933 resultados para Dialogic pedagogy and critical pedagogy history


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Hacia fines del siglo XX, en Latinoamérica se publica una gran producción de novelas calificadas como históricas, notable cuantitativa y cualitativamente. Sus novedosas propuestas y las diferencias que guarda respecto a las características tradicionales del género, provocan un cuestionamiento crítico respecto a la categoría de novela histórica. En general, las producciones recientes problematizan las posibilidades del conocimiento histórico, como también las posibilidades del lenguaje para expresar ese conocimiento. Además, contienen una fuerte crítica hacia el discurso historiográfico oficial y recurren a la historia, no como producto acabado o dato, sino como procedimiento narrativo y cognoscitivo. Esto les permite trascender la referencia histórica local –sin excluirla – para remitir de manera más amplia a la historiografía y a la historia como portadores de la verdad sobre el pasado. La investigación analiza un corpus de novelas argentinas de finales del siglo pasado indagando los conceptos de historia y ficción propuestos por los textos.

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For several years, all five medical faculties of Switzerland have embarked on a reform of their training curricula for two reasons: first, according to a new federal act issued in 2006 by the administration of the confederation, faculties needed to meet international standards in terms of content and pedagogic approaches; second, all Swiss universities and thus all medical faculties had to adapt the structure of their curriculum to the frame and principles which govern the Bologna process. This process is the result of the Bologna Declaration of June 1999 which proposes and requires a series of reforms to make European Higher Education more compatible and comparable, more competitive and more attractive for Europeans students. The present paper reviews some of the results achieved in the field, focusing on several issues such as the shortage of physicians and primary care practitioners, the importance of public health, community medicine and medical humanities, and the implementation of new training approaches including e-learning and simulation. In the future, faculties should work on several specific challenges such as: students' mobility, the improvement of students' autonomy and critical thinking as well as their generic and specific skills and finally a reflection on how to improve the attractiveness of the academic career, for physicians of both sexes.

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Antibodies of IgG and IgM isotopes reacting with Plasmodium falciparum and P. vivax thick-smear antigens were searched for by the indirect fluorescent antibody test (IFAT) in a random sample of 230 blood donors at the transfusion centre of Porto Velho (HEMERON), Rondônia State, western Brazilian Amazon. A high prevalence of IgG seropositivity (32% against P. falciparum, 24% against P. vivax and 37% against either P. falciparum or P. vivax antigens) was detected among them, despite the fact that candidates reporting recent (<12 months) malaria attacks were not elegible. Only a small proportion of them had also detectable IgM antibodies to these antigens. These data suggest an intense, relatively recent exposure to malaria in such an urban population sample. However, parasitaemia (as detected by microscopical examination of Giemsa-stained thick smears) was patent in only one prospective donor. The antibody profile of blood donors was compared with that of healthy subjects of all age groups, living in a close endemic area (Candeias village, 21 km east of Porto Velho). The villagers were classified into two groups according to their history of a recent (<12 months) or a remote (>12 months) past malaria attack due to either P. falciparum or P. vivax. Extensive overlapping was observed when the distribution of antibody titres of healthy subjects from Candeias village with a recent and remote malaria history was compared. In conclusion, subjects with a recent or a remote malaria history could not be distinguished by sorological criteria alone.