Pierre. Entre memória e história: a problemática dos lugares. Projeto História, São Paulo, PUC-SP, (10): 7-29, 1993.O COMUNISMO no Brasil. Inquérito Policial Militar 709. V.2. Rio de Janeiro: Biblioteca do Exército, 1967.OLIVEIRA, Amanda Assis de; SILVEIRA, Éder da Silva. Educação e clandestinidade: memórias de comunistas brasileiros na União Soviética (1953-1955). Temporalidades, v. 9, p. 12-31, 2017.OLIVEIRA, Pérsio Santos de. Introdução à sociologia. São Paulo: Ática, 2010.PASSEGGI, Maria da Conceição. A formação do formador na abordagem autobiográfica. A experiência dos memoriais de formação. In: SOUZA, E. C.; ABRAHÃO, M. H. M. B. (Orgs.). Tempos, narrativas e ficções: a invenção de si. Porto Alegre: EDIPUCRS; Salvador: EDUNEB, 2006, p.203-218.PASSEGGI, Maria da Conceição. Memoriais auto-bio-gráficos: a arte profissional de tecer uma figura pública de si. In: PASSEGGI, M. C.; BARBOSA, T.M.N (Orgs.). Memórias, memoriais: pesquisa e formação docente. São Paulo: Paulus; Natal: EDUFRN, 2008, p.27-59.PASSEGGI, Maria da Conceição. Narrar é humano! Autobiografar é um processo civilizatório. In: PASSEGGI, M. C.; SILVA, V. B. (Orgs.). Invenções de vidas, compreensões de itinerários e alternativas de formação. São Paulo: Cultura Acadêmica, p.103-139, 2010.PASSEGGI, Maria da Conceição. Narrativas institucionais de si: a arte de enlaçar reflexão, razão e emoções. In: MARTINS, Raimundo; TOURINHO, Irene; SOUZA, Elizeu Clementino (Orgs.). 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Abstract:

At a time when almost every human transgression, illness, profession and other personal aspect of life has been chronicled in autobiographical writing (Rak)—in 1998 Zinsser called ours “the age of memoir” (3)—writing about fat is one of the most recent subjects to be addressed in this way. This article surveys a range of contemporary autobiographical texts that are titled with, or revolve around, that powerful and most evocative word, “fat”. Following a number of cultural studies of fat in society (Critser; Gilman, Fat Boys; Fat: A Cultural History; Stearns), this discussion views fat in socio-cultural terms, following Lupton in understanding fat as both “a cultural artefact: a bodily substance or body shape that is given meaning by complex and shifting systems of ideas, practices, emotions, material objects and interpersonal relationships” (i). Using a case study approach (Gerring; Verschuren), this examination focuses on a range of texts from autobiographical cookbooks and memoirs to novel-length graphic works in order to develop a preliminary taxonomy of these works. In this way, a small sample of work, each of which (described below) explores an aspect (or aspects) of the form is, following Merriam, useful as it allows a richer picture of an under-examined phenomenon to be constructed, and offers “a means of investigating complex social units consisting of multiple variables of potential importance in understanding the phenomenon” (Merriam 50). Although the sample size does not offer generalisable results, the case study method is especially suitable in this context, where the aim is to open up discussion of this form of writing for future research for, as Merriam states, “much can be learned from […] an encounter with the case through the researcher’s narrative description” and “what we learn in a particular case can be transferred to similar situations” (51). Pro-Fat Autobiographical WritingAlongside the many hundreds of reduced, low- and no-fat cookbooks and weight loss guides currently in print that offer recipes, meal plans, ingredient replacements and strategies to reduce fat in the diet, there are a handful that promote the consumption of fats, and these all have an autobiographical component. The publication of Jennifer McLagan’s Fat: An Appreciation of a Misunderstood Ingredient, with Recipes in 2008 by Ten Speed Press—publisher of Mollie Katzen’s groundbreaking and influential vegetarian Moosewood Cookbook in 1974 and an imprint now known for its quality cookbooks (Thelin)—unequivocably addressed that line in the sand often drawn between fat and all things healthy. The four chapter titles of this cookbook— “Butter,” subtitled “Worth It,” “Pork Fat: The King,” “Poultry Fat: Versatile and Good For You,” and, “Beef and Lamb Fats: Overlooked But Tasty”—neatly summarise McLagan’s organising argument: that animal fats not only add an unreplaceable and delicious flavour to foods but are fundamental to our health. Fat polarised readers and critics; it was positively reviewed in prominent publications (Morris; Bhide) and won influential food writing awards, including 2009 James Beard Awards for Single Subject Cookbook and Cookbook of the Year but, due to its rejection of low-fat diets and the research underpinning them, was soon also vehemently criticised, to the point where the book was often described in the media as “controversial” (see Smith). McLagan’s text, while including historical, scientific and gastronomic data and detail, is also an outspokenly personal treatise, chronicling her sensual and emotional responses to this ingredient. “I love fat,” she begins, continuing, “Whether it’s a slice of foie gras terrine, its layer of yellow fat melting at the edges […] hot bacon fat […] wilting a plate of pungent greens into submission […] or a piece of crunchy pork crackling […] I love the way it feels in my mouth, and I love its many tastes” (1). Her text is, indeed, memoir as gastronomy / gastronomy as memoir, and this cookbook, therefore, an example of the “memoir with recipes” subgenre (Brien et al.). It appears to be this aspect – her highly personal and, therein, persuasive (Weitin) plea for the value of fats – that galvanised critics and readers.Molly Chester and Sandy Schrecengost’s Back to Butter: A Traditional Foods Cookbook – Nourishing Recipes Inspired by Our Ancestors begins with its authors’ memoirs (illness, undertaking culinary school training, buying and running a farm) to lend weight to their argument to utilise fats widely in cookery. Its first chapter, “Fats and Oils,” features the familiar butter, which it describes as “the friendly fat” (22), then moves to the more reviled pork lard “Grandma’s superfood” (22) and, nowadays quite rarely described as an ingredient, beef tallow. Grit Magazine’s Lard: The Lost Art of Cooking with Your Grandmother’s Secret Ingredient utilises the rhetoric that fat, and in this case, lard, is a traditional and therefore foundational ingredient in good cookery. This text draws on its publisher’s, Grit Magazine (published since 1882 in various formats), long history of including auto/biographical “inspirational stories” (Teller) to lend persuasive power to its argument. One of the most polarising of fats in health and current media discourse is butter, as was seen recently in debate over what was seen as its excessive use in the MasterChef Australia television series (see, Heart Foundation; Phillipov). It is perhaps not surprising, then, that butter is the single fat inspiring the most autobiographical writing in this mode. Rosie Daykin’s Butter Baked Goods: Nostalgic Recipes from a Little Neighborhood Bakery is, for example, typical of a small number of cookbooks that extend the link between baking and nostalgia to argue that butter is the superlative ingredient for baking. There are also entire cookbooks dedicated to making flavoured butters (Vaserfirer) and a number that offer guides to making butter and other (fat-based) dairy products at home (Farrell-Kingsley; Hill; Linford).Gabrielle Hamilton’s Blood, Bones and Butter: The Inadvertent Education of a Reluctant Chef is typical among chef’s memoirs in using butter prominently although rare in mentioning fat in its title. In this text and other such memoirs, butter is often used as shorthand for describing a food that is rich but also wholesomely delicious. Hamilton relates childhood memories of “all butter shortcakes” (10), and her mother and sister “cutting butter into flour and sugar” for scones (15), radishes eaten with butter (21), sautéing sage in butter to dress homemade ravoli (253), and eggs fried in browned butter (245). Some of Hamilton’s most telling references to butter present it as an staple, natural food as, for instance, when she describes “sliced bread with butter and granulated sugar” (37) as one of her family’s favourite desserts, and lists butter among the everyday foodstuffs that taste superior when stored at room temperature instead of refrigerated—thereby moving butter from taboo (Gwynne describes a similar process of the normalisation of sexual “perversion” in erotic memoir).Like this text, memoirs that could be described as arguing “for” fat as a substance are largely by chefs or other food writers who extol, like McLagan and Hamilton, the value of fat as both food and flavouring, and propose that it has a key role in both ordinary/family and gourmet cookery. In this context, despite plant-based fats such as coconut oil being much lauded in nutritional and other health-related discourse, the fat written about in these texts is usually animal-based. An exception to this is olive oil, although this is never described in the book’s title as a “fat” (see, for instance, Drinkwater’s series of memoirs about life on an olive farm in France) and is, therefore, out of the scope of this discussion.Memoirs of Being FatThe majority of the other memoirs with the word “fat” in their titles are about being fat. Narratives on this topic, and their authors’ feelings about this, began to be published as a sub-set of autobiographical memoir in the 2000s. The first decade of the new millennium saw a number of such memoirs by female writers including Judith Moore’s Fat Girl (published in 2005), Jen Lancaster’s Such a Pretty Fat: One Narcissist’s Quest to Discover If Her Life Makes Her Ass Look Big, or Why Pie Is Not the Answer, and Stephanie Klein’s Moose: A Memoir (both published in 2008) and Jennifer Joyne’s Designated Fat Girl in 2010. These were followed into the new decade by texts such as Celia Rivenbark’s bestselling 2011 You Don’t Sweat Much for a Fat Girl, and all attracted significant mainstream readerships. Journalist Vicki Allan pulled no punches when she labelled these works the “fat memoir” and, although Sidonie Smith and Julia Watson’s influential categorisation of 60 genres of life writing does not include this description, they do recognise eating disorder and weight-loss narratives. Some scholarly interest followed (Linder; Halloran), with Mitchell linking this production to feminism’s promotion of the power of the micro-narrative and the recognition that the autobiographical narrative was “a way of situating the self politically” (65).aken together, these memoirs all identify “excess” weight, although the response to this differs. They can be grouped as: narratives of losing weight (see Kuffel; Alley; and many others), struggling to lose weight (most of these books), and/or deciding not to try to lose weight (the smallest number of works overall). Some of these texts display a deeply troubled relationship with food—Moore’s Fat Girl, for instance, could also be characterised as an eating disorder memoir (Brien), detailing her addiction to eating and her extremely poor body image as well as her mother’s unrelenting pressure to lose weight. Elena Levy-Navarro describes the tone of these narratives as “compelled confession” (340), mobilising both the conventional understanding of confession of the narrator “speaking directly and colloquially” to the reader of their sins, failures or foibles (Gill 7), and what she reads as an element of societal coercion in their production. Some of these texts do focus on confessing what can be read as disgusting and wretched behavior (gorging and vomiting, for instance)—Halloran’s “gustatory abject” (27)—which is a feature of the contemporary conceptualisation of confession after Rousseau (Brooks). This is certainly a prominent aspect of current memoir writing that is, simultaneously, condemned by critics (see, for example, Jordan) and popular with readers (O’Neill). Read in this way, the majority of memoirs about being fat are about being miserable until a slimming regime of some kind has been undertaken and successful. Some of these texts are, indeed, triumphal in tone. Lisa Delaney’s Secrets of a Former Fat Girl is, for instance, clear in the message of its subtitle, How to Lose Two, Four (or More!) Dress Sizes—And Find Yourself Along the Way, that she was “lost” until she became slim. Linden has argued that “female memoir writers frequently describe their fat bodies as diseased and contaminated” (219) and “powerless” (226). Many of these confessional memoirs are moving narratives of shame and self loathing where the memoirist’s sense of self, character, and identity remain somewhat confused and unresolved, whether they lose weight or not, and despite attestations to the contrary.A sub-set of these memoirs of weight loss are by male authors. While having aspects in common with those by female writers, these can be identified as a sub-set of these memoirs for two reasons. One is the tone of their narratives, which is largely humourous and often ribaldly comic. There is also a sense of the heroic in these works, with male memoirsts frequently mobilising images of battles and adversity. Texts that can be categorised in this way include Toshio Okada’s Sayonara Mr. Fatty: A Geek’s Diet Memoir, Gregg McBride and Joy Bauer’s bestselling Weightless: My Life as a Fat Man and How I Escaped, Fred Anderson’s From Chunk to Hunk: Diary of a Fat Man. As can be seen in their titles, these texts also promise to relate the stratgies, regimes, plans, and secrets that others can follow to, similarly, lose weight. Allen Zadoff’s title makes this explicit: Lessons Learned on the Journey from Fat to Thin. Many of these male memoirists are prompted by a health-related crisis, diagnosis, or realisation. Male body image—a relatively recent topic of enquiry in the eating disorder, psychology, and fashion literature (see, for instance, Bradley et al.)—is also often a surprising motif in these texts, and a theme in common with weight loss memoirs by female authors. Edward Ugel, for instance, opens his memoir, I’m with Fatty: Losing Fifty Pounds in Fifty Miserable Weeks, with “I’m haunted by mirrors … the last thing I want to do is see myself in a mirror or a photograph” (1).Ugel, as that prominent “miserable” in his subtitle suggests, provides a subtle but revealing variation on this theme of successful weight loss. Ugel (as are all these male memoirists) succeeds in the quest be sets out on but, apparently, despondent almost every moment. While the overall tone of his writing is light and humorous, he laments every missed meal, snack, and mouthful of food he foregoes, explaining that he loves eating, “Food makes me happy … I live to eat. I love to eat at restaurants. I love to cook. I love the social component of eating … I can’t be happy without being a social eater” (3). Like many of these books by male authors, Ugel’s descriptions of the food he loves are mouthwatering—and most especially when describing what he identifies as the fattening foods he loves: Reuben sandwiches dripping with juicy grease, crispy deep friend Chinese snacks, buttery Danish pastries and creamy, rich ice cream. This believable sense of regret is not, however, restricted to male authors. It is also apparent in how Jen Lancaster begins her memoir: “I’m standing in the kitchen folding a softened stick of butter, a cup of warmed sour cream, and a mound of fresh-shaved Parmesan into my world-famous mashed potatoes […] There’s a maple-glazed pot roast browning nicely in the oven and white-chocolate-chip macadamia cookies cooling on a rack farther down the counter. I’ve already sautéed the almonds and am waiting for the green beans to blanch so I can toss the whole lot with yet more butter before serving the meal” (5). In the above memoirs, both male and female writers recount similar (and expected) strategies: diets, fasts and other weight loss regimes and interventions (calorie counting, colonics, and gastric-banding and -bypass surgery for instance, recur); consulting dieting/health magazines for information and strategies; keeping a food journal; employing expert help in the form of nutritionists, dieticians, and personal trainers; and, joining health clubs/gyms, and taking up various sports.Alongside these works sit a small number of texts that can be characterised as “non-weight loss memoirs.” These can be read as part of the emerging, and burgeoning, academic field of Fat Studies, which gathers together an extensive literature critical of, and oppositional to, dominant discourses about obesity (Cooper; Rothblum and Solovay; Tomrley and Naylor), and which include works that focus on information backed up with memoir such as self-described “fat activist” (Wann, website) Marilyn Wann’s Fat! So?: Because You Don’t Have to Apologise, which—when published in 1998—followed a print ’zine and a website of the same title. Although certainly in the minority in terms of numbers, these narratives have been very popular with readers and are growing as a sub-genre, with well-known actress Camryn Manheim’s New York Times-bestselling memoir, Wake Up, I'm Fat! (published in 1999) a good example. This memoir chronicles Manheim’s journey from the overweight and teased teenager who finds it a struggle to find friends (a common trope in many weight loss memoirs) to an extremely successful actress.Like most other types of memoir, there are also niche sub-genres of the “fat memoir.” Cheryl Peck’s Fat Girls and Lawn Chairs recounts a series of stories about her life in the American Midwest as a lesbian “woman of size” (xiv) and could thus be described as a memoir on the subjects of – and is, indeed, catalogued in the Library of Congress as: “Overweight women,” “Lesbians,” and “Three Rivers (Mich[igan]) – Social life and customs”.Carol Lay’s graphic memoir, The Big Skinny: How I Changed My Fattitude, has a simple diet message – she lost weight by counting calories and exercising every day – and makes a dual claim for value of being based on both her own story and a range of data and tools including: “the latest research on obesity […] psychological tips, nutrition basics, and many useful tools like simplified calorie charts, sample recipes, and menu plans” (qtd. in Lorah). The Big Skinny could, therefore, be characterised with the weight loss memoirs above as a self-help book, but Lay herself describes choosing the graphic form in order to increase its narrative power: to “wrap much of the information in stories […] combining illustrations and story for a double dose of retention in the brain” (qtd. in Lorah). Like many of these books that can fit into multiple categories, she notes that “booksellers don’t know where to file the book – in graphic novels, memoirs, or in the diet section” (qtd. in O’Shea).Jude Milner’s Fat Free: The Amazing All-True Adventures of Supersize Woman! is another example of how a single memoir (graphic, in this case) can be a hybrid of the categories herein discussed, indicating how difficult it is to neatly categorise human experience. Recounting the author’s numerous struggles with her weight and journey to self-acceptance, Milner at first feels guilty and undertakes a series of diets and regimes, before becoming a “Fat Is Beautiful” activist and, finally, undergoing gastric bypass surgery. Here the narrative trajectory is of empowerment rather than physical transformation, as a thinner (although, importantly, not thin) Milner “exudes confidence and radiates strength” (Story). ConclusionWhile the above has identified a number of ways of attempting to classify autobiographical writing about fat/s, its ultimate aim is, after G. Thomas Couser’s work in relation to other sub-genres of memoir, an attempt to open up life writing for further discussion, rather than set in placed fixed and inflexible categories. Constructing such a preliminary taxonomy aspires to encourage more nuanced discussion of how writers, publishers, critics and readers understand “fat” conceptually as well as more practically and personally. 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Abstract:

This paper will compare the metaphoric structuring of the ecological concept of resilience—with its roots in Holling's 1973 paper; with psychological concepts of resilience which followed from research—such as Werner, Bierman, and French and Garmezy and Streitman) published in the early 1970s. This metaphoric analysis will expose the difference between complex adaptive systems models of resilience in ecology and studies related to resilience in relation to climate change; compared with the individualism of linear equilibrium models of resilience which have dominated discussions of resilience in psychology and economics. By examining the ontological commitments of these competing metaphors, I will show that the individualistic concept of resilience which dominates psychological discussions of resilience is incompatible with the ontological commitments of ecological concepts of resilience. Because the ontological commitments of the concepts of ecological resilience on the one hand, and psychological resilience on the other, are so at odds with one another, it is important to be clear which concept of resilience is being evaluated for its adequacy as a concept. Having clearly distinguished these competing metaphors and their ontological commitments, this paper will show that it is the complex adaptive systems model of resilience from ecology, not the individualist concept of psychological resilience, that has been utilised by both the academic discussions of adaptation to climate change, and the operationalisation of the concept of resilience by social movements like the permaculture, ecovillage, and Transition Towns movements. Ontological Metaphors My analysis of ontological metaphors draws on insights from Kuhn's (114) account of gestalt perception in scientific paradigm shifts; the centrality of the role of concrete analogies in scientific reasoning (Masterman 77); and the theorisation of ontological metaphors in cognitive linguistics (Gärdenfors). Figure 1: Object Ontological commitments reflect the shared beliefs within a community about the sorts of things that exist. Our beliefs about what exists are shaped by our sensory and motor interactions with objects in the physical world. Physical objects have boundaries and surfaces that separate the object from not-the-object. Objects have insides and outsides, and can be described in terms of more-or-less fixed and stable “objective” properties. A prototypical example of an “object” is a “container”, like the example shown in Figure 1. Ontological metaphors allow us to conceive of “things” which are not objects as if they were objects by picking “out parts of our experience and treat them as [if they were] discrete entities or substances of a uniform kind” (Lakoff and Johnson 25). We use ontological metaphors when we imagine a boundary around a collection of things, such as the members of a team or trees in a forest, and conceive of them as being in a container (Langacker 191–97). We can then think of “things” like a team or forest as if they were a single entity. We can also understand processes and activities as if they were things with boundaries. Whether or not we characterise some aspect of our experience as a noun (a bounded entity) or as a verb (a process that occurs over time) is not determined by the nature of things in themselves, but by our understanding and interpretation of our experience (Langacker 233). In this paper I employ a technique that involves examining the details of “concrete images” from the source domains for metaphors employed in the social sciences to expose for analysis their ontological commitments (Harrison, “Politics” 215; Harrison, “Economics” 7). By examining the ontological metaphors that structure the resilience literature I will show how different conceptions of resilience reflect different beliefs and commitments about the sorts of “things” there are in the world, and hence how we can study and understand these “things.” Engineering Metaphors In his discussion of engineering resilience, Holling (“Engineering Vs. Ecological” 33) argues that this conception is the “foundation for economic theory”, and defined in terms of “resistance to disturbance and the speed of return to the equilibrium” or steady state of the system. Whereas Holling takes his original example of the use of the engineering concept of resilience from economics, Pendall, Foster, & Cowell (72), and Martin-Breen and Anderies (6) identify it as the concept of resilience that dominates the field of psychology. They take the stress loading of bridges to be the engineering source for the metaphor. Figure 2: Pogo stick animation (Source: Blacklemon 67, CC http://en.wikipedia.org/wiki/File:Pogoanim.gif). In order to understand this metaphor, we need to examine the characteristics of the source domain for the metaphor. A bridge can be “under tension, compression or both forces at the same time [and] experiences what engineers define as stress” (Matthews 3). In order to resist these forces, bridges need to be constructed of material which “behave much like a spring” that “strains elastically (deforms temporarily and returns to its original shape after a load has been removed) under a given stress” (Gordon 52; cited in Matthews). The pogostick shown in Figure 2 illustrates how a spring returns to its original size and configuration once the load or stress is removed. WGBH Educational Foundation provides links to simple diagrams that illustrate the different stresses the three main designs of bridges are subject to, and if you compare Computers & Engineering's with Gibbs and Bourne's harmonic spring animation you can see how both a bridge under live load and the pogostick in Figure 2 oscillate just like an harmonic spring. Subject to the elastic limits of the material, the deformation of a spring is proportional to the stress or load applied. According to the “modern theory of elasticity [...] it [is] possible to deduce the relation between strain and stress for complex objects in terms of intrinsic properties of the materials it is made of” (“Hooke’s Law”). When psychological resilience is characterised in terms of “properties of individuals [that] are identified in isolation” (Martin-Breen and Anderies 12); and in terms of “behaviours and attributes [of individuals] that allow people to get along with one another and to succeed socially” (Pendall, Foster, and Cowell 72), they are reflecting this engineering focus on the properties of materials. Martin-Breen and Anderies (42) argue that “the Engineering Resilience framework” has been informed by ontological metaphors which treat “an ecosystem, person, city, government, bridge, [or] society” as if it were an object—“a unified whole”. Because this concept of resilience treats individuals as “objects,” it leads researchers to look for the properties or characteristics of the “materials” which individuals are “made of”, which are either elastic and allow them to “bounce” or “spring” back after stress; or are fragile and brittle and break under load. Similarly, the Designers Institute (DINZ), in its conference on “Our brittle society,” shows it is following the engineering resilience approach when it conceives of a city or society as an object which is made of materials which are either “strong and flexible” or “brittle and fragile”. While Holling characterises economic theory in terms of this engineering metaphor, it is in fact chemistry and the kinetic theory of gases that provides the source domain for the ontological metaphor which structures both static and dynamic equilibrium models within neo-classical economics (Smith and Foley; Mirowski). However, while springs are usually made out of metals, they can be made out of any “material [that] has the required combination of rigidity and elasticity,” such as plastic, and even wood (in a bow) (“Spring (device)”). Gas under pressure turns out to behave the same as other springs or elastic materials do under load. Because both the economic metaphor based on equilibrium theory of gases and the engineering analysis of bridges under load can both be subsumed under spring theory, we can treat both the economic (gas) metaphor and the engineering (bridge) metaphor as minor variations of a single overarching (spring) metaphor. Complex Systems Metaphors Holling (“Resilience & Stability” 13–15) critiques equilibrium models, arguing that non-deterministic, complex, non-equilibrium and multi-equilibrium ecological systems do not satisfy the conditions for application of equilibrium models. Holling argues that unlike the single equilibrium modelled by engineering resilience, complex adaptive systems (CAS) may have multi or no equilibrium states, and be non-linear and non-deterministic. Walker and Salt follow Holling by calling for recognition of the “dynamic complexity of the real world” (8), and that “these [real world] systems are complex adaptive systems” (11). Martin-Breen and Anderies (7) identify the key difference between “systems” and “complex adaptive systems” resilience as adaptive capacity, which like Walker and Salt (xiii), they define as the capacity to maintain function, even if system structures change or fail. The “engineering” concept of resilience focuses on the (elastic) properties of materials and uses language associated with elastic springs. This “spring” metaphor emphasises the property of individual components. In contrast, ecological concepts of resilience examine interactions between elements, and the state of the system in a multi-dimensional phase space. This systems approach shows that the complex behaviour of a system depends at least as much on the relationships between elements. These relationships can lead to “emergent” properties which cannot be reduced to the properties of the parts of the system. To explain these relationships and connections, ecologists and climate scientists use language and images associated with landscapes such as 2-D cross-sections and 3-D topology (Holling, “Resilience & Stability” 20; Pendall, Foster, and Cowell 74). Figure 3 is based on an image used by Walker, Holling, Carpenter and Kinzig (fig. 1b) to represent possible states of ecological systems. The “basins” in the image rely on our understanding of gravitational forces operating in a 3-D space to model “equilibrium” states in which the system, like the “ball” in the “basin”, will tend to settle. Figure 3: (based on Langston; in Walker et al. fig. 1b) – Tipping Point Bifurcation Wasdell (“Feedback” fig. 4) adapted this image to represent possible climate states and explain the concept of “tipping points” in complex systems. I have added the red balls (a, b, and c to replace the one black ball (b) in the original which represented the state of the system), the red lines which indicate the path of the ball/system, and the black x-y axis, in order to discuss the image. Wasdell (“Feedback Dynamics” slide 22) takes the left basin to represents “the variable, near-equilibrium, but contained dynamics of the [current] glacial/interglacial period”. As a result of rising GHG levels, the climate system absorbs more energy (mostly as heat). This energy can force the system into a different, hotter, state, less amenable to life as we know it. This is shown in Figure 3 by the system (represented as the red ball a) rising up the left basin (point b). From the perspective of the gravitational representation in Figure 3, the extra energy in the basin operates like the rotation in a Gravitron amusem*nt ride, where centrifugal force pushes riders up the sides of the ride. If there is enough energy added to the climate system it could rise up and jump over the ridge/tipping point separating the current climate state into the “hot earth” basin shown on the right. Once the system falls into the right basin, it may be stuck near point c, and due to reinforcing feedbacks have difficulty escaping this new “equilibrium” state. Figure 4 represents a 2-D cross-section of the 3-D landscape shown in Figure 3. This cross-section shows how rising temperature and greenhouse gas (GHG) concentrations in a multi-equilibrium climate topology can lead to the climate crossing a tipping point and shifting from state a to state c. Figure 4: Topographic cross-section of possible climate states (derived from Wasdell, “Feedback” 26 CC). As Holling (“Resilience & Stability”) warns, a less “desirable” state, such as population collapse or extinction, may be more “resilient”, in the engineering sense, than a more desirable state. Wasdell (“Feedback Dynamics” slide 22) warns that the climate forcing as a result of human induced GHG emissions is in fact pushing the system “far away from equilibrium, passed the tipping point, and into the hot-earth scenario”. In previous episodes of extreme radiative forcing in the past, this “disturbance has then been amplified by powerful feedback dynamics not active in the near-equilibrium state [… and] have typically resulted in the loss of about 90% of life on earth.” An essential element of system dynamics is the existence of (delayed) reinforcing and balancing causal feedback loops, such as the ones illustrated in Figure 5. Figure 5: Pre/Predator model (Bellinger CC-BY-SA) In the case of Figure 5, the feedback loops illustrate the relationship between rabbit population increasing, then foxes feeding on the rabbits, keeping the rabbit population within the carrying capacity of the ecosystem. Fox predation prevents rabbit over-population and consequent starvation of rabbits. The reciprocal interaction of the elements of a system leads to unpredictable nonlinearity in “even seemingly simple systems” (“System Dynamics”). The climate system is subject to both positive and negative feedback loops. If the area of ice cover increases, more heat is reflected back into space, creating a positive feedback loop, reinforcing cooling. Whereas, as the arctic ice melts, as it is doing at present (Barber), heat previously reflected back into space is absorbed by now exposed water, increasing the rate of warming. Where negative feedback (system damping) dominates, the cup-shaped equilibrium is stable and system behaviour returns to base when subject to disturbance. [...]The impact of extreme events, however, indicates limits to the stable equilibrium. At one point cooling feedback loops overwhelmed the homeostasis, precipitating the "snowball earth" effect. […] Massive release of CO2 as a result of major volcanic activity […] set off positive feedback loops, precipitating runaway global warming and eliminating most life forms at the end of the Permian period. (Wasdell, “Topological”) Martin-Breen and Anderies (53–54), following Walker and Salt, identify four key factors for systems (ecological) resilience in nonlinear, non-deterministic (complex adaptive) systems: regulatory (balancing) feedback mechanisms, where increase in one element is kept in check by another element; modularity, where failure in one part of the system will not cascade into total systems failure; functional redundancy, where more than one element performs every essential function; and, self-organising capacity, rather than central control ensures the system continues without the need for “leadership”. Transition Towns as a Resilience Movement The Transition Town (TT) movement draws on systems modelling of both climate change and of Limits to Growth (Meadows et al.). TT takes seriously Limits to Growth modelling that showed that without constraints in population and consumption the world faces systems collapse by the middle of this century. It recommends community action to build as much capacity as possible to “maintain existence of function”—Holling's (“Engineering vs. Ecological” 33) definition of ecological resilience—in the face of failing economic, political and environmental systems. The Transition Network provides a template for communities to follow to “rebuild resilience and reduce CO2 emissions”. Rob Hopkins, the movements founder, explicitly identifies ecological resilience as its central concept (Transition Handbook 6). The idea for the movement grew out of a project by (2nd year students) completed for Hopkins at the Kinsale Further Education College. According to Hopkins (“Kinsale”), this project was inspired by Holmgren’s Permaculture principles and Heinberg's book on adapting to life after peak oil. Permaculture (permanent agriculture) is a design system for creating agricultural systems modelled on the diversity, stability, and resilience of natural ecosystems (Mollison ix; Holmgren xix). Permaculture draws its scientific foundations from systems ecology (Holmgren xxv). Following CAS theory, Mollison (33) defines stability as “self-regulation”, rather than “climax” or a single equilibrium state, and recommends “diversity of beneficial functional connections” (32) rather than diversity of isolated elements. Permaculture understands resilience in the ecological, rather than the engineering sense. The Transition Handbook (17) “explores the issues of peak oil and climate change, and how when looked at together, we need to be focusing on the rebuilding of resilience as well as cutting carbon emissions. It argues that the focus of our lives will become increasingly local and small scale as we come to terms with the real implications of the energy crisis we are heading into.” The Transition Towns movement incorporate each of the four systems resilience factors, listed at the end of the previous section, into its template for building resilient communities (Hopkins, Transition Handbook 55–6). Many of its recommendations build “modularity” and “self-organising”, such as encouraging communities to build “local food systems, [and] local investment models”. Hopkins argues that in a “more localised system” feedback loops are tighter, and the “results of our actions are more obvious”. TT training exercises include awareness raising for sensitivity to networks of (actual or potential) ecological, social and economic relationships (Hopkins, Transition Handbook 60–1). TT promotes diversity of local production and economic activities in order to increase “diversity of functions” and “diversity of responses to challenges.” Heinberg (8) wrote the forward to the 2008 edition of the Transition Handbook, after speaking at a TotnesTransition Town meeting. Heinberg is now a senior fellow at the Post Carbon Institute (PCI), which was established in 2003 to “provide […] the resources needed to understand and respond to the interrelated economic, energy, environmental, and equity crises that define the 21st century [… in] a world of resilient communities and re-localized economies that thrive within ecological bounds” (PCI, “About”), of the sort envisioned by the Limits to Growth model discussed in the previous section. Given the overlapping goals of PCI and Transition Towns, it is not surprising that Rob Hopkins is now a Fellow of PCI and regular contributor to Resilience, and there are close ties between the two organisations. Resilience, which until 2012 was published as the Energy Bulletin, is run by the Post Carbon Institute (PCI). Like Transition Towns, Resilience aims to build “community resilience in a world of multiple emerging challenges: the decline of cheap energy, the depletion of critical resources like water, complex environmental crises like climate change and biodiversity loss, and the social and economic issues which are linked to these. […] It has [its] roots in systems theory” (PCI, “About Resilience”). Resilience.org says it follows the interpretation of Resilience Alliance (RA) Program Director Brian Walker and science writer David Salt's (xiii) ecological definition of resilience as “the capacity of a system to absorb disturbance and still retain its basic function and structure.“ Conclusion This paper has analysed the ontological metaphors structuring competing conceptions of resilience. The engineering resilience metaphor dominates in psychological resilience research, but is not adequate for understanding resilience in complex adaptive systems. Ecological resilience, on the other hand, dominates in environmental and climate change research, and is the model of resilience that has been incorporated into the global permaculture and Transition Towns movements. References 2nd year students. Kinsale 2021: An Energy Descent Action Plan. Kinsale, Cork, Ireland: Kinsale Further Education College, 2005. 16 Aug. 2013 ‹http://transitionculture.org/wp-content/uploads/KinsaleEnergyDescentActionPlan.pdf>. Barber, Elizabeth. “Arctic Ice Continues to Thin, and Thin, European Satellite Reveals.” Christian Science Monitor 11 Sep. 2013. 25 Sep. 2013 ‹http://www.csmonitor.com/Environment/2013/0911/Arctic-ice-continues-to-thin-and-thin-European-satellite-reveals>. 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Abstract:

Introduction Ever-enduring advancements in science and technology promise to offer solutions to problems or simply to make life a bit easier. However, not every advancement has only positive effects, but can also have undesired, negative ramifications. This article will take a closer look at Deus Ex: Human Revolution (DXHR), a dystopian video game which promises to put players in the position of deciding whether the science of human enhancement is a way to try to play God, or whether it enables us “to become the Gods we’ve always been striving to be” (Eidos Montreal, “Deus Ex: Human Revolution”). In this article I will argue that DXHR creates a space in which players can virtually witness future technologies for human performance enhancement without the need to alter their own bodies. DXHR is special particularly in two respects: first, the developers have achieved a high credibility and scientific realism of the enhancement technologies depicted in the game which can be described as being “diegetic prototypes” (Kirby, “The Future Is Now ” 43); second, the game directly invites players to reflect upon the impact and morality of human enhancement. It does so through a story in line with the cyberpunk genre, which envisions not only the potential benefits of an emergent technology, but has an even stronger focus on the negative contingencies. The game and its developers foresee a near-future society that is split into two fractions due to human enhancement technologies which come in the form of neuro-implants and mechanical prosthetics; and they foresee a near-future setting in which people are socially and economically forced to undergo enhancement surgery in order to keep up with the augmented competition. DXHR is set in the year 2027 and the player takes control of Adam Jensen, an ex-SWAT police officer who is now the chief of security of Sarif Industries, one of the world's leading biotechnology companies that produce enhancement technologies. Augmented terrorists attack Sarif Industries, abduct the head scientists, and nearly kill Jensen. Jensen merely survives because his boss puts him through enhancement surgery, which replaces many parts of his body with mechanical augmentations. In the course of the game it becomes clear that Jensen has been augmented beyond any life-saving necessity that grants him superhuman abilities and allows him to find and defeat the terrorists, but the augmentations also challenge his humanity. Is Jensen a human, a cyborg, or has he become more machine than man? DXHR grants players the illusion of immersion into a virtual world in which augmentations exist as a matter of fact and in which a certain level of control can be practiced. Players take up the role of a character distinctly more powerful and capable than the person in control, exceeding the limits of human abilities. The superior abilities are a result of scientific and technological advancements implying that every man or woman is able to attain the same abilities by simply acquiring augmentations. Thus, with the help of the playable character, Adam Jensen, the game lets players experience augmentations without any irreparable damages done to their bodies, but the experience will leave a lasting impression on players regarding the science of human enhancement. The experience with augmentations happens through and benefits from the effect of “virtual witnessing”: The technology of virtual witnessing involves the production in a reader’s mind of such an image of an experimental scene as obviates the necessity for either direct witness or replication. Through virtual witnessing the multiplication of witnesses could be, in principle, unlimited. (Shapin and Schaffer 60) In other words, simply by reading about and/or seeing scientific advancements, audiences can witness them without having to be present at the site of creation. The video game, hereby, is itself the medium of virtual witnessing whereby audiences can experience scientific advancements. Nevertheless, the video game is not just about reading or seeing potential future enhancement technologies, but permits players to virtually test-drive augmentations—to actually try out three-dimensionally rendered prototypes on a virtual body. In order to justify this thesis, a couple of things need to be clarified that explain in which ways the virtual witnessing of fictional enhancements in DXHR is a valid claim. Getting into the Game First I want to briefly describe how I investigated the stated issue. I have undertaken an auto-ethnography (Ellis, Adams, and Bochner) of DXHR, which concretely means that I have analytically played DXHR in an explorative fashion (Aarseth) trying to discover as many elements on human enhancement that the game has to offer. This method requires not only close observation of the virtual environment and documentation through field notes and screenshots, but also self-reflection of the actions that I chose to take and that were offered to me in the course of the game. An essential part of analytically playing a game is to be aware that the material requires “the activity of an actual player in order to be accessible for scrutiny” (Iversen), and that the player’s input fundamentally shapes the gaming experience (Juul 42). The meaning of the game is contingent upon the contribution of the player, especially in times in which digital games grant players more and more freedom in terms of narrative construction. In contrast to traditional narrative, the game poses an active challenge to the player which entails the need to become better in relation to the game’s mechanics and hence “studying games … implies interacting with the game rules and exploring the possibilities created by these rules, in addition to studying the graphical codes or the narration that unfolds” (Malliet). It is important to highlight that, although the visual representation of human enhancement technologies has an enormous potential impact on the player’s experience, it is not the only crucial element. Next to the representational shell, the core of the game, i.e. “how game rules and interactions with game objects and other players are structured” (Mäyrä 165), shapes the virtual witnessing of the augmentations in just an important way. Finally, the empirical material that was collected was analyzed and interpreted with the help of close-reading (Bizzocchi and Tanenbaum 395). In addition to the game itself, I have enriched my empirical material with interviews of developers of the game that are partly freely available on the Internet, and with the promotional material such as the trailers and a website (Eidos Montreal, “Sarif Industries”) that was released prior to the game. Sociotechnical Imaginaries In this case study of DXHR I have not only investigated how augmented bodies and enhancement technologies are represented in this specific video game, but also attempted to uncover which “sociotechnical imaginaries” (Jasanoff and Kim) underlie the game and support the virtual witnessing experience. Sociotechnical imaginaries are defined as “collectively imagined forms of social life and social order reflected in the design and fulfillment of nation-specific scientific and/or technological projects” (Jasanoff and Kim 120). The concept appeared to be suitable for this study as it covers and includes “promises, visions and expectations of future possibilities” (Jasanoff and Kim 122) of a technology as well as “implicit understandings of what is good or desirable in the social world writ large” (Jasanoff and Kim 122–23). The game draws upon several imaginaries of human enhancement. For example, the most basic imaginary in the game is that advanced engineered prosthetics and implants will be able to not only remedy dysfunctional parts of the human body, but will be able to upgrade these. Apart from this idea, the two prevailing sociotechnical imaginaries that forward the narrative can be subsumed as the transhumanist and the purist imaginary. The latter views human enhancement, with the help of science and technology, as unnatural and as a threat to humanity particularly through the power that it grants to individuals, while the former transports the opposing view. Transhumanism is: the intellectual and cultural movement that affirms the possibility and desirability of fundamentally improving the human condition through applied reason, especially by developing and making widely available technologies to eliminate aging and to greatly enhance human intellectual, physical, and psychological capacities. (Chrislenko et al.) The transhumanist imaginary in the game views technological development of the body as another step in the human evolution, not as something abhorrent to nature, but a fundamental human quality. Similar ideas can be found in the writings of Sigmund Freud and Arnold Gehlen, who both view the human being’s need to improve as part of its culture. Gehlen described the human as a “Mängelwesen”—a ‘deficient’ creature—who is, in contrast to other species, not specialized to a specific environment, but has the ability to adapt to nearly every situation because of this deficiency (Menne, Trutwin, and Türk). Freud even denoted the human as a “Prothesengott”—a god of prostheses: By means of all his tools, man makes his own organs more perfect—both the motor and the sensory—or else removes the obstacles in the way of their activity. Machinery places gigantic power at his disposal which, like his muscles, he can employ in any direction; ships and aircraft have the effect that neither air nor water can prevent his traversing them. With spectacles he corrects the defects of the lens in his own eyes; with telescopes he looks at far distances; with the microscope he overcomes the limitations in visibility due to the structure of his retina. (Freud 15) Returning to DXHR, how do the sociotechnical imaginaries matter for the player? Primarily, the imaginaries cannot be avoided as they pervade nearly every element in the game, from the main story that hinges upon human enhancement over the many optional side missions, to contextual elements such as a conference on “the next steps in human evolution” (Eidos Montreal, “Deus Ex: Human Revolution”). Most importantly, it impacts the player’s view in a crucial way. Human enhancement technologies are presented as controversial, neither exclusively good nor bad, which require reflection and perhaps even legal regulation. In this way, DXHR can be seen as offering the player a restricted building set of sociotechnical imaginaries of human enhancement, whereby the protagonist, Adam Jensen, becomes the player’s vessel to construct one’s own individual imaginary. In the end the player is forced to choose one of four outcomes to complete the game, and this choice can be quite difficult to make. Anticipation of the Future It is not unusual for video games to feature futuristic technologies that do not exist in the real world, but what makes DXHR distinct from others is that the developers have included an extent of information that goes beyond any game playing necessity (see Figures 1 & 2). Moreover, the information is not fictional but the developers have taken strategic steps to make it credible. Mary DeMarle, the narrative designer, explained at the San Diego Comic-Con in 2011, that a timeline of augmentation was created during the production phase in which the present state of technology was extrapolated into the future. In small incremental steps the developers have anticipated which enhancement technologies might be potentially feasible by the year 2027. Their efforts were supported by the science consultant, Will Rosellini, who voluntarily approached the development team to help. Being a neuroscientist, he could not have been a more fitting candidate for the job as he is actively working and researching in the biotechnology sector. He has co-founded two companies, MicroTransponder Inc., which produces tiny implantable wireless devices to interface with the nervous system to remedy diseases (see Rosellini’s presentation at the 2011 Comic-Con) and Rosellini Scientific, which funds, researches and develops advanced technological healthcare solutions (Rosellini; Rosellini Scientific). Due to the timeline which has been embedded explicitly and implicitly, no augmentation appears as a disembodied technology without history in the game. For example, although the protagonist wears top-notch military arm prostheses that appear very human-like, this prosthesis is depicted as one of the latest iterations and many non-playable characters possess arm prostheses that appear a lot older, cruder and more industrial than those of Jensen. Furthermore, an extensive description employing scientific jargon for each of the augmentations can be read on the augmentation overview screen, which includes details about the material composition and bodily locations of the augmentations. Figure 1: More Info Section of the Cybernetic Arm Prosthesis as it appears in-game (all screenshots taken with permission from Deus Ex: Human Revolution (2011), courtesy of Eidos Montreal) More details are provided through eBooks, which are presented in the form of scientific articles or conference proceedings, for which the explorative gamer is also rewarded with valuable experience points upon finding which are used to activate and upgrade augmentations. The eBooks also reflect the timeline as each eBook is equipped with a year of publication between 2001 and 2022. Despite the fact that these articles have been supposedly written by a fictional character, the information is authentic and taken from actual scientific research papers, whereby some of these articles even include a proper scientific citation. Figure 2: Example of a Darrow eBook The fact that a scientist was involved in the production of the game allows classifying the augmentations as “diegetic prototypes” which are “cinematic depictions of future technologies … that demonstrate to large public audiences a technology’s need, benevolence and viability” (“The Future Is Now” 43). Diegetic prototypes are fictional, on-screen depictions of technologies that do not exist in that form in real life and have been created with the help of a science consultant. They have been placed in movies to allay anxieties and doubts and perhaps to even provoke a longing in audiences to see depicted technologies become reality (Kirby, “The Future Is Now” 43). Of course the aesthetic appearance of the prototypes has an impact on audiences’s desire, and particularly the artificial arms of Jensen that have been designed in an alluring fashion as can be seen in the following figure: Figure 3: Adam Jensen and arm prosthesis An important fact about diegetic prototypes—and about prototypes (see Suchman, Trigg, and Blomberg) in general—is that they are put to specific use and are embedded and presented in an identifiable social context. Technological objects in cinema are at once both completely artificial—all aspects of their depiction are controlled—and normalized as practical objects. Characters treat these technologies as a ‘natural’ part of their landscape and interact with these prototypes as if they are everyday parts of their world. … fictional characters are ‘socializing’ technological artifacts by creating meanings for the audience, ‘which is tantamount to making the artifacts socially relevant’. (Kirby, “Lab Coats” 196) The power of DXHR is that the diegetic prototypes—the augmentations—are not only based on real world scientific developments and contextualized in a virtual social space, but that the player has the opportunity to handle the augmentations. Virtual Testing Virtual witnessing of the not-yet-existent augmentations is supported by scientific descriptions, articles, and the appearance of the technologies in DXHR, but the moral and ethical engagement is established by the player’s ability to actively use the augmentations and by the provision of choice how to use them. As mentioned, most of the augmentations are inactive and must first be activated by accumulating and spending experience points on them. This requires the player to make reflections on the potential usage and how a particular augmentation will lead to the successful completion of a mission. This means that the player has to constantly decide how s/he wants to play the game. Do I want to be able to hack terminals and computers or do I rather prefer getting mission-critical information by confronting people in conversation? Do I want to search for routes where I can avoid enemy detection or do I rather prefer taking the direct route through the enemy lines with heavy guns in hands? This recurring reflection of which augmentation to choose and their continuous usage throughout the game causes the selected augmentations to become valuable and precious to the player because they transform from augmentations into frequently used tools that facilitate challenge and reduce difficulty of certain situations. In addition, the developers have ensured that no matter which approach is taken, it will always lead to success. This way the role-playing elements of the game are accentuated and each player will construct their own version of Jensen. However, it may be argued that DXHR goes beyond mere character building. There is a breadth of information and opinions on human enhancement offered, but also choices that are made invite players to reflect upon the topic of human enhancement. Among the most conspicuous instances in the game, that involve the player’s choice, are the conversations with other non-playable characters. These are events in the game which require the player to choose one out of three responses for Jensen, and hence, these determine to some extent Jensen’s attitude towards human enhancement. Thus, in the course of the game players might discover their own conviction and might compose their own imaginary of human enhancement. Conclusion This article has explored that DXHR enables players to experience augmentations without being modified themselves. The game is filled with various sociotechnical imaginaries of prosthetic and neurological human enhancement technologies. The relevance of these imaginaries is increased by a high degree of credibility as a science consultant has ensured that the fictional augmentations are founded upon real world scientific advancements. The main story, and much of the virtual world, hinge upon the existence and controversy of these sorts of technologies. Finally, the medium ‘videogame’ allows taking control of an individual, who is heavily augmented with diegetic prototypes of future enhancement technologies, and it also allows using and testing the increased abilities in various situations and challenges. All these elements combined enable players to virtually witness not-yet-existent, future augmentations safely in the present without the need to undertake any alterations of their own bodies. This, in addition to the fact that the technologies are depicted in an appealing fashion, may create a desire in players to see these augmentations become reality. Nevertheless, DXHR sparks an important incentive to critically think about the future of human enhancement technologies.References Aarseth, Espen. “Playing Research: Methodological Approaches to Game Analysis.” DAC Conference, Melbourne, 2003. 14 Apr. 2013 ‹http://hypertext.rmit.edu.au/dac/papers/Aarseth.pdf›. Bizzocchi, J., and J. Tanenbaum. “Mass Effect 2: A Case Study in the Design of Game Narrative.” Bulletin of Science, Technology & Society 32.5 (2012): 393-404. Chrislenko, Alexander, et al. “Transhumanist FAQ.” humanity+. 2001. 18 July 2013 ‹http://humanityplus.org/philosophy/transhumanist-faq/#top›. Eidos Montreal. “Deus Ex: Human Revolution.” Square Enix. 2011. PC. ———. “Welcome to Sarif Industries: Envisioning a New Future.” 2011. 14 Apr. 2013 ‹http://www.sarifindustries.com›. Ellis, Carolyn, Tony E. Adams, and Arthur P. Bochner. “Autoethnography: An Overview.” Forum Qualitative Sozialforschung 12.1 (2010): n. pag. 9 July 2013 ‹http://www.qualitative-research.net/index.php/fqs/article/view/1589/3095›. Freud, Sigmund. Civilization and Its Discontents. Aylesbury, England: Chrysoma Associates Limited, 1929. Iversen, Sara Mosberg. “In the Double Grip of the Game: Challenge and Fallout 3.” Game Studies 12.2 (2012): n. pag. 5 Feb. 2013 ‹http://gamestudies.org/1202/articles/in_the_double_grip_of_the_game›. Jasanoff, Sheila, and Sang-Hyun Kim. “Containing the Atom: Sociotechnical Imaginaries and Nuclear Power in the United States and South Korea.” Minerva 47.2 (2009): 119–146. Juul, Jesper. “A Clash between Game and Narrative.” MA thesis. U of Copenhagen, 1999. 29 May 2013 ‹http://www.jesperjuul.net/thesis/›. Kirby, David A. Lab Coats in Hollywood. Cambridge, Massachusetts: MIT Press, 2011. ———. “The Future Is Now : Diegetic Prototypes and the Role of Popular Films in Generating Real-World Technological Development.” Social Studies of Science 40.1 (2010): 41-70. Malliet, Steven. “Adapting the Principles of Ludology to the Method of Video Game Content Analysis Content.” Game Studies 7.1 (2007): n. pag. 28 May 2013 ‹http://gamestudies.org/0701/articles/malliet›. Mäyrä, F. An Introduction to Game Studies. London: Sage, 2008. Menne, Erwin, Werner Trutwin, and Hans J. Türk. Philosophisches Kolleg Band 4 Anthropologie. Düsseldorf: Patmos, 1986. Rosellini, Will, and Mary DeMarle. “Deus Ex: Human Revolution.” Comic Con. San Diego, 2011. Panel. Rosellini Scientific. “Prevent. Restore. Enhance.” 2013. 25 May 2013 ‹http://www.roselliniscientific.com›. Shapin, Steven, and Simon Schaffer. Leviathan and the Air Pump: Hobbes, Boyle and the Experimental Life. Princeton: Princeton University Press, 1985. Suchman, Lucy, Randall Trigg, and Jeanette Blomberg. “Working Artefacts: Ethnomethods of the Prototype.” The British Journal of Sociology 53.2 (2002): 163-79. Image Credits All screenshots taken with permission from Deus Ex: Human Revolution (2011), courtesy of Eidos Montreal.

Abstract:

According to national neonatal perinatal data (NNPD) the survival of ELBW babies has improved from 37% in 2000 to 45% in 2002-3 reports. In our neonatal unit in PGIMER the survival of ELBW babies has been 54-56% in last 5 years, however unfortunately there is very scanty reports of long term outcome of ELBW babies from India. There is very scanty report of long term growth outcome of VLBW and ELBW Babies in our country, we reported VLBW and ELBW babies in our follow up had poor catch up growth, though some catch-up was observed at 6 month but subsequent lag in growth probably reflects poor weaning at 1 year. Infants with extremely low birth weights (ELBWs) are more susceptible to all of the possible complications of premature birth, both in the immediate neonatal period and after discharge from the nursery. These babies are at risk of poor growth and developmental. in the present study a total of 39 cases of ELBW Babies were enrolled during one year study period from July 2011- June2012 attending the neonatal follow up clinic attained 2year±3month of corrected age. Their detail birth data and postnatal illnesses retrieved from their initial hospital files and unit discharge record. A similar number of babies enrolled at 2yrs±3months of age in the control group. In the presence study, we assessed the growth, and neurological out come in extremely low birth baby attained 2yrs±3 months of corrected age. The study population consisted of 39 children of ELBW baby born during 2009 -10 at PGIMER & same number of normal birth weight children at 2yr±3 months of corrected age who satisfied the inclusion and exclusion criteria. These children were enrolled from neonatal follow up clinic who were already undergoing long term follow up. For growth outcome, we used weight, height & head circumference measurement of child, for neurological and developmental outcome used clinical neurological examination and DP-III .Base line demographic characteristics of our ELBW babies (Cases) where as follows. Mean (S.D) gestational age of ELBW babies was 29.87±2.3 week. Mean (S.D) birth weight 867±71.1 grams, Mean (S.D) lenght35±2.1cm & head circumference was 25.76±1.9 cm. Mean hospital stay in the ELBW babies was 48.6±19.9 days. Mean birth weight and gestational age of control group where 2684±166.2grm and 39.03±0.9 weeks. At 2year of corrected age we found - Weight was similar in both in case group & control group. (10.04±1.4 Vs 10.75±1.1). Height and head circumference were smaller in cases than control group. (81.4±4.3 Vs 84.4±3.3 and 45.9±1.6 Vs 46.8±1.5. 5% Babies had cerebral palsy in case group (N=2/39) and none in control group. Gross development score(GDS) in Development profile-III in both study group (cases & controls) was similar (72.49±8.08 Vs 73.54±9.3,p=0.596). Significant difference in domains physical (84.5±7.8 Vs.90±3.5, p=0.000) and domains adaptive (81±6.7 Vs. 85.3±5.4,p= 0.003) in cases as compared to controls. There was no difference between SGA and AGA among cases in growth and neurological development. There was no difference between male and female in case group in any parameter .There is very scanty data from our country on longterm follow up of ELBW babies. Our data shows that our ELBW cohort remained small in height and had smaller head circumference though weight was similar as compared to normal control babies. Key words: ELBW, VLBW, birth weight, neurological examination.

Abstract:

Introduction Negative stereotyping of alternative diets such as veganism and other plant-based diets has been common in Australia, conventionally a meat-eating culture (OECD qtd. in Ting). Indeed, meat consumption in Australia is sanctioned by the ubiquity of advertising linking meat-eating to health, vitality and nation-building, and public challenges to such plant-based diets as veganism. In addition, state, commercial enterprises, and various community groups overtly resist challenges to Australian meat-eating norms and to the intensive animal husbandry practices that underpin it. Hence activists, who may contest not simply this norm but many of the customary industry practices that comprise Australia’s meat production, have been accused of promoting a vegan agenda and even of undermining the “Australian way of life”.If veganism meansa philosophy and way of living which seeks to exclude—as far as is possible and practicable—all forms of exploitation of, and cruelty to, animals for food, clothing or any other purpose; and by extension, promotes the development and use of animal-free alternatives for the benefit of humans, animals and the environment. In dietary terms it denotes the practice of dispensing with all products derived wholly or partly from animals. (Vegan Society)then our interest in this article lies in how a stereotyped label of veganism (and other associated attributes) is being used across Australian public spheres to challenge the work of animal activists as they call out factory farming for entrenched animal cruelty. This is carried out in three main parts. First, following an outline of our research approach, we examine the processes of stereotyping and the key dimensions of vegan stereotyping. Second, in the main part of the article, we reveal how opponents to such animal activist organisations as Animals Australia attempt to undermine activist calls for change by framing them as promoting an un-Australian vegan agenda. Finally, we consider how, despite such framing, that organisation is generating productive public debate around animal welfare, and, further, facilitating the creation of new activist identifications and identities.Research ApproachData collection involved searching for articles where Animals Australia and animal activism were yoked with veg*n (vegan and vegetarian), across the period May 2011 to 2016 (discussion peaked between May and June 2013). This period was of interest because it exposed a flare point with public discord being expressed between communities—namely between rural and urban consumers, farmers and animal activists, Coles Supermarkets (identified by The Australian Government the Treasury as one of two major supermarkets holding over 65% share of Australian food retail market) and their producers—and a consequent voicing of disquiet around Australian identity. We used purposive sampling (Waller, Farquharson, and Dempsey 67) to identify relevant materials as we knew in advance the case was “information-rich” (Patton 181) and would provide insightful information about a “troublesome” phenomenon (Emmel 6). Materials were collected from online news articles (30) and readers’ comments (167), online magazines (2) and websites (2) and readers’ comments (3), news items (Factiva 13), Australian Broadcasting Commission television (1) and radio (1), public blogs (2), and Facebook pages from involved organisations, specifically Australia’s National Farmers’ Federation (NFF, 155 posts) and Coles Supermarkets (29 posts). Many of these materials were explicitly responsive to a) Animals Australia’s Make It Possible campaign against Australian factory farming (launched and highly debated during this period), and b) Coles Supermarket’s short-lived partnership with Animals Australia in 2013. We utilised content analysis so as to make visible the most prominent and consistent stereotypes utilised in these various materials during the identified period. The approach allowed us to code and categorise materials so as to determine trends and patterns of words used, their relationships, and key structures and ways of speaking (Weerakkody). In addition, discourse analysis (Gee) was used in order to identify and track “language-in-use” so as to make visible the stereotyping deployed during the public reception of both the campaign and Animals Australia’s associated partnership with Coles. These methods enabled a “nuanced approach” (Coleman and Moss 12) with which to spot putdowns, innuendos, and stereotypical attitudes.Vegan StereotypingStereotypes creep into everyday language and are circulated and amplified through mainstream media, speeches by public figures, and social media. Stereotypes maintain their force through being reused and repurposed, making them difficult to eradicate due to their “cumulative effects” and influence (Harris and Sanborn 38; Inzlicht, Tullett, Legault, and Kang; Pickering). Over time stereotypes can become the lens through which we view “the world and social reality” (Harris and Sanborn 38; Inzlicht et al.). In summation, stereotyping:reduces identity categories to particular sets of deeds, attributes and attitudes (Whitley and Kite);informs individuals’ “cognitive investments” (Blum 267) by associating certain characteristics with particular groups;comprises symbolic and connotative codes that carry sets of traits, deeds, or beliefs (Cover; Rosello), and;becomes increasingly persuasive through regulating language and image use as well as identity categories (Cover; Pickering; Rosello).Not only is the “iterative force” (Rosello 35) of such associative stereotyping compounded due to its dissemination across digital media sites such as Facebook, YouTube, websites, and online news, but attempts to denounce it tend to increase its “persuasive power” (29). Indeed, stereotypes seem to refuse “to die” (23), remaining rooted in social and cultural memory (Whitley and Kite 10).As such, despite the fact that there is increasing interest in Australia and elsewhere in new food norms and plant-based diets (see, e.g., KPMG), as well as in vegan lifestyle options (Wright), studies still show that vegans remain a negatively stereotyped group. Previous studies have suggested that vegans mark a “symbolic threat” to Western, conventionally meat-eating cultures (MacInnis and Hodson 722; Stephens Griffin; Cole and Morgan). One key UK study of national newspapers, for instance, showed vegans continuing to be discredited in multiple ways as: 1) “self-evidently ridiculous”; 2) “ascetics”; 3) having a lifestyle difficult and impossible to maintain; 4) “faddist”; 5) “oversensitive”; and 6) “hostile extremists” (Cole and Morgan 140–47).For many Australians, veganism also appears anathema to their preferred culture and lifestyle of meat-eating. For instance, the NFF, Meat & Livestock Australia (MLA), and other farming bodies continue to frame veganism as marking an extreme form of lifestyle, as anti-farming and un-Australian. Such perspectives are also circulated through online rural news and readers’ comments, as will be discussed later in the article. Such representations are further exemplified by the MLA’s (Lamb, Australia Day, Celebrate Australia) Australia Day lamb advertising campaigns (Bembridge; Canning). For multiple consecutive years, the campaign presented vegans (and vegetarians) as being self-evidently ridiculous and faddish, representing them as mentally unhinged and fringe dwellers. Such stereotyping not only invokes “affective reactions” (Whitley and Kite 8)—including feelings of disgust towards individuals living such lifestyles or holding such values—but operates as “political baits” (Rosello 18) to shore-up or challenge certain social or political positions.Although such advertisem*nts are arguably satirical, their repeated screening towards and on Australia Day highlights deeply held views about the normalcy of animal agriculture and meat-eating, “hom*ogenizing” (Blum 276; Pickering) both meat-eaters and non-meat-eaters alike. Cultural stereotyping of this kind amplifies “social” as well as political schisms (Blum 276), and arguably discourages consumers—whether meat-eaters or non-meat-eaters—from advocating together around shared goals such as animal welfare and food safety. Additionally, given the rise of new food practices in Australia—including flexitarian, reducetarian, pescatarian, kangatarian (a niche form of ethical eating), vegivores, semi-vegetarian, vegetarian, veganism—alongside broader commitments to ethical consumption, such stereotyping suggests that consumers’ actual values and preferences are being disregarded in order to shore-up the normalcy of meat-eating.Animals Australia and the (So-Called) Vegan Agenda of Animal ActivismGiven these points, it is no surprise that there is a tacit belief in Australia that anyone labelled an animal activist must also be vegan. Within this context, we have chosen to primarily focus on the attitudes towards the campaigning work of Animals Australia—a not-for-profit organisation representing some 30 member groups and over 2 million individual supporters (Animals Australia, “Who Is”)—as this organisation has been charged as promoting a vegan agenda. Along with the RSPCA and Voiceless, Animals Australia represents one of the largest animal protection organisations within Australia (Chen). Its mission is to:Investigate, expose and raise community awareness of animal cruelty;Provide animals with the strongest representation possible to Government and other decision-makers;Educate, inspire, empower and enlist the support of the community to prevent and prohibit animal cruelty;Strengthen the animal protection movement. (Animals Australia, “Who Is”)In delivery of this mission, the organisation curates public rallies and protests, makes government and industry submissions, and utilises corporate outreach. Campaigning engages the Web, multiple forms of print and broadcast media, and social media.With regards to Animals Australia’s campaigns regarding factory farming—including the Make It Possible campaign (see fig. 1), launched in 2013 and key to the period we are investigating—the main message is that: the animals kept in these barren and constrictive conditions are “no different to our pets at home”; they are “highly intelligent creatures who feel pain, and who will respond to kindness and affection – if given the chance”; they are “someone, not something” (see the Make It Possible transcript). Campaigns deliberately strive to engender feelings of empathy and produce affect in viewers (see, e.g., van Gurp). Specifically they strive to produce mainstream recognition of the cruelties entrenched in factory farming practices and build community outrage against these practices so as to initiate industry change. Campaigns thus expressly challenge Australians to no longer support factory farmed animal products, and to identify with what we have elsewhere called everyday activist positions (Rodan and Mummery, “Animal Welfare”; “Make It Possible”). They do not, however, explicitly endorse a vegan position. Figure 1: Make It Possible (Animals Australia, campaign poster)Nonetheless, as has been noted, a common counter-tactic used within Australia by the industries targeted by such campaigns, has been to use well-known negative stereotypes to discredit not only the charges of systemic animal cruelty but the associated organisations. In our analysis, we found four prominent interconnected stereotypes utilised in both digital and print media to discredit the animal welfare objectives of Animals Australia. Together these cast the organisation as: 1) anti-meat-eating; 2) anti-farming; 3) promoting a vegan agenda; and 4) hostile extremists. These stereotypes are examined below.Anti-Meat-EatingThe most common stereotype attributed to Animals Australia from its campaigning is of being anti-meat-eating. This charge, with its associations with veganism, is clearly problematic for industries that facilitate meat-eating and within a culture that normalises meat-eating, as the following example expresses:They’re [Animals Australia] all about stopping things. They want to stop factory farming – whatever factory farming is – or they want to stop live exports. And in fact they’re not necessarily about: how do I improve animal welfare in the pig industry? Or how do I improve animal welfare in the live export industry? Because ultimately they are about a meat-free future world and we’re about a meat producing industry, so there’s not a lot of overlap, really between what we’re doing. (Andrew Spencer, Australian Pork Ltd., qtd. in Clark)Respondents engaging this stereotype also express their “outrage at Coles” (McCarthy) and Animals Australia for “pedalling [sic]” a pro-vegan agenda (Nash), their sense that Animals Australia is operating with ulterior motives (Flint) and criminal intent (Brown). They see cultural refocus as unnecessary and “an exercise in futility” (Harris).Anti-FarmingTo be anti-farming in Australia is generally considered to be un-Australian, with Glasgow suggesting that any criticism of “farming practices” in Australian society can be “interpreted as an attack on the moral integrity of farmers, amounting to cultural blasphemy” (200). Given its objectives, it is unsurprising that Animals Australia has been stereotyped as being “anti-farming”, a phrase additionally often used in conjunction with the charge of veganism. Although this comprises a misreading of veganism—given its focus on challenging animal exploitation in farming rather than entailing opposition to all farming—the NFF accused Animals Australia of being “blatantly anti-farming and proveganism” (Linegar qtd. in Nason) and as wanting “to see animal agriculture phased out” (National Farmers’ Federation). As expressed in more detail:One of the main factors for VFF and other farmers being offended is because of AA’s opinion and stand on ALL farming. AA wants all farming banned and us all become vegans. Is it any wonder a lot of people were upset? Add to that the proceeds going to AA which may have been used for their next criminal activity washed against the grain. If people want to stand against factory farming they have the opportunity not to purchase them. Surely not buying a product will have a far greater impact on factory farmed produce. Maybe the money could have been given to farmers? (Hunter)Such stereotyping reveals how strongly normalised animal agriculture is in Australia, as well as a tendency on the part of respondents to reframe the challenge of animal cruelty in some farming practices into a position supposedly challenging all farming practices.Promoting a Vegan AgendaAs is already clear, Animals Australia is often reproached for promoting a vegan agenda, which, it is further suggested, it keeps hidden from the Australian public. This viewpoint was evident in two key examples: a) the Australian public and organisations such as the NFF are presented as being “defenceless” against the “myopic vitriol of the vegan abolitionists” (Jonas); and b) Animals Australia is accused of accepting “loans from liberation groups” and being “supported by an army of animal rights lawyers” to promote a “hard core” veganism message (Bourke).Nobody likes to see any animals hurt, but pushing a vegan agenda and pushing bad attitudes by group members is not helping any animals and just serves to slow any progress both sides are trying to resolve. (V.c. Deb Ford)Along with undermining farmers’ “legitimate business” (Jooste), veganism was also considered to undermine Australia’s rural communities (Park qtd. in Malone).Hostile ExtremistsThe final stereotype linking veganism with Animals Australia was of hostile extremism (cf. Cole and Morgan). This means, for users, being inimical to Australian national values but, also, being akin to terrorists who engage in criminal activities antagonistic to Australia’s democratic society and economic livelihood (see, e.g., Greer; ABC News). It is the broad symbolic threat that “extremism” invokes that makes this stereotype particularly “infectious” (Rosello 19).The latest tag team attacks on our pork industry saw AL giving crash courses in how to become a career criminal for the severely impressionable, after attacks on the RSPCA against the teachings of Peter Singer and trying to bully the RSPCA into vegan functions menu. (Cattle Advocate)The “extremists” want that extended to dairy products, as well. The fact that this will cause the total annihilation of practically all animals, wild and domestic, doesn’t bother them in the least. (Brown)What is interesting about these last two dimensions of stereotyping is their displacement of violence. That is, rather than responding to the charge of animal cruelty, violence and extremism is attributed to those making the charge.Stereotypes and Symbolic Boundary ShiftingWhat is evident throughout these instances is how stereotyping as a “cognitive mechanism” is being used to build boundaries (Cherry 460): in the first instance, between “us” (the meat-eating majority) and “them” (the vegan minority aka animal activists); and secondly between human interest and livestock. This point is that animals may hold instrumental value and receive some protection through such, but any more stringent arguments for their protection at the expense of perceived human interests tend to be seen as wrong-headed (Sorenson; Munro).These boundaries are deeply entrenched in Western culture (Wimmer). They are also deeply problematic in the context of animal activism because they fragment publics, promote restrictive identities, and close down public debate (Lamont and Molnár). Boundary entrenching is clearly evident in the stereotyping work carried out by industry stakeholders where meat-eating and practices of industrialised animal agriculture are valorised and normalised. Challenging Australia’s meat production practices—irrespective of the reason given—is framed and belittled as entailing a vegan agenda, and further as contributing to the demise of farming and rural communities in Australia.More broadly, industry stakeholders are explicitly targeting the activist work by such organisations as Animals Australia as undermining the ‘Australian way of life’. In their reading, there is an irreconcilable boundary between human and animal interests and between an activist minority which is vegan, unreasonable, extremist and hostile to farming and the meat-eating majority which is representative of the Australian community and sustains the Australian economy. As discussed so far, such stereotyping and boundary making—even in their inaccuracies—can be pernicious in the way they entrench identities and divisions, and close the possibility for public debate.Rather than directly contesting the presuppositions and inaccuracies of such stereotyping, however, Animals Australia can be read as cultivating a process of symbolic boundary shifting. That is, rather than responding by simply underlining its own moderate position of challenging only intensive animal agriculture for systemic animal cruelty, Animals Australia uses its campaigns to develop “boundary blurring and crossing” tactics (Cherry 451, 459), specifically to dismantle and shift the symbolic boundaries conventionally in place between humans and non-human animals in the first instance, and between those non-human animals used for companionship and those used for food in the second (see fig. 2). Figure 2: That Ain’t No Way to Treat a Lady (Animals Australia, campaign image on back of taxi)Indeed, the symbolic boundaries between humans and animals left unquestioned in the preceding stereotyping are being profoundly shaken by Animals Australia with campaigns such as Make It Possible making morally relevant likenesses between humans and animals highly visible to mainstream Australians. Namely, the organisation works to interpellate viewers to exercise their own capacities for emotional identification and moral imagination, to identify with animals’ experiences and lives, and to act upon that identification to demand change.So, rather than reactively striving to refute the aforementioned stereotypes, organisations such as Animals Australia are modelling and facilitating symbolic boundary shifting by building broad, emotionally motivated, pathways through which Australians are being encouraged to refocus their own assumptions, practices and identities regarding animal experience, welfare and animal-human relations. Indeed the organisation has explicitly framed itself as speaking on behalf of not only animals but all caring Australians, suggesting thereby the possibility of a reframing of Australian national identity. Although such a tactic does not directly contest this negative stereotyping—direct contestation being, as noted, ineffective given the perniciousness of stereotyping—such work nonetheless dismantles the oppositional charge of such stereotyping in calling for all Australians to proudly be a little bit anti-meat-eating (when that meat is from factory farmed animals), a little bit anti-factory farming, a little bit pro-veg*n, and a little bit proud to consider themselves as caring about animal welfare.For Animals Australia, in other words, appealing to Australians to care about animal welfare and to act in support of that care, not only defuses the stereotypes targeting them but encourages the work of symbolic boundary shifting that is really at the heart of this dispute. 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