As formas de participação na construção do projecto político pedagógico : diferentes realidades escolares

RESUMO: Na sociedade da comunicação e da informação, as escolas ainda não conseguiram compreender o seu papel de facilitadoras do conhecimento que o mundo está promovendo entre a realidade da escola e o interesse do educando. Um dos fatores para isso é o crescimento das escolas ao longo dos séculos e a necessidade de superação decorrente do alargamento da educação, que têm gerado um conhecimento complexo que descreve as reflexões e conscientizações sobre o nosso próprio desenvolvimento humano e sobre a nossa participação no mundo em que estamos vivendo. Essas complexidades possibilitam mudanças, principalmente nas questões epistemológicas e paradigmáticas, que proporcionaram outra forma de conceber o conhecimento e os saberes, chamado de “ecologia dos saberes”. Nesse contexto, existe a necessidade de se fazer uma leitura crítica na e da escola e de sua participação junto à comunidade escolar, objetivando minimizar as relações de dominação, de normatizações, de disciplinamento, de concentração de poder, para direcionar a educação num processo emancipatório, democrático, consciente das mudanças, de forma a incluir todos os saberes possíveis para acompanhar e valorizar a realidade escolar, através da participação de alta intensidade na construção e reconstrução do seu projeto político pedagógico. Para tanto, iremos discorrer sobre três escolas, a partir da análise de cada uma dentro da realidade construída por elas, buscando demonstrar que as escolas, dentro dos seus contextos educacionais, possuem diferentes realidades que não podem ser generalizadas, mas que devem ser compreendidas no sentido de que sejam promovidas a autonomia escolar e o fortalecimento da democracia educacional, objetivando a superação das condições atuais da educação para se adequar à sociedade e ao mundo atual. ABSTRACT: In the present society of communication and information, schools have not yet been able to understand their roles as facilitators of the knowledge that the world is promoting between the reality of school and the interest of the learner. One of the reasons for that is the growth of schools along the centuries as well as their constant need for getting over old problems, due to the expansion of education. These questions lead to a complex knowledge which describes reflections on our own human development and on our participation in the world we live in. These complexities lead to changes, especially in epistemological and paradigmatic questions, making it possible for new ways of conceiving knowledge, known as “ecology of knowledge”. In this context, there is a need for making a critical reading about school and its participation in the school community, with the objective to minimize the relations of domination, power concentration and discipline and to direct education towards a process of emancipation and democracy, in which there is conscience of the necessary changes to include all possible knowledge as a way to value the reality of school through a high intensity participation in the construction and reconstruction of its political and pedagogical project. Thus, this study will discuss three schools, basing this discussion on the analysis of each school within the reality built by them, trying to demonstrate that, within their educational contexts, each one possesses different realities that cannot be generalized. These differences must, however, be understood, in order to allow the promotion of school autonomy and the strengthening of educational democracy with the objective to get over education`s present conditions and adjust them to society and to the present world.

A time division beacon scheduling mechanism for IEEE 802.15.4/Zigbee cluster-tree wireless sensor networks

While the IEEE 802.15.4/Zigbee protocol stack is being considered as a promising technology for low-cost low-power Wireless Sensor Networks (WSNs), several issues in the standard specifications are still open. One of those ambiguous issues is how to build a synchronized multi-hop cluster-tree network, which is quite suitable for ensuring QoS support in WSNs. In fact, the current IEEE 802.15.4/Zigbee specifications restrict the synchronization in the beacon-enabled mode (by the generation of periodic beacon frames) to star-based networks, while it supports multi-hop networking using the peer-to-peer mesh topology, but with no synchronization. Even though both specifications mention the possible use of cluster-tree topologies, which combine multihop and synchronization features, the description on how to effectively construct such a network topology is missing. This paper tackles this problem, unveils the ambiguities regarding the use of the cluster-tree topology and proposes a synchronization mechanism based on Time Division Beacon Scheduling to construct cluster-tree WSNs. We also propose a methodology for an efficient duty cycle management in each router (cluster-head) of a cluster-tree WSN that ensures the fairest use of bandwidth resources. The feasibility of the proposal is clearly demonstrated through an experimental test bed based on our own implementation of the IEEE 802.15.4/Zigbee protocol.

Involvement of the autonomic nervous system in Chagas heart disease

The autonomic nervous system and especially the intracardiac autonomic nervous system is involved in Chagas' disease. Ganglionitis and periganglionitis were noted in three groups ofpatients dying with Chagas'disease: 1) Those in heart failure; 2) Those dying a sudden, non violent death and; 3) Those dying as a consequence ofaccidents or homicide. Hearts in the threegroups also revealed myocarditis and scattered involvement of intramyocardial ganglion cells as well as lesions of myelinic and unmyelinic fibers ascribable to Chagas'disease. In mice with experimentally induced Chagas' disease weobserved more intensive neuronal lesions of the cardiac ganglia in the acute phase of infection. Perhaps neuronal loss has a role in the pathogenesis of Chagas cardiomyopathy. However based on our own experience and on other data from the literature we conclude that the loss of neurones is not the main factor responsible for the manifestations exhibited by chronic chagasic patients. On the other hand the neuronal lesions may have played a role in the sudden death ofone group of patients with Chagas'disease but is difficult to explain the group of patients who did not die sudderly but instead progressed to cardiac failure.

Anàlisi de la qualitat de l'aigua: estudi dels impactes humans sobre la qualitat de l'aigua en pous i basses del Parc del Garraf i rodalies

Amb la finalitat de conèixer l’estat de qualitat de les aigües de les basses i pous del Parc del Garraf, s’analitzen una sèrie de paràmetres fisico-químics en 17 estacions de mostreig prèviament seleccionades, distribuïdes en zones amb diferents tipologies d’ús del sòl. La base de l’anàlisi ha estat la integració d’informació provinent de diferents fonts. Mitjançant l’elaboració de taules i gràfics, la generació de cartografia i el tractament estadístic de les dades, s’ha procedit a la tria de punts de mostreig i s’ha obtingut un inventari que ha permès la interpretació global dels resultats, facilitant la diagnosi. El procés de tractament de dades inclou la confecció d’un índex de qualitat de les aigües (ICA) propi, no vinculant, a partir de fórmules genèriques de normalització i ponderació de valors. Durant la realització de la diagnosi s’han detectat pertorbacions puntuals en determinats paràmetres corresponents a contaminacions locals, en diferents estacions de mostreig. Aquestes pertorbacions s’han relacionat amb la situació dels pous i les basses al Garraf i les tipologies d’ús del sòl de cada zona. El diagnòstic de pertorbacions ha orientat les propostes de millora aplicables que s’han dividit en tres classes segons el nivell d’actuació. Aquestes incideixen principalment, en la millora de la informació disponible, l’aplicació de l’agricultura ecològica, l’explotació sostenible dels aqüífers i la realització d’estudis globals i/o locals, més complets i exhaustius.

Development and validation of a clinical decision rule for the diagnosis of influenza.

INTRODUCTION: A clinical decision rule to improve the accuracy of a diagnosis of influenza could help clinicians avoid unnecessary use of diagnostic tests and treatments. Our objective was to develop and validate a simple clinical decision rule for diagnosis of influenza. METHODS: We combined data from 2 studies of influenza diagnosis in adult outpatients with suspected influenza: one set in California and one in Switzerland. Patients in both studies underwent a structured history and physical examination and had a reference standard test for influenza (polymerase chain reaction or culture). We randomly divided the dataset into derivation and validation groups and then evaluated simple heuristics and decision rules from previous studies and 3 rules based on our own multivariate analysis. Cutpoints for stratification of risk groups in each model were determined using the derivation group before evaluating them in the validation group. For each decision rule, the positive predictive value and likelihood ratio for influenza in low-, moderate-, and high-risk groups, and the percentage of patients allocated to each risk group, were reported. RESULTS: The simple heuristics (fever and cough; fever, cough, and acute onset) were helpful when positive but not when negative. The most useful and accurate clinical rule assigned 2 points for fever plus cough, 2 points for myalgias, and 1 point each for duration <48 hours and chills or sweats. The risk of influenza was 8% for 0 to 2 points, 30% for 3 points, and 59% for 4 to 6 points; the rule performed similarly in derivation and validation groups. Approximately two-thirds of patients fell into the low- or high-risk group and would not require further diagnostic testing. CONCLUSION: A simple, valid clinical rule can be used to guide point-of-care testing and empiric therapy for patients with suspected influenza.

Diagnostic et traitement des tumeurs intra-oculaires chez l'enfant [Diagnosis and treatment of intraocular tumors in the child]

PURPOSE: To remind of the absolute necessity for early diagnosis in the presence of ocular signs in children giving rise to possible intraocular tumours. METHOD: Based on our own experience of intraocular tumours in children, together with findings from the literature, diagnostic criteria and methods of treatment are presented. RESULTS: Retinoblastoma is the predominant cause of intraocular tumours in children, representing over 80% of cases under the age of 15 years. Other diseases may give rise to the same initial signs, usually leukocoria, sometimes strabismus, more rarely other atypical signs. Elements taken into account for diagnosis include age, sex, laterality, heredity, size of the globe, clinical aspect of the tumours, presence of calcifications and vitreous seeding. Full fundus examination under general anaesthetic is usually necessary. Biological examination, ultrasonography, computerized tomography and MRI enable an accurate diagnosis to be made in the majority of doubtful cases. The management of retinoblastoma is adapted for each individual case from the wide range of treatments available. Enucleation, radioactive applicators (...), brachytherapy (...), cryo- and photocoagulation represent classical measures. Primary chemotherapy, combined with other treatments such as thermotherapy, has become the treatment of choice in those cases where external beam radiotherapy has been used up to now, or in some instances before enucleation. Enucleation is usually carried out for medullo-epitheliomas, but brachytherapy may offer an alternative. CONCLUSION: Any unexplained ocular sign in children should be considered as a possible retinoblastoma, making an accurate and certain diagnosis imperative. Early treatment may save not only the life but also the vision of patients carrying this highly malignant lesion.

Les fractures du pilon tibial. Etude rétrospective à long terme de 51 fractures traitées par réduction sanglante et ostéosynthèse [Fractures of the tibial pilon. Long-term retrospective study of 51 fractures treated with open reduction and osteosynthesis].

PURPOSE OF THE STUDY: Fracture of the tibial pilon is a rare injury and its treatment remains difficult. The aim of this study was to report the complications and long term results of internal fixation using a technique which respects soft tissues and in which little material was used. MATERIAL: From 1985 to 1990, 48 patients with 51 fractures of the tibial pilon were treated by open reduction and internal fixation. All patients were submitted to a clinical and radiological review. METHODS: Both the Rüedi/Allgöwer and the AO-classification were used and determined by standard X-rays. Surgical procedure was performed with a 2 or 3 1/3 tube AO-plates and the peroneus was always fixed if fractured. Intraoperative reconstruction was analyzed. Subjective and objective scoring were used according to Olerud and Molander and the ankle arthritis was scored according to the classification determined by the SOFCOT in 1992. RESULTS: A minimal follow-up of 1 year for all cases was obtained, based on our own files. Thirty-eight patients (40 fractures) were evaluated after an average period of 88 months (56 to 124 months). Five patients developed cutaneous infection, three developed deep infection and four developed superficial skin necrosis. One aseptic non-union necessitated reoperation after 14 months. Two ankles had joint fusion after 19 and 25 months respectively due to severe arthritis. In six cases infectious and non-infectious complications led to surgical revision. According to the Olerud and Molander score, 15 per cent of the results were excellent, 45 per cent were good, 30 per cent were fair and 10 per cent poor. DISCUSSION: Literature shows a wide range of results following this surgical procedure. This is due to the difference in the type of trauma, classification system used, material used for the internal fixation and method of evaluation. The classification system of Rüedi and Allgöwer is the most commonly used but has a rather subjective tendency, especially between type II and type III. Treatment is difficult, especially for comminutive fractures associated with soft tissue damage. In this case, open reduction and internal fixation could increase iatrogenic lesions. For this reason surgical procedure can be delayed for several days, little material is used and soft tissue manipulation is reduced to minimum. In other study reports, the use of external fixation with or without minimal internal fixation have produced less complications without improving long term results. CONCLUSION: Analysis and comparison of study reports are difficult because of the absence of consensus in classification system and evaluation methods. The AO-classification, apparently the most objective, will probably be more and more used in the future. Treatment must be adapted to the bony lesion and soft tissue damage. Open reduction and internal fixation must be reserved for a specific group of lesion.

L'année 2014 mise en perspective par les internistes hospitaliers [What is new in 2014 for the specialist in hospital internal medicine? The point of view of university hospital chief residents].

The year 2014 was rich in significant advances in all areas of internal medicine. Many of them have an impact on our daily practice and on the way we manage one problem or another. From the use of the ultrasound for the diagnosis of pneumonia to the choice of the site of venous access and the type of line, and the increasing complexity of choosing an oral anticoagulant agent, this selection offers to the readers a brief overview of the major advances. The chief residents in the Service of internal medicine of the Lausanne University hospital are pleased to share their readings.

Química de sistemas supramoleculares constituídos por porfirinas e complexos metálicos

Supramolecular chemistry is expected to keep a high developing pace in the next years, giving support to the advancement of molecular devices and nanotechnology. In this sense, porphyrins and their analogues should play a significant role as a consequence of their catalytic, electrocatalytic, photochemical and photoelectrochemical properties. In this review we focused on our own strategy based on coordination chemistry for the design and build-up of supermolecules and supramolecular structures constituted by polynuclear porphyrins and metalloporphyrins. Included are also their properties and potential applications.

Físico-química experimental: uma proposta para abordar equilíbrio de fases em sistemas ternários

On undergraduate courses, practical classes represent periods in which students can verify the concepts presented in theoretical classes. Conversely, the teaching internship in graduate programs allows these students to incorporate pedagogical practices into their experience, predominantly involving observation and reproduction of methods adopted by supervisors. We propose internship teaching as a period for reflection on our pedagogical practice and present a methodology for an experimental physical chemistry classroom. The students can interact with the experiment and instructor, furthering the study of ternary systems while developing their skills for investigative work.

La enseñanza del español a adultos mayores en Quebec : experiencia de talleres prácticos

La hausse démographique de la population des aînés dans le dernier tiers du XX siècle et leur désir d’une retraite productive où ils puissent réinventer une nouvelle étape de leur vie, ont produit un changement dans les salles de classes des institutions formelles et informelles au Québec. Les aînés d’aujourd’hui retournent aux salles de classes mais pas pour la même raison que lorsqu’ils étaient adolescents ou étudiants à l’université, là où l’éducation était connectée aux objectifs professionnels et à la promotion sociale, mais plutôt avec le désir d’intégration continue et de la croissance personnelle. Ce désir est traduit par un apprentissage tout au long de la vie. En effet, l’éducation du Troisième âge devient importante, ainsi que la gérontagogie (branche de la gérontologie) qui étudie le processus d’apprentissage des aînés. Le rôle des Universités du troisième âge (UTA) demeure important mais aussi celui des institutions diverses comme par exemple les « Elder Hostels » et les Centres Communautaires. Dans ce contexte-ci, et basé sur nôtre expérience d’animateur d’ateliers d’espagnol d’une Université (de la province) du Québec, nous présentons quelques méthodologies et stratégies appliquées aux cours d’espagnol langue étrangère (ELE). Ces méthodologies et stratégies sont résumées dans un journal du professeur qui nous aidera à observer le niveau d’efficacité de celles-ci dans les ateliers de conversation. Ainsi, nous avons la possibilité de créer notre propre approche méthodologique qui pourra venir en aide à d’autres professeurs d’espagnol.

Lärares beskrivningar av evolution som undervisningsinnehåll i biologi på gymnasiet

Biological evolution is part of the syllabi for Biology and Science in Swedish upper secondary school. In the syllabi, evolution is not only presented as a topic in Biology courses, but is also regarded as a unifying theme. The teacher has a fundamental role in deciding how the national curriculum is translated into the educational situation. This thesis investigates teachers’ accounts of their teaching of evolution in Swedish upper secondary school, describing their understandings of the purpose of teaching and learning evolution as part of biology education. The thesis is based on interviews of teachers teaching the course Biology A, which is compulsory as dictated by the Natural Science Program. The interviews were supplemented with questionnaires. The interviews were orientated towards questions about selection of course content and the reasons for choosing this content. The interviews were focused on teachers experiences based on their own practice. Two aspects of content were examined: (1) the scientific content taught in terms of themes and (2) the socializing value-laden aspects, such as priorities taken by the teachers and the teachers´ overarching aims.   The results showed that teachers described different teaching contents with regard to values, even when the core content of themes was similar. Four different selective traditions for choosing content were identified among teachers. The results are discussed in relation to the context and conditions that the teachers identify as influential on the content chosen. Teachers’ interactions with their students as well as their world views are important for their selection and adjustment of content. There are also indications that teachers’ personal views about purposes are important for selecting the teaching content.

Smith-Lemli-Opitz syndrome: clinical and biochemical findings in Brazilian patients

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As relações afetivas na prática tutorial e sua relações com a aprendizagem no curso a distância de licenciatura plena em Química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

As relações afetivas na prática tutorial e sua relação com a aprendizagem no curso a distância de licenciatura plena em química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective